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1. The Children's Response: TPR and Beyond

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This article describes a technique called The Children’s Response, which can be used to teach young EFL learners. The technique is based on Total Physical Response (TPR), which actively involves children from kindergarten to beyond third grade. The article offers three lessons that provide practice with the form and function of the present and past tense as well as prepositions and imperative commands.

2. Beyond Film: Exploring the Content of Movies

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

   This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

3. Applied Theatre, Adolescent English Learners, and the Performance of Literacy

   In: English Teaching Forum 2015, Volume 53, Number 2 Format(s): Text

   Youth in middle and secondary grades, between childhood and the adult world, sometimes struggle with their identities as readers and learners. Too many describe themselves or are described by their teachers and parents as “reluctant, disengaged, and/or unmotivated” by classroom texts or by the rows of books in school libraries.

4. Establishing Textual Authority and Separating Voices: A New Approach to Teaching Referencing

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

   This article provides practical reasoning and tools for the ESOL teacher to better teach source referencing. The author argues that students from around the world are taught different concepts for using sources. Students often assume texts present truths that do not require analysis. Many cultures teach students to memorize texts and repeat them to show mastery and shared knowledge. The author addresses plagiarism and provides classroom exercises.

5. The Line Between: Questions, Responses, and Critical Reading

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

   This session, "The Line Between: Questions, Responses, and Critical Reading," introduces the Question-Answer Relationship (QAR) framework for building readers’ confidence in locating information in a text and turning to themselves to answer questions that require thinking beyond the text.

6. A Judicious Lesson: A Whole-learning Reading Activity

   In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

   This article discusses the use of whole-reading activities in a university level reading and speaking course. The author used a magazine article about a murder and a trial to develop a four-week unit in which students investigated ideas about crime, punishment, rhetorical strategies, idiomatic language, and the United States' judicial system. Through the use of this unit, the author advocates for readings and activities that challenge students to move beyond comprehension of a text.

7. 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.

8. An Integrated Skills Lesson Plan for "Maps and Legends" by Michael Chabon

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   This lesson plan is based on the article “Maps and Legends” by novelist Michael Chabon and is for high intermediate to advance students. The lesson includes group and pair work. Students discuss the neighborhood where they grew up. They read the text and identify unfamiliar words, then answer comprehension questions in writing or discussion groups. Post-reading activities include scanning, inferring meaning from context, dictionary practice, and discussion questions. The lesson ends with questions to make connections beyond the text and project ideas.

9. An Integrated Skills Lesson Plan for "A Postcard from America" by Robert Olen Butler

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   This lesson plan is based on the feature article, “Postcards from America” by Robert Olen Butler. It is appropriate for high intermediate to advanced students. The lesson integrates the four skills and has five parts: Preparing to Read, Reading the Text, Understanding the Text, Making Connections Beyond the Text, and Integrating Language Skills. The lesson includes group discussion of comprehension questions, scanning for vocabulary, and using the dictionary.

10. An Integrated Skills Lesson Plan for "For Life's Sake" by Linda Hogan

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

    This lesson plan is for use with “For Life’s Sake.” After introducing the topic of Native Americans in class discussion, students read the article and identify unfamiliar vocabulary. Students may then read again and discuss comprehension questions. Post-reading activities build vocabulary, including idioms, and utilize dictionary and scanning skills. Questions to make connections beyond the text may be used for discussion or writing assignments. There are other projects that integrate language skills, such as writing a poem, considering family customs, and doing Internet research.

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