1、英師本 1007 班 邸艷華 20101411107 Title: How to Teach English Author: Jeremy HarmerHow to Teach English is a book designed for people at the start of their teaching career, at the stage where they are just about to door have just done an initial teacher training course. It is written for people who teach m

2、ostly adults of whatever age. The book includes 13 chapters: how to be a good teacher and learner, how to manage teaching and learning, how to describe learning and teaching as well as describe language, how to teach languag、e reading、writing 、speaking、 listening， how to use textbooks, plan lessons

3、as well as what if. In every chapter, it has several questions which make you clear know what is going to be talked about. Following that are conclusions and looking ahead. At the end of the book, it has Task File and three appendices. The former comprises a large number of exercises and activities

4、which are intended to be photocopied for use on training courses. The latter offers us with equipment commonly in use in the classroom and suggestions further reading as well as phonetic alphabet.In this book the author points out that the way people learn language in the social life is same as clas

5、sroom language teaching. After several years painstaking in researchand practice, he made a conclusion that there are three common things of successful language learners. First, a continuous exposure to a language, although not fully understand or use that language. Second, they have interested in l

6、earning language and the aim of learning is to communicate with others. Third, they have always found opportunities to put what they have learned into practice. According to these three characteristics, the author comes up with the three basic elements of foreign language teaching: Engage and Study

7、and Activate which also be called ESA. Teachers use different activities such as games, music, discussion, stimulating pictures, dramatic stories, amusing anecdotes and some other ways to help students cultivate their interests in what they are learning and motivate them to attend activities activel

8、y. This is Engage. When students are Engaged, they learn better than they are partly or wholly disengaged. Study activities are those where the students are asked to focus in one language and how it is constructed. They range from the study and practice of a single sound to an investigation of how a

9、 writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style. Successful language learning in a classroom dependson a judicious blend of subconscious language acquisition and the kind of

10、Study activities. Activate describes exercises and activities which are designed to get students using language as freely and communicatively as they can. The objective for the students is nit to focus on language construction or practice specific bits of language but for them to use all and any lan

11、guage which may be appropriate for a given situation or topic. So Activate exercises offer students a chance to try out real language use with little or no restriction a kind of rehearsal for the real world. Based on that, the author introduces some other sequences with examples and practices such a

12、s EASA, EAASASEA. What smore, the author uses examples to illustrate whichsequence the teacher should use for different levels of students. (complete beginners, elementary, lower intermediate, upper intermediate students) No matter which way of describing language teachers prefer, these three elemen

13、ts are the basic building blocks for successful language teaching and learning. By using them in different and varied sequences, teachers will be doing their best to promote their studentsIn my opinion, this is a nearly perfect book. In every chapter, the author combines example with practice to ill

14、ustrate the procedures of teaching rather than a detailed analysis of learning theory. It can make readers really learn something from this book without feeling boring. The author lists the problems the teachers may encounter during the process of teaching and the solutions to deal with them. It is

15、of great use for inexperienced teacher to solve the emergency without embarrassment. For example, many teachers have come across students who donto watnstetoemtalk inclass. When teachers asked for several times, where was still no student put up his hand to answer questions. Many reasons account for

16、 this. Sometimes, it is because there are other students who dominate and almost intimidate. Sometimes, it is because students are simply not used to talking freelyfor reasons of culture and background. Perhaps, in their culture, women are traditionally expected to remain quiet in a mixedsex group.

17、Some other students may suffer from a fear of making mistakes and therefore losing face in front of the teacher and their peers. There are many ways teachers can use to encourage their students to talk freely in the classroom. The first measure is to use pairwork. When students are with one or perha

18、ps two or three other students, they are not under so much pressure as they are if they asked to speak in front of the whole class. Another way is to use role play. Many teachers found that quiet students speak freely when they are playing a rolewhen they are nit having to be themselves, in other wo

19、rds. The use of roleplay allows students to take on a new identity, one in which they can behave in uncharacteristic ways. It can be very liberating.I really gain much knowledge as well as skills from reading this book. Many teachers asked other students to correct mistakes which made by the student

20、 who gave presentation. I thought it was ok. However, after I read this book, I knew it is not a proper way to correct mistakes for this behavior may bring the sense of humiliation to the presenter.What sworse, he or she may think that they are inferior to others. Instead, teachers can let the stude

21、nt think carefully whether his or her answer can be improved a little. At the same time, teachers can give some implications to help student correct his or her mistake instead of asking other students to correct mistakes. Another, when the teacher gives assignment to the students, he must make sure

22、all the students can understand. Sometimes, we may encounter this kind of situation wdeont know what the homework teachers ask us to do is. After teacher leaving classroom, some students go to office to make sure that they have learned the homework correctly. Some even make a phone call to inquire t

23、he homework. In order to avoid the occurrence of this situation, teachers should let some students retell the assignment or she repeats it for more than one time in case that all students have a clear understanding about assignments.Apart from that, the teacher should master how to distribute class

24、time. It is not a proper way for teachers to talk much of the time. For example, in the oral class, if teacher talks a lot of time, then there is little time for students to talk. As a result, the spoken English can not be improved quickly. Instead, the best way is half for teacher and half for students.It s not easy