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1. Ten Helpful Ideas for Teaching English to Young Learners

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

   This article offers ten suggestions for teaching young learners between the age of 7 and 12 based on language-teaching principles. They include supplementing activities with visuals, realia and movement; involving students in making visuals and realia; moving from activity to activity; teaching in themes; using stories and contexts familiar to students; establishing classroom routines in English; using L1 as a resource when necessary; bringing in helpers from the community; collaborating with other teachers in your school; and communicating with other professionals.

2. On Top of Old Smokey

   In: Sing Out Loud Traditional Songs Format(s): MP3, Text, Image / Poster / Maps

   This song in the Sing Out Loud Traditional Songs collection is a ballad where a mountain is the centerpiece.

3. Head, Shoulders, Knees, and Toes

   In: Sing Out Loud Children's Songs Format(s): MP3, Text, Image / Poster / Maps

   This song in the Sing Out Loud Children's Songs collection is a classic tune using body parts and movement. Poster included.

4. Shaping the Way We Teach English: From Observation to Action

   Format(s): Text

   Shaping the Way We Teach English: From Observation to Action is a series of video-based training materials for English as a Foreign Language (EFL) educators.

5. Create to Communicate: Art Activities for the EFL Classroom

   Format(s): Text

   Looking for ways to add art activities to your English language classroom? Create to Communicate is filled with great activities and lessons that use art to foster English language development.

6. From Passive Participant to Active Thinker

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

   This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

7. Using Progressive I-Can Statements to Promote Learner Confidence in Writing

   In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

   Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

8. Learning to Learn Cooperatively

   In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

   This article discusses the use of cooperative learning activities in the classroom to strengthen students’ interpersonal communication skills and increase their participation in the language-learning process. It addresses the importance of cultural and individual differences in cooperative learning. The article offers practical suggestions and useful activities to teach learners how to get involved in such activities and to complete the activity successfully.

9. Create to Communicate: Drawing

   In: Create to Communicate: Art Activities for the EFL Classroom Format(s): Text

   This section contains six lesson plans focusing on the simple present, simple past, information questions, imperatives, and prepositions of location focusing on beginner to intermediate proficiency levels.

10. Tools for Activating Materials and Tasks in the English Language Classroom

    In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

    This article presents techniques to make classroom materials and tasks more interactive and student-centered and thus motivate learners to take more control over their own learning. It demonstrates these techniques through elicitation, gapping, and adaptation/extension strategies. The article offers examples of classroom activities with detailed instructions to show how teachers can use materials and tasks in the English language classroom to address students’ interests, needs, and goals.

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