2014/12/2

Introduction 3-4
Teaching Philosophy 5-10
An Instructional Unit 11-32
Teaching Self-evaluation 33-34
Appendix 35
Teaching Material 36

Introduction
I had the dream of becoming a teacher starting in high school. At that time, my
teacher affected me greatly. He was not only very patient with every student but also
his teaching method was very practical. He paid attention to how we applied our
language ability. His class showed me that learning could be engaging, which made
me like English better and better. Under my teachers influence, I chose English as my
major when I eventually entered university.
After graduating, I became a teacher at an English Training Center in Beijing. I tried
to imitate my high school teacher to teach. Also through teaching practice and
learning from peers, I learned how to prepare my daily lessons and how to design
class activities to make the students learn efficiently. During that time, I read some
books about teaching and I studied independently outside of work. Finally, I
completed my exams and obtained the Certificate of Teachers in China.
Since 2010, I worked at the Beijing Royal Foreign Language School. I sought to be
particularly sensitive to students needs and appreciative of their potential. I designed
various training programs in calligraphy, writing, drama, and singing that combine
learning with entertainment. The students in my class are now learning more and
faster. Through these endeavors, I have increased my passion as a professional
educator. Outside of classes, I have also helped some students take part in various
contests off campus. While my students have won awards, I have also received the
prize for outstanding tutors. The sense of achievement also encouraged me to continue
my professional development as a teacher.
However, being a teacher is faced with many challenges, for example, teachers are
faced with students of different developmental stages, different characters, different
experiences, different backgrounds, and different abilities. So teachers not only
3

consider these diverseness, but also consider how to teach students knowledge, how to
make them understand and apply what they have learned. These years, I have been
trying to learn continuously and enrich my teaching philosophy.
In this teaching portfolio, I include my current teaching philosophy, an instructional
unit and my teaching self-evaluation. Teaching portfolio is a teachers feedback in the
process of growing. I hope that I can develop my teaching portfolio continuously with
deepening the understanding of teaching practice and theory.

Teaching Philosophy
The General Situation of English Learning in China
The emphasis of English education emerged after 1979 when China adopted the
Opening up Policy. In over past thirty years, English has gradually become
predominant foreign language in China with the pace of globalization. There are
several reasons. As for adults, they want to pursue career development, job
promotions and the opportunities to succeed. As for young adults, they are eager to
4

