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1. Week 4 - Math: Thinking Logically

   In: Teacher's Corner: Science, Technology, Engineering, and Math Format(s): Text

   In our final week of our STEM Teacher’s Corner series, students use both language and math skills to solve logic puzzles.

2. Fantasy Politics

   In: Teacher's Corner: Integrating Global Affairs into Your English Lessons Format(s): Text

   This week’s Teacher’s Corner features a game that uses fun competition to get students excited about current affairs.

3. Consciousness-Raising Task: Discovering Comparative Adjective Rules

   In: Teacher's Corner: Comparatives and Superlatives - Adjectives Format(s): Text

   This week’s activity features a consciousness-raising (CR) task in which learners use example sentences containing the target form to discover general grammar rules about comparative adjectives.

4. Week 2 - Professional Video Gamer

   In: Teacher's Corner: Gerunds and Infinitives Format(s): Text

   This week, while students learn to use gerunds and infinitives, take some time to learn about the wide world of video games from them!

5. Week 4 - Strategy Four: Collaborative Learning

   In: Teacher's Corner: Promoting Learner Engagement Format(s): Text

   Student collaboration is an important engagement tool. This week, we’ll see how Think-Pair-Share can be used creatively to promote engagement.

6. Week 4 - What's the Scoop?

   In: Teacher's Corner: Journalism Format(s): Text

   Have fun with radio broadcasts in your classroom. In this week’s Teacher’s Corner, students practice speaking, writing, and reading skills by putting together news radio broadcasts.

7. Lessons from the Other Side of the Teacher’s Desk: Discovering Insights to Help Language Learners

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.

8. 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.

9. Writing for the World: Wikipedia as an Introduction to Academic Writing

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.

10. Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

    In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

    While noting the research on the benefits of learner interaction, this article states that more attention needs to be given to strategies for planning successful group work while avoiding the problems that can come with group activities. The author gives guidelines for forming groups, such as how many students to put in each group, whether to use flexible or fixed groupings, and how to divide students (by personal affiliation, oral language ability, personality, L1, and academic interests). Also addressed are guidelines for designing tasks and assigning group roles.

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