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Authentic Video in the Beginning ESOL Classroom: Using a Full-Length Feature Film for Listening and Speaking Strategy Practice

In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

Using film in the classroom can be effective with beginning English learners. A full-length film offers continuous context to discuss humor, culture, and language functions, real-life communication with images and non-verbal cues, increased retention due to activating the right hemisphere of the brain, and the lowering of students’ affective filters. The authors include a lesson based on their experience teaching listening and speaking skills using the movie “What about Bob.” Assessment techniques and potential problems are considered.

Beyond Film: Exploring the Content of Movies

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

This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

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.

Classmates as Language Learning Allies: Activities to Encourage Student-to-Student Interaction

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

This session, “Classmates as Language Learning Allies: Activities to Encourage Student-to-Student Interaction,” provides ideas and strategies for structuring pair and group work to maximize student-to-student engagement, which can be especially important in contexts offering limited opportunities for out-of-class English practice.

Using the Telephone to Teach Pragmatics

In: Teaching Pragmatics Format(s): Text, Video, Website

This lesson in Teaching Pragmatics aims to help students learn to make requests, extend invitations, and offer congratulations (or other speech acts) and to learn how to open and close telephone conversations when leaving a message.

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.

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.

From Passive Learners to Critical Thinkers: Preparing EFL Students for University Success

In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

This article explains how the Bangladesh Rehabilitation Assistance Committee (BRAC) revised their curriculum to best prepare EFL students for English-speaking universities. After completing a needs analysis on how to best serve their students, the committee decided to make a more interactive classroom environment in which teachers integrated the four skills, used critical thinking activities, taught grammar in context, and used various methods of assessment. Feedback showed that both the students and the teachers responded positively to the changes.

Techniques for Students New to the Language Lab

In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

This article presents techniques that can be used in the university language lab to improve listening and speaking skills. The article describes several tasks for pairs and groups. Lessons begin with a popular English song and a warm up activity. Materials expose students to the formal and informal language of native speakers and fluent non-native speakers. Drills, stories, songs, and conversations make the language lab a beneficial resource. An initial session highlights the unique aspects of spoken language.

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.

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