Lesson Plan: Papa Don't Preach by Madonna

1. Listen to the song and put a cross (x) by the lines that aren´t in it.
2. Fill in the blanks with the appropriate words

Papa I know you're going to _______ upset
And probably very angry too
Cos I was ______________ your little ___________ (but)
You should know by _____I'm not a baby
Even though I look like one
You always taught me ___________ from ________________
I need your help dad, please be ___________
As an oxMaybe we're ________________ at heart
But I know what I'm saying
The one you warned be all ____________
The one you really didn't like
The one you ____________ I could do without
We're in an awful mess
And I don't mean ___________
Please...Papa don't preach, I'm in _____________ deep
Papa don't preach, I've been losing sleep
And I've got huge bags under my eyes
But I've made up my ____________, I'm keeping my _________________
I'm gonna keep my baby
He says that he's going to ___________________ me
And I believe him
We can raise a little ________________
Maybe we'll be alright
If you help us with some cash
It's a ______________________
But my _______________ keep telling me to give it up
Saying I'm too young, I ought to live it up
Like going clubbing till the early hours
What I _____________ right now
Is some good advice
Please... papa don't preach...
Daddy daddy if you could only _____________
Just how good he's __________________ _____________________ me
You'd give us your blessing right now
Cos we are in ______________________,
We are in love...

Papa Don’t Preach

Papa I know youre going to be upset

cause I was always your little girl

But you should know by now

Im not a baby

You always taught me right from wrong

I need your help, daddy please be strong

I may be young at heart

But I know what Im saying

The one you warned me all about

The one you said I could do without

Were in an awful mess, and I dont mean maybe - please

Chorus:

Papa dont preach, Im in trouble deep

Papa dont preach, Ive been losing sleep

But I made up my mind, Im keeping my baby, oh

Im gonna keep my baby, mmm...

He says that hes going to marry me

We can raise a little family

Maybe well be all right

Its a sacrifice

But my friends keep telling me to give it up

Saying Im too young, I ought to live it up

What I need right now is some good advice, please(chorus)

Daddy, daddy if you could only see

Just how good hes been treating me

Youd give us your blessing right nowcause we are in love, we are in love, so please(chorus)

Papa dont preach, Im in trouble deep

Papa dont preach, Ive been losing sleep(repeat)

Oh, Im gonna keep my baby, ooh

Dont you stop loving me daddy

I know, Im keeping my baby

Worksheet sent in by Miriam Garcìa teaching in Spain.

http://www.esl-lounge.com/songs/songpapadontpreach.shtml

Lesson Plan: New York, New York by Frank Sinatra

Pre-Listening Activity:

What do these phrases mean?

*king of the hill:
*little town blues:
*city, that doesn't sleep:
*the very heart of it:
*vagabond shoes:
*longing to stray:
*top of the heap:
*If I can make it there, I'll make it anywhere:
*Cream of the crop:

Fill in the blanks:

Start spreading the __________, I'm leaving ____________
I want ____ ______ a part of it - New York, New York
These vagabond __________, are longing to stray
Right through the very _____________ of it - New York, New York
I want to __________ _______in a city, that doesn't sleep
And find I'm ________ of the hill - top of the _______________
These little town ______________, are melting ______________
I'm gonna make a brand new ___________ of it - in old New York
If I _______ make it there, I'll _____________ it anywhere
It's up to you - New York, New York
New York, New York
I want to wake up in a city, that never _____________
To find I'm a number ___________, head of the ______________,
Cream of the ___________ at the top of the ________________.
These little __________ blues, are melting away
I'm gonna make a brand _______ start of it - in _______ New York
If I can make it there, I'm gonna make it anywhere
It's up to you - New York, New York

Post-Listening Activity:

Comprehension Questions:

1. Where is he going?
2. Why does he want to go there?
3. What does he want to do there?
4. What does he think he can accomplish by going there?

Discussion Question:

Would you prefer living in a big city or a small town?
Discuss the advantages and disadvantages of living in both a big city and a small town.
Consider: living expenses, transportation, education, employment, safety...

