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85 Results Match Your Criteria
  1. Contextualizing Teacher Training through Needs Analysis and Reflexivity

    In: English Teaching Forum 2023, Volume 61, Number 2 Format(s): Text
    Experienced teacher trainers Jimalee Sowell and Kevin McCaughey offer “suggestions teacher trainers might implement to improve their understanding of the local teachers they work with as well as ways of knowing the self and how the self interfaces with local contexts.” The article describes methods of needs assessment and discusses techniques for examining and understanding the self, all in the context of enhancing teacher training and professional development.
  2. Peace Corps World Wise Schools

    In: Peace Corps Teacher Training Resources Format(s): Website
    Educators use these materials to teach subjects as varied as language arts, social studies, geography, environmental education, and international economics.
  3. Peace Corps World Wise Schools – Themes

    In: Peace Corps Teacher Training Resources Format(s): Website
    Teachers will find a rich variety of lesson plans and activities here, all tried and tested by Peace Corps Volunteers in communities around the world. Find a new recipe, read a folk tale, practice new vocabulary in a different language, or paint a mural, all while learning and having fun.
  4. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

    In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text
    This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.
  5. Language Teaching through Critical Thinking and Self-Awareness

    In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text
    This article contains a wealth of activities that will help students develop critical thinking skills. These fun and dynamic activities raise students’ self-awareness regarding their perceptions, assumptions, prejudices, and values. The author addresses the teacher's role in helping students think differently and consider ideas from multiple points of view. To encourage critical thinking, assessment should not rely on summary and definition questions, but those that require analysis, hypothesis, and evaluation. A rationale for the importance of critical thinking is provided from a cognitive perspective.
  6. Teaching Reading to Speakers of Non-Romanized Languages

    In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text
    This article offers tips for teaching reading to speakers of non-Romanized languages. The author explains how initial lessons of the text “Let’s Read: A Linguistic Approach” by Bloomfield and Barnhart can be modified to address challenges that many Asian and Middle Eastern EFL learners face. The lessons address the alphabet, linking letters to sounds, and focusing on vowels in beginning reading. Rhyming and minimal pairs build connections between symbols and phonetic values. The lessons build a foundation for future reading. Teachers of any age group may find this article useful.
  7. Developing Pragmatic Competence in the EFL Classroom

    In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text
    Pragmatic competence is an important part of communicative competence, yet it is often insufficiently addressed. This article outlines a program of four lessons on the speech acts of openings and closings. Lessons examine dialogues for cultural differences regarding forms of address, abruptness, expected responses, and so on. Students also consider pre-closing phrases, ways to express politeness, and formality. Finally, students expand an artificial dialogue to make it more realistic. Activities include translation, pair work, creative writing, class discussion, and role play.
  8. 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.
  9. A Reading Programme for Elementary Schools

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text
    This article provides ways to create a positive attitude toward reading through a structured reading program. The article argues that reading programs should include increased reading materials via libraries, fund-raising, and other various collection ideas. The author emphasizes the importance of motivating and structured activities, parental involvement, and various teaching techniques, followed by promises and rewards. This helps young learners create a positive attitude towards reading.
  10. Teaching ESL Versus EFL

    In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text
    The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

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