Advanced Search: Resources

1. English Teaching Forum 2017, Volume 55, Number 2

   Format(s): Text

   Find suggestions for using cell phones, songs and movement, student-created cartoons, photo diaries—and much more.

2. C.A.R.E.: A Methodological Framework for Using Pop Songs in the EL2 Classroom

   In: English Teaching Forum 2024, Volume 62, Number 3 Format(s): Text

   Author Harald Spann explains the C.A.R.E. framework to support “planning and teaching pop-song lessons in different learning contexts.” Using the Beatles’ “Here Comes the Sun” as an anchor, the author provides numerous examples of how teachers can apply the framework (covering creativity, analysis, response, and English) for multiple purposes.

3. Rock and Roll English Teaching: Content-Based Cultural Workshops

   In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

   This article considers content-based cultural workshops. With a focus on cultural content and a relaxed, engaging atmosphere, students practice language and cooperative learning strategies. The author describes the process of developing such a workshop as an extracurricular activity for a large, mixed audience. The article details an example interactive workshop on rock and roll and includes an appendix of useful websites related to the topic.

4. Unleashing Your True Teaching Power: Interaction in Online Learning Environments

   In: American English Webinars Format(s): E-book, MP3, Text, Video, Website

   This session, "Unleashing Your True Teaching Power: Interaction in Online Learning Environments," demonstrates how to engage learners in online environments by transforming traditional classroom tools.

5. Get Up and Sing! Get Up and Move! Using Songs and Movement with Young Learners of English

   In: English Teaching Forum 2017, Volume 55, Number 2 Format(s): Text

   The title says it all. This article explains why songs and movement are effective components of English language classes for young learners and presents lyrics, suggested movements, and options for a number of songs.

6. All That Jazz

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

   This article is the first of three to introduce Jazz music, which was born in the United States over a period of 200 years. Jazz was influenced by African, Latin American, and European music. It is generally accepted that Jazz was first recognized in New Orleans, Louisiana, the southeastern United States. This mostly historical article features many Jazz musicians including Ferdinand “Jelly Roll” Morton, Buddy Bolden, Joe “King” Oliver, and Louis “Satchmo” Armstrong. A list of Web sites is included.

7. The Cotton Club

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

   This one-page piece details The Cotton Club, one of the most glamorous dance and music clubs in New York City in the 1920s and 1930s. The Cotton Club was located in Harlem, which in the 1920s was an African-American residential and cultural business center in New York. The club had 30 to 50 chorus girls who danced and sang and were only hired if they were beautiful and very tall. Although the singers and dancers were almost all black, the audience was almost all white, which was a sign of the racial American society at the time.

8. The Lighter Side

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

   This "Lighter Side" begins with a contest to name a Jazz song. The answer is "Georgia On My Mind." Although there is an American state called Georgia, Georgia is the name of a girl for whom the song was written in 1930. In the second section of "The Lighter Side," definitions and uses of the word Jazz are given.

9. 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.

10. Save the Lofty Trees

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

    This is a script for a play called “Save the Lofty Trees,” intended for students use in ESL classrooms and is intended for young learners. This play gives students a chance to take part in group work by acting out the various scenes of the script. This will provide students with opportunities to use their skills and build fluency.

Pages