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Clues: 1. (a) a large bundle [of cotton, etc.] (b) without hair (c) brave; aggressive 2. (a) small bed (b) small round mark 3. (a) body of water (b) be fond of; enjoy (c) dwell; have life 4. (a) possess (b) bees' home (c) dwell 5. (a) tell; utter (b) unhappy (c) not good (d) furniture to sleep on 6. (a) listen (b) rabbit-like animal (c) give employment to (d) bees' home (e) jump head-first into water 7. (a) female horse (b) German money (c) a cover to disguise the face (d) a quantity or heap (e) disorder or untidiness 8. (a) keep; preserve (b) act of selling (c) bottom of the foot; only (d) past tense of sell

Across

1."Capital of the New South" 7. Rural Free Delivery (abbr.) 10. Depart; leave

11. Have affection for; like very much

12. Make a mistake; be wrong 13. Within

14. Reverence; respect and wonder 15. Popular street name in Atlanta 20. State whose capital is Atlanta 22. Strange; not even

23. Exists

24. Extraterrestrial

25. Toward

26. Belonging to that thing 27. Organized plan; a group of related parts working together 30. So; therefore

32. Physical education (abbr.) 34. Send out

36. Take in food

38. Correlative of either

39. Popular soft drink

41. The space above the earth 42. Principal male character in Gone with the Wind Down

1. Growing older

2. 2000 pounds

3. Change; modify

4. Negative answer; not any 5. Television

6. American English (abbr.) 7. Wrote again

8. What Martin Luther King, Jr. worked for

9. Doctor (abbr.)

14. Preposition indicating

presence in, on, or near 15. Animal who escapes from danger by pretending to be dead (short form)

16. Periods of life or of history; grows older

17. An important population center bigger than a town

18. Half a laugh

19. Past-tense ending 21. Correlative of or

26. That thing

28. A weapon consisting of a long pole with a sharp point at one end

29. Help someone to learn

31. Ill; not well

33. Article of clothing

35. A child's plaything

37. Part of the foot

38. Belonging to 40. Light (abbr.)

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Getting Published

E

ach year the English Teaching Forum receives more manuscripts than the previous year from EFL

teachers around the world. The days when the editor worried that there might not be enough articles to fill the magazine are long gone. In fact for each article that is published in the Forum today, four articles have been rejected.

As disappointing as it is to receive a letter of rejection (and our rejection letters are much more cordial than the one Snoopy received in the cartoon below), there are many options available to EFL teachers today for getting their ideas into print; and these journals may be a more appropriate venue than the Forum for sharing one's particular message or work.

This issue features two articles that deal with EFL teachers writing for publication. In the first, Benson points out the importance of writing for a specific audience. Some journals are written for the academic community and prefer articles that treat theoretical issues in linguistics or report on re

"DEAR CONTRIBUTOR"

TO SAVE TIME, WE ARE ENCLOSING TWO REJECTION SLIPS..."

search relating to such subjects as multilingual education or language acquisition. Others may have a more practical orientation. It is well worth the time that a potential contributor might spend reading back issues of different journals to get an idea of the kind of article that is appropriate for their readers. The marketing dictum "Give the public what it wants" is just as true for the world of academic publishing. Narrowing the horizon and staying "at home," Bunker looks at the pertinence of “in-house” journals published by university departments and relating to local concerns. Articles reporting classroom research with a specific L, focus or different teaching approaches to textbooks used in the program contribute significantly to the evolution and implementation of an institution's EFL program.

From its beginning, the English Teaching Forum has been “a journal of facts and ideas devoted to the interests of those engaged in the teaching of English as a Foreign Language” (English Teaching Forum, Vol. 1, No. 1, 1963). It is the continuing aim of the Forum to maintain a balance between descriptions of theory or research and a sharing of ideas of immediate practical use. When the ideas from theory and research are assimilated and reflected in the practice of teachers, it is then that they constitute the substance of a Forum article.

THANK YOU FOR SUBMITTING YOUR STORY TO OUR MAGAZINE"

...ONE FOR THIS STORY AND ONE FOR THE NEXT STORY YOU SEND US!

We have several excellent examples of this in our current issue. Al-Arishi draws upon current languageacquisition theory and the ideas of the philosopher John Locke (1632-1704) in making his case for promoting more reflection in the EFL classroom. The Grammar Group of the English Language Teaching Community in Bangalore, India, uses action research to raise questions about reported speech and the way it is taught. Among the shorter features, we have articles describing content-based English courses dealing with health care and geography; we have articles on the use of background music, home-viewing of video, audio-recorded reports, and other articles that are the products of teacher creativity, the basis for all articles in the Forum.

SCHULZ

PEANUTS REPRINTED BY PERMISSION OF UFS, INC.

We welcome articles from EFL teachers worldwide, dealing with all levels of education, and addressing concerns that teachers universally share. Students and teaching environments differ, but teachers are bound together by a continuing drive to respond to their students' needs, utilizing new approaches and resources. From reading, reflecting, and applying original ideas to the EFL classroom arises the inspiration for writing an article and getting published.

-TJK

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Cynthia A. Malecki
Art Director

Shalita A. Jones
Editorial Assistant

ADVISORY PANEL

Betty W. Robinett,
Chairman

Emeritus, University of
Minnesota

2 Practical Ways to Promote Reflection in the ESL/FL Classroom Ali Yahya Al-Arishi

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10 Setting Up and Editing an “In-House" Journal Virginia C. Bunker

14 Examine, Adapt, Match...... Moving from Rules to Context in Reported Speech
The Grammar Group

18 Planning an English Course for Students of Health Care Deborah Mason

22 Teaching Spoken English for Informative Purposes Sarah Thomas and Thomas Hawes

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Paul J. Angelis

Southern Illinois University

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