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1. Building Fluency through the Repeated Reading Method

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

2. Writing for the World: Wikipedia as an Introduction to Academic Writing

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.

3. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

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

   This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.

4. The E-pet: Enhancing Motivation in E-portfolios

   In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

   The authors wanted to make EAP portfolios more engaging and personal for students, so they introduced an e-pet to accompany the online portfolio program. The e-pet (much like a tamagotchi) grows from an egg into adulthood when the students interact with it through portfolio submissions. Teachers reported that students were enthusiastic about the e-portfolio and the e-pet. Student questionnaires showed a similar trend, with several students saying that the e-pet made the portfolio project motivating. The article includes directions for e-portfolio design.

5. Lesson Plan: Greetings from Sunny New Mexico

   In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

   The New Mexico lesson plan for this issue is a self-contained 1 1/4 to 2 hour lesson with a complete pre- during- post framework for interacting with the main text - a letter from a friend living in New Mexico. The focus here is on the vocabulary and grammar of description (e.g., words for scenery and weather, relative "that" clauses). Extension activities are provided for multi-session lessons (e.g., written response, class survey).

6. Lesson Plan - Virginia: Jamestown and Its People (Volume 47, Issue 3)

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   The lesson plan “Virginia: Jamestown and Its People” consists of two parts using Jamestown, a historical site in Virginia, and several of its famous figures as the source for classroom activities. Part I activities are about the site including a brief history of Jamestown and its artifacts as a basis for writing and speaking activities, while the second part focuses on some famous figures who lived there as a basis for listening and writing activities.

7. 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.

8. VoIM-Mediated Cooperative Tasks for English Language Learners

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article discusses how computer-mediated communication, negotiation of meaning, and cooperative task-based learning can be combined in a VoIM-mediated activity to benefit language learners. The author starts with a brief review of how the three aspects of learning can benefit language learners. The author then describes a VoIM-mediated cooperative task. The rest of the article explains how to set up the activity, including technical requirements, planning in eight stages, and materials selection.

9. Applying Metacognitive Strategies to Skimming Research Articles in an ESP Context

   In: English Teaching Forum 2006, Volume 44, Number 1 Format(s): Text

   The article focuses on explaining to post-secondary teachers how to teach their students to use metacognitive strategies to skim research articles in specialized fields. The author briefly explains metacognitive strategies in reading tasks and discusses the importance of strategy training and having a purpose in reading. The author then describes a lesson plan that includes a presentation and a three-step guided practice. The author concludes by emphasizing reading strategy training in an ESP context.

10. No Books and 150 Students?

    In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text

    This article describes the author’s experiences coping with the challenges of teaching English in an Indonesian university, such as classroom conditions and large numbers of students at different proficiency levels. The author suggests five activities that are designed to involve students in learning with little dependence on materials and little movement. The author also describes three out-of-class activities. Appendices include materials for the activities and additional references.

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