By Jeremy Harmer
* New word list to provide an explanation for instructing phrases * DVD with lecture room demonstrations of center lecture room recommendations * New bankruptcy on checking out tips on how to train English is the single method publication for "early degree" academics that has a DVD with clips from real classess and accompanying actions.
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Krashen, among others, suggested that teachers should concentrate on acquisition rather than learning and that the role of the language teacher should be to provide the right kind of language exposure, namely comprehensible input (that is, language that the students understand more or less, even if it is a bit above their own level of production). Provided that students experience such language in an anxiety-free atmosphere, the argum ent goes, they will acquire it just as children do, and, more importantly, when they want to say something, they will be able to retrieve the language they need from their acquired-language store.
Their confidence will be greatly enhanced if they can see that the teacher has looked at the material they are using before the lesson, and has worked out a way of dealing with it. Classroom equipment Over the last few decades the growth in different types of classroom equipment has been incredible. Once upon a time we only had pens, board and chalk to work with. But then along came the tape recorder, the language laboratory, video machines, the overhead projector, computers, data projectors and interactive whiteboards (these are all described in Appendix A on page 252).
The teacher in the classroom O ur physical presence can play a large part in our management of the classroom environment. And it’s not just appearance either (though that was clearly an issue for the secondary student in Chapter 2 - page 24). The way we move and stand, and the degree to which we are physically demonstrative can have a clear effect on the management of the class. Most importantly, the way we are able to respond to what happens in class, the degree to which we are aware of what is going on, often marks the difference between successful teaching and less satisfactory lessons.
How to Teach English by Jeremy Harmer