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1. English Teaching Forum 2001, Volume 39, Number 2

   Format(s): Text

   Adapting authentic materials, misconception analysis, whole-learning reading, and international business ethics are among the articles in this issue.

2. Written Peer Response in L2 Writing

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   This article argues that peer reviews of student writing should be done in writing and orally, as opposed to only in writing or only orally. Peer reviewing usually addresses the organization and style of student writing. The author discusses eight advantages to managing a peer-review process this way.

3. Brain-Based Research & Language Teaching

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article summarizes information on how the human brain works. It presents insights from research on the human brain that informs second and foreign language teachers. This article offers seven principles that can provide a general context for learning and teaching and lists some guidelines for selecting classroom materials, strategies, and methodologies.

4. Using English Teaching Forum in Teacher Development

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   This collection of three small articles on how English Teaching Forum has been used in teacher training was created for this issue's anthology. Writers describe training sessions in Poland, Peru, Congo, and Togo. Teachers and teacher trainers all around the world have found innovative ways to take advantage of the availability, accessibility, and immediate applicability of Forum articles.

5. Tips for Reading Extensively

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

   This article describes how instructors can help their students benefit from extensive reading. Ten tips cover the basic guidelines of extensive reading. Extensive reading can improve learners’ fluency, confidence, and motivation in addition to expanding vocabulary and increasing reading speed. Students should read for overall comprehension and avoid turning to dictionaries with each new word. Modeling extensive reading and reading aloud with enthusiasm may also encourage student interest.

6. Classroom Techniques: - Nonstop Writing

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article offers Nonstop Writing as a classroom activity to help students overcome the anxiety that can come with composition in a second language. Nonstop Writing is defined as timed, ungraded writing on an assigned topic. The author describes how to carry out and use this activity.

7. Making Learning Fun: Interactive Activities To Build Student Motivation and Engagement In Your Classroom

   In: American English Webinars Format(s): Text, Video

   This webinar demonstrates how to spark students’ intrinsic motivation in the English language classroom.

8. Lesson Planning 101: Mapping Activities for a Clear Path to Learning

   In: American English Webinars Format(s): Text, Video

   This webinar teaches participants to create "road map" classroom activities.

9. Introduction

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   Teaching English is a bit like teaching jazz, the editor muses. Both require excellent listening skills and timing. Both are usually done in front of other people, and both require one to improvise.

10. Incorporating Interactive Vocabulary Activities into Reading Classes

    In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

    Incorporating Interactive Vocabulary Activities into Reading Classes is an article in volume 39, issue 1 of English Teaching Forum, a quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language.

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