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1. 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.

2. Applied Theatre, Adolescent English Learners, and the Performance of Literacy

   In: English Teaching Forum 2015, Volume 53, Number 2 Format(s): Text

   Youth in middle and secondary grades, between childhood and the adult world, sometimes struggle with their identities as readers and learners. Too many describe themselves or are described by their teachers and parents as “reluctant, disengaged, and/or unmotivated” by classroom texts or by the rows of books in school libraries.

3. Maps and Legends

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   The author of this student-directed reading, Michael Chabon, shares his experience as a pioneer of the Columbia Experiment. Columbia’s renewal was the dream of James Rouse, who put together a team of city planners to design a lovely, convenient, modern city where races lived together in harmony. Chabon writes about the impact of living with the dream and vision of the city’s development. Since the late 1960s, Columbia has grown from a few thousand people to the second largest city in Maryland.

4. Process Writing and the Internet: Blogs and Ning Networks in the Classroom

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

5. The Lighter Side

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This quiz tests students’ knowledge of idioms related to cars and driving.

6. Graduation

   In: Celebrate! Holidays in the U.S.A. Format(s): Text

   Graduation ceremonies celebrate the completion of one part of a person's education.

7. Teaching ESL Versus EFL

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

8. The Lighter Side

   In: English Teaching Forum 2002 (Volume 40, Number 1) Format(s): Text

   This is a logic puzzle called “Where’s the Beef.” This activity begins with a word search where students must find hidden words in a grid of letters, all related to McDonald’s and various fast food restaurant items. Also included in the game is a list of eleven related facts that students must read and analyze in order to answer the question stated at the beginning of the game. The activity is intended to help students practice vocabulary, spelling, and critical thinking.

9. Passion for Life!

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text, Image / Poster / Maps

   In “Passion for Life,” the author promotes the use of drawing to make the classroom a positive and pleasant place. This technique can help even shy students become active. After reading the poem “Life” by Mother Teresa, students choose their favorite line from the poem and draw a picture to represent it. Secondary students are asked to learn the poem by heart.

10. Save the Lofty Trees

    In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

    This is a script for a play called “Save the Lofty Trees,” intended for students use in ESL classrooms and is intended for young learners. This play gives students a chance to take part in group work by acting out the various scenes of the script. This will provide students with opportunities to use their skills and build fluency.

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