English Teaching Forum 2007, Volume 45, Number 3
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State and county fairs, the topic of this issue’s feature article, are an American tradition that highlight everything from livestock to rollercoaster rides. A corresponding lesson plan simulates “A Day at the Fair.” Other articles discuss storytelling, student-centered teaching in large classes, students as textbook authors, and using practice posters in EFL programs.
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This feature article is on state and county fairs, “eagerly awaited celebrations of the nation’s agricultural bounty, love of competition, and community spirit.” The article discusses the history of fairs, where innovations in farm equipment and household appliances are displayed, and people engage in competition, fun, rides, and viewing curiosities. Some characteristics of fairs that are described are animals, education, competition, entertainment, and community involvement. Segments on 4-H and fair food follow the article.
Author:
Phyllis McIntosh
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07-45-3-g.pdf
pdf13.79mb
This issue’s lesson plan, “A Day at the Fair” follows the feature article on state and county fairs. After reading a summary of the article, learners are asked to list things they might experience with their senses at a fair. The terms may be used in a role play. Group members select roles and make decisions about how to spend a day at the fair according to the preferences on their cards. The lesson concludes with a reflection on decisions made during the role play.
Author:
Phyllis McIntosh
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07-45-3-h.pdf
pdf334.6kb
To keep students motivated, the author outlines several principles for developing listening comprehension lessons. When learners focus on a clear learning objective, retention improves. Other recommendations include keeping the same topic and objective for several activities and selecting relevant,
Author:
Justine Ross
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07-45-3-f.pdf
pdf408.57kb
If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cult
Author:
David Fay
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07-45-3-b.pdf
pdf819.52kb
The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly
Author:
Susan Renaud; Elizabeth Tannenbaum; and Phillip Stantial
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07-45-3-c.pdf
pdf447.65kb
The authors describe their experience using a learner-centered approach to turn learner writing into booklets. When students write about their own lives, they can focus on the language they need to express their ideas. Interaction increases because interest is high. Near beginners can create fact sh
Author:
Hsiao-Yi Chou; Sok-Han Lau; Huei-Chia Yang; and Tim Murphey
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07-45-3-d.pdf
pdf387.63kb
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07-45-3-i.pdf
pdf403.89kb
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 con
Author:
Peter Reilly
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07-45-3-e.pdf
pdf208.22kb
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