DISUSUN GUNA MEMENUHI TUGAS MATAKULIAH

“BILINGUAL”

COMPILED BY :

NAME : REYNALDI PASARIBU

NIM : 1163311081

EDUCATION ELEMENTARY SCHOOL TEACHER

STATE UNIVERSITY OF MEDAN

2020

FOREWORD

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 Praise the presence of Allah SWT who has given His Grace and His Gift to the author
so that it can finish this Critical Book Report in time. Critical book report is structured to
fulfill the task of Philosophy of Education.

The author realizes that Critcal Book Report is still far from perfect, therefore the
suggestions and criticisms of all constructive parties are always expected for perfection in
this Critical Book Report.

Do not forget also thank the author to convey to all parties who have participated in
the preparation of Critical Book Report, from beginning to end.

MEDAN, Oktober 2020

Reynaldi Pasaribu

TABLE OF CONTENTS

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Foreword.......................................................................................................

Table of contents.................................. .......................................................

CHAPTER I INTRODUCTION

1.1 Background.............................................................................................

1.2 Objectives of writing ......................................... .....................................

1.3 Benefits of writing .............................................................................., ...

CHAPTER II: IDENTITY OF THE BOOK

2.1 The identity of the main book ........................ ........................................

2.2 Identity of the comparison book ............................... .............................

CHAPTER III: SUMMARY OF CONTENTS BOOKS

3.1 Summary of the contents of the main book ..........................................

CHAPTER IV: ANALYSIS OF BOOKS

4.1 Comparison of both books .................................... ................................

CHAPTER V: CLOSING

5.1 Conclusion ...................................... ......................................................

5.2 Suggestions .................................... .....................................................

Reference................................................................................ .............

CHAPTER I
INTRODUCTION

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 A. The Important of CBR Rationalitation

CBR is stand for Critical Book Reportwhich is used to analyze a book including its
contents and materials. This CBR is one of six tasks that given by lecturer and must be
completed by students . CBR is kind of assigment that compare 2-3 books which one of
them as main book while the others as comaprison books. In doing this CBR students
asked to compare all matters relating to the materials in the book. Such as discovering
what was the goal of the authors in making the book and analyzing how the authors
present the material's contents, like the strengths and the weakness of the book.
Therefore, Students need a creativity in doing this CBR.

B. The Aims of CBR

There are some aims of make CBR. They are :

 To criticsize and compare some significant materials in TEFL Book

 To analyize the TEFL book contents
 To increase people knowledge about what is TEFL and how to teaching EFL
students.
 To discover the strenghts and the weakness of the TEFL book.
 To complete the CBR task

C. What are The Benefits of CBR

The are some benefits of doing this CBR. Fisrt it is useful to get used students with
writing. It just like writing exercise for students. this will make them easier to complete
all the tasks that students had. And then It is useful to enhance the students’ ability in
analyzing the material thoroughly and critically. It also aims to increase and strengthen
the creativity of authors in writing and reviewing.

The purpose of this paper is to criticize and to compare some significant

materials in threeTefl books, The first book is “TEFL Book: A Manual For the New TEFL
Teacher”created by Mark Durnford. The second book is “ TEFL: Training For New
Teacher” developed by TEFL Boot Camp. And the last book is “ Tell it again ! ” created by

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Gail Ellis and Jean Brewster. The first book as the main book while the others as
comparison books

D. The Identity of the Books

Here are the identity of the books :

The first book (The main book)

Title : TEFL BOOK: A Manual For the New TEFL Teacher
Edition : first
Author (s) : Mark Durnford
Publisher : ISSU (© 2017 TEFL.org.uk)
City Publisher : unknown
Year : 2017
ISBN :-
The second book
Title : TEFL Training for New Teachers
Edition : Fourth Edition
Author (s) : Michelle Maxcom
Publisher : TEFL Ebook dot com
City Publisher : TEFL Boot Camp, TEFL Educator, England
Year : 2017
ISBN :-
The third book
Title : Tell it Again! The Storytelling Handbook for Primary English
Language Teachers
Edition : Third Edition
Author (s) : Gail Ellis and Jean Brewster
Publisher : © British Council 2014
City Publisher : England
Year : 2013
ISBN : ISBN 978-0-86355-723-1
CHAPTER II
THE SUMMARY OF THE BOOK

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 1. Chapter One : An Introduction to Teaching English
In this chapter explains about the major concept of teaching. This explanation is
described by a diagrm. It tells that the concept of teaching is simple which the teacher
who has the information or the skill, while the students who need learn the infomation
or the skill. More of then, this chapter also give some methods that commonlu use when
teaching english as foreign language.
And this chapter also axplains about theacing process by “ learning by doing”. Told
us that the expertise will come with some experiences.

