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1. Climbing Grammar Mountain: An Interactive Learning Experience

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

   This article describes a grammar game that is an enjoyable way for students to correct sentences. In Climbing Grammar Mountain, best suited for secondary and university students, learners compete in teams to “climb” a game board. They earn needed equipment in the form of sentences. If a student can correctly state whether a sentence is grammatical, s/he is able to proceed, with bonus points for correcting an incorrect sentence. The game board, sample sentences, and instructions for teachers and students are included along with suggestions for adaptations.

2. Applying Current Approaches to the Teaching of Reading

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

   This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive perspective. The author also explains schema theory and how to apply it to help students before, during, and after reading. The interactive model is then discussed.

3. Encourage Critical Reading in the EFL Classroom

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

   Using a reading lesson designed for advanced university students in Brazil, the author discusses different types of exercises that can help students become more active readers and be more critical about the reading materials. The author distinguishes between passive and active reading tasks and argues that active tasks are more beneficial because they encourage readers to read between the lines. The author describes some pre-reading, while-reading, and post-reading activities.

4. Using Comic Strips in Language Classes

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

   The author believes that using comic strips in language-learning classes has three main benefits. First, comic strips motivate younger learners. Second, they provide a context and logically connected sentences to help language learning. Third, their visual information is helpful for comprehension. The author argues that comic strips can be used in exercises of reading and other skills areas. The author provides four activities that use comic strips.

5. Classroom Techniques: Using Radio Programs in the EFL Classroom

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

   The article describes how to use Voice of America (VOA) radio programs to teach English to students studying in EFL contexts. A major reason why the author believes VOA programs are a good source for English learning is because they allow the teacher to teach English through content. At the same time, VOA programs provide authentic language-learning materials. The author describes four listening activities (before listening, while listening, and after listening) using VOA radio programs.

6. Poetry for the People

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

   This article starts with the view that most poets believe that poetry should be understandable and accessible to everyone. The article then introduces the poetry and ideas of Ted Kooser, a famous poet born in Iowa. Following the stories of Ted Kooser, the article introduces what a poet laureate is, how long they serve, how they are chosen, how much pay they get, what they do, and six poet laureates of the past two decades. The history of the Library of Congress is introduced at the end.

7. Channelling Children's Energy Through Vocabulary Activities

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1. The author describes six activities that allow learners to laugh, to move, and to make noise while learning vocabulary.

8. English Clubs: Introducing English to Young Learners

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   This article introduces an approach taken in Tunisia to introduce English as a foreign language to children in primary school classrooms. The author states that in Tunisia, children in primary schools are first taught Arabic and then French. The government does not want to overburden the students with English learning. Then, the author describes in detail the approach of an English club, including the materials and staff members and their training. The article concludes with a list of recommendations based on the Tunisian approach.

9. Using Drama with Children

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   The article argues for the benefits of drama activities for language learning. The author discusses nine benefits of using drama activities to teach young learners. The author then gives advice on how to use drama in the classroom, including how to choose an appropriate activity, how to start, and how to give feedback. The author presents several classroom drama activities.

10. Classroom Techniques: Communicative Activities for Middle School Classrooms

    In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

    The author states that communicative activities, known to help language learning, can be difficult to use with middle school students. The author offers four suggestions for carrying out communicative activities and presents two activities that are designed to motivate students to use English to express their views.

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