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1. SAD PEACH: The Steps for Giving Effective Instructions in English

   In: English Teaching Forum 2024, Volume 62, Number 3 Format(s): Text

   Author Claire Lee explains the steps in the acronym SAD PEACH, which can be used as a guide for giving instructions effectively with learners at various skill levels. The author presents a sample vocabulary game to illustrate how the steps can be applied.

2. Using Progressive I-Can Statements to Promote Learner Confidence in Writing

   In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

   Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

3. Channelling Children's Energy Through Vocabulary Activities

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1. The author describes six activities that allow learners to laugh, to move, and to make noise while learning vocabulary.

4. Enhancing Learner Motivation in the EFL Classroom

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

   This session, "Enhancing Learner Motivation in the EFL Classroom," addresses how to enhance our own motivation as teachers and then explore ways to enhance the motivation of our students. We will anchor the discussion on Dörnyei’s framework of motivational teaching practices.

5. Group Dynamics: Belonging in the ESL Classroom

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

   The author provides suggestions for English language activities that promote bonding at the beginning of a course, during a course, and at the end of a course.

6. The Movable Class: How to Class-Manage for More Active and Healthful Lessons

   In: English Teaching Forum 2018, Volume 56, Number 1 Format(s): Text

   This article presents a wide range of creative ideas for getting your students up and moving around while they learn English.

7. TRY THIS Skim, Scan, Run

   In: English Teaching Forum 2018, Volume 56, Number 1 Format(s): Text

   Here is a step-by-step guide to getting students out of their seats and moving around – and skimming and scanning reading texts.

8. Language Anxiety & Classroom Dynamics: A Study of Adult Learners

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the characteristics and needs of adult foreign language learners in terms of the quality of the learning environment in the classroom. It tries to answer what classroom dynamics mean and whether teachers can control and shape it. The article discusses the sources of anxiety and inhibition in the classroom and presents the traits of good classroom dynamics that make the learning environment more relaxed and learner friendly.

9. Getting Students to Speak Up: Classroom Atmosphere Is Key

   In: English Teaching Forum 2022, Volume 60, Number 3 Format(s): Text

   The author describes a challenge that is familiar to many language teachers: trying to get students to speak up independently, share thoughts, and participate authentically in the target language. The article includes general and specific tips for creating a comfortable, communicative classroom environment.

10. "Mix It Up! Mingle Away!"

    In: English Teaching Forum, Volume 60, Number 1 Format(s): Text

    Laura Loder Buechel presents innovative twists on the familiar technique of “mingling,” suggesting creative ways that you can use mingles to have students tell and listen to jokes, find partners, give compliments, and more—with additional tips for getting the most out of the mingles you use.

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