2. Chapter Two : Learning Styles

This chapter contains some questions that use to discover what kind of teacher we
are. Important things to remember when teaching your students:
 Try to promote the active learner. Active learners make faster progress than passive
learners.
 Try to encourage your students to make guesses at how to speak English. Errors are
okay and should be encouraged within the confines of the classroom.
 Be careful not to tell your students things or give lengthy explanations. Let them
discover the language for themselves.
 Remember that when we learn a language we are learning about the rules of
grammar, even if they are not explicitly taught.
 Your students will mostly learn English by doing, that is, kinaesthetically, although
some people need to see the form or structure of something in order to learn it.
 Also try to remember that there are circumstances when learning by rote does work
for some people. For example, practicing certain sounds, words or structures over
and over again is often important for low level learners to help them achieve the
correct pronunciation of English (which in EFL teaching we call drilling).

3. Chapter three : Why Study Grammar?

This chapter explain that gramar is the most important pilar in teaching
english. Because there are so many aspects to understanding the grammar of the

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English language. But not all teachers understand everything. Because of that it is
really important for an EFL teacher to get to know and understand how english
language works. So then, a teacher need to analyse it.
This chapter exposes some reasons why teachers need to analyse a language.
One of the logically reason that I got is we can anticipate the students’ problems may
have and can answer their question.
This is a logical progression. Understanding the meaning of something must
always come first. This usually takes place by understanding through context or a
story. Next the students need to know how to say it or how to pronounce it. Finally
they need to see it so that it is reinforced in their minds and they can write it down
and practice it away from the lesson.

4. Chapter four : The Qualities of an EFL Teacher

In this chapter contains some question about what we have gotten when
were at school. This chapter also requires with some methods practice activity . they
are Brainstorm which kind of learning method assist by brainstorming. And then,
Board Rasce which kind of practice and do a board race. And the last is Feedbac.
Feedback: Bring all the students to the front of the class and do feedback. Get your
students to explain their reasons for making these points. It’s kind of practice that
increases students’ memory.

5. Chapter Five: Get to Know You Activities and Warmers

This chapter explain about there are many ‘warmers’ and ‘distracters’ used in
EFL classes. Which is can be used at the beginning of the class or at the middle of the
lesson. This part gives some suggestion about there are some warmers that can be
used.
 First Activity: Throwing a ball around the room
 Second Activity: Find Someone Wh
 Third Activity : Telling Lie

6. Chapter Six: The Tenses of the English Language

This chapter explains about the tenses of the english grammar and gives
some formulas how to use tenses in a sentence. More of then, this chapter

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 presents a miling activity to practice tense constructions, and with students in a
class.
Write the ‘eat’ sentences from two pages back onto cards or post-it notes and
put them on the backs of your students. Now get your students to stand up, mill
around, read the cards on the backs of their fellow students and note down their
names against the appropriate tense below. This is a variation of a Find
Someone Who Activity.

7. Chapter Seven: How Do We Teach Our Students?

The summary of this chapter is there are three part divisons how to teach
students in lower Intermediate students level. They are presentation, controlled
praciced, and free practice.

8. Chapter Eight: Lesson Structure

This chapter explain that they is a classic way of teaching a grammar or
structure based lesson to Lower Level students. This method has been used for
many years in the EFL profession and works particularly well for the following
levels; Elementary, Lower Intermediate and Intermediate Students.

9. Chapter Nine: Past Time

This chapter focus on explanation about past tense. How we use it and when
we use it. This chapter also gives some formulas and examples related to Past
tense form. Such as simple past tense, past continuous, past perfect and etc.

10. Chapter Ten: Lesson Planning

On this chapter we can conclude that lesson planning is one of the hardest
things you have to cope with. Especially for a new teacher. So then they are
some ways learning and giving lesson planning to the students.

11.Chapter Eleven : Students Level

Based on this chapter we know that there are some level in identifying
students. The fisrt is people who can’t speak English at All, they are referred to as

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Absolute Beginners. The second is people who had litle ewposure to English
Language. These people are referred to as Beginners. And in commonly this
Beginners leve split into five categories; Elementary, Lower Intermediate ,
Intermediate, Upper Intermediate and Advanced.

