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1. Deep Impact Storytelling

   In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

   The authors discuss the importance of storytelling for giving a course depth. They outline ways to help teachers deepen the impact of storytelling through language and thinking activities that include shadowing, summarizing, student retelling, action logging, and creating newsletters. The authors include a story split into assigned readings and sequenced homework and classroom activities. They found that using these activities increases student comprehension, negotiation of meaning, and feelings of community.

2. Board Game: What Do I Know About ...?

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

   This board game allows students to share their knowledge about a variety of subjects. For this board game, you will find the downloadable game, game instructions, and game variations.

3. Using Comics in the English Language Classroom

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

   This webinar demonstrates the universality of comics for any language classroom, showing how multi-skill comic activities can be used with students of all ages and ability levels.

4. Lesson Planning 101: Mapping Activities for a Clear Path to Learning

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

   This webinar teaches participants to create "road map" classroom activities.

5. Discovering Grammar with Consciousness-Raising Tasks

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

   Introduces consciousness-raising task (CR tasks), which encourage students to notice characteristics and patterns related to form, meaning, and/or use while actively exploring the target grammar feature.

6. Supporting Language Learning Using Smithsonian Online Museum Resources

   In: American English Webinars Format(s): Text

   This webinar explores strategies for finding and using visual resources to tell a story.

7. Reading Logs: Integrating Extensive Reading with Writing Tasks

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

   This article informs instructors about blending reading logs into writing tasks. Several benefits are discussed, including clarifying objectives of reading and providing opportunities to respond to reading, building critical literacy, and monitoring student progress. The article describes how to develop an extensive reading project for advanced students that includes both comprehension and vocabulary strategies. Details include how to structure and format the reading logs as well as assessment procedures.

8. Building Fluency through the Repeated Reading Method

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

   This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

9. Interdisciplinary Collaboration: Two Heads Are Better Than One

   In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

   This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.

10. Integrating Multimedia Technology in a High School EFL Program

    In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text

    The author describes a Technologically Enhanced Language Learning program in Venezuela and how it helped improve high school EFL instruction. The author presents six challenges of teaching EFL and describes the context for the program. The author then provides a rationale for using multimedia in language teaching, based on theoretical frameworks. Following that, the author describes the English Learning Center, its materials, activities, and evaluation. The students’ perceptions of the center are also addressed.

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