get better education opportunities at home or abroad. Some parents send their preschool children to bilingual kindergartens in order to give them added strength in
facing future competition. As a result, more and more adults learn English and more
and more children start to learn English earlier. It is estimated that the number of
learners of English in China exceeds 300 million, which takes up almost a quarter of
the countrys 1.3 billion people (R.L.G., 2011). The Chinese administration of
education put English curriculum into compulsory courses from the elementary school
to university.
However, although students learn English for a long time and a lot of students get
high scores in English exams, such as TOFEL, they encounter the challenge of
listening and speaking when they enter the university abroad or work. They have
difficulties in expressing their opinions and listening to lectures, which influence their
acquirement of knowledge and information.
Teaching Philosophy
When I become a teacher, how English is taught in Chinese classroom is the problem
that I have been thinking of. After several years of teaching practice and theoretical
study, I strengthened and enriched my teaching philosophy. I believe that English is a
tool of communication. Students learn English in order to communicate instead of
passing various exams. The exam is just an approach to an assessment of student
learning outcomes so that teachers can adjust teaching methods and help students
better acquire the target language. So I have always been dedicated myself to
cultivating my students to become active English users. I encourage my students to
use English rather than led by various English exams. If students are driven by exams,
they will lose their interests. I encourage my students to express their meaning bravely
in the class. For this, I always insist on creating a student-centered class and safe and
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joyful class environment so that students can feel comfortable and willing to express
their own ideas. After they share their ideas or answer the questions, I always give
them a positive feedback and encouragement to make them confident in learning
English. My students say that it is I that build their self-confidence and cause their
interests in learning English. I also believe that students can develop their great
potential in such an environment.
During my teaching, I combine The Standard for Foreign Language with students
text books to design the long-term teaching goals. The standard presents a set of
interconnected goals that emphasize using language for communication with other
people, gaining understanding of other cultures, and accessing information in a wide
range of disciplines (Hadley, 2001). Therefore, I try to focus on these parts in my
class teaching. I also think listening, speaking, reading, writing, and culture are
essential parts to develop students language competence.
My teaching philosophy is informed by cognitive theory. McLaughlin (1990)
characterizes the cognitive approach to the second-language acquisition, Cognitive
theory view the learners as one who acts, constructs, and plans rather than simply
receives stimuli from the environment (Hadley, 2001, p. 65). Based on the cognitive
theory, meaningful learning is advocated. It suggests that what one already knows can
be easily integrated into ones existing cognitive structure. I always keep this idea in
my mind. When I present new materials, I provide advance organizers to help the
learning and retention of new materials. I use pictures, titles, topic summaries,
preposed questions to help students enhance language comprehension process. I also
use schema theory to bridge the gap between what students have already known and
what they need to know throughout the class. Besides, in order to make sure English
learning occurs in a meaningful context I try to make my class become an immersed
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class. I almost speak English throughout the whole class so that I can develop
students listening and speaking skills.
My teaching philosophy is based on an approach of Communicative Language
Teaching (CLT). When it comes to this approach, it mentions that meaning is of
primary importance in CLT, and contextualization is a basic principle (Hadley, 2001,
p. 116). Learners are encouraged to communicate in an authentic context from the
beginning of instruction. Therefore, I also always search for some authentic materials
to help students understand the authentic context. Besides, I design some classroom
activities, such as group discussions, role plays, idea sharing activities, and social
interaction activities to make students engage in language communication in a
context.
In addition, giving students feedbacks is very important during teaching. When
students speak English, teachers should give various instructions and valuable
feedbacks to help students use language precisely and coherently (Hadley, 2001).
After students express their meaning or answer questions, first, I give students a
positive response and affirm their good points, especially for low level students
because they need more encouragement and confidence. Then according to error
correction strategies (Hadley, 2001), I can make students notice their errors through
asking for clarification, pinpointing the error, giving a cue about what might be wrong
with what they said, or recasting their responses. Considering students diverse
characteristics, I use different ways to point out their errors. In sum, I can make
students accept their errors comfortably and are willing to correct them. I am sensitive
to students diverse needs. As for high level students, I always recommend them to
read more outside school readings. As for low level students, I am willing to help
them after class.
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I also strongly believe that culture is an essential component while students learn
language and culture is a deep learning in order for students to learn a language. The
content standard for Culture and Comparisons emphasizes that students need to
cultivate the awareness of cultural structure or viewpoints of culture whose language
they are studying (Hadley, 2001). Therefore, I present cultural topics in thematic
teaching to stimulate students interests in learning a second language. I use authentic
readings, realia, lectures, and internet as the resources and design some activities,
such as culture drama, artifact study to help students know the culture.
With the development of technology, I also integrate technology into teaching to make
my teaching more efficient. In class, I interact with students time to time through
technology and make sure every student participate in the class activities. According
to thematic units, I search for some authentic materials for teaching, such as videos,
audios, current news, and speeches. Meanwhile, I use technology to access students
performance and adjust my teaching. Besides, I encourage students to use internet to
do some research project through group cooperation, which not only meets students
desire of technology, but also make student have the awareness of cooperation. Also,
e-mail is also a tool for students to improve their writing. They can write to their pen
pals in English, which also achieves the goal of communication.
To sum up, through learning from expert teachers and books, I can apply what I learn
to class teaching and help students become proficient at listening, speaking, reading,
and writing. In order to meet the standards for the 21st century for talents, I equip
cross-cultural awareness and technology with my students. I always tell my students
that learning occurs not only in the classroom, but also outside school, especially for
language learning. I hope my students can observe English that exists in our daily life
and use English in our daily lives. As for myself, I have been trying to make myself
8

become a life-long learner and continuously reflect on myself. I love teaching and I
will continue to my career and help students master this communication tool and
make them become real English users. I also will continue to enrich my teaching
philosophy.