12.Chapter Twelve: Future Time

This chapter focus on explanation about Future tense. How we use it and
when we use it. But Actually the English language doesn’t have a future tense as
such.
This chapter also gives some ways how to talk Future tense includes its
examples . Such as going to, modal vern “will”, future continious and etc.

13.Chapter Thirteen: Classroom Management

This chapter contains some question and suggestion related how to manage a
classroom , especially for new teachers in EFL class.

14. ChapterFourteen: A Foreign Language Lesson

This chapter tells about what is important is having the experience of being
taught this kind of lesson as it teaches you what it is like for the English learner,
who will one day be sitting in your class facing you and learning from you.
It is very important to do feedback with the students after this lesson and
concentrate on the teaching methodology that the EFL teacher used so that you
could actually learn how to teach within the confines of an alien language.
This chapter is including some questions that support the materials

15. Chapter Fifteen: Modal Verb

This chapter is focus on modal verb materials. Such as can, could, shall,will,
would and etc. All of the modals have their own function. This chapter is also
provided the materials with some question and examples.

16. Chapter Sixteen: Language Function

From this chapter we will know that understanding how the English language
functions is a vital part of preparing how to teach. As an English teacher

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 especially TEFL teacher we must know what is the different function in every
sentences. This chapter is provided with some question and practice in
distinguish every different language function .

17.Chapter Seventeen: An Introduction to Phonology

Non-native speakers of English have many problems with the sounds of
English and often have difficulty in making themselves understood by using the
incorrect pronunciation.
In Japan, a student invited his teacher to have dinner with the family. While
eating at the table the Japanese student asked his teacher:
“Are you come for table?”
The teacher rebuked his student for using the incorrect auxiliary verb and
reminded him to use an article before the object: “Have you come for the table?”
The student looked very confused and repeated the same question as he had
earlier. His structure was perfect. However, something was wrong. What was
it?
This chapter is also provided with some tests to discover sound, intonetion,
pronunciation stress and connected speech that may help you.

18.Chapter Eighteen: The Present Perfect

This part is focus on how to use present perfect in text. There are some ways
in using this present perfect tense :
 Experience ; I’ve travelled to Japan many times
 Eever and never ; I have ever never eaten snake
 Just/Already/Yet ; have you put the rubbish yet?
 Something that is evident now ; I’ve cut myself!
 To check that something has be done; have you done your homework?
 Something that started in the past that has relevance now or is still
ongoing: I have finished my homework.
Like the other chapters this chapter is also provided by some tests and
questions

19.Chapter Nineteen: Skills Based Lessons

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 After I read this chapter, I got conclude that in commonly students have four
basic skills that teachers need to help improve as they learn English; Reading
Writing, Listening and Speaking. In order for your lesson to be successful there
are a number of things to think about during the preparation of your lesson.
 First Stage: Creating Interest, Draw your students into the discussion by
making it personal, finding out about them and what they think
 Pre-teaching Vocabulary, When constructing your lesson plan you need to
prepare your students for what they will read or listen to by pre-teaching
new vocabulary.
 Third Stage: Setting a Task, Before reading a text it is good to give your
students a reason for reading it. You need to set them a task
 Fifth Stage: Feedback, If you give them a task to do, make sure that they
have found the correct answers to the questions you set earlier
 Sixth Stage: Follow-on Activity, A reading activity (receptive) is often
followed by a writing activity (productive) and a listening activity
(receptive) is followed by a speaking activity (productive), and vice versa.
Make sure that the receptive activity is followed by a productive activity

20. Chapter Twenty: Using Music to Teach English

Music can be used to teach English, not just for children but for adults too. It
is fun as everyone enjoys listening to music. Many people around the world
listen to music with English lyrics. Some of our students listen to music paying
particular attention to the lyrics of songs. One student from Grenoble, France
carefully studied the lyrics of her favourite singer-songwriter, Sting, in order to
teach herself English.
This chapter is provided with some practices and questions in learning and
teaching english.

21.Chapter Twenty-One: Simple vs. Continuous Tenses

This chapter contains some practices and questions about simple present and
continious tenses.

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22. Chapter Twenty-Two: One-to-One Teaching
This chapter the author presents some practical tips in teaching. Here are:
 Teacher Student relationships
 Encourage movement in a one-to-one classroom
 Interactive patterns
 Changing activities and pace
 Student pace
 Help the student to be organised
 Create links between your one-to-one student and other
 Recording and Filming
 Objectives / Goals Personalisation

23. Chapter Twenty-Three: Testing Your Students

This chapter contains with some tests for students.

