Jeremy Harmer - The Practice of English Language Teaching

448 Pages·2009·32.04 MB·English

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The Practice of
English
Language
Teaching

Jeremy Harmer

FOURTH EDITION
Contents

Introduction
Acknowledgements

PART 1: LANGUAGE
CHAPTER 1: THE CHANGING WORLD OF ENGLISH

A

A language story

Al The triumph of English?

A2 The effect of English

A3 English asa global language

A4 The future of English

EFL, ESL, ESOL & ELF

BL English as a Lingua Franca (ELF)

B2 Teaching English in the age of ELF

B3 Native speaker varieties and other Englishes
B4 World English education

CHAPTER 2: DESCRIBING THE ENGLISH LANGUAGE

A
B

Language in use

What we want to say

Bl Form and meaning

B2 Purpose

B3 Appropriacy and register
Language as text and discourse

Cl _ Discourse organisation

C2 ~—- Genre

Grammar

Di Choosing words

Lexis

El Language corpora

E2 Word meaning

E3 Extending word use

E4 = Word combinations

The sounds of the language

Fl Pitch

F2 Intonation

F3 Individual sounds

F4 Sounds and spelling

F5 Stress

Paralinguistic features of language
Gl __- Vocal paralinguistic features
G2 Physical paralinguistic features
Speaking and writing

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PART 2: THEORIES, METHODS AND TECHNIQUES

CHAPTER 3: BACKGROUND ISSUES IN LANGUAGE LEARNING
A The miracle of language

Al Acquisition and learning

A2 The contributions of behaviourism

A3 ‘Language learning will take care of itself
A4 Focus on form or focus on forms?

A5 — Making sense of it all

The importance of repetition

Thinking about language

Arousal, affect and humanistic teaching

When you’re ready!

Language play

CHAPTER 4: POPULAR METHODOLOGY

A Approaches, methods, procedures and techniques

mAmUooAw

Al Grammar-translation, Direct method and Audiolingualism

A2 Presentation, practice and production

A3 PPP and alternatives to PPP

A4 Four methods

A5 Communicative Language Teaching (CLT)

A6 Task-based learning (TBL)

A7 The Lexical approach

A8 Teachers and students in dialogue together
B What methodology?

Bl Methods and culture

B2 Bargains, postmethod and context-sensitivity

B3 ~~ Making choices

PART 3: LEARNERS AND TEACHERS

CHAPTER 5: DESCRIBING LEARNERS
A Age
Al Young children
A2 Adolescents
A3 Adult learners
B Learner differences
Bl Aptitude and intelligence
B2 Good learner characteristics
B3 Learner styles and strategies
B4 Individual variations
BS What to do about individual differences
C Language levels
Cl Methodology
C2 Language, task and topic
D Motivation
D1 _ Defining motivation
D2 ~_— External sources of information
D3 ‘The motivation angel

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CONTENTS
CONTENTS

CHAPTER 6: DESCRIBING TEACHERS

A
B

E

What is ‘teaching’?

In the classroom

Bl The roles of a teacher

B2 —_ Organising students and activities

B3 ‘The teacher as performer

Rapport

The teacher as teaching aid

DI ~~ Mime and gesture

D2 The teacher as language model

D3 The teacher as provider of comprehensible input
Native-speaker teachers and non-native-speaker teachers

CHAPTER 7: DESCRIBING LEARNING CONTEXTS

A
B

‘The place and means of instruction

Class size

Bl Teaching one-to-one

B2 Large classes

Managing mixed ability

Cl Working with different content

C2 _— Different student actions

C3 What the teacher does

C4 Realistic mixed-ability teaching

Monolingual, bilingual and multilingual

D1 Foreign-language students and their first language
D2 The benefits of using the L1 in the L2 classroom
D3 ___ The disadvantages of using the Li in the L2 classroom
D4 Taking a stand

PART 4: MANAGING LEARNING
CHAPTER 8: MISTAKES AND FEEDBACK

A
B

Students make mistakes

Assessing student performance

Bl Teachers assessing students

B2 _ Students assessing themselves
Feedback during oral work

Cl Accuracy and fluency

C2 Feedback during accuracy work
C3 Feedback during fluency work
Feedback on written work

D1 Responding

D2 ~~ Correcting

D3 ‘Training students

D4 Involving students

D5 _‘ Finishing the feedback process
Dé ~— Burning the midnight oil

CHAPTER 9: MANAGING FOR SUCCESS

A

Why problems occur

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8 Creating suse Juss
BL Behavignt norms
182 owteachors can ensure nascent Yehavioun

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AY Suakussun Cairne os
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AS Geoupwurk 8
36 Ringlug the change 16
BB Cganising pairwork and groupoork Le
BT bakit werk 187
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It Truubleshoocing, ba
PARI 5c'VHIECIIANGING WORLD OF 'THECLASSROOM
(CHAPTER 11: ERUCATIONAL TECHNOLOGY ANDO. HER LEARNING RESOURCES
A thetechaolagy ystamid 175
BThestndentstherscves 1
Objects pictures an things Ww
cv Reaia

Cz Ficus
C3 Cans
C1 Chisemiira rods

DB Theewuerrhook
BL Chunebouk ue ay caurschook? aa
2 Cem comseboake 92

B Wiysol showing Wes
Et ‘-heboad 183
12 Theovethsad pmajector 1OH?} Ws
Ta Phetlipctart 186
Computer bived presentation teckcolouy be
‘Woes of Tseng 187
Was of aingomt 188
GL Dictionaries 18

Gonsorhancers 1
SearehingtheInteroet 190

HH Praising language a he Intemet and on CD-RON, 192

1 Waysofcuanpusing, 13s
1 Wun processing, word alias 193
12 Musepals,chtand blogging 193
13 Authoring 193
TH Designing ecbeites 194

