Site Search | American English

Reading to Speak: Integrating Oral Communication Skills

In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

Although students want to practice speaking English, they do not have many opportunities to do so in the Chinese EFL system. This often results in something called 'mute English.' This article suggests a greater integration of skills through reading to speak activities. The author includes activities for reading to act, reading to debate, and reading to interview. These activities move students away from a focus on form, allowing students to be creative and build fluency.

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.

From Passive Participant to Active Thinker

In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

Learning to Hypothesize with Confidence through Sudoku Game Play

In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

According to the author, the game Sudoku offers a useful way to teach students in an EFL environment. Students learn the important words and grammar connected to language functions of confident hypothesizing and making logical conclusions. When students solve the Sudoku puzzles, they are asked to use modal verbs of certainty (e.g., must, can) and colloquial phrases such as "I bet that..." to communicate. The author provides lesson templates.

Applying Reading Research to the Development of an Integrated Lesson Plan

In: English Teaching Forum 2008, Volume 46, Number 1 Format(s): Text

This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

Applying Current Approaches to the Teaching of Reading

In: English Teaching Forum 2006, Volume 44, Number 1 Format(s): Text

This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive perspective. The author also explains schema theory and how to apply it to help students before, during, and after reading. The interactive model is then discussed.

Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

Bringing One Language to Another: Multilingualism as a Resource in the Language Classroom

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

Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

Using Progressive I-Can Statements to Promote Learner Confidence in Writing

In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

Ten Great Low-Cost Teaching Tools