24.Chapter Twenty-Four: Passive v Active Voice

This part is passive and active voice lesson section. This part students will
learn about how to use and how to distinguish passive and active voice in a text.
In addition, on this chapter the author also provides some test about this lesson
for the students.

25. Chapter Twenty Five: Understanding Our Students’ Errors

This part tells about some errors english that used by students . on this
chapter the authors give some tips to resolve and correct students’ errors.
 Try to encourage your learner to “repair” a bad structure. Often our
students know when they have made a mistake or they see from your
expression that they have said something incorrectly. They will often
immediately try to “repair” it by saying it in a different way.
 Get your learner’s peers to help. Often in a class they will do this
automatically.

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  If your learner is struggling, give a hint, perhaps by giving the correct
form of the word or start the sentence for them. Using your fingers or a
cloze on the board will help your student see the structure clearly.

26. Chapter Twenty-Six: Teaching Children

Teaching children is not an easy option. It is not just a question of running
around playing games. Our attitude towards teaching children should be the
same as teaching adults: they are there to learn. Parents often pay a lot of money
for their children’s education, so it’s up to us, as teachers, to do the best we can.
Typical Lesson Plan for Children’s Classes:
 Practice Structure
 Practice phonics using flash card
 Vocabulary
 Check homework
 Run and write
 Introduce new DLS sounds (This is your target language)
 Practice DLS with phonic
 Writing in books
 Dictation
 Homework
 DLS (Double Letter Sounds)

27.Chapter Twenty-Seven: Conditional Form

a. Conditional Structures
There are four conditional structures in the English language.
 Zero conditional (sometimes called Present Conditional)
Examples:
- if you work hard, you get rich.
- If the weather is nice on Saturdays we go to the beach
Structure:

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- First clause - Present simple: If + subject + infinite form of main verb Second
clause - Present Simple: Subject + infinitive form of main verb
Function or meaning:
- A general statement of fact
- A possible future situation

 First Conditional
Examples:
- If you finish the job quickly, I could give you a bonus.
Structure:
- First clause - Present Simple: If + subject + infinitive form of main verb
Second clause - Future Simple: Subject + will (or another modal verb such as
might / should / may / could) + infinitive form of main verb
Function :
piece of advice, promise, warning, threat , Giving directions and An
instruction (Also a quote from a film - “Field of Dreams” 1989
 Second Conditional
Example:
- If you stopped eating chips every day, you would lose weigh
Structure:
- First clause – Past Simple: If + subject + past tense of main verb Second
clause – Present Simple with ‘Would’: subject + would + infinitive form of
main verb
Meaning :
- piece of advice, an explanation , a hypothetical future (but not impossible)
situation and an improbable future situation

 Third Conditional
Example :
- If you hadn’t swerved to the left in time, you would’ve hit my car.
Structure:
- First clause - Past Perfect: If + subject + past auxiliary verb ‘had’ + past
participle form of main verb

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 - Second clause - Present Perfect with ‘Would’: subject + would + present
auxiliary verb ‘have’ + past participle
Meaning:
- A statement of regret
- An imaginary or hypothetical situatio

28.Chapter Twenty-Eight: Concept Questions

What is Concept?
a. Concept is meaning
b. As a teacher you must teach meaning (a language structure means nothing to
a student unless they understand it)
c. You should also teach what it doesn’t mean
Concept Checking
 Plan your concept checking questions and write them down; it takes an
experienced EFL teacher to think of them on the spot.
 Plan too many questions rather than too few
 Keep your questions short and simple, and make them ‘easier’ than the target
language.
 Don’t make the answers to the questions obvious by the way you ask them or
by the fact that you’re always expecting the answer ‘yes’.
 The purpose of the concept checking questions is NOT to elicit the Target
Language.
 Define the concept in simple statements, and then turn those into questions.
 Test your concept checking questions on someone else, possibly another
teacher.
 If you ask students to give you examples, check those too.
 If your students give the wrong answer to a concept question, make sure that
you put them right and that they understand why it is wrong.

29.Chapter Twenty-Nine: Teaching Vocabulary

Many people trying to learn English believe it to be a crazy language. There
are many ways our students learn vocabulary. Here are the lists: through

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 necessity, when we teach a language structur, through context, dictionaries,
notebook and sentence.
Practicing In The Classroom
When we teach our students in class, there are many ways to present and
practice vocabulary. Here are a few suggestions:
1. Through Dialogues
2. In a story
3. Through visuals
4. Students create sentence

30.Chapter Thirty: Final Examination (Review

This part si final test section for the students.

