1

First Edition Longman 1983, 252 pp. isbn: 0 582 74612 4 Second Edition Longman 1991, 296
pp. isbn: 0 582 04656 4 Third Edition Pearson Education 2001, 370 pp., £16.95 isbn: 0 582
40385 5 1. Revisiting the first and second editions The first edition of Harmer's The Practice of
English Language Teaching was published 20 years ago. It quickly and deservedly became a
much-used and popular teacher training text on pre-service courses, and a training guide for
tutors. Its virtues included comprehensiveness of content, clarity of explanation, a wealth of
illustration in the author's own examples and those taken for analysis from contemporary
coursebooks and, not least, a confidence of style deriving from the author's rich experience as a
teacher trainer.
2
The new edition of this "classic" text incorporates recent changes in the concerns of
methodologists and linguists, along with updated theories on teaching techniques. Chapters
have been added on teaching vocabulary, discovery techniques, and learner training. It is full of
practical suggestions and samples from actual teaching materials.Part A: examines theoretical
concerns that influence the teaching of EFL.Part B: identifies teaching materials and
techniques.Part C: looks at ways of preparing lessons.Each chapter concludes with discussion
questions, exercises, and references.
3
This is an introduction to the teaching of English. Its emphasis is on practical issues and it is
appropriate for self-study and for use with classes of trainee teachers. A variety of teaching
methods are examined.
4
ABSTRACT Learning English is vital skills that will help children achieve their full potential in
later life. If they have the right techniques, they can learn English quickly and effectively. So, it is
important that they have to learn English which is practical and useful. Learning should not be
stressful for children. It should be fun and stimulating. Their studies should make reading,
listening, and speaking in English come naturally. As their confidence develops, they will learn
more and use English to a more challenging level. This paper discusses about some resources
for EFL teachers to facilitate the children in learning a foreign language. These are purposed for
them to be able to teach effectively with the fun and variety that children need. The last part, this
paper tells about how to ensure the children learn English using simple techniques that will
absolutely make the teachers’ job more fun and satisfying. Also, it will be expected that the
teachers will have enough fresh ideas to be the most inspiring teachers that they possibly can.
5
The increased learning and teaching of English throughout the world during recent years in
both state and commercial educational institutions has produced a new cadre of professionals:
teachers of EFL. Some have moved across from teaching English as a mother tongue, others
from teaching modern languages; many have been drawn into service for no other reason than
that their own spoken English is good, or perhaps because they are native English speakers.

11
T. Hedge, ‘The Practice of English Language Teaching’, ELT Journal, 2003 <https://doi.org/10.1093/elt/57.4.401>.
2
Michael Swan, ‘The Practice of English Language Teaching, 5th Edition’, ELT Journal, 2018
<https://doi.org/10.1093/elt/ccx060>.
3
Jeremy Harmer, ‘How to Teach English: An Introduction to the Practice of English Language Teaching’, England,
1998.
4
David Nunan, ‘Teaching English to Young Learners’, in Handbook of Research in Second Language Teaching and
Learning, 2016 <https://doi.org/10.4324/9781315716893>.
5
Z. I. Amankulova and S. K. Seisembieva, ‘Teaching English as a Foreign Language’, Analele Universitatii Din
Craiova, Seria Filozofie, 2011.
Many have started without specific training, others feel they need to rethink the basis of their
teaching. This book is written for teachers of all backgrounds. Our aim is to discuss a wide
range of teaching problems—from classroom techniques to school organisation—in order to
help practising teachers in their daily tasks. We have adopted an eclectic approach, recognising
that the teaching of English must be principled without being dogmatic, and systematic without
being inflexible. We have tried to show how the underlying principles of successful foreign
language teaching can provide teachers in a wide range of EFL situations with a basic level of
competence which can be a springboard for their subsequent professional development. We
gratefully record our debt to colleagues and students past and present at the London University
Institute of Education, whose experience and thinking have helped shape our own.