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1. Classroom Techniques: - What a Feeling!

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article argues for the use of collaborative writing through poems in the ESL classroom. This activity gives students the motivation to express their creativity while improving teamwork skills that are important outside of the classroom. The author describes how collaborative poetry is introduced and carried out, gives examples of student poems, and suggests how the activity can be used with other genres as well.

2. Classroom Techniques: - English for Fools

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article describes a lesson that can be used on April Fool’s day to bring humor to the classroom. The writer explains how the translation of proverbs about fools can be used for a discussion and offers ideas about the teaching of these proverbs, such as exploring themes or looking at the definition of “fool” in each saying.

3. An American Poetry Project for Low Intermediate ESL Adults

   In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

   This article discusses the author’s poetry unit, developed to expose her ESL students to American literature. Students wrote journals about poems they read and were assigned a poem about which to write a composition. The author required her students to memorize and perform one poem. While teaching the unit, the author and a colleague kept a dialog journal of their experience and insights. Both the student reactions and their dialog journals yielded positive results, allowing the author to make several recommendations for using poetry in the ESL classroom.

4. Alternatives to Current Pedagogy for Teaching the Present Perfect Progressive

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

   These researchers collected 250 samples of spoken and written American English from high-level communicators and analyzed the use of the present perfect progressive tense. They compared these samples to five leading ESL and EFL grammar textbooks. This article reviews the research and findings. The five leading textbooks provided good overall structure for teaching the present perfect progressive tense, but the use of the tense was critically influenced by broad context, adverbs, temporal context and the uses of other tenses including the present and present perfect tense.

5. 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.

6. 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).

7. Promoting Genre Awareness in the EFL Classroom

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

   The author introduces genre awareness, a concept from ESP (English for Specific Purposes) and EAP (English for Academic Purposes), and relates it to its potential use in the EFL (English as a Foreign Language) classroom. She explains genre awareness as the ability to use the communication tool that is most appropriate for the purpose and audience. She recognizes several challenges to using genre awareness curriculum in the EFL classroom. Finally, she presents several useful genre awareness classroom exercises.

8. Story 7: I Need a Bear

   In: Why English? Comics for the Classroom Format(s): Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

9. The Art of Imitation: How to Use Outlines to Teach Rhetorical Prosody and Structure

   In: English Teaching Forum 2020, Volume 58, Number 2 Format(s): Text

   The authors provide detailed guidance, with examples, for using outlining strategies to develop learners’ rhetorical prosody and ability to structure talks.

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