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1. Students as Textbook Authors

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   The authors describe their experience using a learner-centered approach to turn learner writing into booklets. When students write about their own lives, they can focus on the language they need to express their ideas. Interaction increases because interest is high. Near beginners can create fact sheets about themselves, and more advanced students can write language-learning histories. The texts can become fill-in-the-blank activities or be read aloud. Student texts inform instructors of needs and interests; they give students ownership of their learning and provide models for future classes.

2. Tea Time

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article is about tea, the world’s most popular drink. It presents the stories, descriptions, recipes, and poems submitted by Forum readers all over the world in response to a tea survey conducted by Forum.

3. Incorporating Interactive Vocabulary Activities into Reading Classes

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

   Incorporating Interactive Vocabulary Activities into Reading Classes is an article in volume 39, issue 1 of English Teaching Forum, a quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language.

4. Acquiring Vocabulary through a Context-based Approach

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

   Acquiring Vocabulary through a Context-based Approach is an article in volume 39, issue 1 of English Teaching Forum, a quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language.

5. Reading Activities for Effective Top-down Processing

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

   Reading Activities for Effective Top-down Processing is an article in volume 39, issue 1 of English Teaching Forum, a quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language.

6. 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.

7. Noun Compounds and Compressed Definitions

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   This article discusses the difficulty of understanding noun compounds in professional texts in science and technology, business, medicine, law, and other areas of English for Specific Purposes (ESP). It provides techniques and activities to teach students how to decode noun compounds to see the link between definitions, which are usually familiar, and noun compounds, which are usually not familiar. These strategies can help students overcome this difficulty in reading advanced and specialized texts.

8. Language & Literature in Tertiary Education: The Case for Stylistics

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the lack of quality in students’ literary criticism in degree English courses, suggesting that students have difficulty understanding literary texts in English. It recommends stylistic analysis, the analysis of structures and vocabulary, as a way that learners of English as a second or foreign language can develop a more active and independent approach to understanding and critiquing literary works.

9. 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.

10. A Judicious Lesson: A Whole-learning Reading Activity

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

    This article discusses the use of whole-reading activities in a university level reading and speaking course. The author used a magazine article about a murder and a trial to develop a four-week unit in which students investigated ideas about crime, punishment, rhetorical strategies, idiomatic language, and the United States' judicial system. Through the use of this unit, the author advocates for readings and activities that challenge students to move beyond comprehension of a text.

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