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1. Laugh and Learn: Thinking Over the "Funny Teacher" Myth

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   The author in this article presents laughter and fun as an important part of a language classroom. The author suggests that when you laugh you learn better. Humor is introduced as a way to increase motivation and decrease anxiety. The author defines the “funny teacher” as a serious professional who uses humor to provide students with an enjoyable journey through learning. Activities are suggested for increasing fun and learning in the language classroom.

2. Open Classroom Communication and the Learning of Citizenship Values

   In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

   This article discusses the importance of fostering citizenship values in language classrooms around the world, and specifically in Morocco. Class content, student-teacher roles, classroom activities, and teacher education can promote civic values of equality, respect, responsibility, tolerance, and compassion. A learner-centered environment where there is group work, open communication, and participation, models these values. By including cultural content and engaging students with meaningful issues, teachers can increase interest and motivation.

3. Ready-to-use Methodology Materials: Breaking the Teacher-Fronted Cycle in the Classroom

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one.

4. 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.

5. The Children’s Response

   Format(s): Text

   The Children’s Response is based on Asher’s Total Physical Response (TPR) method.

6. 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.

7. Building Vocabulary and Improving Writing while Developing a Tourist Brochure

   In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

   This article describes how creating a tourist brochure can help students improve their vocabulary and writing skills. The author describes how to plan writing lessons based on the creation of a brochure: viewing videos, planning the brochure, writing the brochure, getting feedback and rewriting, and displaying the brochure. In the conclusion, the author highlights the benefits of the activity as providing opportunities for contextualized writing and vocabulary learning.

8. Enhancing Learner Motivation in the EFL Classroom

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

   This session, "Enhancing Learner Motivation in the EFL Classroom," addresses how to enhance our own motivation as teachers and then explore ways to enhance the motivation of our students. We will anchor the discussion on Dörnyei’s framework of motivational teaching practices.

9. 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.

10. 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.

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