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1. Adding Variety to Word Recognition Exercises

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   This author discusses an interactive model of reading in which there is a balance in activities between top-down processes and the less common bottom-up processes such as word recognition. The author suggests adding more word recognition activities in L2 reading pedagogy to improve reading efficiency. After identifying the challenges in using these types of activities, the author proposes guidelines for developing materials that incorporate word recognition in an engaging way.

2. Speaking and Listening Online

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

   This article gives an overview of online technology for developing students’ listening and speaking skills. The author explores websites for both receptive and interactive communication and discusses the benefits and limitations of the technology as well as possible classroom activities. The article argues that the quality of the programs supports their use in the second language classroom.

3. A Process Genre Model for Teaching Writing

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

   This article considers three different approaches to the teaching of writing: the product approach, the process approach, and the genre approach. After explaining the different approaches, the author uses recent research to suggest a combination of the genre/process approaches in the composition classroom. A lesson plan is provided.

4. Literacy Memoirs

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

   This article discusses the use of literacy memoirs to help students become motivated to write. This can give students the chance for reflection on their literacy skills while also improving their writing in English. The author explains how a literacy memoir workshop can work in a process writing classroom, giving a sample schedule and examples of student memoirs.

5. Classroom Techniques: - What a Feeling!

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

   This article argues for the use of collaborative writing through poems in the ESL classroom. This activity gives students the motivation to express their creativity while improving teamwork skills that are important outside of the classroom. The author describes how collaborative poetry is introduced and carried out, gives examples of student poems, and suggests how the activity can be used with other genres as well.

6. Classroom Techniques: - Nonstop Writing

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

   This article offers Nonstop Writing as a classroom activity to help students overcome the anxiety that can come with composition in a second language. Nonstop Writing is defined as timed, ungraded writing on an assigned topic. The author describes how to carry out and use this activity.

7. Classroom Techniques: - English for Fools

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

   This article describes a lesson that can be used on April Fool’s day to bring humor to the classroom. The writer explains how the translation of proverbs about fools can be used for a discussion and offers ideas about the teaching of these proverbs, such as exploring themes or looking at the definition of “fool” in each saying.

8. Graphing Activity Student Survey

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

   This article shows how a learner poll can become a graphing activity for students. The author gives the reasons for using graphing activities as well as instructions for warm-up activities, graphing, and follow-up activities for a unit on sports. The author also provides ideas for using graphs with other themes.

9. Maximizing the Benefits of Project Work in Foreign Language Classrooms

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   There are many benefits to using project work in the classroom, such as student autonomy, increased content knowledge, and motivation. This article gives ten steps for structuring project activities to maximize these benefits, using a case study on project-based learning in an English preparatory program in Turkey. Also included are recommendations for writers on how to include project-based learning in their materials.

10. Shall We Dance: Team Teaching as Supervision in the English Language Classroom

    In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

    This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

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