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 CHAPTER III
DISCUSSION

A. The Discussion of Book’s Contents

a. Chapter 1
On chapter 1, in general concept it discusses about concept and process
of teaching (learning by doing). According to me this chapter is little bit has
similarity with second book, TEFL Training a new teacher on chapter 1. Both
of them mentioned about some methods in Teaching as a Foreign Language.
While, there is no realtion or connection material with the third book.
b. Chapter 2
This chapter discusses about learning style. It tells us how improtant to
understand students’ learning style is. After I read all the comparison books. I
didn’t found any related materials with this chapter.
c. Chapter 3
This chapter discusses about grammar. As what It has mentioned that
grammar is the most important pilar in english. From this chapter I got why
grammar is really important and we, as a new teacher must be good at it. One
of the logically reason is that we can anticipate the students’ problems may
have and can answer their question.
Based on the second book. It mentions that students expect their teacher
to be skilled in grammar and if you aren't, you will probably lack confidence
in the classroom.
d. Chapter 4
This chapter discusses about TEFL teacher’s practical activity. Actually I
am little bit confused when I was reading this matters. I’m doubt to identify
this material. I think this practical activity mentions the TEFL methodology.
But I’m not really sure about this. If it is true, then it has similar materials
with the second book on chapter 2.
e. Chapter 5
This chapter discusses about “warmers” used in EFL Classrooms. Based
on this chapter. Warmers is at be used at the beginning of the class or at the
middle of the lesson. Actually this chapter has the same statement with the

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 second book on chapter 12. Based on the second book, it mentions that There
are several things that the instructor can do to drive student motivation. First,
at the beginning of the lesson, build a context where the target language might
be used. Then when building a dialog or structure chart on the board, attempt
to elicit as much of that language as possible from the students. The more the
language actually comes from the students, the more they will be interested in
it. According to me, both statement has the same purpose to tell the reader
that teacher has to be creative while teaching .
f. Chapter 6
This chapter discusses about tenses. After I read the two comparison
books, there’s no same materials that explain this topic.
g. Chapter 7
This chapter discusses about how teacher teaches the students . based on
this chapter there are 3 major methods in teaching they are presentation,
controlled practice and free practice. While based on the second book, it
mentions that TEFL Methodology taught in most TEFL training programs is
generally either "PPP”. “PPP’’ means Presentation, Practice, and Production.
h. Chapter 8
This chapter discusses about lesson structures. I think this topic has the
similarity with the second book on chapter 3 (Lesson Planning). Based on
this book (main book) the generally component of lesson structures (plan)
are Preparation – Presentation of the Target Language – Controlled Practice –
Free Practice (Production).
While based on the second book, they are: Warm-up – Presentation –
Practice – Production – Conclusion.
i. Chapter 9
This chapter discusses about Past tense. it is provided in a great detail. This
topic has no simalirity with the comparison books’ material.
j. Chapter 10
This chapter discusses about lesson planning. I think this chapter has the
simalirity topic on the previous chapter (chapter 8)

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k. Chapter 11
This chapter discusses about Students level. It explains about in English
learning there are two major levels in identifying students by their skills. Fo
the people who can’t speak English at all are referred to as “Absolute
Beginner”. While for the people who had litle exposure to English Language,
they referred to as Beginners. After I read all the books. There’s no
comparison books explain the same material.
l. Chapter 12
This chapter discusses about Future tense which is provided in a great detail.
This topic has no simalirity with the comparison books’ material.
m. Chapter 13
This chapter discusses about classroom management. I think this chapter has
the similar topic with second book on the Chapter 8.
n. Chapter 14
This chapter discusses about a EFL lesson which is very important to do
feedback with the students after this lesson and concentrate on the teaching
methodology that the EFL teacher. The second book, TEFL – Training a new
teacher has the same topic which explain that material. It is on chapter 1.
o. Chapter 15
This chapter discusses about Modal verbs. Actually there’s no the same topic
like that in the comparison books.
p. Chapter 16
This chapter discusses about language function. From this chapter we know
now every language has its own function. Because of that as a new teacher,
especially EFL teacher must be able to distinguish differences of each
language function. No one of the comparison books discuss about this topic.
q. Chapter 17
This chapter discusses about a phonology in language. Like a pervious
discussion, this topic is not discussed in the two comparison books.
r. Chapter 18
This chapter discusses about present perfect which is provided in a great
detail. This topic has no simalirity with the comparison books’ material.

