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1. Using Favorite Songs and Poems with Young Learners

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   In this article, the author discusses the benefits of using songs and poems to teach young learners. The author explains how songs and poems can be used in English class and what their benefits are. The author explains how teachers can use actions or puppets to accompany the selected songs or poems, or allow young learners to create ideas themselves. Each suggestion includes an activity. The author also offers an example of a song chart.

2. U.S. Fish and Wildlife Service Educators Page

   Format(s): Website

   Learn about fish, wildlife, plants, and their habitats and how you can help conserve, protect, and enhance them.

3. Speaking and Listening Online

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article gives an overview of online technology for developing students’ listening and speaking skills. The author explores websites for both receptive and interactive communication and discusses the benefits and limitations of the technology as well as possible classroom activities. The article argues that the quality of the programs supports their use in the second language classroom.

4. U.S. Coins: Reminders of History and Heritage

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article describes the various US coins, the design, size, and history of coins, coin-making, the US mint, coin production, and the mottos that appear on coins. There is also a section on coin collecting as a hobby, a list of websites about coins, and a glossary of coin terms.

5. Maps and Legends

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   The author of this student-directed reading, Michael Chabon, shares his experience as a pioneer of the Columbia Experiment. Columbia’s renewal was the dream of James Rouse, who put together a team of city planners to design a lovely, convenient, modern city where races lived together in harmony. Chabon writes about the impact of living with the dream and vision of the city’s development. Since the late 1960s, Columbia has grown from a few thousand people to the second largest city in Maryland.

6. Total Physical Response (TPR) and Miming with "One, Two, Buckle My Shoe"

   In: Teacher's Corner: Listening Format(s): MP3, Text, Image / Poster / Maps

   This meaning-focused listening activity uses the song “One, Two, Buckle My Shoe” from Sing Out Loud-Children’s Songs.

7. Reading Eyes Wide Shut: Visualization, Language Learners, and Texts

   In: English Teaching Forum 2021, Volume 59, Number 1 Format(s): Text

   Using an excerpt from a Jack London story as an anchor text, the authors describe five strategies designed to help students “see” what they are reading; the visualization strategies can “promote active engagement [with the text] both for enjoyment and for learning.”

8. English for Specific Purposes: Negotiating Needs, Possibilities, and Promises

   In: English Teaching Forum 2013, Volume 51, Number 4 Format(s): Text

   The authors espouse the need for negotiation in designing and delivering English for Specific Purposes (ESP) programs. Such negotiations take into account learners’ needs as well as structural limitations of the context and candid assessment of ESP providers. The article explores lessons from the field and the importance of needs analysis.

9. Developing Discussion and Tutorial Leadership Skills in EFL Learners

   In: English Teaching Forum 2021, Volume 59, Number 3 Format(s): Text

   The author explains how to use student-led tutorials to develop learners’ presentation, discussion, and listening skills creatively; among other benefits, the tutorials can increase all students’ social-discourse skills as they manage small-group discussions about topics of their own choosing.

10. Guess What? - Mime the Words

    In: Activate Games for Learning English - Guess What? Format(s): Text

    In Mime the Words, the Describer is allowed to say the topic and nothing else. Instead, the Describer must describe the words on the Guess What? card using mime.

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