This article presents five games for introducing or reviewing vocabulary along with a matrix that teachers can use to evaluate the types of word knowledge that is practiced in the vocabulary games their students play. 

Online language-learning sites have multiplied over the years, and this article offers suggestions for evaluating and getting the most out of them. 

The authors “provide readers with a starting point for considering literacy coaching as a viable model for sustainable collaborative teacher development in ELT settings.” 

This guide is designed to enrich your reading of the articles in this issue. You may choose to read them on your own, taking notes or jotting down answers to the discussion questions below. Or you may use the guide to explore the articles with colleagues. 

This Teaching Technique introduces a fun, versatile game that gets students thinking and talking together about any number of topic categories. 

My Classroom: Morocco (Karima) 
This article profiles the teaching context in Askaoun, in Taroudant province in the south of Morocco, and Karima Mezouari, a teacher dedicated to giving her students there a chance to learn English in meaningful and enjoyable ways. 

My Classroom: Morocco (Adil) 
Adil Azhar describes how he learned to speak English through persistence and practice, and how he passes on his own passion for learning to his students at the Ecole Normale Supérieure in Rabat. 

This is a step-by-step description of an activity that incorporates group work to introduce learners to new vocabulary by using the jigsaw strategy. 

Enjoy these three puzzles. One puzzle is a “word search” with a twist, involving synonyms and antonyms of common feelings. Our second puzzle is based on synonyms and antonyms and is available online only. Our third puzzle is an antonym word search, also only available online.