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1. Chapter 4: Whistle Blowing

   In: Language and Civil Society E-Journal: Business Ethics Format(s): Text

   This chapter in the Business Ethics volume of the Language and Civil Society e-journal discusses how employees make their decisions to come forward with potentially damaging information and about how employees identify strong ethical employment environments and, in turn, avoid potentially unethical employers.

2. Chapter 5: Socially Responsible Business-Doing the Right Thing

   In: Language and Civil Society E-Journal: Business Ethics Format(s): Text

   This chapter in the Business Ethics volume of the Language and Civil Society e-journal discusses how businesses are held accountable to customers for goods and services that they sell.

3. Chapter 7: Intellectual Property: Yours, Mine, and Ours

   In: Language and Civil Society E-Journal: Business Ethics Format(s): Text

   This chapter in the Business Ethics volume of the Language and Civil Society e-journal focuses on intellectual property and how the rights of individuals and companies are protected from counterfeit and fraud.

4. Chapter 6: Mass Communications and Ethics-Television

   In: Language and Civil Society E-Journal: Business Ethics Format(s): Text

   This chapter in the Business Ethics volume of the Language and Civil Society e-journal focuses on ethics in mass communications, specifically television.

5. A Questionnaire Project: Integrating the Four Macro Skills with Critical Thinking

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article describes the steps of a questionnaire project that uses listening, speaking, reading and writing while developing interpretation skills and self-regulation. The project creates survey questions, collects and analyzes data, and reports results. While students work in groups, they have opportunities to brainstorm, express opinions, and ask for clarification. The article includes tips on time constraints, evaluation of data, participation, and topic selection.

6. Developing Dynamic Units for EFL

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   “Developing Dynamic Units for EFL” describes how to develop a thematic unit that integrates skills in context, provides opportunities for learner autonomy, and is project-based and experiential. Planning includes identifying curriculum standards, thinking of a meaningful topic, brainstorming tasks, organizing the activities, and making use of learner choice. The sample unit “Eating Out with Friends” includes the topics of inviting friends; choosing a restaurant and making a reservation; finding and communicating directions; ordering and requesting the bill; and thanking friends and retelling the story.

7. Amazing Animals

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   “Animals” is a three-part lesson plan for young learners with a zoo animal theme. The first lesson is full of activities to describe animals, with Simon Says, guessing games, and learning stations. The second lesson is about desert animals, but other types of animals could be chosen depending on student interest. This lesson teaches prepositions of place. The final lesson, using the Language Experience Approach, leads up to a trip to the zoo (real or virtual). The class constructs a story of their experience and reads it together. Animal flashcards are included.

8. Chapter 9: Quality Standards

   In: Language and Civil Society E-Journal: Business Ethics Format(s): Text

   This chapter in the Business Ethics volume of the Language and Civil Society e-journal focuses on quality standards and the challenging issues that are raised by standards and ethics internationally.

9. Rules and Laws

   In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

   This article presents a lesson that gives students the opportunity to explore aspects of rules and laws. The goal of the lesson is to help students learn vocabulary and concepts associated with the topic, practice their English language skills, and develop an understanding of the role of rules and laws in civil societies. The article shares three activities for a fifty-minute lesson plan, but the authors state that teachers may modify the lesson for their own contexts and student needs.

10. Encouraging Student Voices in a Chinese Classroom

    In: English Teaching Forum 2001, Volume 39, Number 4 Format(s): Text

    The author shares two activities she developed to promote student participation and encourage candid feedback. The first strategy involved having a student "facilitator" play the role of the teacher in small group discussions, providing an alternative to teacher-centered classrooms. To receive candid feedback from students, the author developed a system called no-fuss feedback. Students drew a large circle on a piece of paper and, as they listened to a list of class activities, they wrote the name of the activity in the circle if it helped them, and outside the circle if it did not.

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