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1. Introduction to Teaching Pragmatics (Reprinted from the online book Teaching Pragmatics, published by the Office of English Language Programs)

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   Second and foreign language learners use English differently than native speakers do, especially in regard to greetings, closings, and managing conversations. Pragmatics does not receive the attention it should even though mistakes can be interpreted on a social and personal level. This article introduces a rationale for teaching pragmatics and discusses the goals. Teaching materials should include authentic language, and input should precede interpretation or production. Instructors may decide to use the L1 for raising awareness since these types of lessons are useful even for beginners.

2. Spot the Problem! (reprinted from Teaching Pragmatics)

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   This lesson plan considers pragmatic violations of openings, closings, and requests. These humorous role plays involve continuing a conversation when one person is trying to end it, being overly direct, and providing an overly informative answer to the greeting “How are you?” Textbooks may lack complete openings and closings, so it is worthwhile to spend time on post-openings and pre-closings. Politeness in English may be problematic for EFL learners because of the lack of grammatical forms that mark it.

3. The Challenge of Spelling in English

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

   This article addresses the topic of spelling in American English. It discusses the popularity of spelling contests in American schools, and then explains why spelling is so hard. The author then argues how important it is to understand these factors to improve spelling accuracy. The article concludes by identifying the difficulties of language learning and implications for English teaching.

4. Six Vocabulary Activities for the English Language Classroom

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

   This article focuses on the development of vocabulary among English language learners. The author first defines what a “word” means, then discusses five aspects of vocabulary knowledge. Drawing on Swain (1993), the author identifies three main goals of vocabulary learning. The rest of the article is devoted to the description of six activities to help students learn vocabulary in ESL/EFL contexts.

5. Scaffolding Linguistics and Intercultural Goals in EFL with Simplified Novels and their Film Adaptations

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

   This article argues that exposure to culture will help students develop complex linguistic and cultural skills. The authors discuss the use of graded literary readers, audio resources, and films. They present a detailed description of the implementation and results of two simplified novel modules in an EFL program.

6. Classroom Techniques: Counseling and Oral Communication

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   This article addresses a social divide that occurs between university students who have attended English secondary schools and those who have not. The lower proficiency students tend to be from lower socio-economic status and hesitate to speak because they fear humiliation. This article reminds instructors that low-proficiency learners need a safe place to make mistakes and build confidence. As an icebreaker, students discuss what hinders them from speaking to an audience. They then give speeches introducing themselves. Finally, they give a formal speech.

7. Adbusting: Critical Media Literacy in a Multi-Skills Academic Writing Lesson

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

   This article provides 10 reasons why it is important to do critical media analysis in the second language classroom and describes how a process-writing approach can be used for this in a university writing class. The authors explain how to prepare a lesson plan and the idea of an “Adbuster.” They then describe 10 stages in the lesson plan that involve different activities that blend the themes of an advertisement with the stages of the writing process.

8. The Intercultural Approach to EFL Teaching and Learning

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

   This article discusses the teaching of intercultural awareness together with language in foreign contexts. Following a brief discussion of what culture means, the author presents a three-stage intercultural approach for teaching EFL students. For each stage, the author explains the goals and provides five activities as examples. As a follow-up, the author shares challenges for this approach and possible solutions.

9. Lesson Plan: Sharing Your Vacation - Send a Postcard!

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

   This lesson plan for intermediate students is based on a fact sheet about Chicago and the idea of writing a postcard to family members during vacation. It describes a warm-up activity and several activities for writing and reading a postcard. The lesson aims to strengthen learners’ vocabulary and literacy skills using authentic materials.

10. Techniques for Students New to the Language Lab

    In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

    This article presents techniques that can be used in the university language lab to improve listening and speaking skills. The article describes several tasks for pairs and groups. Lessons begin with a popular English song and a warm up activity. Materials expose students to the formal and informal language of native speakers and fluent non-native speakers. Drills, stories, songs, and conversations make the language lab a beneficial resource. An initial session highlights the unique aspects of spoken language.

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