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1. Story 1: Are You Ready to Learn 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.

2. Skim, Scan, Run! An Active Approach to Developing Reading Macroskills

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

   This session, "Skim, Scan, Run! An Active Approach to Developing Reading Macroskills," shares a dynamic way to get students out of their seats—in both virtual and face-to-face settings—as they collaborate and communicate with classmates during a reading race that involves a variety of texts.

3. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

4. Creative Classroom Activities

   Format(s): Text

   Creative Classroom Activities is the second of a two-volume anthology of articles published between 1989 and 1993 in English Teaching Forum. Download the e-book or PDF.

5. Student-Centered Teaching in Large Classes with Limited Resources

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

   The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and stop communicative activities, and to keep motivation high when students work at different speeds. Suggestions were tested by action research. Two classrooms are described.

6. Activate: Games for Learning American English

   Format(s): Text

   Are you looking for fun, meaningful activities to use in your classroom? Check out these board games! Game themes require students to produce certain types of expressions, so they practice a variety of vocabulary, grammatical patterns, and functional meanings.

7. Activate Games for Learning American English: Picture This

   Format(s): Text

   Picture This cards are a set of cards that can be used for a variety of conversation and word games in English classes.

8. Board Game: Name 3

   In: Activate Games for Learning American English: Board Games Format(s): Text

   The board game Name 3… gives students a variety of prompts to talk about things they know about.

9. Adbusting: Critical Media Literacy in a Multi-Skills Academic Writing Lesson

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article provides 10 reasons why it is important to do critical media analysis in the second language classroom and describes how a process-writing approach can be used for this in a university writing class. The authors explain how to prepare a lesson plan and the idea of an “Adbuster.” They then describe 10 stages in the lesson plan that involve different activities that blend the themes of an advertisement with the stages of the writing process.

10. Classroom Activities

    In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

    This section presents three stand-alone learning activities related to the theme of bowling. A game for upper beginners is useful for sentence formation and vocabulary review on any topic. Intermediate learners can practice with imperatives by giving and following instructions on how to bowl. The final activity asks intermediate learners to engage in focused listening or reading. Extension possibilities are included for each of the three activities.

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