* New glossary to explain teaching terms * DVD with classroom demonstrations of core classroom techniques * New chapter on testing How to Teach English is the only methodology book for "early stage" teachers that has a DVD with clips from actual classess and accompanying activities.
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About the Author
Jeremy Harmer has taught in Mexico and the UK where he is currently an occasional lecturer at Anglia Polytechnic University. He has trained teachers and offered seminars all over the world. A writer of both course material and methodology, he is the author of methodology titles including How to Teach English (1998), The Practice of English Language Teaching (3rd edition 2001) and How to teach Writing (2004) - all published by Pearson Education Ltd. He is the General Editor of the Longman methodology list and hosts a teacher development website at http://www.eltforum.com/
--This text refers to an out of print or unavailable edition of this title.
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Most Helpful Customer Reviews
125 of 139 people found the following review helpful
By suprihadi
Format:Paperback
This book is a complete manual of teaching English as a foreign or second language. It is complete because of its wide-range coverage from general issues about teaching and learning English (Chapter 1 and 2) up to specific problems that English teachers frequently encounter (Chapter 13). Between these two extremes, readers can find almost everything dealing with teaching and learning English. Those who are interested in developing the teaching of language components may refer to Chapter 5. A brief review about sentence construction, part of speech, noun types, verb forms are topics within this chapter. Not intending to dichotomize weakness and strength, bad and good, these topics indicate that the description of grammar used in this book refer to traditional view of grammar, not to Hallidian grammar. Chapter 7 - 10 deal with teaching the four language skills. They are, therefore, appropriate for those who want a practical, easy to understand reference of teaching listening, speaking, reading, and writing.
As a teaching manual, as the writer says in its introduction, How to teach English is a practical book concentrating on examples of teaching and teaching practice rather than on detailed analysis of learning theory. Its practical characteristic makes this book appropriate for novice teachers with even limited comprehension. In addition, in the bulk of TEFL material, this book will be more useful when accompanied by Trapper-Lomax, Hugh and Ian McGrath (Eds.), 1999. Theory in Language Teacher Education; and Cohen, Andrew D, 1998. Strategies in Learning and Using a Second Language).
Its completeness still goes further as this book seems to be able to answer the frequent complaint of some readers, including me, of being disturbed by the feeling of inadequate understanding. This book provides a kind of checklists (Task File) by which the readers may self-evaluate what they have read. Not less important is the appendix describing equipment used in the classroom.
Another feature indicating the strength, and at the same time as the weakness, of this book is the writer's attempt to 'balance' the issues discussed in this book and to maximize the students' role. This attempt might also be regarded as a reflection of the writer's personality of being moderate. "Good teachers use their common sense and experience to get the balance right (between when to talk and when not to talk)" (p. 4), "good teachers find a balance between predictable safety and unexpected variety (when to observe and when to violate their behaviour patterns)" (p. 5), and " a good teacher maximize STT (Student Talk Time) and minimize TTT (Teacher Talk Time)" are examples of quotations describing this feature. Still concerning in terms of balancing, the writer argues that a balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other (p.5). Dealing the reading texts, whether authentic or artificial, a balance has to be struck between real English on the one hand and the students' capabilities and interests on the other (p. 69).
This feature also indicates its weakness in the sense that being moderate is not an easy job. People tend to rely, conscious or unconsciously, on one extreme instead of being moderate, though they will be inconvenient of being said to be fanatics.
As a teaching manual, as the writer says in its introduction, How to teach English is a practical book concentrating on examples of teaching and teaching practice rather than on detailed analysis of learning theory. Its practical characteristic makes this book appropriate for novice teachers with even limited comprehension. In addition, in the bulk of TEFL material, this book will be more useful when accompanied by Trapper-Lomax, Hugh and Ian McGrath (Eds.), 1999. Theory in Language Teacher Education; and Cohen, Andrew D, 1998. Strategies in Learning and Using a Second Language).
