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1. Letters to the Editor

   In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text

   "Letters to the Editor" consists of suggested vocabulary, writing, and listening activities from three teachers around the world based on their experiences.

2. Story 6: Julia

   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.

3. Story 12: Matt, All is Better with English

   In: Why English? Comics for the Classroom Format(s): MP3, 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.

4. Strategic Corrective Feedback in the EFL Classroom

   In: American English Webinars Format(s): Text, Video

   This session, “Strategic Corrective Feedback in the EFL Classroom,” examines how teachers can thoughtfully select and apply corrective feedback techniques that can help students produce more accurate language output.

5. Story 2: Sayuri's Story

   In: Why English? Comics for the Classroom Format(s): MP3, 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.

6. Using VOA Special English to Improve Advanced English Learners' Productive Use of High Frequency Words

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article focuses on advanced ESL learners’ acquisition of the spelling, pronunciation, and comprehension of high-frequency words at the productive skill level rather than at the receptive skill level. It discusses the use of the Voice of America (VOA) Special English program to expose learners to different activities requiring productive skills. The article offers examples of how the VOA program exposes learners to comprehensible input through high-frequency words and helps them produce these words both in writing and speaking.

7. Student Storytelling through Sequential Art

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

   If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own sequential art projects. The author addresses managing project groups, researching the topic, developing the story, structuring the story, adding artwork, and sharing the story. The creations can be used as reading material for future classes.

8. 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.

9. Lesson Plan: Going Green

   In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

   The lesson plan, “Going Green,” allows students to develop research and problem-solving skills on the theme of environmental conservation. The lesson includes a glossary of environmental terms. It uses a learner-centered approach as learners work in groups to determine their topic, the vocabulary they want to learn, how to collect information, how to report it (qualitatively or quantitatively), and what action to take based on the results. Students report their findings and action plan in a poster presentation. Creative writing, a debate, or a "green fair" are optional extensions.

10. Lesson Plan: Using Journalism Skills in the Language Classroom

    In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

    This lesson plan contains four activities based on the theme of newspapers and journalism. It includes a lesson to familiarize students with newspapers, journalistic writing, interviewing, and creating a class newspaper. The activities can be used as individual lessons or a larger project of creating a class newspaper.

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