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10 Results Match Your Criteria
  1. Climbing Grammar Mountain: An Interactive Learning Experience

    In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text
    This article describes a grammar game that is an enjoyable way for students to correct sentences. In Climbing Grammar Mountain, best suited for secondary and university students, learners compete in teams to “climb” a game board. They earn needed equipment in the form of sentences. If a student can correctly state whether a sentence is grammatical, s/he is able to proceed, with bonus points for correcting an incorrect sentence. The game board, sample sentences, and instructions for teachers and students are included along with suggestions for adaptations.
  2. 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.
  3. English Teaching Forum 2001, Volume 39, Number 3

    Format(s): Text
    This issues addresses velocity and the velocipede, the TOEFL and Grammar, and statistics and research design.
  4. 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.
  5. Using Comics in the English Language Classroom

    In: American English Webinars Format(s): Text, Video
    This webinar demonstrates the universality of comics for any language classroom, showing how multi-skill comic activities can be used with students of all ages and ability levels.
  6. 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.
  7. 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.
  8. Assessment of Young Learners

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text
    This article discusses how the trend towards low-anxiety, communicative-based language teaching and integrated language and content teaching has created a need to change assessment strategies for young learners. The author describes alternative assessment techniques such as nonverbal responses, oral interview, narratives, group assessment, and dialogue journals, and suggests how they can be carried out through regular classroom work.
  9. 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.
  10. Formative Assessment Strategies for the Student-centered Classroom

    In: American English Webinars Format(s): Text, Video
    This session, "Formative Assessment Strategies for the Student-centered Classroom," explores formative assessment as an essential element of student-centered classrooms.
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