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Process Writing and the Internet: Blogs and Ning Networks in the Classroom

In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

Journals in the Language Classroom

In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

This article discusses how to use paper-based journals as teaching tools in language classrooms. It describes the concept of writing to learn and provides some suggestions for teachers on how to use paper-based journals at the beginning, middle, and the end of class based on the author’s self-experience and his students’ feedback.

Building Vocabulary and Improving Writing while Developing a Tourist Brochure

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

This article describes how creating a tourist brochure can help students improve their vocabulary and writing skills. The author describes how to plan writing lessons based on the creation of a brochure: viewing videos, planning the brochure, writing the brochure, getting feedback and rewriting, and displaying the brochure. In the conclusion, the author highlights the benefits of the activity as providing opportunities for contextualized writing and vocabulary learning.

Morning Discussion as a Communicative Activity

In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

This article describes freshman university students in China. They started their day with Morning Discussion, a student-hosted discussion of relevant topics. BBC and VOA reports were useful sources. The discussions offered opportunities for negotiation, clarification, and building communicative competence. As students took responsibility for the topics, classroom set up, and participation, their confidence grew. This was very successful, as shown by comments in students’ weekly diaries. Instructors stayed out of debates and did not interrupt to offer corrections.

A Questionnaire Project: Integrating the Four Macro Skills with Critical Thinking

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

This article describes the steps of a questionnaire project that uses listening, speaking, reading and writing while developing interpretation skills and self-regulation. The project creates survey questions, collects and analyzes data, and reports results. While students work in groups, they have opportunities to brainstorm, express opinions, and ask for clarification. The article includes tips on time constraints, evaluation of data, participation, and topic selection.

Developing Dynamic Units for EFL

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

“Developing Dynamic Units for EFL” describes how to develop a thematic unit that integrates skills in context, provides opportunities for learner autonomy, and is project-based and experiential. Planning includes identifying curriculum standards, thinking of a meaningful topic, brainstorming tasks, organizing the activities, and making use of learner choice. The sample unit “Eating Out with Friends” includes the topics of inviting friends; choosing a restaurant and making a reservation; finding and communicating directions; ordering and requesting the bill; and thanking friends and retelling the story.

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.

Using Letters to Tell Stories in the EFL Classroom

In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

This article discusses how letter writing can be used as authentic language use. An activity for beginners involves an exchange of letters of introduction between the instructor and students. This serves a socially meaningful interactional purpose. The second activity is the construction of an story, one in which the plot is expressed in a series of letters. The writer suggests using letter exchanges for this creative writing project after using books such as The Color Purple. Letter writing is one way to enable and empower students to tell their own stories.

Create to Communicate: Collage

In: Create to Communicate: Art Activities for the EFL Classroom Format(s): Text

This section contains five lesson plans focusing on imperatives, present continuous, wh-questions, contrastive nouns, and future aspect using will focusing on high beginner to advanced proficiency levels.

Create to Communicate: Sculpture