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s. Chapter 19
This chapter discusses Skill based on lesson. From this chapter we know
that there are four basic skill in english that student had, reading, listening,
speaking and writing. There are several number to do during the preparation
of lesson. Actually this topic has the similar topic in third book. But it
discusses on chapter 1 which is explained in general.
t. Chapter 20
This chapter discusses about using music in teaching english. Actually it’s
such an interesting way or method to teach english. According to me the
third book has the same purpose like this topic in different way. In third
book, discuss about teaching english using storytelling. Both of the book has
the unique way to teaching English.
u. Chapter 21
This chapter discusses about simple and continious tense. this topic is
discussed with specifik explanation. It explains all detail materials that
related with the topic. But I don’t found the same topic with the other books.
v. Chapter 22
This chapter discusses about practical in teaching. This chapter explains what
a teacher should do. There’s no similar topic like this in the other books.
w. Chapter 23
This chapter contains some tests and questions.
x. Chapter 24
This chapter disscuses about passive and active voice. This topic is explained
with a good way. I did’nt found any similar topic like this in the other books.
y. Chapter 25
This chapter discusses about understanding students’ error. This chapter
tells about some errors english that used by students .This topic actually has
the same topic with the second book on chapter 10. And both of that book
present some tips to resolve and correct students’ errors.
z. Chapter 26
This chapter discusses about teaching children. Actually there’s no same
topic like this in the other books

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 - Chapter 27
This chapter discusses about conditional forms. It is discussed with a specific-
detail explanation.
- Chapter 28
This chapter discusses about concept question. There’s no the same material
like this in the training for a new teacher book or Tell it book.
- Chapter 29
This chapter discusses about teaching vocabullary. As a teacher there are
many creative ways to teach vocabullary to the students. Commonly we can
teach it through visual, in a story, through dialogues or maybe when teacher
asked students to make sentences.
- Chapter 30
This chapter contains some excercieses or test.

B. The Strenghts and The Weakness Of The Book

There are some strenghts and weakness of the book:
1. From the face value aspects of the book
- Strenths :
This book is such an interasting book. This book cover looks so interesting and
modern. For the first sight we will know that it’s a new book. This book has about
201 pages which means standar book. It’s not too thick or too thin.
- Weakness:
The book is too big as a guide or hand book. It would be better if the book has a
small size, so it will esier to bring it everywhere.
2. From the layout aspect and design.
- Strengths :
The book design is good. The author is provided some images like a diagrm to
support the topic material. More of that, all the important matters are arrenged
with some points and text highlight color (color text). All of that things the book
looks fun and easy to understand.
- Weakness:
Everyithing has good. I like all the design. It is appropriate for a new teacher or
students (college)

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3. From the book content
- Strenght
Actually there’re so many topics are presented with a good presenting. All
the content is served with the spesific thought. More of that, the book
contains with so many tasks and questions which help teacher to apply
the topic materials.
- Weakness
As what I said the book contents are good enough. But perhaps it would
better if the content of the book has some experts thought.
4. From The Language Design
- Strengths
According to me this book is such a good book. The language usage in this
book is simple and appropriate for the beginner students. This book is
easy to understand .

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 CHAPTER IV

CONCLUSION

A. Conclusion

From the Critical Book Report that I have done above. I conclude that book I, II, III
are good books for TEFL material. They are all explain about teaching and learning
English as a foreign language. There are numerous aspects of the book that make it
interesting and interests reader to read that book. One, the author starts the book with
some his fun experiences. It makes the reader are curious about the book. And then, All
the material are discussed in a specific and simple one.

There are many interesting, interactive and often challenging exercises embedded
within or at the end of each chapter in the book. Which these are useful for the academic
reader, they can be distracting to the casual reader.

B. Suggestion

After analyzing and critiquing the book. I would like to give some suggestion.
According to me, this book is good enough for new teacher guide or handbook. But it’s
quite uneficient to bring it everywhere because this book has a big size. Then, perhaps it
would better if the author give more explanation or elaborate the material with simple
words. So then the author can be more enjoy and easier to understand the topic
materials in the book.

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 REFERENCE

“TEFL Book: A Manual For the New TEFL Teacher”. TEFL.org.uk.2017 (ebook)

“TEFL Training For New Teachers:Everything You Need to Know to Start”.TEFL Ebook dot
com.2010

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