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1. Using Web Resources in a Public Speaking Class

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes ways to teach public speaking students how to efficiently locate information on the Internet, how to quickly evaluate and analyze those resources, and how best to navigate the Web. The author’s lesson leads the students through a Web-based scavenger hunt, included in the article, and has information about how to evaluate sites. The author expands on these lessons to show the students how the Internet can help prepare and deliver a speech.

2. Teaching Weak Forms

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes a pronunciation concept referred to as the weak form, a compression of sounds used to keep the rhythm of spoken English. The author uses the word “that” as an example. Stressing or not stressing the word “that” when reading aloud the sentence “John thinks that man is evil” changes the meaning. Reading “that” as unstressed is an example of the weak form. The author provides examples of how to teach the weak form to provide students with better spoken English and better comprehension.

3. Lesson Plan: Seeing Seattle

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

   This lesson plan contains four main activities and two optional activities based on the feature article about Seattle.

4. Lesson Plan: A Letter from Miami: A Telenovela

   In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

   This lesson plan contains four activities that can prepare students for the final activity of creating a video or a play. There are also two optional activities to help students learn grammar, and a fact sheet about Miami.

5. Teaching Vocabulary to English Teacher Trainees

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   Non-native English-speaking teachers in a foreign context will sometimes experience difficulty with the words used in their training courses. This article presents a six-step method for helping these teachers learn new, relevant vocabulary. The method is effective but does not require a large amount of class time. Once words have been selected, individual students are each given a word for which to create a word profile. Presentation and review follows.

6. Teacher Resources

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

   In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

7. The Lighter Side

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

   These are two vocabulary activities. “J-Words Crossword Puzzle” invites students to use clues to fill in a crossword with words that start with the letter “J.” "Postcards Word Search" uses vocabulary from the feature article, "A Postcard from America."

8. The LIghter Side of TEFL: Limericks

   In: The Lighter Side of TEFL, Volume 1 Format(s): Text

   This section of The Lighter Side of TEFL focuses on limericks, which are light, nonsensical verses of five lines in which the first, second, and fifth lines rhyme with each other and the third and fourth lines, shorter in form, make up a rhymed couplet.

9. The Use of Ethics in the EFL Classroom

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   If students are not meeting their goals, it may be that the reason is non-linguistic. Motivation is an important factor that teachers need to consider. The writer argues that carefully chosen ethics cases can motivate timid students to speak out by removing their fear of making mistakes and by encouraging them to talk about heart-felt beliefs. Since ethics cases may not have clear right and wrong answers, this sets them apart from other discussion topics. Debate will foster critical thinking skills.

10. The Children's Response: TPR and Beyond

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

    This article describes a technique called The Children’s Response, which can be used to teach young EFL learners. The technique is based on Total Physical Response (TPR), which actively involves children from kindergarten to beyond third grade. The article offers three lessons that provide practice with the form and function of the present and past tense as well as prepositions and imperative commands.

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