References:
R.L.G. (2011, September 1). How many English learners in China? Retrieved from
http://www.economist.com/blogs/johnson/2011/09/english-china
Hadley, A. O. (2001). Teaching language in context. Boston, MA: Heinle.
McLaughlin, Barry. (1990). Restructuring. Applied Linguistics 11, ii (1990): 113-28.

A Unit Lesson Plan

9

Teaching Background Information

I work at a private school. At my school, students start to learn English from the first
grade and they have two English classes per day. They include one Chinese English
teacher class and one foreign teachers class every day. Students are using the
American original textbook. My lesson plan of this unit is designed for the first
semester of the third graders. There are about 20 students in the classroom. They are
all Chinese students. After two years learning, students can know some English and
can greet with other people and answer simple questions in English.
Rationale for Lesson Topic
All five lessons are designed based on the theme of daily activities. The lessons
present the aspects of listening, speaking, reading, writing, grammar, and culture.
According to the approach of CLT, students are encouraged to have a conversation
with their classmates. Though the conversation, they can get to know one another and
know about their daily lives. I try to speak English throughout the class to create an
immersed class environment. The new language items are introduced through
advanced organizer, such as using pictures, which helps students build the
relationship between the previous knowledge and unknown knowledge. During the
class, I engage students in group discussion, pair works, interview, presentation, TPR,
and other activities. Throughout the class, I need to pay attention to students errors.
Errors corrections can be made to help students with their pronunciation, sentence
structure, etc. Besides, assessments are necessary for students so that I can modify my
teaching. I also use technology to design my lessons to make students more interested
in the class, such as using power point, video, audio, and internet. All in all, I try to
create a student-centered class and encourage students to communicate in an authentic
context.
10

Learning / Performance Objectives

Listening Objectives: Students will be able to
- Comprehend the instructions provided by the teacher and carry out the
instructions given orally.
- Listen to peers questions when the interviews are conducted and give responses
to the questions.
- Listen to peers responses in the interview and write down the answers.
- Circle the correct answers when listen to the audio materials.
- Fill in the blanks after listing to the conversation in the audio.
- Understand the video through answering the questions.
Reading Objectives: Students will be able to
- Identify the daily activities through the TPR.
- Recognize daily activities that the first person and the third person do through
making sentences.
- Identify the sequence of activities using before and after through filling the
blanks.
Oral Communication Objectives: Students will be able to
- Tell about ones own daily activities.
- Ask wh question to peers in regards to interview relating to their
daily activities.
- Share their friends or parents daily activities in the third person.
- Tell when one does activities.
Writing Objectives: Students will be able to
- Spell new phrases.
- Write a description of ones own daily activities.
11

- Write down the responses to wh questions.

- Fill in the blanks using before and after.
Cultural Objectives: Students will be able to
- Compare and contrast the daily activities between Chinese students and American
students.
Resources and Materials
- Textbook: New Parade (Book 3)
- White board
- Video
- Audio material
- Pictures and flashcards
- Worksheet
- Power point
- Interview handout

Lesson Plan 1- Reading

Theme: Daily Activities
Target audience: Third graders, second semester, second week of class
Performance Objectives: Students will be able to
- Identify the phrases of daily activities through the TPR.
- Recognize daily activities that the first person and the third person do through
making sentences.
Material: - Textbook: New Parade (book 3, unit 1)
- Point Power and flashcards
- Realia (some pictures about daily activities)
12

