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Qualifications for a Chinese English Teacher

However, they have been studying hard preparing for university entrance exams. So most of them, being accustomed to memorizing new words and expressions and paying attention to grammar points and language structures, find it hard to express themselves in oral English. On the other hand, they may find that the textbooks for oral English, which are largely full of dialogues and conversations, appear to be of little or no use to them, because they find few new words or expressions. .
             II. Requirements For an Oral English Teacher.
             What's needed for an oral English teacher?.
             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. .
             Proficiency at the Target Language.
             This includes the teacher's ability to understand, to speak, to read and to write English; accuracy in pronunciation; knowledge of foreign customs, culture and cross-cultural communication; knowledge of linguistics and of the essence of language acquisition; and his/her ability to initiate, to sustain, and to close basic communicative tasks in an appropriate way. .
             Teaching Effectiveness.
             This includes the teacher's ability to prepare a lesson plan focusing on the teaching aim and to work towards the aim with certain teaching strategies. .
             Presentation of Foreign Culture.
             The teacher should bear an open attitude towards foreign culture, share with students what he/she knows about how foreign culture differs from his/her own, and present them in teaching. .
             Classroom Management.
             This includes proper arrangement of seats, board, and time to fit for certain activities. This also includes the teacher's ability to be clear in the classroom and to change modes of presentation and types of questions. The teacher is also supposed to be able to engage students in the learning process, to provide opportunities for feedback and to use group and individual activities so as to bring students' initiative into full play.


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