TASK FILE

Chapter 2 :Teachers
A Describing good teachers (page 23)
1 Think of two good teachers from your past. What personal qualities do/did they share?
2 Rate the following teacher qualities in order of importance (1-10).
□ They are adaptable.
□ They are even-handed in their treatment of students.
□ They are good-looking.
□ They care about their students.
□ They dress well.
□ They give interesting lessons.
□ They know their subject.
□ They listen to their students.
□ They prepare well.
□ They use new technology.
Add two more qualities that you think are important.

B W ho teachers are in class (pages 23-25)

1 Do you agree with the following paragraph? Why? Why not?
‘Good teachers plan their classes minutely so that everything they do is prearranged. Once
they are in the classroom, they follow their plan without deviation, always watching out for
irrelevancies which the students may bring up and which would disrupt the plan.’
2 Match the descriptions on the left with the teacher roles on the right.
a Students make appointments to talk to the teacher about i assessor
their progress.
b The teacher is explaining something to the class. ii controller
c The teacher is telling students how correct (or incorrect) iii prompter
their language use is.
d The teacher makes herself available to answer any iv resource
questions/supply information while students are working
on a task in groups.
e The teacher wants to help the students along during a v tutor
fluency activity (where their conversation is faltering a
bit).

C Rapport (pages 25-27)

Rewrite the following statement so that it accurately reflects your own opinion.
‘It is easy to create good rapport with your students; all you have to do is to be entertaining
and give them something interesting to do.’

190 Jeremy Harmer How to Teach English © Pearson Education Limited 2007
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D Teacher skills (pages 28-30)

Make an A & D chart (see page 186) for the following approaches to students’ names.
a Class seating plan
b Name badges
c Name cards on the desk
d Not using students’ names (because you can’t learn them all)
e Students always say their names when they ask a question or when you ask them to do
something.
f Write notes about appearance/attitude, etc against the students’ names in the class register.

E Teacher knowledge (pages 30-32)

Complete the chart.

In use when 1 1 use this in 1 have never Usefulness

was at school/ my d aily life used this (or rating
university (give details) been taught 0 (= useless)
using this) to 5 (= fantastic)
Black/w hiteboard
CD player
Com puter
Data projector
DVD player
Interactive
whiteboard
Language laboratory
Overhead projector
Tape recorder
Video machine

Jargon buster
Copy the chart with your own definitions for the following terms (column 1 ) and explain their
relevance to teaching (column 2 ).

Your definition Relevance to language

learning/teaching
Magic moments
Learning outcome
Learner role
M onolingual learners’
dictionary (MLD)
Podcast
Blog

Jeremy Harmer How to Teach English © Pearson Education Limited 2007 19 1

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