- Audio material and video

Procedures (40 mins)
1. Warm-Up (5 mins)
Greet students. Ask How are you doing? Make sure that students are wellprepared for this class. Then the teacher uses Advanced Organizer to warm up
through playing a small video about someones daily activities. Students can see
some activities, such as getting up, getting dressed, eating breakfast, etc. The
teacher asks students What do you do every day? Students can answer this
question in native language. The teacher writes down their activities on the
blackboard in English. At last, the teacher introduces todays content to students.
2. Teacher Input (10 mins)
(a) The teacher uses power point to show some pictures about daily activities,
such as getting up, getting dressed, brushing teeth, eating breakfast, watching
TV, playing soccer, going to bed. Students repeat the words following the
teacher. After several times, the teacher respectively chooses high-level
students and low-level students to read the phrases according to the pictures.
The teacher needs to make sure all students have no problems about the
pronunciation.
(b) The teacher uses TPR to check students ability of phrasal identification. The
teacher does an action and has students say the phrase and then the teacher
chooses one student to come in front to do one action and other students say
the phrases.
(c) The teacher has students listen to these sentences in part 2. After listing,
students read them individually. Then students read these sentences together.
The teacher helps them check the pronunciation.
13

3. Guided Practice (5 mins)

(a) The teacher points at the pictures that appear in part 2 and asks students
yes or no questions. For example, Does she get dressed? Does she
eat breakfast? (Students only need to identify the phrases according to the
pictures and neednt to identify the tense here).
(b) The teacher has students match the sentences to the picture and asks some
students to give the answers. The teacher checks these answers to make sure
all students do them right.
(c) The teacher has students use these phrases to make sentences about their
own daily activities. The teacher first gives an example. Each student makes
a sentence and shares the sentence with their partners. For example, I go to
school every day. Then student volunteers say their sentences to all
students. The teacher helps them correct the sentences.
4.

Teacher Input Again (5 mins)

(a) The teacher has students read these sentences that they heard and also these
sentences appear in the book. The sentences are: She gets dressed. She eats
breakfast. She goes to bed. She watches TV. The teacher writes them on the
blackboard.
(b) Students are divided into five groups and discuss their findings from these
sentences. Three minutes later, each group shares their finds with other
students. The teacher explains that when they use the third person to make
sentences, they need to add s or es at the end of the verbs.

5. Guided Practice (5 mins)

The teacher has students read part 3 in the book. There are some sentences using
the first person. After reading several times, the teacher has students to transform
14

these sentences from the first person to the third person. For example: I get up at
7 oclock. Students discuss with their group members and transform this sentence
into He or Jack (or other names) gets up at 7 oclock. Then the teacher has each
group representative say their sentences. Other students and the teacher check
these sentences.
6. Independence Practice (Mixer Activity) (5 mins)
The teacher has students draw two of their daily activities and their mothers or
fathers two activities. Then students can say their activities to other students
according to their drawings. The teacher chooses some high level students first to
answer the questions and then chooses low level students answer the questions.
The teacher checks students use of the third person.
7. Closure (5 mins)
The teacher uses flashcards to have students say the phrases. Then the teacher asks
students to use these phrases to make sentences using the first person and the third
person. At last, the teacher reminds of homework and dismisses the class.

15

Lesson Plan 2- Speaking

Theme: Daily Activities
Target audience: Third graders, second semester, second week of class
Performance Objectives: Students will be able to
- Tell about ones own daily activities.
- Ask wh question to peers in regards to interview relating to their
daily activities.
- Share their friends or parents daily activities in the third person.
- Tell when one does activities.
Materials: - Textbook: New Parade (book 3, unit 1)
- Point Power and flashcards
- Realia (some pictures about daily activities)
- Interview handout
Procedures (40 mins):
1. Review (5 mins)
Greet students through asking How are you doing? Then the teacher shows
some pictures about daily activities and has students say the phrases according to
pictures, such as getting dressed, brushing teeth, etc. Or the teacher uses TPR to
have some students do some actions and other students say the phrases.
2. Teacher Input (10 mins)
(a) The teacher gives some examples about how to answer what/when questions.
For example, When do you go to bed? I go to bed at 9 oclock. When does she
brush her teeth? She brushes her teeth at 7 oclock. What do you do in the
afternoon? I play soccer in the afternoon. The teacher explains the use of verbs of
16

the third person. From these examples, students know how to answer these
questions.
(b) The teacher uses Sentence Builder to have students practice asking and
answering. See the table 1. Some pictures are given to students to help ask and
answer. Students ask these questions according to the table 1. The teacher invites
one student to answer the questions according to his/her own situation. Then the
teacher corrects their answers especially the mistakes of the use of verbs of the
third person.
Table 1
do
What
does

do
When

does

you
they
your

he
she
your
your
you
they
your
he
she
your
your

friends
do
mother
father
parents
friend
father

in the
morning?
in the
afternoon?
in the evening?
at 8 oclock?

