English Teaching Forum
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“English Teaching Forum” published quarterly by the United States Department of State for teachers of English from the whole world. The journal is distributed abroad by U.S embassies in such countries as: Canada, Peru, Ukraine, Kazakhstan, Tajikistan, Afghanistan, and Brazil. English teachers from many countries are provided by “English Teaching Forum” journal.
English Teaching Forum supports the teaching of English around the world through the exchange of innovate, practical ideas. Below is a description of each section of the journal, along with suggestions about how to use it.
ARTICLES provide practical, innovative ideas for teaching English, based on current theory.
READER’S GUIDE corresponds to the articles in each issue and can guide your own understanding as well as discussions with colleagues.
TEACHING TECHNIQUES give English teachers the opportunity to share successful classroom practices.
MY CLASSROOM focuses on one teacher’s classroom and describes ways that the teaching environment shapes learning.
TRY THIS gives step-by-step instructions for carrying out language-learning activities in your classroom.
THE LIGHTER SIDE features an English language-based puzzle that can be photocopied and given to students to solve individually or collaboratively.
You can use the same pre-, during-, and post-reading approach to reading Forum articles that you might recommend to students. Before reading, consider the title and scan the text; then answer these questions:
- What do I expect this article to be about?
- What do I already know about this topic?
- How might reading this article benefit me?
As you read, keep these questions in mind:
- What assumptions does the author make – about teaching, teacher, students, and learning?
- As there key vocabulary words that I’m not familiar with or that the author is using in a way that is new to me? What do they seem to mean?
- What example does the author use to illustrate practical content? Are the examples relevant to my teaching?
After reading, consider answering these questions on your own and discussing them with colleagues:
- How is the author’s context similar to and different from my own?
- What concept – technique, approach, or activity – does the author describe? What is its purpose?
- Would I be able to use the same concept in my teaching? If not, how could I adapt it?
