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1. 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.

2. Chapter 4: Individual Responsibilities and Citizenship

   In: Language and Civil Society E-Journal: Civic Education Format(s): Text

   This chapter in the Civic Education volume of the Language and Civil Society e-journal focuses on the responsibilities that come with citizenship.

3. Chapter 5: Responsibilities of the Government

   In: Language and Civil Society E-Journal: Civic Education Format(s): Text

   This chapter in the Civic Education volume of the Language and Civil Society e-journal focuses on the duties that a government has to its citizens.

4. Language and Civil Society E-Journal: Civic Education

   Format(s): Text

   The content in each volume of this e-journal is related to an aspect of building or maintaining a Civil Society - topics that affect students' personal or professional lives on a daily basis. The topic of this volume is civic education. Through the exploration of topics related to civic education, language teachers can help their students master English and simultaneously become more knowledgeable citizens of the world.

5. Using Teacher-Developed Corpora in the CBI classroom

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

   This article argues for the use of teacher-generated corpora in content-based courses. Using a content course for engineering and architecture students as an example, the article explains how a corpus consisting of texts from textbooks and journal articles helped students learn grammar, vocabulary, and writing. The article explains how the corpus was compiled and presents examples of how students learned to analyze language use using corpus tools and dictionaries. The article ends by emphasizing the advantages of corpus analysis for self-directed learning.

6. Chapter 7: Cornerstones of Peace: Valuing Diversity and Practicing Tolerance

   In: Language and Civil Society E-Journal: Peace Education Format(s): Text

   This chapter in the Peace Education volume of the Language and Civil Society e-journal focuses on the concept of diversity.

7. 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.

8. Houseboats

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   This lesson uses a text about the houseboats of Kashmir to give students practice with descriptions, compound words, and participles. The lesson plan could be adapted to tourist destinations familiar to the students. Students are asked to write a description of their homes and create a tourism brochure for their own cities or towns.

9. Amazing Animals

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   “Animals” is a three-part lesson plan for young learners with a zoo animal theme. The first lesson is full of activities to describe animals, with Simon Says, guessing games, and learning stations. The second lesson is about desert animals, but other types of animals could be chosen depending on student interest. This lesson teaches prepositions of place. The final lesson, using the Language Experience Approach, leads up to a trip to the zoo (real or virtual). The class constructs a story of their experience and reads it together. Animal flashcards are included.

10. Student Storytelling through Sequential Art

    In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

    If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own sequential art projects. The author addresses managing project groups, researching the topic, developing the story, structuring the story, adding artwork, and sharing the story. The creations can be used as reading material for future classes.

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