Teach english new edition r

Contents
A ckn ow ledge m en ts
Page
8
In tro d u c tio n
9
1 
Learners
11
• Reasons for learning
• Different contexts for learning
• Learner differences
• T he importance of student motivation
• Responsibility for learning
2 
Teachers 
23
• Describing good teachers
• W h o teachers are in class
• Rapport
• Teacher tasks
• Teacher skills
• Teacher knowledge
• A rt or science?
3 
M anag ing th e classroom 
34
• Classroom management
• T he teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L I
• Creating lesson stages
• Different seating arrangements
• Different student groupings
4 
Describing learning and teaching 
46
• Children and language
• Acquisition and learning
• Different times, different methods
• Elements for successful language learning (ESA)
• ESA lesson sequences
• ESA and planning
4

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Describing language 
59
• M eaning in context
• T he elements o f language
• Forms and meanings
• Parts o f speech
• Hypothetical meaning
• W ords together
• Language functions
• Text and discourse
• Language variables
Teaching th e language system 
81
• Teaching specific aspects o f language
• Explaining meaning
• Explaining language construction
• Practice and controlled practice
• Examples o f language system teaching
• M istakes, slips, errors and attempts
• Correcting students
Teaching reading 
99
• Reasons for reading
• Different kinds o f reading
• Reading levels
• Reading skills
• Reading principles
• Reading sequences
• M ore reading suggestions
• Encouraging students to read extensively
Teaching w ritin g
112
• Reasons for teaching writing
• W riting issues
• W riting sequences
• M ore writing suggestions
• Correcting w ritten work
• H andw riting
Teaching speaking 
123
• Reasons for teaching speaking
• Speaking sequences
• Discussion
• M ore speaking suggestions
• Correcting speaking
• W h a t teachers do during a speaking activity
5

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10 Teaching listening
133
• Reasons for listening
• Different kinds o f listening
• Listening levels
• Listening skills
• Listening principles
• Listening sequences
• M ore listening suggestions
• Audio and video
11 
Using coursebooks 
146
• Options for coursebook use
• Adding, adapting and replacing
• Reasons for (and against) coursebook use
• Choosing coursebooks
12 Planning lessons 
156
• Reasons for planning
• A proposal for action
• Lesson shapes
• Planning questions
• Plan formats
• Planning a sequence o f lessons
• A fter the lesson (and before the next)
• Reasons for testing students
• G ood tests
• Test types
• M arking tests
• Designing tests
• W h a t if students are all at different levels?
• W h a t if the class is very big?
• W h a t if students keep using their own language?
• W h a t if students don’t do homework?
• W h a t if students are uncooperative?
• W h a t if students don’t w ant to talk?
• W h a t if students don’t understand the audio track?
• W h a t if some students finish before everybody else?
13 
Testing
166
14 W h a t if?
176
6

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Task File
186
Task File Key 
233
DVD Task File 
245
Appendices 
252
• Appendix A: Classroom equipment, classroom technology
• Appendix B: Useful organisations and websites
• Appendix C: Chapter notes and further reading
• Appendix D: Phonem ic symbols
Glossary 
268
Index 
286
7

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A ckn ow ledge m en ts
In the first edition of 
How to Teach English,
I acknowledged the contributions made to the 
development of the book by Richard Rossner, Anita Harmer, Gill Stacey, Sue Jones, Rodney 
Blakeston amd M artin Parrott. I was especially thrilled with the reactions of students 
being taught by Maggy McNorton (at the University of Glamorgan) and David Ridell (at 
Kingsway College, London). I paid tribute to Melanie Butler’s role in getting the whole 
project going. I should also, back then, have acknowledged Kate Goldrick’s support and help 
at Pearson Education, especially during one particular phase of development.
With the development of this new edition I need to offer thanks to a whole lot of other 
people. At the start of the project in one truly wonderful day of meetings which included 
Katy W right (the inspiring m ethodology publisher at Pearson Education to whom
I owe an increasing debt of gratitude) many issues were confronted, and new directions 
suggested. And since then the clear head and firm editing of Helena Gom m have made 
putting thoughts into finished words a real joy.
This new edition has benefited enorm ously from some stunning reporting by Hilary 
Rees-Parnell, Katie Head and Jeremy Pearman in the UK, Gabriel Diaz Maggioli in Uruguay, 
Adriana Gil in Brazil, Mitsuyo Ohta in Japan and Maria Pujak in Poland. I hope they all 
know how seriously I looked at their suggestions and criticisms, and how tough it was, 
sometimes, to decide how far to agree or disagree with them. They feel, to me, like real 
collaborators in this enterprise (and special thanks to Adriana, Gabriel and Jeremy for their 
input on planning). And it is thanks to Jacqui Hiddleston at Pearson that their thoughts 
came through so clearly. Jane Reeve has handled the production process with her usual 
exemplary skill.
But it would be wrong of me to forget to m ention countless others - the teachers and 
trainers I meet and listen to at training sessions and conferences around the world. It is 
amazing how m uch you can learn, and how the process o f reflection is enhanced by hearing 
other professionals describe their experiences and expound their beliefs.
Finally, I want to thank Jane Dancaster (principal) and especially Fiona Dunlop (director 
of studies) at the W imbledon School of English for letting us invade their school with a film 
crew, and for helping us to organise two fascinating days of filming. But it is to six teachers 
that I want to offer thanks from the bottom of my heart for their cheerfulness, cooperation 
and friendliness. They planned lessons for us, allowed themselves to be filmed delivering 
those lessons (a nerve-wracking experience!) and were prepared to be interviewed about 
their teaching on camera. W hen you watch Chris M cDermott, Louise Russell, Mark Smith, 
Philip Harmer, Pip Stallard and Pip Titley you will only see a fraction of their fabulous 
teaching, but it is worth every m inute of the tim e they and we invested in it!
O f course, none of the people I have m entioned should be held to account for the final 
version you have in your hands. In the end that is entirely my responsibility. But I hope that 
they (and you) will enjoy how it has all turned out.
Jeremy Harm er 
Cambridge, UK

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