Full Lyrics

Start spreading the news, I'm leaving today
I want to be a part of it - New York, New York
These vagabond shoes, are longing to stray
Right through the very heart of it - New York, New York
I want to wake up in a city, that doesn't sleep
And find I'm king of the hill - top of the heap
These little town blues, are melting away
I'm gonna make a brand new start of it - in old New York
If I can make it there, I'll make it anywhere
It's up to you - New York, New York
New York, New York
I want to wake up in a city, that never sleeps
To find I'm a number one, head of the list,
Cream of the crop at the top of the heap.
These little town blues, are melting away
I'm gonna make a brand new start of it - in old New York
If I can make it there, I'm gonna make it anywhere
It's up to you - New York, New York

Worksheet sent in by Teresa Gal, Mexico.

http://www.esl-lounge.com/songs/songnewyorknewyork.shtml

Lesson Plan: It's My Life by Bon Jovi

a. pre-listening activity: try to guess some of the words that are wrong or do not appear in the song.

b. listening activity: check the words that you guessed and fill in the blanks while you listen.

Part 1: In this block some nouns don't appear, some of the nouns can be:

Money - Voice - Prayer - Train - Sun - Song - Face

This ain't a _________ for the broken-hearted
No silent _________ for the faith -departed
I ain't gonna be just a __________ in the crowd
You're gonna hear my ____________
When I shout it out loud

Part 2: Chorus. There are 8 words that are wrong; find them and write the correct words:

Highway - Alive(x2) - Life(x3) - Way - Never

It's my wife
It's now or always
I ain't gonna live forever
I just want to live while I'm young
It's my wife
My heart is like an open market
Like Frankie said
I did it my best
I just wanna live while I'm young
It's my wife

Part 3: Find out where some of the following verbs appear:

Make - Stood - Believe - Eating - Getting - Backed

This is for the ones who ________ their ground
For Tommy and Gina who never ________ down
Tomorrow's _____________ harder make no mistake
Luck ain't even lucky
Got to ________ your own breaks

(Chorus)

Part 4: As in the previous section some verbs have disappeared from the lyrics:

Calling - Telling - Bet - Bend - Back - Break - Stand

Better ________ tall when they're __________ you out
Don't _________, don't __________, baby, don't _________ down

(Chorus)

c. post-listening activity: do you know the meaning of:

-Broken-Hearted:
-Ain't:
-Alive:
-Gonna:
-Highway:
-Wanna:

"It's My Life"

This ain't a song for the broken-hearted

No silent prayer for the faith-departed

I ain't gonna be just a face in the crowd

You're gonna hear my voice

When I shout it out loud

[Chorus:]

It's my life

It's now or never

I ain't gonna live forever

I just want to live while I'm alive (It's my life)

My heart is like an open highway

Like Frankie said I did it my way

I just wanna live while I'm alive

It's my life

This is for the ones who stood their ground

For Tommy and Gina who never backed down

Tomorrow's getting harder make no mistake

Luck ain't even lucky

Got to make your own breaks

[Chorus:]

It's my life

And it's now or never

I ain't gonna live forever

I just want to live while I'm alive (It's my life)

My heart is like an open highway

Like Frankie said I did it my way

I just want to live while I'm alive

'Cause it's my life

Better stand tall when they're calling you out

Don't bend, don't break, baby, don't back down

[Chorus:]

It's my life

And it's now or never

'Cause I ain't gonna live forever

I just want to live while I'm alive (It's my life)

My heart is like an open highway

Like Frankie said I did it my way

I just want to live while I'm alive

[Chorus:]

It's my life

And it's now or never

'Cause I ain't gonna live forever

I just want to live while I'm alive (It's my life)

My heart is like an open highway

Like Frankie said I did it my way

I just want to live while I'm alive

'Cause it's my life!

Lesson Plan: Angels by Robbie Williams

A) Fill in the gaps.

I sit and wait
Does an angel contemplate my _________ ( destiny )
And do they know
The places _________ we go
When we're ________ ( an adj.) and _________ ( = young )
'Cause I've _______ ( past participle: be) told
That salvation lets their wings ___________ ( = fold )
So when I'm _________ ( put your body in a resting position) in my bed
___________ ( ideas produced by thinking ) running through my head
And I feel that love is __________ ( not alive )
I'm loving angels instead.
Chorus
And through it all she _________ ( proposes) me protection
A lot of ________ ( = hate ) and __________ ( kindness )
Whether I'm _________ ( write / right ) or __________ ( not correct )
And down the waterfall____________ it may take me
I know that life _________ (want / won't) break me
When I come to call, she won't __________ ( abandon ) me
I'm loving angels instead.
When I'm feeling __________ ( = strong )
And my ________ ( suffering ) walks down a one way street
I _________ above
And I know I'll always _____ ___________ with love
And as the feeling _________ ( increases )
She breathes _______ (the skin of the human body) to my _________ ( hard parts that form the skeleton)
And when love is _________ ( not alive )
I'm loving angels instead
Chorus
And through it all she _________ ( proposes) me protection
A lot of ________ ( = hate ) and __________ ( kindness )
Whether I'm _________ ( write / right ) or __________ ( not correct )
And down the waterfall____________ it may take me
I know that life _________ (want / won't) break me
When I come to call she won't ___________ (abandon) me
I'm loving angels instead
Repeat chorus