J Virtuo! learning: feo ennis to simulate envionment wa
CONTENTS

K Six questions

PART 6: FOCUSING ON THE LANGUAGE

CHAPTER 12: TEACHING LANGUAGE CONSTRUCTION

A Studying structure and use

Al Language study in lesson sequences
A2 _—_ Choosing study activities

A3 Known or unknown language?
Explain and practise

Bl __ Explaining things

B2 Practice (accurate reproduction)
Discover (and practise)

Research (and practise)

HAPTER 13: TEACHING GRAMMAR
Introducing grammar
Discovering grammar
Practising grammar
Grammar games
Grammar books
El Using grammar books

CHAPTER 14: TEACHING VOCABULARY
A Introducing vocabulary

B Practising vocabulary

C Vocabulary games

D Using dictionaries

Ca lew]

mOawFa

D1 Reference and production dictionaries

D2 _ Dictionary activities
D3 When students use dictionaries

CHAPTER 15: TEACHING PRONUNCIATION

A Pronunciation issues
Perfection versus intelligibility
Problems

Al
A2
A3 Phonemic symbols: to use or not to use?
A4

When to teach pronunciation
A5 Helping individual students
B Examples of pronunciation teaching
Bl Working with sounds
B2 Working with stress
B3 Working with intonation
B4 _—_ Sounds and spelling
B5 Connected speech and fluency

PART 7; LANGUAGE SKILLS

CHAPTER 16: TEACHING LANGUAGE SKILLS

A Skills together
Al Input and output

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A2 _ Integrating skills
A3 Language skills, language construction
A4 _ Integrating skill and language work
A5 Top-down and bottom-up
B Receptive skills
Bl A basic methodological model for teaching receptive skills
B2 The language issue
B3 Comprehension tasks
C Productive skills
Cl A basic methodological model for teaching productive skills
C2 Structuring discourse
C3 Interacting with an audience
C4 _ Dealing with difficulty
C5 The language issue
D Projects
D1 = Managing projects
D2 A webquest project

CHAPTER 17: READING

A Extensive and intensive reading
Al Extensive reading
A2 Intensive reading: the roles of the teacher
A3 _ Intensive reading: the vocabulary question
A4 Intensive reading: letting the students in

B Reading lesson sequences
Bl Examples of reading sequences

CHAPTER 18: LISTENING
A Extensive and intensive listening
Al Extensive listening
A2 _ Intensive listening: using audio material
A3 ~~ Whocontrols the recorded material?
A4 _ Intensive listening: ‘live’ listening
A5 _ Intensive listening: the roles of the teacher
B Filmand video
Bi Viewing techniques
B2 _ Listening (and mixed) techniques
C Listening (and film) lesson sequences
C1 Examples of listening sequences
D The sound of music

CHAPTER 19: WRITING

A Literacy
Al Handwriting
A2 Spelling

A3 __Layout and punctuation
B Approaches to student writing

Bl Process and product

B2 Genre

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CONTENTS
CONTLNUS ~

B3 Creative writing
B4 Writing as a cooperative activity
B5 _ Building the writing habit
B6 — Writing-for-learning and writing-for-writing
B7 The roles of the teacher
C Writing lesson sequences
D Portfolios, journals, letters

CHAPTER 20: SPEAKING
A Elements of speaking
Al __ Different speaking events
A2 — Conversational strategies
A3 Functional language, adjacency pairs and fixed phrases
B Students and speaking
Bl Reluctant students
B2 The roles of the teacher
C Classroom speaking activities
Cl Acting from a script
C2 Communication games
C3 __CDiscussion
C4 Prepared talks
C5 Questionnaires
C6 Simulation and role-play
D Speaking lesson sequences
E Making recordings
El Getting everyone involved

PART 8: PLANNING AND SYLLABUSES

CHAPTER 21: PLANNING LESSONS
A The planning paradox
Al The planning continuum
A2 _ Using plans in class
B Pre-planning and planning
Bl Student needs
B2 Making the plan
B3 Making the plan formal: background elements
B4 — Making the plan formal: describing procedure and materials
C Planning a sequence of lessons
Ci Projects and threads

PART 9: EVALUATION

CHAPTER 22: TESTING AND EVALUATION
A Testing and assessment

Al Different types of testing

A2 Characteristics of a good test
B Types of test item

Bl Direct and indirect test items

B2 Indirect test item types

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B3 Direct test item types
C —-Writing and marking tests
Cl Writing tests
C2. —- Marking tests
D Teaching for tests

PART 10: LEARNER AUTONOMY AND TEACHER DEVELOPMENT

CHAPTER 23: LEARNER AUTONOMY: LEARNING TO LEARN
A Promoting autonomy
Al Students and teachers
B Learner training, learner autonomy
Bl Thinking about learning
B2 ‘Taking over
B3 Learning journals
B4 Forcing agency?
C The self-access centre (SAC)
Cl Characteristics of a good self-access centre
C2 Evaluating self-access resources
D After (and outside) the course
D1 ___ Training students to continue learning

CHAPTER 24: WHAT TEACHERS DO NEXT
A Reflection paths
Al Keeping journals
A2 Negative and positive
A3 __ Recording ourselves
A4 Professional literature
B Action research
Bl Action research cycles
B2 Gathering data
C Developing with others
Cl Cooperative/collaborative development
C2 Peer teaching, peer observation
C3 Teachers’ groups
C4 Teachers’ associations
C5 The virtual community
D Moving outwards and sideways
D1 Learning by learning
D2 ~~ Supplementing teaching
D3 — More training?
E __ Being well

Bibliography
DVD Contents and tasks
Indexes (Subject and Author)

CONTENTS
Introduction

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bubbling away awe sped Watch this space!