Dydaktyka 2 2

How to Teach English Task File • Chapter 13

How to Teach English Task File • Chapter 13

What if students keep using their own language? [page 129]

What action can teachers take if students use their own language in class all the time? List as many things as you can think of.

In which of the following situations, if any, would you let students use their own language?

a Students are working in pairs to practise a dialogue. b Students are debating the issue of whether birth control should be imposed on the world to prevent overpopulation. c Students are working in pairs to solve a reading puzzle, d Students are checking that they understand the instructions for an activity. e Students are doing a group writing task. f Students are taking part in a business meeting simulation.

What if students are uncooperative? [page 130]

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.

What might teachers and students write in this contract form?

THE LANGUAGE-LEARNING CONTRACT
TEACHER	LEARNER
As your teacher I will	As a leamer I will
As your teacher I expect	As a leamer I expect

E What if students don’t want to talk? [page 131]

1 What reasons can you anticipate for students who don’t want to talk and who therefore sit silently in the class? Which are the easiest to deal with? Which are the most difficult?

Jeremy Harmer: Hau to Teach Englfsh © Addison Wesley Longman 1998

PHOTOCOPIABLE

2 Copy and complete the chart with ideas for making reluctant speakers talk - and the possible consequences of such actions.

action	conseąuences
encourage them by picking them out in whole class work	might work, but might make them shyer

What if students don’t understand the listening tape? [page 132]

1    What problems do students have (in generał) when listening to tapes in class? How can you help them to overcome these difficulties?

2    Look at this transcript of an interview with a pub landlord (for upper intermediate students) and answer these questions.

a What problems, if any, would you expect students to have with this tape? (The speaker uses a 'Southern English standard’ variety of English; he speaks reasonably clearly and slowly.) b What action would you take to counter these problems?

PADDY: The man you have to watch is the one who bccomcs quictly bel-ligerent, and you sort of take him gently by the elbow to lead him to the door and the next thing you know is thump - you’ve been you’ve been land-ed one, and of course without warning you have to collect your senses pretty quickly before he lands you another one! Er, there was one gentleman who sat over there; he was wearing a suit, waistcoat, pressed shirt and tie, his hair immaculately groomed - er he did speak with an Irish accent but then there’s nothing wrong with that -* and I spotted on the second pint of Guinness that he didn’t know how to get his money out of his pocket, he was far too gone for that. But he’d got his pint of Guinness and he managed to pay for it, and I thought, when hes finished that one I will say no. But unfortunately he sat with it in front of him and didift drink it, and ten past eleven camc, quarter past eleven came, twenty past clcven came and I said, ‘Drink up or lose it because its time to go home. You know the law as well as 1 do.’ And he said, ‘If you touch my blankety blank drink Eli blankcty blank workyour blankcty blank pub ovcr.’ So I took his glass away from him and walkcd to the bar and put it over the side and er left the door open for him to go out, and he swore prohisely and started towards the door and I thought that was the end of the matter, I thought he’d gone; went behind the bar to wash up the glass and one or two others that werc there, when there was an almighty crash and he’d picked up a chair and hurled it right through the overhead lights which slowed it down, praise be, and it landed

Jeremy Harmer: Hov/ to Teach English © Addison Wesley Longman 1998

PHOTOCOPIABLE

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