Essential English is a course of four Students' and four Teacher's Books which is intended principally for adults but can also be used with younger pupils. It is planned to give a solid basis of the structures and vocabulary of English. Each book contains material for about a year's work, the vocabulary rising to some 3,000 words.
The Teacher's Books provide notes on each lesson, the vocabulary to be taught, supplementary grammatical material and answers to exercises. In this new edition some of the grammatical sections have been, rewritten and expanded, and parts of the text and many illustrations have been brought up to date. Fundamentally, however, the new edition remains the same as previous editions.
Charles Ewart Eckersley (1892–1967) grew up in the North of England and attended Manchester University, where he gained an M.A. in English. He served in the Royal Artillery during World War I and later gained his first civilian job as a schoolmaster. He was appointed to the staff of the Polytechnic Boys’ School in Regent Street, London, in 1921 (Quinault 1967: 2). The school was associated with the Polytechnic Institute, which specialised in technical education and language teaching, and provided classes in English for foreigners. It was a frequent occurrence for Boys’ School masters to be asked to help with the Institute’s evening classes, and so it was that Eckersley gained his first experience of teaching English as a foreign language. The methods used by a French master at the Boys’ School, H.O. Coleman (who was a friend of Harold Palmer’s), appear to have been particularly inspirational for Eckersley in his transition from teaching English as a mother tongue to English as a foreign language.
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I taught English for about 10 years using this series of books. I like the idea behind the book, creating an imaginary class of students and an imaginary teacher and then using the chats they have to teach English. The books are lively and the later volumes are actually pleasant to read even if you don't want to learn English. However, my students found it hard to learn English from these books for multiple reasons. One would be that the book is too old, Mr. Priestley the teacher is an old-fashioned fellow, and the texts are just not appealing enough to younger generations. Another reason is that the lessons become harder too quickly, there are too many things that a beginner needs to learn to understand each lesson, and these new concepts are sometimes not explained. To make the book appealing the author may use text that is too advanced for learners. Another reason is that the exercises are too easy, they often just repeat sentences from the lesson, and the student can easily solve them without actually learning the concept. Nowadays this may be a pleasant book to read for some people but not great for learning English.