Full Lyrics:

I sit and wait

Does an angel contemplate my fate

And do they know

The places where we go

When we're grey and old

'Cause I've been told

That salvation lets their wings unfold So when I'm lying in my bed

Thoughts running through my head

And I feel that love is dead

I'm loving angels instead.

Chorus

And through it all she offers me protection

A lot of love and affection

Whether I'm right or wrong

And down the waterfall

Wherever it may take me

I know that life won't break me

When I come to call she won't forsake me

I'm loving angels instead.

When I'm feeling weak

And my pain walks down a one way street

I look above

And I know I'll always be blessed with love

And as the feeling grows

She breathes flesh to my bones

And when love is dead

I'm loving angels instead

Chorus

And through it all she offers me protection

A lot of love and affection

Whether I'm right or wrong

And down the waterfall

Wherever it may take me

I know that life won't break me

When I come to call she won't forsake me

I'm loving angels instead

Worksheet sent in by Alenjandra teaching in Argentina.

http://www.esl-lounge.com/songs/songangels.shtml

Worksheet: Everyday - High School Musical 2

Teacher: Adriana Vera.
Song: Everyday.
Artist: High School Musical 2.
Album: High School Musical 2.

Activities:

1)Listen and order 1 to 4.

a) Means there’s no second chance _____
b) Once in a lifetime _____
c) Should grab it while we can _____
d) So I believe that you and me _____

a) It’s our turn, and I’m loving where we’re at _____
b) Make it last forever _____
c) Because this moment really all we have _____
d) And never give it back _____

2)Listen and write T for Troy and G for Gabriella.

Everyday _____
Of our lives, _____
Wanna find you there, wanna hold on tight _____
Gonna run _____
While we’re young _____
And keep the faith _____

Everyday _____
From right now, _____
Gonna use our voices and scream out loud _____
Take my hand _____
Together we _____
Will celebrate, _____
Celebrate _____
Oh, everyday _____

3)Listen and match.

1.They say that _____
2.And chase down _____
3.But if you get lost _____
4.What does it _____
5.No matter _____
6.It starts from _____
7.There’s more to life when _____
8.And because of you, _____

a.what you dream
b.where we’re going
c.and lose yourself
d.you should follow
e.we listen to our hearts
f.where we are
g.I’ve got the strength to start
h.really mean?

4)Listen and circle the correct word.

Everyday/Everynight
Of our lives,
Wanna find you there, wanna hold on tight
Gonna walk/run
While we’re young/old
And keep the faith

Everyday/Everynight
From right now/yesterday
Gonna use our voices/silence and scream out loud
Take my foot/hand
Together we
Will celebrate,
Oh, everyday/everynight

5)Listen and write the Personal Pronouns with their correct verb To Be.

_____ taking it back,
_____ doping it here
Together!

_____ better like that,
And stronger now
Than ever!
_____ _____ gonna lose
Cause we get to choose
That’s how _____ gonna be!

Everyday
Of our lives,
Wanna find you there, wanna hold on tight
Gonna run
While _____ young
And keep the faith
Keep the faith!

6)Listen and check how many times you hear the word “Everyday”.


