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1. Chapter 30: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 30 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography. Part of the Ladder series, this title has approximately three thousand headwords and is appropriate for upper intermediate to advanced learners.

2. Chapter 31: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 30 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography. Part of the Ladder series, this title has approximately three thousand headwords and is appropriate for upper intermediate to advanced learners.

3. Chapter 32: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 32 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography. Part of the Ladder series, this title has approximately three thousand headwords and is appropriate for upper intermediate to advanced learners.

4. Glossary: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Glossary of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography. Part of the Ladder series, this title has approximately three thousand headwords and is appropriate for upper intermediate to advanced learners.

5. Nurturing Emotional Intelligence through Literature

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article discusses the use of literature in a language class as a way to develop emotional intelligence in children. The author suggests that literature can be motivating and can provide a low-anxiety context for children to learn English. Several response activities are suggested to develop language skills and nurture emotional intelligence. These activities include scripting, detecting feelings in text, a feeling hunt, creating a positive language dictionary, diary entries, and letters to characters.

6. Laugh and Learn: Thinking Over the "Funny Teacher" Myth

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   The author in this article presents laughter and fun as an important part of a language classroom. The author suggests that when you laugh you learn better. Humor is introduced as a way to increase motivation and decrease anxiety. The author defines the “funny teacher” as a serious professional who uses humor to provide students with an enjoyable journey through learning. Activities are suggested for increasing fun and learning in the language classroom.

7. Integrating Reading and Writing for Effective Language Teaching

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article discusses an integrated reading and writing course for first-year college EFL. The author of the article developed this course to address student difficulty in balancing multiple issues in writing. The course aimed to teach writing as a process. The author shares key components of the course such as reading and writing requirements and in-class activities.

8. Rules and Laws

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article presents a lesson that gives students the opportunity to explore aspects of rules and laws. The goal of the lesson is to help students learn vocabulary and concepts associated with the topic, practice their English language skills, and develop an understanding of the role of rules and laws in civil societies. The article shares three activities for a fifty-minute lesson plan, but the authors state that teachers may modify the lesson for their own contexts and student needs.

9. Unpublished

   Women in Sports

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article outlines the history of women in sports. It includes a discussion of important female athletes, female participation in the modern Olympics, and Title IX in the United States. The piece concludes by giving sketches of the accomplishments of several important female athletes-- "Babe" Didrickson Zaharias, Wilma Rudolph, Joan Benoit Samuelson, and Jackie Joyner-Kersey.

10. Adapting Authentic Materials for Language Teaching

    In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

    This article looks at how to adapt original materials for language teaching, using an intermediate-level text for business as an example. The discussion is organized into four sections: semantic, lexical, syntactic, and discourse elements. The author argues that the process is the same for teaching each of these four elements. Teachers can adapt authentic materials for different classroom uses, depending on their students’ ages and proficiency levels.

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