get up?
go to bed?
brush teeth?
eat lunch?
go to school?
play soccer?
eat
breakfast?

3. Guided Practice (5 mins)

The teacher has students take part in pair work to practice what/when questions.
Students look for their partners freely. Then the teacher asks students to use their
drawings that they draw in previous class and to practice asking and answering the
questions. For example, one student draws eating breakfast; the other student
asks When do you eat breakfast every day? Then they take turns to ask and
answer. The teacher walks around and supervises students. After three minutes
later, the teacher invites some groups to present their questions and answers.
4. Independent Practice (14 mins)
17

Activity A (8 mins)
The teacher has students do the interview. See table 2. Students interview three
students in the classroom using the questions that they have practiced, for
example, what do you do in the afternoon? When do you do this activity in the
afternoon? After the interview, they need to write down the answers. Then the
teacher invites some students to share their interview. Low level students are
encouraged to say something.
Table 2
Name

Activities

Time

Activity B (6 mins)
The teacher has students draw a picture about their daily activities from morning
to evening. Then students are divided into five groups to talk about their daily
activities. Students need to say more about their daily activities not only one or
two sentences. The teacher walks around and helps students if they have any
questions. At last, the teacher encourages more students to share their daily
activities through showing the pictures.
5. Closure (6 mins)
The teacher helps students review the change of verbs and wh-questions. Then
the teacher asks each student one question about what or when question to
make sure students can answer these questions.
Remind students of homework and dismiss the class.

18

Lesson Plan 3- Listening

Theme: Daily Activities
Target audience: Third graders, second semester, second week of class
Performance Objectives: Students will be able to
- Comprehend the instructions provided by the teacher and carry out the
instructions given orally.
- Listen to peers questions when the interviews are conducted and give
responses to the questions.
- Listen to peers responses in the interview and write down the answers.
- Circle the correct answers when listen to the audio materials.
- Fill in the blanks after listing to the conversation in the audio.
- Understand the video through answering the questions.
Materials: - Textbook: New Parade (book 3, unit 1)
19

- Audio material
- Interview handout
- Video
Procedures (40 mins):
1. Review (5 mins)
Greet students through asking How are you doing? The teacher asks some
questions to review previous knowledge. For example: What do you often do in
the afternoon? When do you watch TV? The teacher checks students listening
ability through making students giving answers. Then the teacher has students
transform these sentences into the third person.
2. Teacher Input (5 mins)
The teacher has students find part 6 in the book. See the picture below. Before
listening, the teacher has students look at the clocks and say the time one by one.
The teacher needs to make sure that students can identify the time on the clocks.
Then the teacher asks students what activities they do around that time. Students
give the answers. The teacher tells students they are going to listen to someones
activities and circle the correct time.

3. Guided Practice (5 mins)

The teacher plays the audio twice and has students circle the correct answers
20

according to what they hear. The teacher invites low level students to give the
answers and check their listening ability. Then the teacher invites high level
students to repeat the sentences according to what they hear so that the students
who give the wrong answers will understand. At last, the teacher plays the audio
again to help every student understand what they hear.
4. Independent Practice (20 mins)
Activity A- Interview (8 mins)
In speaking part, the teacher asks students to do the interview. This activity checks
students both speaking and listening. In order to make students practice more in
listening part. The teacher designs a similar interview. The teacher asks students to
interview their partner about what their partners parents do after work and tell the
time. See the table 3.
Table 3
Name