Everyday:

Gabriella & Troy (High School Musical 2 Soundtrack) Lyrics - Everyday Lyrics

Troy
Once in a lifetime
means there’s no 2nd chance
so I believe than you and me
should grab it while we can
Gabriella
Make it last forever
and never give it back
Troy
It’s our turn, and I’m loving where we’re at
Troy + Gabriella
Because this moment’s really all we have
Troy
Everyday of our lives,
Gabriella
Wanna find you there, wanna hold on tight
Troy
Gonna run
Troy + Gabriella
While we’re young
and keep the faith
Troy
Everyday
Troy y Gabriella
From right now,
gonna use our voices and scream out loud
Gabriella
Take my hand
Troy
Together we will celebrate
Gabriella
Celebrate!
Troy + Gabriella
Oh, everyday
Gabriella
They say that you should follow
Troy
And chase down what you dream,
Gabriella
But if you get lost and lose yourself
Troy
What does is really mean?
Gabriella
No matter where we’re going
Troy
It starts from where we are
Gabriella, Troy + Gabriella
There’s more to life when we listen to our hearts
Troy + Gabriella
and because of you, I’ve got the strength to start
Yeah, yeah, yeah!
Everydayof our lives
Troy + Gabriella, Gabriella
wanna find you there, wanna hold on tight
Troy y Gabriella
Gonna runwhile we’re young
and keep the faith.
Everyday
Troy
From right now,
gonna use our voices and scream out loud
Take my hand
together we
will celebrate
Gabriella
Oh, everyday
Troy
We’re taking it back,
we’re doing it here
together!
Gabriella
It’s better like that,
and stronger now
than ever!
Troy y Gabriella
We’re not gonna lose.
‘Cause we get to choose.
That’s how it’s gonna be!
Troy
Everyday of our lives
Gabriella
Wanna find you there, wanna hold on tight.
Troy
Gonna run while we’re young
Troy + Gabriella
And keep the faith
Keep the faith!
Choir
Everyday of our lives
wanna find you there, wanna hold on tight.
Gonna run
while we’re young
and keep the faith
Everyday from right now,
gonna use our voices and scream out loud
Take my hand;
together we
will celebrate,
Everyday!
Live everyday
Love everyday
Live everyday
Love everyday
Everyday
Everyday
Everyday
Everyday
Everyday
Everyday
Everyday
Gabriella
Everyday

Worksheet: Simple Plan When I'm Gone

Simple Plan When I'm Gone

ACTIVITIES FOR THE SONG

*Listen to the song and complete with the right tense: present continuous, be going to or future simple.

I look around me
But all I seem to see
_____people _______ (go) nowhere
Expecting sympathy
It’s like we___________ (go) through the motions
Of the scripted destiny
Tell me where’s our inspiration
If life ___________ (wait)
I guess it’s up to me

CHORUS
No we_____________(waste) another moment in this town
We ___________________(come back),
the world __________________(call out)
Leave the past in the past ________________(find) the future
And misery loves company
Well so long
You _____________________(miss) me when I’m gone
You _____________________ (miss) me when I’m gone

Procrastination running circles in my head
While you sit there contemplating you__________________ (wind up) left for dead (left for dead)
Life is what happens
While you_______ busy _____________(make) your excuses
Another day, another casualty
But that ________________ ( neg./happen) to me

CHORUS
Let’s go…!____________________(neg./look back)
When I say goodbye
We_________________(leave) this world behind me____________________ (take) what’s mine tonight‘cause every wasted day
Becomes a wasted chance
You ___________________ (wake up) feeling sorry‘cause life ____________________(neg./wait)I guess it’s up to you
CHORUS

Simple Plan When I'm Gone Lyrics
(were doin it)

I look around me

But all I seem to seeIs people going nowhere

Expecting sympathy

It’s like we’re going through the motions

Of the scripted destiny

Tell me where’s our inspiration

If life wont waitI guess it’s up to me
CHORUS

Whoahh

No we’re not gonna waste another moment in this town

Whoahh

We wont come back, the world its calling out

Whoahh

Leave the past in the past gonna find the future

And misery loves company

Well so long

You’ll miss me when I’m gone

You’re gonna miss me when I’m gone

Procrastination running circles in my head

While you sit there contemplating you’ll wind up left for dead (left for dead)

Life is what happens

While you’re busy making your excuses

Another day, another casualty

But that won’t happen to me

CHORUS

Let’s go…!

