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901 Results Match Your Criteria
  1. Writing for the World: Wikipedia as an Introduction to Academic Writing

    In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text
    This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.
  2. Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

    In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text
    While noting the research on the benefits of learner interaction, this article states that more attention needs to be given to strategies for planning successful group work while avoiding the problems that can come with group activities. The author gives guidelines for forming groups, such as how many students to put in each group, whether to use flexible or fixed groupings, and how to divide students (by personal affiliation, oral language ability, personality, L1, and academic interests). Also addressed are guidelines for designing tasks and assigning group roles.
  3. Football: Action on the Gridiron

    In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text
    This issue features an in-depth article on the history, mechanics, gameplay, culture, and appeal of American football as well as a piece on America's yearly big event (the Super Bowl). There are powerful, dynamic sports photographs and descriptive, numbers-based explanations of how to play. The historical context reveals that football is not purely an American creation. A discussion of current-day football describes it as an event instead of just a game. A vocabulary section is also included so that students can learn how to 'talk football.'
  4. Lesson Plan: Greetings from Sunny New Mexico

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text
    The New Mexico lesson plan for this issue is a self-contained 1 1/4 to 2 hour lesson with a complete pre- during- post framework for interacting with the main text - a letter from a friend living in New Mexico. The focus here is on the vocabulary and grammar of description (e.g., words for scenery and weather, relative "that" clauses). Extension activities are provided for multi-session lessons (e.g., written response, class survey).
  5. Lesson Plan - Virginia: Jamestown and Its People (Volume 47, Issue 3)

    In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text
    The lesson plan “Virginia: Jamestown and Its People” consists of two parts using Jamestown, a historical site in Virginia, and several of its famous figures as the source for classroom activities. Part I activities are about the site including a brief history of Jamestown and its artifacts as a basis for writing and speaking activities, while the second part focuses on some famous figures who lived there as a basis for listening and writing activities.
  6. Student-Produced Video: Two Approaches

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a three-minute film. In the second project, all eight students worked together to create one long movie. The advantages and disadvantages of both approaches were discussed.
  7. Student Documentaries: A Language Learning Tool

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article describes the reasons for project-based learning and how it better motivates students in an EFL classroom. It illustrates this topic by presenting a documentary film project that was carried out in a high-intermediate EFL class in Saudi Arabia. The article summarizes the theoretical support for communicative language learning and project-based approaches. The author then describes the documentary film project in detail and presents an evaluation of the project based on Simkins et al.’s (2002) framework of evaluation for multimedia projects.
  8. Building Vocabulary and Improving Writing while Developing a Tourist Brochure

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article describes how creating a tourist brochure can help students improve their vocabulary and writing skills. The author describes how to plan writing lessons based on the creation of a brochure: viewing videos, planning the brochure, writing the brochure, getting feedback and rewriting, and displaying the brochure. In the conclusion, the author highlights the benefits of the activity as providing opportunities for contextualized writing and vocabulary learning.
  9. VoIM-Mediated Cooperative Tasks for English Language Learners

    In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text
    This article discusses how computer-mediated communication, negotiation of meaning, and cooperative task-based learning can be combined in a VoIM-mediated activity to benefit language learners. The author starts with a brief review of how the three aspects of learning can benefit language learners. The author then describes a VoIM-mediated cooperative task. The rest of the article explains how to set up the activity, including technical requirements, planning in eight stages, and materials selection.
  10. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure

    In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text
    In reviewing views on the use of L1 in L2 classrooms, the author argues for the benefits of using L1. The author argues for the benefits of written translation activities based on the ideas that translation uses authentic materials, is interactive, learner-centered, and promotes learner autonomy. The author also argues that written translation activities can be used as a post-reading activity to check learners’ reading comprehension and provide items for future tests. A sample activity is given and suggestions are discussed.

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