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1. Process Writing and the Internet: Blogs and Ning Networks in the Classroom

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

   This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

2. Towards Better Group Work: Seeing the Difference between Cooperation and Collaboration

   In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

   The author explains the difference between cooperation and collaboration in the classroom. Cooperation is students working together (each with individual tasks) for an end product, while collaboration is students interacting to create knowledge. The author discusses the strengths of collaboration and the teacher’s role. Also provided are guidelines for successful collaboration, sample activities, and frequently asked questions, such as what to do when students have emotional reactions to the group work.

3. Guess What? - Mime the Words

   In: Activate Games for Learning English - Guess What? Format(s): Text

   In Mime the Words, the Describer is allowed to say the topic and nothing else. Instead, the Describer must describe the words on the Guess What? card using mime.

4. Board Game: Which One Would the World Be Better Without? Why?

   In: Activate Games for Learning American English: Board Games Format(s): Text

   This game allows students to talk about hypothetical situations in an authentic and engaging way. For this board game, you will find the downloadable game, game instructions, and game variations.

5. The Lighter Side: Fishy Fun

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

   There are two games. The first has five tongue twisters, each word missing a letter which the student must complete. The second game is a matching game, but the words are missing letters which the student must fill in before he/she completes the match. The games help with vocabulary and spelling.

6. Chapter 1: Mapping the Human Genome

   In: Language and Life Sciences E-Journal Format(s): Text

   This chapter in the Advances of Biotechnology volume of the Language and Science e-journal focuses on DNA.

7. Guess What? Guess the Topic

   In: Activate Games for Learning English - Guess What? Format(s): Text

   In Guess the Topic, the Describer says the six words below the topic, slowly, one at a time. The Guessers try to guess the topic after each word is read.

8. Guess What? Guess the Words

   In: Activate Games for Learning English - Guess What? Format(s): Text

   In this game, the topic of the Guess What? card is given. Then the Guessers race to call out as many words that appear on the card as possible in 1 minute.

9. 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.

10. No Books and 150 Students?

    In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text

    This article describes the author’s experiences coping with the challenges of teaching English in an Indonesian university, such as classroom conditions and large numbers of students at different proficiency levels. The author suggests five activities that are designed to involve students in learning with little dependence on materials and little movement. The author also describes three out-of-class activities. Appendices include materials for the activities and additional references.

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