Parent(s) activity

Time

The teacher has students interview three students freely and students need to write
down the answers through listening to the interviewees responses. Then students
say their result of interview. The teacher checks the students sentences.
Activity B (5 mins)

21

The teacher has students look at this chart and helps students know what they need
to do in this chart. The teacher has students pay attention to before school and
after school. Then the teacher plays the audio and has students for the gist. The
teacher plays it again and students need to fill in the blanks according to what they
hear. After that, the teacher has students write their answers on the blackboard and
help other students check the answers.
Activity C (7 mins)
The teacher tells students that she will play a video. The video is about someones
daily activities. The teacher has students take note about what they will see and
hear. The teacher plays one time and the students listen for gist. Then the teacher
plays it the second time and has students write down some key words. Next, the
teacher plays the third time and has students understand the whole meaning. At
last, the teacher invites students to say about this persons daily activities. And the
teacher asks some questions and have students answer the questions so that the
teacher can check students listening.
5. Closure (5 mins)
The teacher helps students review how to describe the daily activities of the third
person and the expression of time. For example, the teacher asks some questions
22

again: What does your grandmother do at 5:30? When does your friend do the
homework?
Remind of homework and dismiss the class.

Lesson Plan 4- Writing

Theme: Daily Activities
Target audience: Third graders, second semester, second week of class
Performance Objectives: Students will be able to
- Spell new phrases.
- Write a description of ones own daily activities.
- Write down the responses to wh questions.
- Fill in the blanks using before and after.
Materials: - Textbook: New Parade (book 3, unit 1)
- Realia (some pictures)
- Flash cards
Procedures (40 mins):
1. Review (7 mins)
Greet students through asking How are you doing? Then the teacher shows
the flash cards and has the students say the phrases. Next, the teacher gives a
dictation about these phrases.
2. Teacher Input (10 mins)
The teacher writes down two words: after and before on the blackboard.
Then the teacher does two actions consequently and explains how to connect
23

the two actions. For example: I get dressed after I get up. I brush my teeth
before I go to bed. Next, the teacher invites one volunteer to come in front
and do two actions and has other students practice connecting the sentences
using before or after. The teacher asks students to turn to page 11 and do
this practice. See the picture below. Students can use the phrases that have
been given to fill in the blanks.

Three minutes later, the teacher chooses low level students to give the
answers and makes sure that they master the knowledge. If there is a mistake,
the teacher corrects it.
3. Guide Practice (6 mins)
The teacher uses Slash Sentence to help students build the sentences. For
example: I / brush teeth / 7 oclock
She / watch TV/ after / do the homework
He / play soccer / after school
Students are given 4 minutes to write down 6 sentences. Then the teacher
invites some students to say the sentences and the teacher checks their
24

answers.
4. Independent Practice (14 mins)
Activity A ---Write some sentences according to the picture (5 mins)
The teacher shows some pictures on the power point and has students write
down the sentences according to the pictures. Students are divided into five
groups. Each group is given different pictures. They can discuss the pictures
and write down the sentences. At the same time, they need to pay attention to
the third person. After writing these sentences, each group comes in front to
write down their sentences on the blackboard. Other students and the teacher
check the answers together. If they can find some mistakes, they can help
them correct the errors.
Activity B--- Write an essay about their daily activities (9 mins)
Students are given time to write their own daily activities. Some high level
students can write more sentences than low level students. However, the
teacher should help low level students when they write their daily activities.
After most of them finish it, the teacher chooses some students to read their
essays. Other students can practice listening and find out the mistakes. The
teacher should give them encouragement. After reading the essay, the teacher
corrects the essay and she has students rewrite them again and hand in the
next day.
5. Closure (3 mins)
The teacher helps students summarize that the use of the third person when
they write the sentences and summarize the errors that most students make.
Remind of homework and dismiss the class.

