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A large collection of resources for elementary, pre-intermediate and intermediate level students. Lesson plans, class activities and teacher's guides for teaching written and spoken english. Resources are either in PDF or Word formats.

This reading explores emergent literacy in young English-language learners.

A phonogram is a letter or combination of letters that represent a sound. This resource provides a chart of the 70 phonograms in the English language and gives examples of each.

A tool for teaching English as an Additional Language while providing nutrition information.

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This resource explains how to use phonics to teach reading in English.

This book introduces the Waldorf approach to literacy teaching.

This resource describes techniques for learning to read.

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This article discusses the use of games in teaching vocabulary in language classrooms and describes how games can be an enjoyable part of this process. It offers nine games that can be used to teach words at different stages of the class.

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This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

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This article focuses on the development of vocabulary among English language learners. The author first defines what a “word” means, then discusses five aspects of vocabulary knowledge. Drawing on Swain (1993), the author identifies three main goals of vocabulary learning. The rest of the article is devoted to the description of six activities to help students learn vocabulary in ESL/EFL contexts.

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An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.

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Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

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The author provides details on a case study she performed to examine the effectiveness of using the native language (L1) in foreign language classrooms. The article describes the details of her research design and her methods and procedures, including classroom observations, interviews, and questionnaires. One hundred first-year English major students in Beijing participated in her study. Included are the results of her study and a comparison of her findings to that of other researchers

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This article discusses conversation classes, drawing from the author’s experience teaching Persian ESL. The author offers eight guidelines for effective teaching: cultivate a relaxed atmosphere (with six suggestions for doing this), be alert and foster alertness, be enthusiastic and engender enthusiasm, be patient, be sensitive, think, listen, and make corrections. The article finishes with a number of suggested topics and activities for promoting conversation.

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The author, an experienced English teacher, combines her professional experience with her language learner experience to identify her ideal language teacher. Her top ten characteristics focus on four areas: affective characteristics including humor and enthusiasm; skills such as the use of creative tools; classroom management styles and academic knowledge.

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