The Third Edition of this AclassicA text incorporates a broader and more detailed analysis of issues relevant to language teachers. "The Practice of English. The Practice of English Language Teaching by Jeremy Harmer, , available at Book Depository with free delivery worldwide. Download EBook. The Practice of English Language Teaching 3rd. Longman, , Jeremy Harmer PDF. Contents: Part 1: Language. Chapter.
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The Practice of English Language Teaching 4th Edition - Jeremy Harmer. Hoang Huynh Phuc. Loading Preview. Sorry, preview is currently unavailable. You can. THE PRACTICE OF. ENGLISH. LANGUAGE. TEACHING. Jeremy Harmer. Longman ronaldweinland.info THIRD EDITION. COMPLETELY REVISED AND. In this new edition there is a new chapter on teaching vocabulary, a section on discovery techniques, more on task-based learning and learner training, and a.
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It is one of the characteristics of good teachers that they are constantly changing and developing their teaching practice as a result of reflecting on their teaching experiences. Being reliable Professional teachers are reliable about things like timekeeping and homework.
It is very difficult to berate students for being late for lessons if we get into the habit for whatever reason of turning up late ourselves. It is unsatisfactory to insist on the prom pt delivery of homework if it takes us weeks to correct it and give it back. Teacher skills As we have suggested, who we are and the way we interact with our students are vital components in successful teaching, as are the tasks which we are obliged to undertake.
But these will not make us effective teachers unless we possess certain teacher skills. Managing classes Effective teachers see classroom management as a separate aspect of their skill. In other words, whatever activity we ask our students to be involved in, or whether they are working with a board, a tape recorder or a computer, we will have thought of and be able to carry 28 Teachers out procedures to make the activity successful.
We will know how to put students into groups, or when to start and finish an activity. We will have worked out what kinds of instructions to give, and what order to do things in.
We will have decided whether students should work in groups, in pairs or as a whole class. We will have considered whether we want to move them around the class, or move the chairs into a different seating pattern see pages We will discuss classroom management in more detail in Chapter 3.
Successful class management also involves being able to prevent disruptive behaviour and reacting to it effectively when it occurs see pages Matching tasks and groups Students will learn more successfully if they enjoy the activities they are involved in and are interested or stimulated by the topics we or they bring into the classroom.
But even in such situations there is a lot we can do to make sure we cater for the range of needs and interests of the students in our classes see pages Many teachers have the unsettling experience of using an activity with, say, two or three groups and having considerable success only to find that it completely fails in the next class. However, what such experiences clearly suggest is that we need to think carefully about matching activities and topics to the different groups we teach.
Whereas, for example, some groups seem happy to work creatively on their own, others need more help and guidance.
Where some students respond well to teacher presentation with the teacher acting as a controller , others are much happier when they investigate language issues on their own. Variety Good teachers vary activities and topics over a period of time. The best activity type will be less motivating the sixth time we ask the students to take part in it than it was when they first came across it. Much of the value of an activity, in other words, resides in its freshness. But even where we use the same activity types for some reason because the curriculum expects this or because it is a feature of the materials we are using , it is im portant to try to ensure that learner roles are not always the same.
Sometimes they might compare answers in pairs; sometimes they might interview each other about the text; sometimes they m ight do all the work on their own. Variety works within lessons, too.
It is not just children who can become bored by doing the same thing all the time. However, we might make a different kind of activity, such as a role-play, last for longer than this.
A lot depends on exactly what we are asking students to do. We will discuss ways of using and adapting coursebooks in more detail in Chapter Destinations W hen we take learning activities into the classroom, we need to persuade our students of their usefulness. Good activities should have some kind of destination or learning outcome, and it is the job of the teacher to make this destination apparent.
Students need to have an idea of where they are going, and more importantly, to recognise when they have got there.
Nevertheless, even in such circumstances, it will be helpful if we can make sure that students leave the class with some tangible result. That is why a summing-up, or feedback session at the end of a discussion, for example, is so valuable.
Teacher knowledge Apart from the ability to create and foster good teacher-student rapport and the possession of skills necessary for organising successful lessons, teachers need to know a lot about the subject they are teaching the English language.
They will need to know what equipment is available in their school and how to use it. They need to know what materials are available for teachers and students. They should also do their best to keep abreast of new developments in teaching approaches and techniques by consulting a range of print material, online resources, and by attending, where possible, development sessions and teacher seminars. The language system Language teachers need to know how the language works.
