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1. Classroom Activities

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   These classrooms activities, which are designed for beginner, intermediate, and advanced students, focus on the issue’s fishing theme. Classroom activities include written and oral work, vocabulary, team work and individual work. Lessons include creating a vocabulary card game, oral story telling based on the “fish story” concept of telling exaggerated stories, and the creation of a persuasive piece. Variations are included to expand and vary the lessons.

2. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

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

   This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

3. 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).

4. 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.

5. Interdisciplinary Collaboration: Two Heads Are Better Than One

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

   This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.

6. 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.

7. Beyond Film: Exploring the Content of Movies

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

8. Ready-to-use Methodology Materials: Breaking the Teacher-Fronted Cycle in the Classroom

   In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

   This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one.

9. Module 10: Alternative Assessment

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on alternative assessment.

10. Teacher Development - What Works in the ELT Classroom? Using Robust Reasoning to Find Out

    In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

    This article focuses on the usefulness of “robust reasoning” or reflection on one’s own teaching to discover what “works,” or what is effective and appropriate in the classroom. The author describes what “robust reasoning” is and explains how it can be used. The author states that going through such a reflection will lead teachers to definitions of effective teaching that are context appropriate and applicable to their classrooms.

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