Its completeness still goes further as this book seems to be able to answer the frequent complaint of some readers, including me, of being disturbed by the feeling of inadequate understanding. This book provides a kind of checklists (Task File) by which the readers may self-evaluate what they have read. Not less important is the appendix describing equipment used in the classroom.
Another feature indicating the strength, and at the same time as the weakness, of this book is the writer's attempt to 'balance' the issues discussed in this book and to maximize the students' role. This attempt might also be regarded as a reflection of the writer's personality of being moderate. "Good teachers use their common sense and experience to get the balance right (between when to talk and when not to talk)" (p. 4), "good teachers find a balance between predictable safety and unexpected variety (when to observe and when to violate their behaviour patterns)" (p. 5), and " a good teacher maximize STT (Student Talk Time) and minimize TTT (Teacher Talk Time)" are examples of quotations describing this feature. Still concerning in terms of balancing, the writer argues that a balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other (p.5). Dealing the reading texts, whether authentic or artificial, a balance has to be struck between real English on the one hand and the students' capabilities and interests on the other (p. 69).
This feature also indicates its weakness in the sense that being moderate is not an easy job. People tend to rely, conscious or unconsciously, on one extreme instead of being moderate, though they will be inconvenient of being said to be fanatics.
56 of 60 people found the following review helpful
By J. Williams
Format:Paperback
This book is an excellent buy. It has hints and tips to help with facing the hurdles of being a trainee such as difficult lessons (and students) to actual class prep work. It is well set out and has a depth to it that makes even the most complex understandable. There are many 'sample' teaching methods to study as well as important self-test sections. A great pal to turn to in moments of despair!
38 of 40 people found the following review helpful
A Kid's Review
Format:Paperback
" How to teach English" is a plain guide for understanding how the teaching method can reach your students. It's easy to understand and follow, giving clear and sensible tips to understand student's behaviour and ways of taking advantage of this knowledge to reach them.However, I would recommend accompanying this issue together with "The practice of English language teaching" by the same author.
Most Recent Customer Reviews
5.0 out of 5 stars
very useful!
this is a very useful tool for those who intend to teach English. Either they are experienced or not it will add them something.
Published 3 days ago by bruno ortega de figueiredo
5.0 out of 5 stars
Ph.D Foreign Language Education
Well written. Summarizes in easy to understand language what took me 2 years of masters level classes (on foreign language education) to complete. Read more
Published 24 days ago by Christine Jernigan
5.0 out of 5 stars
quintessential guide to teaching english
This is a quasi-standard text book for Cambridge English Language Teaching Adults CELTA certificaton. Read more
Published 2 months ago by anonymous
2.0 out of 5 stars
How to Teach English
Check the publication date if you need this text for a class, as there is a more current version with a few changes. Read more
Published 12 months ago by VER
4.0 out of 5 stars
It's a must for CELTA students. I recommend it.
It's a must for CELTA students. I recommend it. It came earlier than I expected, as it was shipped to Brazil.
Published 14 months ago by Shirlei
5.0 out of 5 stars
Great item
This book came in great condition as was described on the description of the Amazon page. The book also arrived when expected.
Published 20 months ago by Aaron De Leon
5.0 out of 5 stars
A necessary guide
I've taught English in Taiwan, Korea, and China. There is something in this book that will help you whether you're just starting out or have already been teaching for a while. Read more
Published 23 months ago by Ian Leahy
5.0 out of 5 stars
A Gift for a Friend
I purchased this as a going away gift for a friend and have not used it myself. She was leaving to go to school in how to teach ESL overseas. Read more
Published on February 27, 2011 by Mary L. Mills
5.0 out of 5 stars
great for english speakers who THOUGHT they knew english
I'm at the beginning cusp of my TESOL certification. I've been speaking (American) english for 32 years. I don't know how that's been possible after getting into this book.
Published on October 26, 2010 by Jake
4.0 out of 5 stars
CELTA pre-course work study book
Good book that really breaks down teaching and teaching English into easy terms for the beginner. Each chapter uses bold face type to identify the different teaching and grammar... Read more
Published on July 6, 2010 by 2nd time around
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