Advanced Search: Resources

1. How to Conduct an ELT Workshop

   In: English Teaching Forum 2016, Volume 54, Number 3 Format(s): Text

   This article serves to give readers a framework for planning, preparing, and delivering a successful workshop, including strategies to keep on pace and anticipate and overcome obstacles.

2. Using Writing as a Scaffold to Academic Discussions in the Foreign Language Classroom

   In: English Teaching Forum 2018, Volume 56, Number 4 Format(s): Text

   Would you like to help your students engage in discussions more confidently and productively? This article presents a way to do that and gives suggestions for getting started.

3. Using Narrow Reading to Develop Fluency

   In: English Teaching Forum 2019, Volume 57, Number 3 Format(s): Text

   The author presents a step-by-step procedure for using narrow reading—“reading several texts about a single, narrow topic”—to promote reading fluency, with examples and suggested variations.

4. How to Write an ELT Conference Abstract

   In: English Teaching Forum 2019, Volume 57, Number 4 Format(s): Text

   The author presents detailed suggestions that can help you develop and write effective abstracts that are more likely to be accepted.

5. The Tonight Show Vocabulary-Review Games

   In: English Teaching Forum 2019, Volume 57, Number 4 Format(s): Text

   These vocabulary-review games, based on games seen on the television program The Tonight Show Starring Jimmy Fallon, give students a chance to review vocabulary while exercising their creativity and having fun.

6. Teaching Prepositions to Very Young Learners: The Case of On

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   The author discusses the benefits of applying cognitive linguistics, L1 acquisition, and neo-Vygotskian (Vygotsky) approaches to the teaching of a second language to young learners, using the example of teaching the preposition “on.” The author briefly reviews how prepositions are taught to adult learners and the challenges of teaching prepositions to young learners. The author then discusses two different meanings of “on” and how Total Physical Response (TPR) activities can be used to help young learners distinguish different meanings of “on.”

7. A Classroom Response to HIV/AIDS - Project Proposal Writing

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article describes a task-based writing project. High-school students in Zambia wrote a proposal to raise awareness of HIV/AIDS in their community. By writing on a topic related to their lives, students were motivated and empowered to use their English skills for positive change. The project was an interactive workshop that invited a community leader to help with brainstorming, the setting of ground rules, and understanding of the issue. Students worked together on their responses and drafted and revised a proposal that was based on a model from UNICEF.

8. "The Potential of Open Educational Resources for English Language Teaching and Learning: From Selection to Adaptation"

   In: English Teaching Forum, Volume 60, Number 2 Format(s): Text

   The article outlines how to find and adapt open educational resources (OERs) and presents a specific example of remixing OERs for the language classroom; the authors’ goal is to inspire other educators to create and adapt OERs and incorporate the materials into their own teaching contexts.

9. Getting Students to Speak Up: Classroom Atmosphere Is Key

   In: English Teaching Forum 2022, Volume 60, Number 3 Format(s): Text

   The author describes a challenge that is familiar to many language teachers: trying to get students to speak up independently, share thoughts, and participate authentically in the target language. The article includes general and specific tips for creating a comfortable, communicative classroom environment.

10. The TOEFL and Grammar

    In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

    This article examines the implications of universities in non-English-speaking countries imposing TOEFL requirements on their students. The author points out the difference between grammar taught in classrooms and how structure is evaluated on the TOEFL. The author identifies and discusses three categories: syntax, combination, and vocabulary. The article discusses important features of the test in order to familiarize EFL teachers with the TOEFL in each of these categories.

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