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Summary How To Teach English
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Complete summary of 'How to teach English' by Jeremy Harmer. Includes an extra overview of tenses in the English language and some additional (optional) vocabulary words.
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How to teach English
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CELTA Assignment 3 (FULL) - Focus on the Learner & Tutor's feedback
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Chapter one – LearnersReasons for learning English
Target language community (moving into a country where English is national or main language)
English for Specific Purpose (ESP) Business, Banking, Tourism
English for Academic Purposes (EAP)
General English – Main reason is consideration of the usefulness
Different contexts of learning English
English as a Foreign Language (EFL) Use while traveling, communication
English as a Second Language (ESL) Living in target community, emphasis dialects, TBL
English for Speakers of Other Languages (ESOL) Global/international communication
Characteristics of Learners by age group
Children (2-14) – short attention span, exercises should evolve around their experiences / lives and their
main goal is to become competent speakers with ease. Their exposure should be high.
Adolescents (12-17) / young adults (16-20) – great potential due to intellectual growth / brain capacity.
Capable of more abstract ideas and they understand the necessity of learning English. Teachers of this
group need to keep in mind the social status / peer pressure / control of the class.
Adults (18/20+ ) More life experiences to draw on, more capable to apply themselves, able to sustain
motivation due to a certain learning goal they set themselves. They also might have negative learning
experiences due to their age, or stuck in a (bad) learning habit of when they were younger.
Learning Styles
Neuro Linguistic Programming (NLP) – model that takes account of what stimulates students. (Visual,
auditory, Kinaesthetic stimuli).
Multiple Intelligences (mathematically, musical, emotional, interpersonal etc.)
A teacher must offer a wide variety of exercises to attract all types of students, though there are general
exercises, like homework and reading for pleasure, which will improve even when you are not attracted
to the exercise / task in particular.
Learning Levels:
False beginners – Has had some experience with the language but no classes or skills up to date.
Association of Language testers of Europe (ALTE) define language competency levels with the common
European Framework (CEF).
Beginners Intermediate Advanced
-------------I--------(A1)------I-----(A2)---I------------(B1)-------------------(B2)------I-------(C1)------------------(C2)
False Elementary Pre Upper
beginner Intermediate Intermediate
Plateau effect: when the language improvement isn’t going as fast anymore in Intermediate level.
Advanced levels focus on connotation(vibe), inference (‘tween the lines) or appropriacy.
Elicit the language: let students do the talking before giving the examples / class.
Cultural background affects the learner as he/she might be used to learning by rote (memorize phrases
or facts), learning by doing (project work or experimentation). Multilingual classes also affect the learning
due to the variety in background learning.
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