This means having a knowledge of the grammar system and understanding the lexical system: how words change their shape depending on their grammatical function, and how they group together into phrases. They need to be aware of pronunciation features such as sounds, stress and intonation. These different features of the language system are explained in Chapter 5. Students have a right to expect that teachers of the English language can explain straightforward gram m ar concepts, including how and when they are used.
They expect their teachers to know the difference between the colloquial language that people use in informal conversation and the more formal language required in more formal settings. They also expect teachers to be able to demonstrate and help them to pronounce words correctly and with appropriate intonation.
W hen students have doubts about the language, they frequently ask their teachers to explain things. But at other times the issue is one of great complexity and even the most experienced teacher will have difficulty giving an instant answer. In other words, our knowledge of the language system may not be adequate for certain kinds of on-the-spot questions about subtleties. Moreover, sometimes the question is not especially relevant - it is a distraction from what is going on in the lesson.
But you can find the answer yourself if you go to this book. Students will realise that these answers are perfectly appropriate when the teacher does indeed return for the next lesson with the information that they have promised. Materials and resources When students ask the kind of complicated questions m entioned above, good teachers know where to find the answers. I had to study this book during a university class.
I didn't find it quite useful; there's barely anything about it that you could apply to your lessons. View 1 comment. This is a good book to read if you are studying to become an English teacher where English is the secondary language for the students though it can be a little difficult to finish. As a learning material book, the theories are plenty and at times 'heavy' to read about, though if that surprises you it may be a good time to ask yourself why you want to be a teacher.
If I could complain about one thing though, it is the fact that the author himself is not good at listing exactly where he gets his t This is a good book to read if you are studying to become an English teacher where English is the secondary language for the students though it can be a little difficult to finish. If I could complain about one thing though, it is the fact that the author himself is not good at listing exactly where he gets his theories from and whom they belong to, which is frustrating when you're using the book for your exams.
I think I spent a week googling them all to be sure that several of the theories weren't Harmer's. None the less, it's a great book for becoming aware of some of the methods of teaching, as well as the evolution of teaching through out the years regarding language, not to mention a great reminder to support students attempts of answering rather then hammering and penilizing them for minor mistakes.
Oct 01, Iris rated it it was amazing. Amazing way of summarizing almost everything I needed to know for my big test. May 16, I Gusti added it. Nov 09, Nguyen Hoa added it.
I want to download the book, is it OK? Oct 09, Danilo rated it it was amazing. This book is a must-read for all teachers, especially novice teachers. Aug 18, Pau Rmz marked it as to-read. Learn about the teaching language.
In the introduction Harmer says that he will provide an overview of the state of English language teaching at the time he wrote the book. It is a good book to have on the shelf of a language school, for example, but it was hard at times to know who the target audience is, as some sections of the book seem to be targetted at new teachers, while others cover the background of the profession. Reading it 10 years on, it provides a In the introduction Harmer says that he will provide an overview of the state of English language teaching at the time he wrote the book.
Reading it 10 years on, it provides a summary of many of the things I've learnt since then, but I'm not sure how much I would have got out of it at the time. Glad I've finally read it! Jan 20, IrisTincu rated it it was amazing. The best book for an English teacher and not only! As a future teacher myself, I found it really helpful for my lessons' plans.
Helpful, with great examples that I'm excited to try.
Overall easy to understand and yet challenging if presented with the right questions and extra material. Loved the DVD. Mar 28, Kiera Boudibiua rated it really liked it Shelves: Very informative and insightful. Easy to read. Jun 03, Shendy rated it liked it. In this book, Jeremy Harmer describes the practice of English language teaching and concerns about context-sensitive teaching found at the present time. In the first page of this book is present about Introduction and acknowledgment section clearly.
He wrote this book because he wanted to add more information and explanation about the practice of English language teaching as a response of comments and suggestions by some experts what he could have done in his previous edition. Besides, he includ In this book, Jeremy Harmer describes the practice of English language teaching and concerns about context-sensitive teaching found at the present time. What makes this book easy to understand, because the author uses chart, picture, and graphs.
With show them, the teachers feel easy to teach their student using these method.
This book is very useful for me as a teacher in the future, because I can leaqrn from this book how to teach student in practice teaching. Mar 07, Rea added it Shelves: Please choose whether or not you want other users to be able to see on your profile that this library is a favorite of yours. Finding libraries that hold this item You may have already requested this item. Please select Ok if you would like to proceed with this request anyway. WorldCat is the world's largest library catalog, helping you find library materials online.
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