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Along with the significance of learning English has been emphasized by Chinese government for more than thirty years, more and more Westerns who mostly came from the U.S and England were welcomed to teach English in China. However, most of them are not qualified to teach, and they are not well-prepared before teaching according to author's observation, which make students lose their interest in learning English eventually. Moreover, these foreign ESL teachers follow the activities and exercises in the textbook step by step while teaching, which is very dull and monotonous. In the literature review, the factors that might influence and cause this problem are analyzed and summarized. The literature review includes the English educational background and its existing problems in China, the benefits and problems by attending foreign EFL teachers' class, and factors affect effective learning. Hence, the primary purpose of this handbook is to provide communicative, engaging, and innovative lesson plan formats for these novice teachers so that they can teach effectively in order to solve the problem. This handbook is significant because it enables novice native speaker teachers in China to teach effectively, which will lead to improving English language acquisition by the students.
Come with us now to the first day of class to teach English in China. Both students and teacher's hearts pound with anticipation as students file into the room, chatting and pretending not to notice the foreign teacher standing behind his desk. But they can't help glancing at him anyway for a first look. Laughter mingles with the sound of books and chairs clanking together. A buzzer sounds in the hall, and Bill Burkett, affectionately known in China by his students as "Mr. Bill," begins. A Manual for Teaching English in China takes us from the first day's buzzer through the first weeks, months, and semesters of teaching English in China, sharing numerous stories, laughs, interesting facts, and many effective ways of teaching ESL. A Manual for Teaching English in China is packed with Bill Burkett's practical ideas, methods, and teaching techniques that can actually be used to teach ESL anywhere. Bill Burkett recently returned from a seven year stint of teaching English in the universities and training schools of Henan, China. An internationally renowned public speaker, Burkett has lived in 46 nations in the last 43 years. He developed a strong interest in linguistics which was fueled by his close association with interpreters. In Chinese classrooms where he taught English, he conducted active research, experimenting and taking student polls. He concentrated on eliminating speech impediments and strong accents. His education, experiences, and research shaped his philosophy of teaching English as a Second Language and formed the basis of his first ESL book, A Manual for Teaching English in China. Following the manual is Secrets to Better English which reveals a proven method of teaching ESL without accent. Although Burkett's doctorate is in philosophy, his love is making a difference in his students' lives by teaching diction and the skills of speech.
The English Language Teacher's Handbook is a guide for English language teachers up to 'O'-level equivalent worldwide. The handbook is full of useful advice on teaching approaches and effective ideas for learning activities. It is specifically designed for teachers who teach large classes with very few resources. All the activities in the book have been developed, tried and tested by VSO and national English language teachers working throughout the developing world.
Lots of Westerners are moving to China to teach English in colleges and universities and most of them teach a class called Oral English. But they usually receive little or no guidance on how exactly to teach that course. One of the mistakes they make (and we ourselves made at first) is to think of Oral English as a class to be "taught" instead of a skill to be "coached." In fact, Oral English teachers are much more like P.E. teachers than we think a traditional English teacher should be. This book contains tips and guidance we've acquired in a cumulative total of almost two decades of teaching Oral English in China. Our hope is that it will help you and your students enjoy Oral English as much as we have. Worksheets, downloads, and additional teacher-training materials are available at: http: //EFL.LaowaiChinese.net
Susan and Frank Black provide you with their discovery about teaching English as a second language in China - mainly that communism is alive and well structured in the classroom and that's a good thing. Classroom structure is something that anyone planning to teach in China, and everyone who is already doing it, should know about. Even the best designed lesson plan will not play if your students are not recognized for who they are: duty-driven, study-driven citizens of their Motherland. Another critical fact revealed is contained in the chapter: 'Who's Who in the Chinese Classroom?'. You will learn the truth about the classroom Monitor and about his or her duty to serve you, the Foreign Expert. There are many students ready to assist you in the classroom and this book reveals who they are and how they can be of help to you. The chapter on 'Teaching Group Work in China' lays out a first-of-its-kind real-life lesson plan for both skeptics and adventurous types. All the characters in this book are real, and any resemblance to real persons, living or dead is not coincidental. You will meet 'Midnight Runners' who sneak off into the night and Chinese English teachers who wish they could. You'll meet students who have a profound feeling of duty to their teachers and other students who don't. You will discover what some students believe about learning English as a second language and how their motives can help you facilitate a great class. The Little Red Book Teaching ESL in China is your official guide.
This book fills the gap in World Englishes studies in terms of the pedagogic implication of China English and its use in the Chinese workplace. Using three triangulated methods, namely, questionnaire survey, matched-guise technique, and focused interview, the book adopts an innovative research methodology that combines quantitative and qualitative data from 3,493 participants. Overall, the participants still believe that the standardized Englishes are desirable models of English in China and that China English should be well codified and promoted before being adopted as the pedagogic model. In addition, the book proposes that the curriculum design of university English should include an introduction to the well-defined characteristics of China English and world Englishes. Last but not least, the book reveals that English is being used more widely and frequently in the professional world than before and has become increasingly important in China.
Contents: Teaching Principles, Problems and Issues, Teaching in Effect, Various Methods, A Significant Approach, Approach Based on Structure, Evaluation: Meaning and Definition, Teaching of Grammar, Teaching of Composition, Teaching of Poetry, Teaching of Prose, Teaching of Spellings, Teaching of Punctuation, Reading as an Art, Writing as an Art, Teaching in Practice, Theory of Meaning, Planned Lessons.
This text provides teachers of English to Chinese students with information on the linguistic, cultural and pedagogical backgrounds of these students. It analyses the importance of this background, and offers information on successful classroom teaching methods and student learning strategies.
With the modernization and globalization of China, the Chinese need to study and utilize English to be a part of the world. College students are essential to learning English. However, the purpose of college English in China still focuses on the national College English Tests. College students are not able to meet their original goal of learning English. The purpose of this project is to create some teaching materials that improve students' motivation and ability to learn English instead of raising exam grades. The project is a handbook which composes two model units based on Bloom's taxonomy. Each unit contains four model lesson plans which are listening, speaking, reading, and writing. Educators can adapt these lesson plans in the classroom and learn how to apply Bloom's taxonomy to their own teaching situations. All in all, this handbook provides educators with different samples of the application of Bloom's taxonomy in teaching materials. For teachers, applying Bloom's taxonomy optimizes their teaching methods and strategies. They can avoid using only one teaching approach. Also, they have a chance to better interact with students. College students will have benefits from the teaching materials and increase their motivation to learn English. Therefore, students can attain more sense of achievement in learning English.