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1. Amazing Animals

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   “Animals” is a three-part lesson plan for young learners with a zoo animal theme. The first lesson is full of activities to describe animals, with Simon Says, guessing games, and learning stations. The second lesson is about desert animals, but other types of animals could be chosen depending on student interest. This lesson teaches prepositions of place. The final lesson, using the Language Experience Approach, leads up to a trip to the zoo (real or virtual). The class constructs a story of their experience and reads it together. Animal flashcards are included.

2. A Tale of Two Animals

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   An Indonesian fable is the theme of this three-part lesson for young learners. Students practice with the past-tense verbs used in the fable. By listening, reading and ordering the sentences, and copying a paragraph of the story, students become very familiar with the fable. The lessons finish with homework to write a play based on the fable. Students may select and perform the best play from their group.

3. Health and Fitness

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   The theme of health offers a variety of language-learning possibilities. This three-part lesson plan for young learners can be adapted to other audiences. It includes a reading, a dialogue, and a listening script. The first lesson asks learners to analyze lifestyle choices and give advice. The second lesson takes students to a sporting goods store, where they consider the language they need to talk with a sales clerk. The third lesson is about food choices, including ways to prepare foods. A follow-up activity researches how a famous athlete stays healthy.

4. Using Replacement Performance Role-Plays in the Language Classroom

   In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

   Replacement performance role plays are a different type of role play. Rather than memorizing or writing a dialogue, this activity asks learners to listen and consider other possible responses. Students decide which character will be replaced and what they will do differently. Even shy learners or ones with lower proficiency levels can be involved because it is less overwhelming than writing a dialogue. The activity develops pragmatic competence and critical thinking skills. Popular TV shows can be used.

5. Designing Lessons for EFL Listening Comprehension Classes

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   To keep students motivated, the author outlines several principles for developing listening comprehension lessons. When learners focus on a clear learning objective, retention improves. Other recommendations include keeping the same topic and objective for several activities and selecting relevant, authentic material with a clear layout and pictures to help with prediction. The author discusses appropriate teaching methods, such as variety and effective questioning.

6. Chapter 1: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 1 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

7. Chapter 2: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 2 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

8. Chapter 3: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 3 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

9. Chapter 4: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 4 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

10. Chapter 5: The Autobiography of Mark Twain

    In: The Autobiography of Mark Twain Format(s): Text

    Chapter 5 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

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