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Eyes On English

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

The author discusses a school-wide campaign to promote the use of English. This six-week campaign, called Eyes on English, was created for Early Childhood and Elementary divisions, but is noted to be flexible for other grade levels. Throughout the article, the author expresses the importance of this program as well as provides a basic activity that can help teachers increase English usage.

Intercultural Training with Films

In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

This article discusses the use of film in the classroom to promote a better understanding of cross-cultural interaction. Examples are provided of films that feature issues in intercultural communication, such as nonverbal communication, cultural traditions, stereotypes, and individualism vs. collectivism. The article also includes guidelines for using films in the classroom as well as pre-, during, and post-viewing activities.

English Teaching Forum 2006, Volume 44, Number 4

Format(s): Text

A feature article called “Newspapers in America” headlines this issue. That article is complemented by a lesson plan on “Using Journalism Skills in the Language Classroom.” Also included in this issue are articles on creating positive attitudes toward EFL, constructivism, teacher research, translation and foreign language reading comprehension, and a classroom activity using Romeo and Juliet.

Learning to Hypothesize with Confidence through Sudoku Game Play

In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

According to the author, the game Sudoku offers a useful way to teach students in an EFL environment. Students learn the important words and grammar connected to language functions of confident hypothesizing and making logical conclusions. When students solve the Sudoku puzzles, they are asked to use modal verbs of certainty (e.g., must, can) and colloquial phrases such as "I bet that..." to communicate. The author provides lesson templates.

Learning to Learn Cooperatively

In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

This article discusses the use of cooperative learning activities in the classroom to strengthen students’ interpersonal communication skills and increase their participation in the language-learning process. It addresses the importance of cultural and individual differences in cooperative learning. The article offers practical suggestions and useful activities to teach learners how to get involved in such activities and to complete the activity successfully.

Journals in the Language Classroom

In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

This article discusses how to use paper-based journals as teaching tools in language classrooms. It describes the concept of writing to learn and provides some suggestions for teachers on how to use paper-based journals at the beginning, middle, and the end of class based on the author’s self-experience and his students’ feedback.

Classroom Techniques: Communicative Activities for Middle School Classrooms

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

The author states that communicative activities, known to help language learning, can be difficult to use with middle school students. The author offers four suggestions for carrying out communicative activities and presents two activities that are designed to motivate students to use English to express their views.

Classroom Techniques: Romeo and Juliet in One Hour

In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

This article describes the use of drama activities to motivate students, to teach vocabulary and pronunciation, and to enhance cooperative learning. The author describes in five steps the classroom procedure of an activity based on the play of Romeo and Juliet. The author discusses the results of the activity and its implications. Play scripts used in the activity are included.

Curriculum Revisions in Teacher Education during COVID-19: The Critical Reflections of Two Professors

In: English Teaching Forum 2023, Volume 61, Number 1 Format(s): Text

Elena King and Molly Riddle narrate the decision-making processes they applied as they revised their curricula for in-service and licensure-candidate teachers during the pandemic. The authors offer examples of how to use the Technological Pedagogical Content Knowledge (TPCK) framework and provide key takeaways from their experience that can be applied productively in a variety of contexts.

English Teaching Forum 2011, Volume 49, Number 2