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1. The Communicative Approach: Addressing Frequent Failure

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

   The author found that student and teacher beliefs about error correction support a teacher-centered classroom environment. However, the notion of interlanguage suggests that language is acquired through trial and error in communicative settings. Too much correction means decreased confidence and less time for students to use the language. The author proposes that teachers reduce the amount of time they talk. Teachers need to learn more about the benefits and techniques of a communicative approach and ways to adapt material.

2. Authentic Video in the Beginning ESOL Classroom: Using a Full-Length Feature Film for Listening and Speaking Strategy Practice

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

   Using film in the classroom can be effective with beginning English learners. A full-length film offers continuous context to discuss humor, culture, and language functions, real-life communication with images and non-verbal cues, increased retention due to activating the right hemisphere of the brain, and the lowering of students’ affective filters. The authors include a lesson based on their experience teaching listening and speaking skills using the movie “What about Bob.” Assessment techniques and potential problems are considered.

3. Using Identity to Introduce ICC Skills in the EFL Classroom

   In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text

   The authors describe a detailed, step-by-step procedure to help students analyze the concept of identity—with the use of “identity wheels” and a knowledge-skills-attitudes framework—and apply their understanding to develop intercultural communicative competence

4. Try This: Go for the Grit!

   In: English Teaching Forum 2017, Volume 55, Number 3 Format(s): Text

   This step-by-step activity teaches students the meaning and importance of grit and provides two case studies that are ready to use in the classroom.

5. Using the Linguistic Landscape to Bridge Languages

   In: English Teaching Forum 2018, Volume 56, Number 1 Format(s): Text

   This Teaching Technique shows how languages found on public signs can help students practice English and understand the use of languages spoken in their context.

6. The Lighter Side: Baseball Terms with Everyday Meanings

   In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

   This matching activity offers students words that are related to baseball but also have a second meaning. They must match the term with both meanings.

7. Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

8. The Lighter Side: Football Transformers

   In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

   This issue's The Lighter Side introduces a word game with a football related theme.

9. The Lighter Side

   In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

   This is a word game that asks the reader to make as many words as possible using the letters in “cruise ship.” Cues are provided.

10. Keeping Discipline in the Classroom

    In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

    This article discusses the challenges of keeping order in the classroom and provides suggestions for fostering an environment of mutual respect. The article looks at what students expect of teachers as well as temporary games and long-term strategies that students use to take control from the teacher. Some practical solutions to discipline problems include keeping students’ attention, establishing clear rules together, and addressing discipline problems by using nonverbal and verbal cues before reacting to the problem.

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