Won’t look back

When I say goodbye

We’re gonna leave this world behind me

Gonna take what’s mine tonight‘cause every wasted day

Becomes a wasted chance

You’re gonna wake up feeling sorry‘cause life won’t waitI guess it’s up to you

CHORUS

Worksheet: Always on the Run by Lenny Kravitz

A. Question about the song

1. Listen to the song and number the 'pieces of advice' (values) the mother tells her son.

a. ( ) That it's good to be fruitful
b. ( ) That your life is a gift
c. ( ) Go get all that you're after
d. ( ) That it's good to be factual
e. ( ) Don't take more than a mouthful
f. ( ) There's much weight you will lift
g. ( ) Leave those bad boys alone
h. ( ) That love's all that matters
i. ( ) You can be rich or poor
j. ( ) You must push with much force
k. ( ) Be home before the dawn
l. ( ) Baby don't ride that crazy horse
m. ( ) You can be big or small
n. ( ) That it's good to be natural

B. Questions for you

1. Which of these pieces of advice do you think children (daughters/sons) are more likely to listen to?

_______________________________________________________

2. Does your mother or father tell you any of the above values? (Any different that you'd like to share?)

_______________________________________________________

C. Listen to the song again.

Find the best meaning for the expression ON THE RUN, according to the lyrics.

My mama said

That your life is a gift

And my mama said

There's much weight you will lift

And my mama said

Leave those bad boys alone

And my mama said

Be home before the dawn

And my mama said

You can be rich or poor

But my mama said

You can be big or small

But I'm always on the run

My mama said

That it's good to be fruitful

But my mama said

Don't take more than a mouthful

And my mama said

That it's good to be natural

And my mama said

That it's good to be factual

But I'm always on the run

My mama said

Baby don't ride that crazy horse

And my mama said

You must push with much force

And my mama said

Go get all that you're after

And my mama said

That love's all that matters

But I'm always on the run

Write the meaning of ON THE RUN and explanation according to the song.

_____________________________________________________________________

D. Extra Learning

Rewrite the lyrics with the speech of the mother using Reported/Indirect Speech.

Example:My mama said / That your life is a giftMy mama said that my life was a gift.

1. My mama said / There's much weight you will lift

____________________________________________________________________________

2.My mama said / Leave those bad boys alone

______________________________________________________________________________

3.My mama said / Be home before the dawn

______________________________________________________________________________

4.My mama said / You can be rich or poor

______________________________________________________________________________

5.My mama said / You can be big or small

______________________________________________________________________________

6.My mama said / That it's good to be fruitful

______________________________________________________________________________

7.My mama said / Don't take more than a mouthful

______________________________________________________________________________

8.My mama said / That it's good to be natural

______________________________________________________________________________

9.My mama said / That it's good to be factual

______________________________________________________________________________

10.My mama said / Baby don't ride that crazy horse

______________________________________________________________________________

11.My mama said / You must push with much force

______________________________________________________________________________

12.My mama said / Go get all that you're after

______________________________________________________________________________

13.my mama said / That love's all that matters

______________________________________________________________________________

Worksheet by Kátia Martins Pereira teaching in Brazil.

http://www.esl-lounge.com/songsab.shtml

Description of emotions and feelings (adjectives):The Soccer Ball

Learning Outcome
Students will use descriptive words to express emotions and feelings.

Strategies
Students are introduced to the cartoon above. Particular focus is given to the expression on Mudpies' face in each section of the comic.

In small groups, students brainstorm words to describe the look on Mudpies face during the soccer match.

Students then use the expression words, to draw and write their own cartoon.

http://www.gigglepotz.com/mudpie.htm

Free sample worksheets: listen and learn - Podcastsinenglish.com

Welcome to pie, the podcast site for learners and teachers of English.

All podcasts are free for language learners and teachers, but only members receive the learning English worksheets, vocabulary tasks, webquests and transcripts.

Free sample worksheets

You can listen to all the podcasts for free, but in order to download the worksheets and transcripts (except for the ones on this page) you must become a member.

Richard's family. (level 1) Richard describes some family photos

Listen or download (1.44MB, 3min 09sec)

Worksheet & Answers (pdf 100kb)

Transcript (pdf 25kb) Vocabulary tasks (pdf 65kb)

Jersey. (level 2) Take a trip to a small island with lots to discover

Listen or download (3.18MB, 6min 47sec)

Transcript (pdf 37kb)

Worksheet (pdf 146kb)

Vocabulary tasks (pdf 48kb)

Webquest (pdf 236kb)

The lucky dog and the plucky duck. (level 3) How two of our animal friends escaped certain death and why dog owners lead a healthy life

Listen or download (2.23MB, 4min 46sec)

Transcript (pdf 29kb)

Worksheet & answers (pdf 69kb)

Vocabulary tasks (pdf 43kb)

Webquest (pdf 41kb)

http://www.podcastsinenglish.com/pages/freesample.shtml

English Medium/High Level Video Lessons

I found this web site very useful if you want to teach with videos. I hope you like it and below you have the link to this web page-

Video Lesson guide.
In this video you are going to learn English (ESL,EFL) how to describe food quantities.

