Qualification for a chinese English teacher in oral class

According to the teaching syllabus, in China, college English majors are supposed to take oral English in the first two years of their college curriculum. Usually, they would have it once a week.

It's also possible for any Chinese to learn about foreign culture through various ways. Whether the teacher can succeed in oral English classes seems to be a question of whether he/she has proper psychological elements and knows the right way to manage the class.

In comparison with a native English speaker, a Chinese teacher of English in oral English classes may have some disadvantages in language proficiency and in familiarity with western culture. But having got a Bachelor's or even a Master's Degree of Arts after four or seven years' of postgraduate or graduate study of the English language, a Chinese teacher, though a non-native English speaker, should understand how to teach English.

4. To help students speak accurately, it's important for the teacher to correct students' errors. However, it is not acceptable to make corrections when they are speaking. It's suggested that the teacher take down notes of errors students make in class. If they are common problems, he/she can present them as language points and ask the students to do some practice; if they are mistakes committed by individual student, just point them out at the completion of the individual performance or give the student a note with the corrections.

When asking for "free conversation" work, the teacher should make sure that the students know how to express their ideas in English, otherwise they can not carry it out. To do this, the teacher may encourage students to form small groups according to their different interests to do some extracurricular activities. For example, there may be a sports group, a music group, a current events group, a social problems group, a school life problems group, a study method research group, a drama group, a western culture study group, or even a fashion group, etc. They are supposed to collect some reading material on a specific aspect in their everyday reading of newspapers or magazines in English and do some reports of their extracurricular activities every time they meet in class. They may do some different things in their extracurricular activities, such as making up dialogues, conversations, or discussions or debates, or they may just simply discuss some of the latest news. This can really help them in working independently and in speaking more in English. When the students are interested in the topic and some of them have got some knowledge about the topic they are given, they can have real practice of oral English. And as time goes on, they will get used to learning from each other instead of referring to a Chinese-English dictionary.

first scholastic year, students are expected to be able to carry on daily conversations in simple English, to ask and answer questions based on some reading or listening material, and to talk briefly for about two minutes about the content of a text after one or two minutes' prior preparation.

By the end of the second year, students are expected to be able to carry on conversations with native English speakers not only about daily life but also about social issues. Given some reading or listening material, they should be able to retell the content and discuss the topic for three to four minutes with one or two minutes' preparation beforehand.

According to Zhang Zhengdong's description (Zhang Zhengdong: p320) of Myrna Delson-Karan's idea, in educational evaluation, the following items may be taken into consideration for the evaluation of a teacher of second language teaching.

4. He/She can talk about his/her country, his/her life and everything that is new and interesting. So the students are interested in what he/she talks about.

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