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399 Results Match Your Criteria
  1. Eyes On English

    In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text
    The author discusses a school-wide campaign to promote the use of English. This six-week campaign, called Eyes on English, was created for Early Childhood and Elementary divisions, but is noted to be flexible for other grade levels. Throughout the article, the author expresses the importance of this program as well as provides a basic activity that can help teachers increase English usage.
  2. Using Mobile Phone Technology in EFL Classes

    In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text
    This article explains how students can use their mobile phones to produce video projects and use English for meaningful communication. The author first explains what communicative competence is and why it is important. The author then discusses difficulties of putting principles of communicative language teaching into practice, which is the main rationale behind the author’s idea. Finally, the author describes four video projects and several activities based on mobile phone features.
  3. 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.
  4. Using Cooperative Learning to Facilitate Alternative Assessment

    In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text
    This article discusses the use of cooperative learning, an instructional strategy that utilizes group work to structure classroom interaction, to facilitate alternative assessment in the second or foreign language classroom. It highlights the importance of cooperative learning in assessment because assessment includes both linguistic and non-linguistic objectives, and meeting these objectives requires continuous and performance-based assessment. The article offers seven examples of cooperative assessments and shows how they can be used.
  5. 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.
  6. Classroom Techniques: Some Communicative Activities Based on Overhead Projectors

    In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text
    This article offers sample activities that use an overhead projector. These activities encourage students to use the target language while recalling information they have already learned. Activities include making shapes on the projector for discussion, manipulating objects to practice prepositions, and creating dialogues.
  7. Classroom Techniques: Communicative Activities for Middle School Classrooms

    In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text
    The author states that communicative activities, known to help language learning, can be difficult to use with middle school students. The author offers four suggestions for carrying out communicative activities and presents two activities that are designed to motivate students to use English to express their views.
  8. How to Make Upper-Level University English Classes More Interactive

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text
    Because of the advanced nature of the work in ESP classes, some students may have trouble keeping up and staying motivated. The author outlines what she did to make her ESP Engineering class more interactive. By incorporating task-based language teaching (TLBT), there were more opportunities for group work and student-to-student communication. A number of activities are available to the instructor using a TBLT approach, including listing, compare and contrast, problem solving, sharing personal experiences, and projects.
  9. To Teach Standard English or World Englishes? A Balanced Approach to Instruction

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text
    What is Standard English? This article talks about the problem in defining this term. Teaching the standard inner-circle varieties of English may devalue students' local English, but the authors note that teaching the local variety may cause problems for students who need to talk with non-local speakers. The solution is a balanced approach that is culturally and contextually sensitive, values learner language, and prepares students for intercultural communication. Example activities are provided.
  10. Graphing Activity Student Survey

    In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text
    This article shows how a learner poll can become a graphing activity for students. The author gives the reasons for using graphing activities as well as instructions for warm-up activities, graphing, and follow-up activities for a unit on sports. The author also provides ideas for using graphs with other themes.

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