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1. Integrating Indigenous Cultures into English Language Teaching

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

   The authors present a variety of EFL lesson plans focused on various cultures of the world (e.g., Bantu storytelling, Maori tattoos, Native American star quilts). Teachers are encouraged to help students connect with their own cultures to keep them alive.

2. Mind Mirror Projects: A Tool for Integrating Critical Thinking into the English Language Classroom

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

   Students often have difficulty 'reading between the lines.' This article suggests the use of mind mirror activities as a tool to improve students' critical thinking and learning skills (e.g., analysis, categorization, clarification, inferencing). The author describes a successful five-day group project from his own classroom that ended in students sharing their work through poster presentations.

3. Using Story Boxes in Language Learning

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

   This article outlines how to bring stories alive through the use of story boxes (or bags). The author suggests that teachers use easy-to-find materials such as shoeboxes or pizza boxes. These can be filled with a variety of small surprise items related to the content. The teacher or the students can find items for these boxes. Story boxes can easily be moved and stored. They can be used in identifying themes or for vocabulary and grammar exercises, and they work well with learners of all ages.

4. Learning to Hypothesize with Confidence through Sudoku Game Play

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

   According to the author, the game Sudoku offers a useful way to teach students in an EFL environment. Students learn the important words and grammar connected to language functions of confident hypothesizing and making logical conclusions. When students solve the Sudoku puzzles, they are asked to use modal verbs of certainty (e.g., must, can) and colloquial phrases such as "I bet that..." to communicate. The author provides lesson templates.

5. Reading to Speak: Integrating Oral Communication Skills

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

   Although students want to practice speaking English, they do not have many opportunities to do so in the Chinese EFL system. This often results in something called 'mute English.' This article suggests a greater integration of skills through reading to speak activities. The author includes activities for reading to act, reading to debate, and reading to interview. These activities move students away from a focus on form, allowing students to be creative and build fluency.

6. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.

7. An Approach to Teaching Organizational Skills to Adults

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

   Much of L2 teaching is based on organizational skills that the students may not already have. A lack of organization causes frustration and lost time for both the teacher and the student. The author argues that teaching organizational skills and teaching language skills is not an either-or choice. She offers guidelines for skill development along with practical suggestions for materials, verbalization, and clarification.

8. Using Public Speaking Tasks in English Language Teaching

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

   There are advantages to using public speaking tasks in the L2 classroom. Among them are the ability to use the four skills (e.g., when responding to audience questions, creating a presentation, or writing notes), the development of critical thinking skills, and the opportunity that public speaking provides for sharing information. The author offers guidelines and figures to illustrate the steps involved in supporting students in their research, demonstration, and review.

9. Between the ESP Classroom and the Workplace: Bridging the Gap

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

   This article discusses the need to bridge the gap between ESP classroom content and activities, and workplace needs. It suggests using observation, interviews, and questionnaires from the workplace to make teaching methods in ESP classrooms match employment needs. The article offers an example of this from Morocco, where the ESP textbook was supplemented with data gathered from employers and employees in the local hospitality industry.

10. Livening Up College English Classes with Games

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

    This article discusses the use of games in teaching college-level English as a second language (ESL) classes. It describes how teachers can use games such as Taboo to change the direction of teaching from being teacher-centered to student-centered. The article addresses problems such as classroom management and the time spent adapting or creating games and presents useful tips for teachers to consider related to the use of games as a teaching tool.

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