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1. Teaching Weak Forms

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes a pronunciation concept referred to as the weak form, a compression of sounds used to keep the rhythm of spoken English. The author uses the word “that” as an example. Stressing or not stressing the word “that” when reading aloud the sentence “John thinks that man is evil” changes the meaning. Reading “that” as unstressed is an example of the weak form. The author provides examples of how to teach the weak form to provide students with better spoken English and better comprehension.

2. Teaching with Jazz Chants

   In: American English Webinars Format(s): Video

   This webinar "Teaching with Jazz Chants" demonstrates how to use Jazz Chants in the classroom.

3. Teaching Jazz Chants to Young Learners

   Format(s): Text, Video

   Teaching Jazz Chants to Young Learners is a video-based teacher training resource available on DVD that presents one compelling technique for teaching English pronunciation, intonation, and sentence stress: the jazz chant.

4. Lessons from the Other Side of the Teacher’s Desk: Discovering Insights to Help Language Learners

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.

5. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

6. Teaching Reading to Speakers of Non-Romanized Languages

   In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

   This article offers tips for teaching reading to speakers of non-Romanized languages. The author explains how initial lessons of the text “Let’s Read: A Linguistic Approach” by Bloomfield and Barnhart can be modified to address challenges that many Asian and Middle Eastern EFL learners face. The lessons address the alphabet, linking letters to sounds, and focusing on vowels in beginning reading. Rhyming and minimal pairs build connections between symbols and phonetic values. The lessons build a foundation for future reading. Teachers of any age group may find this article useful.

7. Teaching ESL Versus EFL

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

8. An Investigation of the Effectiveness of Teaching Pronunciation to Malaysian TEFL Students

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This article examines the benefits of pronunciation instruction for young adult language learners. It reports findings from a study in which pronunciation training was implemented into a university-level EFL speaking and listening course. The study found that students claimed to have benefitted from both the top-down approach and the bottom-up approach. This article endorses the value of pronunciation training using both segmental and suprasegmental instruction, and addressing oral production and aural comprehension.

9. VOA Learning English Activities

   Format(s): Website

   Leveled activities (beginning, intermediate, and advanced) on specific functions, produced by Voice of America.

10. American English Podcast Channels

    Format(s): Video, Website

    Provides instructions and links to connect to Voice of America Podcasts and Videocasts.

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