Teach english new edition r

E Students are uncooperative 
(pages 180-182)
1 How many ways are there for students to be uncooperative in class? List them in order where 
the first one is most difficult for the teacher to deal with and the last is the least challenging for 
the teacher.
2 What might teachers and students write in this contract form?
THE LANGUAGE-LEARNING CONTRACT
TEACHER
LEARNER
As your teacher 
1
 will
...
>
4
s 
a learner 1 will...
As your teacher 
1
 expect
...
As a learner 
1
 expect
...
230
Jeremy Harmer 
H ow to Teach English ©
Pearson Education Limited 2007
PHOTOCOPIABLE

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Task File
F Students don’t want to talk (pages 182-183)
Copy and complete the chart with things you could do to make reluctant speakers talk - and say 
what the possible consequences are (both positive and negative).
Action
Consequences
Join in yourself in order to try to stim ulate 
discussion.
It might relax students; on the other hand 
students may end up listening more than 
talking.
G Students don’t understand the audio track (pages 183-184)
1 What problems do students have (in general) when listening to audio tracks in class? How can 
you help them to overcome these difficulties?
2 Look at this audioscript of an interview with an amateur musician (intended for use with 
intermediate students) and answer the questions below.
s u s a n
: 
Umm ... went into a room where you could practise and then the accom panist
came in and had a quick run-through ... umm ... and so you’re w aiting in a little room 
and you can hear other people auditioning who sound ten tim es better than you, 
which then m akes you even more frightened because you wonder what - you know
- I w ondered, ‘What on earth am I doing here?’ I thought, 
‘1
may as well go home 
now’ ... umm ... but I thought, ‘No, I’m here I may - you know, I’ve I’ve got this far, I 
may as well just see it through another 15 m inutes and I can be out of here then, you 
know if it goes all horribly wrong, I never have to see these people ag ain.’ ... umm 
... So then went into a room where there was two people who were auditio ning you 
and the accom panist and you sat down with the m usic and played, the accom panist 
accom panied piece ... umm ... and, e r ... 
in te rv ie w e r : 
H
o w
did that go?
s u s a n
: 
Som e m istakes I was just -
in te r v ie w er
: 
Because I bet you can remember just about every minute of it.
s u s a n
: 
Oh, it was horrible. I hated it. A bsolutely dreadful. I, I made m istakes. And I
think because I was nervous I made m istakes ... umm ... and I w asn’t used to playing 
with an accom panist because I don’t have anybody to just practise with at home ... 
umm ... and any little m istake you make, you think they’re gonna, they know that 
you’ve made a m istake, they’re very good m usicians, they are going to be thinking 
‘Oh, she’s dreadful, what on earth is she d oing?’ and I sort of breathed a huge sigh of 
relief when I ground to a - the end and nearly nearly felt like crying - I don’t know, 
out of relief or just nerves that you’ve got to the end, yeah, just absolutely ... e r ... it’s 
w - a horrible moment moment ... erm ... and then they gave a piece of sight-reading 
to do which wasn’t too bad, actually it was better than I’d - had thought, and then a 
scale, I played a scale - I was so relieved when I played it in tune ... which is alw ays 
a bit of a bonus when playing a scale, and then and then they said to me, they said,
Jeremy Harmer 
How to Teach English
© Pearson Education Limited 2007