English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 87 asking, ‘Is Jacob playing tennis now?’ – of course, the use of the identical target structure in the question begs students for a positive answer regardless of meaning. And several structures, such as imperatives, do not get any concept checking questions at all. On a more positive note, the meaning and use sections are generally very good and are much more accessible than many other grammar resource books for teachers. Likewise, the ‘watch out for these problems . . .’ and teaching tips sections are genuinely useful. It’s also excellent to see the inclusion of a pronunciation focus in a ‘how to’ on grammar teaching, but it’s a shame it’s only included in a few units rather than consistently across the board. Again, there is almost nothing in these sections on how or when to deliver this information to the students, which is definitely an area where novice teachers need help – and half the subtitle of the book. In short, parts of Teaching English Grammar present information on grammar points very clearly for newer teachers, and if it were a grammar resource book alone I would happily direct those teachers to it. Unfortunately, the ‘how to’ elements don’t give enough guidance and sometimes don’t use methodology effectively. As new teachers aren’t able to easily see what they can use and what they should treat with caution, it would be problematic for me to recommend this to trainees. There is definitely a need for this book, but to my mind, certain elements require a thorough review first. References Scrivener, J. (2011). Learning Teaching (3rd ed.). Oxford: Macmillan. Ian Aird has taught English in Spain, France, Germany, England and Australia. He was a CELTA trainer for several years and currently is Director of Studies at the English Language Company in Sydney.
English Australia Journal 28.1
English Australia Journal 27.1