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1. Constructivism in Theory and in Practice

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

   The article describes the change in teacher training from instructivist to constructivist. The author defines constructivism and discusses its two main approaches: cognitive and social constructivism. The author then compares an instructivist versus a constructivist classroom and focuses on how they are different in terms of the level of flexibility. The author describes how an in-service teachers’ workshop successfully transformed. Benefits discussed include positive learning experience and the wash-back effect on pedagogy. (This article quotes theories of Piaget, Vygotsky, and Krashen.)

2. The Lighter Side: Speak and Spell

   In: English Teaching Forum 2012, Volume 50, Number 3 Format(s): Text

   This puzzle, “Speak and Spell,” is an exercise in homophones, or words that are spelled differently but pronounced the same

3. Teaching Technique: Timed Partner Reading and Text Discussion

   In: English Teaching Forum 2017, Volume 55, Number 1 Format(s): Text

   This engaging partner-reading activity provides students with an opportunity to improve their reading comprehension and text-based discussion skills.

4. Lesson Plan: Baseball Stories, Cards,and Interviews

   In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

   This lesson plan offers an opportunity for students to practice their language skills and learn more about the sport of baseball. There are three activities (that will take at least one class period each) aimed at a variety of levels. Students create baseball cards of themselves and flash cards about the sport, and participate in interview role-plays as famous baseball players. Extension activities are included.

5. Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom

   In: English Teaching Forum 2013, Volume 51, Number 3 Format(s): Text

   The authors developed the Bimodal Narrative Approach (BNA), which expands the extensive reading approach by adding listening activities. The authors, who used this approach with teacher trainees, outline the use of a graded reader novel and audio pack in BNA reading and listening classes. Video-based activities and evaluation are also discussed.

6. English for Specific Purposes: Negotiating Needs, Possibilities, and Promises

   In: English Teaching Forum 2013, Volume 51, Number 4 Format(s): Text

   The authors espouse the need for negotiation in designing and delivering English for Specific Purposes (ESP) programs. Such negotiations take into account learners’ needs as well as structural limitations of the context and candid assessment of ESP providers. The article explores lessons from the field and the importance of needs analysis.

7. Effective Grammar Teaching: Balancing Input and Output

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

   This session, "Effective Grammar Teaching: Balancing Input and Output," aims to help you enrich classroom time by examining how to incorporate the practice of real language into grammar lessons.

8. Poetry Corner: Reading and Reacting to a Michigan Poem

   In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

   “Poetry Corner: Reading and Reacting to a Michigan Poem” consists of activities targeting reading, listening, speaking, and writing skills using a Michigan poem called “How Is It That the Snow,” written by poet Robert Haight, who lives in Michigan.

9. Engaging Language Learners with Biography-Based Lessons, Units, and Courses

   In: English Teaching Forum 2018, Volume 56, Number 3 Format(s): Text

   This article provides a number of ideas for incorporating biographies and biography-based texts to enhance the learning of language (and culture).

10. Planning for and Managing Small Group Instruction

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

    This session, "Planning for and Managing Small Group Instruction," shares creative tips for how to plan for small group instruction, practice routines with students, and monitor the whole class while working with small groups of students.

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