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1. Introduction

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   Teaching English is a bit like teaching jazz, the editor muses. Both require excellent listening skills and timing. Both are usually done in front of other people, and both require one to improvise.

2. 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.

3. Reading to Speak: Integrating Oral Communication Skills

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

   Although students want to practice speaking English, they do not have many opportunities to do so in the Chinese EFL system. This often results in something called 'mute English.' This article suggests a greater integration of skills through reading to speak activities. The author includes activities for reading to act, reading to debate, and reading to interview. These activities move students away from a focus on form, allowing students to be creative and build fluency.

4. Options for Teacher Professional Development

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article addresses the relationship of high-quality teacher characteristics to student learning and then presents eight elements of development and six models of teacher training. The eight elements are: voluntary participation, mutual respect, collaboration, action and reflection, organizational setting, choice and change, motivation, and self-direction. The six models are: conference planning (set goals before going), peer coaching, action research (how to improve one’s own practice), collaborative study groups, individual development plan, and dialogue journals.

5. Hawai'i: The Aloha State

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

   This reading about the geography, history, and culture of Hawaii can be used with this issue's lesson plan or on its own. The author includes information about the Hawaiian Islands and offers illustrative, culturally sensitive photographs. Larger sections describe Hawaii's tourism industry and history. The author includes a glossary of Hawaiian vocabulary.

6. Lesson Plan: Cultural Crossroads: Hawaii and Beyond

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

   This content-based lesson plan is about ethnic/cultural heritage and diversity in Hawaii. It also encourages students to explore their own cultures. The author includes four activities (listening and speaking, small group discussion, place-based group work, and role play). Ideas are also provided for multi-session lessons that encourage students to revise and communicate.

7. To Teach Standard English or World Englishes? A Balanced Approach to Instruction

   In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

   What is Standard English? This article talks about the problem in defining this term. Teaching the standard inner-circle varieties of English may devalue students' local English, but the authors note that teaching the local variety may cause problems for students who need to talk with non-local speakers. The solution is a balanced approach that is culturally and contextually sensitive, values learner language, and prepares students for intercultural communication. Example activities are provided.

8. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.

9. An Approach to Teaching Organizational Skills to Adults

   In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

   Much of L2 teaching is based on organizational skills that the students may not already have. A lack of organization causes frustration and lost time for both the teacher and the student. The author argues that teaching organizational skills and teaching language skills is not an either-or choice. She offers guidelines for skill development along with practical suggestions for materials, verbalization, and clarification.

10. Using Public Speaking Tasks in English Language Teaching

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

    There are advantages to using public speaking tasks in the L2 classroom. Among them are the ability to use the four skills (e.g., when responding to audience questions, creating a presentation, or writing notes), the development of critical thinking skills, and the opportunity that public speaking provides for sharing information. The author offers guidelines and figures to illustrate the steps involved in supporting students in their research, demonstration, and review.

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