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1. An American Poetry Project for Low Intermediate ESL Adults

   In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

   This article discusses the author’s poetry unit, developed to expose her ESL students to American literature. Students wrote journals about poems they read and were assigned a poem about which to write a composition. The author required her students to memorize and perform one poem. While teaching the unit, the author and a colleague kept a dialog journal of their experience and insights. Both the student reactions and their dialog journals yielded positive results, allowing the author to make several recommendations for using poetry in the ESL classroom.

2. Classroom Activities

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

   This section presents three stand-alone learning activities related to the theme of bowling. A game for upper beginners is useful for sentence formation and vocabulary review on any topic. Intermediate learners can practice with imperatives by giving and following instructions on how to bowl. The final activity asks intermediate learners to engage in focused listening or reading. Extension possibilities are included for each of the three activities.

3. Classroom Activities

   In: English Teaching Forum 2013, Volume 51, Number 1 Format(s): Text

   This section presents three stand-alone language-learning activities related to trains.

4. Accommodating Learning Disabilities in the English Language Classroom

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

   This session, "Accommodating Learning Disabilities in the English Language Classroom," examines supportive instructional options, such as the inclusive classroom, universal design for learning, scaffolding, and peer-assisted learning strategies. Participants consider a variety of approaches that are beneficial for students with learning disabilities as well their non-disabled peers.

5. Cross-Cultural Collaboration: Working Together to Achieve Shared Goals

   In: English Teaching Forum 2024, Volume 62, Number 3 Format(s): Text

   Authors Lộc Thị Huỳnh Nguyễn and Fredricka L. Stoller share their own experiences as collaborators working together in person and on two distant continents, and they offer specific, detailed tips for others who are involved in cross-cultural collaborative projects or who may have the opportunity to collaborate in the future.

6. Fun with Weather

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

   This three-part weather-themed lesson for young learners connects weather, clothing, and feelings vocabulary. The target structures covered are: asking about the weather; comparing weather; using the modal auxiliary, should; and the question word, when. The lessons utilize all four skills and include such activities as going outside, singing, journaling, dressing a toy puppy, role play, and letter writing. Flashcards, riddles, a song, reading material, a listening script, and a sample letter are included.

7. VoIM-Mediated Cooperative Tasks for English Language Learners

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article discusses how computer-mediated communication, negotiation of meaning, and cooperative task-based learning can be combined in a VoIM-mediated activity to benefit language learners. The author starts with a brief review of how the three aspects of learning can benefit language learners. The author then describes a VoIM-mediated cooperative task. The rest of the article explains how to set up the activity, including technical requirements, planning in eight stages, and materials selection.

8. 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.

9. Reading Logs: Integrating Extensive Reading with Writing Tasks

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   This article informs instructors about blending reading logs into writing tasks. Several benefits are discussed, including clarifying objectives of reading and providing opportunities to respond to reading, building critical literacy, and monitoring student progress. The article describes how to develop an extensive reading project for advanced students that includes both comprehension and vocabulary strategies. Details include how to structure and format the reading logs as well as assessment procedures.

10. Promoting Genre Awareness in the EFL Classroom

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

    The author introduces genre awareness, a concept from ESP (English for Specific Purposes) and EAP (English for Academic Purposes), and relates it to its potential use in the EFL (English as a Foreign Language) classroom. She explains genre awareness as the ability to use the communication tool that is most appropriate for the purpose and audience. She recognizes several challenges to using genre awareness curriculum in the EFL classroom. Finally, she presents several useful genre awareness classroom exercises.

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