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1. The Lighter Side

   In: English Teaching Forum 2002 (Volume 40, Number 1) Format(s): Text

   This is a logic puzzle called “Where’s the Beef.” This activity begins with a word search where students must find hidden words in a grid of letters, all related to McDonald’s and various fast food restaurant items. Also included in the game is a list of eleven related facts that students must read and analyze in order to answer the question stated at the beginning of the game. The activity is intended to help students practice vocabulary, spelling, and critical thinking.

2. A Plan for Using - "Save the Lofty Trees" by Leslie Mills

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

   The author describes how to use the play “Save the Lofty Trees” in a classroom. The plan offers six activities that will promote student interaction, involving guided imagination, brainstorming, group-work, creative movement, and an interactive read through. This lesson plan is intended for young learners and addresses all learning styles.

3. One-Room Schools

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

   history, one-room schoolhouse, inclusive, schoolhouse teacher, communities, interview, former students, websites, additional resources

4. Classroom Techniques: - English for Fools

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

   This article describes a lesson that can be used on April Fool’s day to bring humor to the classroom. The writer explains how the translation of proverbs about fools can be used for a discussion and offers ideas about the teaching of these proverbs, such as exploring themes or looking at the definition of “fool” in each saying.

5. A Lesson Plan Speaking (and Writing) of Sports

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

   This lesson plan offers several sports-related photographs and classroom activities that use the pictures for individual, pair, or group work. The activities include a sentence-combination task, structured writing questions, open-ended writing tasks, a charting task, and questions for a whole-class discussion. The author gives suggestions for making the tasks easier or more difficult for multiple levels.

6. "Imported" Communicative Language Teaching: Implications for Local Teachers

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article criticizes the rejection of Communicative Language Teaching (CLT) in non-Western contexts. Teachers sometimes avoid CLT because it includes ideas (such as autonomy and choice) that do not always fit with the educational, social, and cultural perspectives of their areas. The author defines CLT, considers the issues that come with importing this teaching method, and offers suggestions to help EFL teachers adapt CLT to their contexts to create genuine communication.

7. 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.

8. VOA Interactive Learning: Wordbooks

   Format(s): Text, Website

   Interactive wordbooks for business English and general English, and an idiom dictionary. Learn English and American Business English.

9. Wordmaster

   Format(s): Website

   Readings and corresponding podcasts on American English usage, produced by Voice of America.

10. Beyond Film: Exploring the Content of Movies

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

    This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

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