Teach English An introduction to the practice of English language teaching Jeremy HarmerPearson Education Limited Edinburgh Gate, Harlow, Essex CM20 2JE. England and Associated Companies throughout the World. www:longman-elt.com © Addison Wesley Longman Limited 1998 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publisher. ‘The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual, purchasers may make copies for their own use or for use by classes they teach. School purchasers may make copies for use by their staff and students, but this permission does not extend to additional schools or branches. Under no circumstances may any part of this book be photocopied for resale. The right of Jeremy Harmer to be identified as the author of this Work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. First published 1998 Seventh impression 2001 Printed in Malaysia, VVP ISBN 0582 29796 6 Acknowledgements We are grateful to the following for permission to reproduce copyright material: Addison Wesley Longman for an extract from the Longman Dictionary of Contemporary Englisk, Cambridge University Press for extracts from Language in Use, Pre-Intermedliate by A. Doff and C. Jones, Language in Use, Intermediate by A. Doff and C. Jones, and True to Life, Intermediate by R. Gairns and S. Redman; Heinemann Educational Books for an extract from Reward Intermediate by S. Greenall; Henry Holt & Co Inc for an adapted and complete version of the poem ‘Fire and Ice’ from The Poetry of Robert Frost, edited by Edward Connery Lathem. Copyright 1951 by Robert Frost, copyright 1923, © 1969 by Henry Holt & Co Ine. Illustrated by A.M. McLoughlin and Eric Smith, We are grateful to the following for permission to reproduce copyright photographs: Getty Images/Frank Ore for 75ts, Greg Evans/gei/M. Wells for 75tl, Heinemann Publishing for page 168, The Image Bank/Frank Ore for 75tr, Olivetti Computers for 178, Panasonic for 183, Superstock for 157, Telegraph Colour Library/Masterfile for 75b1. Commissioned photography by: Gareth Boden Photography. We have been unable to trace the copyright holder for the photograph on page 115 and would be grateful for any information that would enable us to do so.For Tanya just in caseContents Acknowledgements Introduction 1 How to be a good teacher + What makes a good teacher? * How should teachers talk to students? How should teachers give instructions? Who should talk in class? What are the best kinds of lesson? How important is it to follow a pre-arranged plan? Conclusions Looking ahead How to be a good learner * Why is it difficult to describe a good learner? *+ How important is the students’ motivation? + Who is responsible for learning? + What characteristics do good classroom learners share? + What's special about teaching adults? + What are the different levels? + How should we teach the different levels? Conclusions Looking ahead How to manage teaching and learning *+ How should teachers use their physical presence in class? * How should teachers use their voices in class? + How should teachers mark the stages of a lesson? * What's the best seating arrangement for a class? + What different student groupings can teachers use? + How can teachers evaluate the success or failure of their lessons? Conclusions Looking ahead Page viii 154. How to describe learning and teaching 24 * What do we know about language learning? * What elements are necessary for successful language Iearning in classrooms? + How do the three elements of ES fit together in lesson sequences? * What teaching models have influenced current teaching practice? Conclusions Looking ahead wa How to describe language 34 * What does this chapter do? Sentence constructions Parts of speech Noun types Verb types Verb forms Pronouns Adjectives ‘Adverbs Prepositions Articles Conjunctions and conditionals Forms and meanings Language functions Words together: collocation Speaking and writing Pronunciation Conclusions Looking ahead a How to teach language 52 * What does language study consist of? *+ How should we expose students to language? + How can we help students to understand meaning? + How can we help students to understand language form? *+ How should students practise larguage? * Why do students make mistakes? + How should teachers correct students? * Where do language study activities fit in teaching sequences? Conclusions Looking ahead7 How to teach reading 68 + Why teach reading? * What kind of reading should students do? + What reading skills should students acquire? + Whaat are the principles behind the teaching of reading? *+ What do reading sequences look like? * More reading suggestions Conclusions Looking ahead 8 How to teach writing 79 * Why teach writing? * What kind of writing should students do? + What do writing sequences look like? * How should teachers correct writing? + What can be done about handwriting? * How does writing fit into ESA? * More writing suggestions Conclusions Looking ahead 9 How to teach speaking 87 * What kind of speaking should students do? + Why encourage students to do speaking tasks? + What do speaking activities look lif How should teachers correct speaking? What else should teachers do during a speaking activity? How do speaking activities fit into ESA More speaking suggestions Conclusions Looking ahead 10 How to teach listening 7 + Why teach listening? ‘+ What kind of listening should students do? * What's special about listening? * What are the principles behind the teaching of listening? + What do listening sequences look like? * Where does video fit in? * More listening suggestions Conclusions Looking ahead11 How to use textbooks 111 + What are the different options for textbook use? + What do adding, adapting and replacing look like? * So why use textbooks at all? + How should teackers choose textbooks? Conclusions Looking ahead 12 How to plan lessons 121 + Why plan at all? + What are the aims of a plan? + What should be in a plan? + What questions do we need to ask? * What form should a plan take? + How should teackers plan a sequence of lessons? Conclusions Looking ahead 13 What if? 127 *+ What if students are all at different levels? *+ What if the class is very big? + What if students keep using their own language? *+ What if students are uncooperative? *+ What if students don’t want to talk? * What if students don't understand the listening tape? *+ What if some students-in-groups finish before everybody else? Conclusions Task File 135 Appendix A: Equipment in the classroom 7 Appendix B: Notes and further reading 185 Appendix C: Phonetic symbols 191 Index 192Acknowledgements ‘A number of people have influenced the development of How to Teach English and have changed the lonely job of writing into something much more like real collaboration — whether directly or indirectly. I am especially grateful to Richard Rossner, as always. The Engage-Study-Activate description was developed with him in the first place in a book we wrote together and his reading of Chapter 4 ~ and comments on it~ have proved extremely useful. Anita Harmer’s reactions in snatches of conversation amongst the rituals of daily life have, as ever, been completely indispensable. I was fortunate to start work on this book when Melanie Butler was in charge of the methodology list at Addison Wesley Longman. Her many suggestions, encouragements and off-the-wall commentaries (a speciality of hers) helped to tease out many of the issues implicit in a work of this nature. David Lott’s guidance and his contribution to the final version of the book have been immeasurable. Along the way, I have been incredibly lucky in the reports I have received from Gill Stacey, Sue Jones and Rodney Blakeston who between them helped to clarify parts of the book. Maggy McNorton and her students at the University of Glamorgan were vital in the development of style and content. Her students’ robust feedback and trenchant comments were immensely stimulating. At a later stage, Martin Parrott’s insightful reactions were absolutely invaluable, as were the comments of David Riddell and his CELTA trainees at Kingsway College, London ~ invigorating reactions from both sides! Terry Tomscha’s help was also greatly appreciated. To all these people I offer my profound gratitude. I only hope that they will like the way it has turned out! Jeremy Harmer ‘Cambridge