25

Lesson Plan 5- Culture

Theme: Daily Activities
Target audience: Third graders, second semester, second week of class
Performance Objectives: Students will be able to
- Compare and contrast the daily activities between Chinese students and
American students.
Materials: - Textbook: New Parade (book 3, unit 1)
26

- Realia (some pictures about American people daily activities)

- Video
Procedures (40 mins):
1. Warm- Up (5 mins)
Greet students through asking How are you doing? The teacher can use
Advanced Organize and asks students to guess what the American students do
every day. Then the teacher plays a video about American students daily routines
and asks students whether they want to know more American students daily
activities.
2. Teacher Input (10 mins)
In this part, students are divided into five groups. In order to know what American
students daily routines, each group is given some time to do the research. They
can use the internet to search for some information. Then they can do a chart to
compare and contrast the daily routines about Chinese students and American
students. Before doing this project, the teacher has students brainstorm that what
Chinese students daily routines are. For example, when do they go to school and
how long do they need to stay at school in a day? What do they do after school?
Then the teacher asks students to search for information about American students
daily routines and write down the information.
3. Guided Practice (5 mins)
After students search for information, the teacher provides a chart for each student
and has students write down the activities that both Chinese and American
students do. They will finish this chart with their group members. See table 4.
Table 4

27

Before school: _________________________________

At school: ____________________________________
After school: __________________________________
After finishing this chart, each student practices saying the sentences using these
phrases and then the teacher invites some low level students to say sentences to
make sure they have mastered the knowledge.
4. Independent Practice (15 mins)
Activity A---Presentation (10 mins)
The teacher has each group make a poster using the information that they search
out and prepare for the presentation. The teacher walks around and helps students
solve their problems. For example, they may find that the school schedule is
different and some activities are different. Then they show their posters and do the
presentation.
Activity B---Discussion (5 mins)
The teacher has students talk about whether Chinese elementary students should
finish school as early/late as American students. And if you go home early, what
do you want to do after school? Students are encouraged students to express their
opinions in English. For low level students, they can express their ideas in
Chinese.
5. Closure (5 mins)
The teacher has students say some activities that both Chinese and American
students do. Students use sentences to response to the teachers questions.
Remind of homework and dismiss the class.

28

Teaching Self-Evaluation
After years of teaching, I strongly believe that teachers are those who not only
teach knowledge but also cultivate students various skills in order for them to
meet the need of 21st century. Therefore, I provide with the opportunities for
collaborative work, which enhances their communication skills and cultivates the
spirit of teamwork. Before the class, I prepare my teaching plan carefully and I
design my teaching plan following students learning process from simplexes to
complexity. During the class, I respect every student no matter whom they are and
where they come from. I am kind and patient with every student and create
comfortable classroom environment so that students can learn pleasantly. I try to
make clear and simple instructions so that students are able to finish tasks
following the instructions. I always use CLT to guide my students learning
because I know language is a tool of communication and use. I try to create an
authentic context and encourage students to speak English throughout the whole
class. I also try to search for materials from real world context. I design various
activities, such as role plays, task-based activities, and group discussion activities
to motivate students to learn. I think confidence is very important during the
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journey of learning. Therefore, I care about every student and continuously

encourage them. Every time students answer questions, I give students the
positive feedback and encouragements so that they feel confident to learn it better.
I also concern with students mistakes and I help them correct their mistakes. After
class, I give more attention to the low level students through helping them make
up for the lessons.
However, I also realize that I need to continue to improve my teaching. For
example, students are in need of great differentiation due to their different levels
but sometimes I cannot teach them well according to their needs. As for low level
students, I only let them answer the easy question but I think it is not enough. In
the future teaching, I need to consider whether I should give them different
resources to help them improve their English including different level homework.
In addition, when I teach cultural part, I think it is difficult for me. I need to learn
more about culture so that I can know how to teach my students. Also I need to
encourage students to read more after class because it is not enough if they only
learn English in the classroom.
In conclusion, learning is an ongoing process not only for students but also for
teachers. I need to learn continually to improve my teaching and renew my
knowledge so that I can make students English learning meaningful.

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Classroom Microcosm

(Group Activity)

(Role Play)

(The students Mind Map)

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(Correct Students errors)

Teaching Material (PPT)

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33