How to study with the video
Click play to begin. Listen and repeat what you hear. Follow the videos closely. Repeat video for clarity. Just keep a dictionary nearby in case you still can’t understand some expressions. Or use our dictionary links.
Vocabulary: a slice of pizza, a piece of, a bunch of, a glass of etc.Sentence patterns: I want a slice of pizza.

http://www.englishmedialab.com/higherlevels/food%20qty/food%20qty.html

The American Experience | Hoover Dam | Teacher's Guide

Suggestions for the Classroom

Rising more than 700 feet above the raging waters of the Colorado River, it was called one of the greatest engineering works in history. Hoover Dam, built during the Great Depression, drew men desperate for work to a remote and rugged canyon near Las Vegas. There they struggled against brutal heat, choking dust and perilous heights to build a colossus of concrete that brought electricity and water to millions, transforming the American Southwest.

Time Period 1901 to 1935

Themes: The Great Depression and unemployment, working conditions and labor policies, racial discrimination, the growth of the American West

Before Viewing Discussion:

*Ask students what they think were the biggest obstacles to developing the West. When and how do they think these were overcome?
*Have your students share their prior knowledge about dams: what are they used for, what are the benefits, what are the costs?

After Viewing Discussion:

*Hoover Dam employees worked under dangerous conditions 7 days a week with 2 days off (unpaid) a year. Split students into two groups, one to find out about the work week, the other to research working conditions. Students looking at the work week should find out how it has changed over the past 100-150 years and what has led to those changes. What legislation has been put into place? How has it changed Americans' lives? What are some current issues (increased demands for flex time and part-time, the flexibility of telecommuting)? They may also want to look at changes in the European work week (fewer hours, more vacation time) and what led to those changes (in many cases, high unemployment). Students looking at working conditions should find out about how worker safety issues have changed and been resolved. What legislation has affected working conditions? What federal and state agencies have a hand in overseeing safety in the workplace? What are some current issues?

*Water is a very important issue in the management of the West. Students could do projects on any number of subjects related to water: conflicts involving water rights, both among states, between the U.S. and Mexico, and between cities and states and Native Americans; pollution of rivers and groundwater created by farming and cattle ranching; depletion of local aquifers; appropriate water use and balancing economic and environmental issues (e.g., in a desert, should water be used to create lush farm land, golf courses, and green lawns); xeriscape landscaping; water rationing, etc.

*Many people believe that the negative impact of dams on the natural environment outweighs the potential benefits. As the leases on many dams come up for renewal, some are being challenged and plans are being made to remove them. Have students research the controversy around different dams, both ones under development as well as those up for renewal. Have them consider the perspectives of the various constituents. How do you balance the benefits and costs?

*The creation of dams, waterways, etc. has impacted the population growth in many areas in the U.S. What is the history of your area's drinking water supply? Have students conduct research on where their drinking water comes from. Has the water supply changed over the years or remained consistent? What dams, waterways, re-routed rivers, treatment facilities, etc. were needed to be built to provide water to your area? Working in teams, students could share their results by drawing a map that depicts their school in relation to the water source, and how the water is transported. Or, students could develop a brochure outlining the history and development of their potable water supply. In addition to local history books and newspapers, try contacting your local or county water agency for information on your water supplier. Related Web Sites

The official Hoover Dam Web site (http://www.hooverdam.com/) includes an extensive interdisciplinaryt teacher/student learning packet.

A hard copy of their materials complete with posters and maps can be ordered for free from:
Hoover Dam LCD-140Visitor Services-EducationPOB 60400Boulder City, Nevada 89006

Hoover Dam Visitor Center Home Page

http://www.hooverdam.com/service/index.html

Bureau of Reclamation Concrete Dams

http://www.usbr.gov/cdams/main.html

Bureau of Reclamation Home Page

http://www.usbr.gov/

Educators & Librarians: You may order "Hoover Dam" at PBS Video.

http://www.pbs.org/wgbh/amex/hoover/tguide/index.html