Advanced Search: Resources

1. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   “Teacher Resources” includes summaries of two publications. In “Beyond Methods: Macrostrategies for Language Teaching,” B. Kumaravadivelu suggests ten keys to successful practice, called macrostrategies, and describes how to implement them. This is a teacher-training tool and promotes reflective teaching. “Teaching Online” by Susan Ko and Steve Rossen is useful for instructors who have not had training in teaching online classes. It covers developing the course, adapting an existing course to an online course, methods for this new educational environment, and more.

2. Creative Classroom Activities

   Format(s): Text

   Creative Classroom Activities is the second of a two-volume anthology of articles published between 1989 and 1993 in English Teaching Forum. Download the e-book or PDF.

3. 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.

4. Pronunciation Textbook Discrepancies

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

   This article identifies the most common differences among popular English pronunciation textbooks. Vowel symbols, number of diphthongs, and the different ways of marking primary and secondary stress are a few of the pronunciation features addressed. These differences can make it confusing and frustrating for teachers and students. Instructors should be aware of these differences and address them with their students while encouraging students to use the instructor’s preferred transcription system.

5. Adding Variety to Word Recognition Exercises

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

   This author discusses an interactive model of reading in which there is a balance in activities between top-down processes and the less common bottom-up processes such as word recognition. The author suggests adding more word recognition activities in L2 reading pedagogy to improve reading efficiency. After identifying the challenges in using these types of activities, the author proposes guidelines for developing materials that incorporate word recognition in an engaging way.

6. From Passive Participant to Active Thinker

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

7. Graphing Activity Student Survey

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article shows how a learner poll can become a graphing activity for students. The author gives the reasons for using graphing activities as well as instructions for warm-up activities, graphing, and follow-up activities for a unit on sports. The author also provides ideas for using graphs with other themes.

8. Maximizing the Benefits of Project Work in Foreign Language Classrooms

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

   There are many benefits to using project work in the classroom, such as student autonomy, increased content knowledge, and motivation. This article gives ten steps for structuring project activities to maximize these benefits, using a case study on project-based learning in an English preparatory program in Turkey. Also included are recommendations for writers on how to include project-based learning in their materials.

9. Stimulating Writing through Project-Based Tasks

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

   As students often see writing in any language as a challenging task, it can be hard to encourage motivation to practice writing in the language-learning classroom. This article offers project-based tasks as a way to motivate students with relevant and interesting topics. The author discusses the principles of project work and explains the process approach to composition, followed by detailed lesson plans for writing a problem/solution essay and the expected outcomes of this project.

10. Climbing Grammar Mountain: An Interactive Learning Experience

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

    This article describes a grammar game that is an enjoyable way for students to correct sentences. In Climbing Grammar Mountain, best suited for secondary and university students, learners compete in teams to “climb” a game board. They earn needed equipment in the form of sentences. If a student can correctly state whether a sentence is grammatical, s/he is able to proceed, with bonus points for correcting an incorrect sentence. The game board, sample sentences, and instructions for teachers and students are included along with suggestions for adaptations.

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