to the Revised Edition
This book is not theoretical. It is a collection of practical ideas and tech-niques which you can use immediately to make your own teaching moreeffective, and more enjoyable for yourself and your students. The book isnot based on a method or an approach. We do not believe that there is oneway of teaching well. All the suggestions are based on our experience of teachers teaching. Ideas are included because we have seen that they work for a wide range of teachers in many different situations.Teaching situations are different. You may, for example, have to preparestudents for a particular examination so that some time must be spent onexamination techniques. All teachers complain that they do not haveenough time to do all the things they would like to do. Some compromisesbetween what you would like to do, what your students need, and therequirements of the situation, are inevitable.In these circumstances there are two guiding principles which shouldinfluence your decisions: that language teaching is only an aid to languagelearning, and that it is those things which help the students to improve whichare of particular importance; and secondly that language is first and fore-most communication. Those activities which mean students can use the lan-guage, and communicate better, are to be encouraged at the expense of activities which will only mean that students “know” the language.The first two chapters of the book do provide a more general framework for the specific tips which follow. Even these general principles, however,are practical rather than theoretical. You are encouraged not only to readthe tips, but to try the ideas they suggest. We hope most will work for you,but some may not, and some will need to be modified for you and your sit-uation.The book is essentially one of techniques, applicable to different situa-tions and also to different material. Any selection of textbook materials wecould make would be in danger of being situationspecific, or based onassumptions about textbooks which are widely available at the moment of writing. We believe initial teacher training courses should include an ele-ment which shows students how to develop lesson plans round publishedmaterials, but in our experience course tutors almost always prefer to usecontemporary or local materials in developing these lesson plans. For thisreason, we have not included a chapter on specific materials.In revising this book for its second edition, we consulted many coursetutors, and others with experience in the teacher training field. We weredelighted to discover that they were happy with the existing text. The mainchange in the new edition, therefore, is the addition of points which we feltdeserved more emphasis. In one or two cases — specifically increasedemphasis on receptive skills and collocation — the reemphasis marks thedevelopment in our own thinking since the first edition appeared.Few teachers, however long they have been teaching, are doing things aswell as they possibly could. There is almost always an opportunity for newideas, attitudes and techniques. We hope this book will encourage readersto try any ideas which are new, and so to develop their teaching, and in turntheir students’ learning.Michael Lewis, Jimmie Hill, Hove 1992.