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Using Teacher-Developed Corpora in the CBI classroom

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

This article argues for the use of teacher-generated corpora in content-based courses. Using a content course for engineering and architecture students as an example, the article explains how a corpus consisting of texts from textbooks and journal articles helped students learn grammar, vocabulary, and writing. The article explains how the corpus was compiled and presents examples of how students learned to analyze language use using corpus tools and dictionaries. The article ends by emphasizing the advantages of corpus analysis for self-directed learning.

Using Practice Posters to Address EFL Challenges

In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

Practice posters, with pictures and captions, are useful for controlled practice of vocabulary and structures in an EFL context. The author has found many advantages of using posters with beginners in a high school setting. Student led review gets students active, increases autonomy and improves confidence. The use of small groups is effective with multi-language classes and frees the teacher to monitor interactions. Other benefits include increasing English use, limiting mistakes, decreasing discipline issues, helping with pronunciation and appealing to a variety of learning styles.

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.

The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

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

This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.

Using Guided, Corpus-Aided Discovery to Generate Active Learning

In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

This article shows how English teachers can provide careful guidance for students to use a corpus to research, discover, and reflect on the grammatical and sociolinguistic aspects of English. The author introduces the idea of using a corpus in teaching English and offers several important online resources for English language corpora. The author provides a rationale for corpus-based teaching and gives two examples of how to guide students in exploring linguistic features of English.

Using Original Video and Sound Effects to Teach English

In: English Teaching Forum 2012, Volume 50, Number 1 Format(s): Text

This article outlines a lesson plan for teaching modals of speculation that express degrees of certainty, using audio-visual techniques. It identifies the teacher's lesson preparation, required materials, and specific ways to engage students in the special interactive environment. It highlights the effectiveness of audio-visual resources to represent and illustrate abstract concepts. The article also provides ideas for variations of the lesson plan, employing video and sound effects to teach grammar, vocabulary, and creative writing.

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.

Authentic Video in the Beginning ESOL Classroom: Using a Full-Length Feature Film for Listening and Speaking Strategy Practice

In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

Using film in the classroom can be effective with beginning English learners. A full-length film offers continuous context to discuss humor, culture, and language functions, real-life communication with images and non-verbal cues, increased retention due to activating the right hemisphere of the brain, and the lowering of students’ affective filters. The authors include a lesson based on their experience teaching listening and speaking skills using the movie “What about Bob.” Assessment techniques and potential problems are considered.

The Fall of the House of Usher

In: Edgar Allan Poe: Storyteller Format(s): MP3, Text

The text and audio of this gothic story in Edgar Allan Poe: Storyteller describe a narrator who visits the macabre home of his childhood friend.

Using Games in the Classroom to Build Vocabulary and Grammar Skills