text:
User talk:Moulton/IDCab

Regarding User:KillerChihuahua of IDCab ...

 * I was under the impression he'd said using his r/n was ok, but don't remember where I thought I saw that.

You were also under the impression that I had no interest in writing an encyclopedia. I have no idea where you got that haphazard theory of mind, but you used it to justify an indefinite block without community review.

And then, for reasons that I am at a loss to explain, that error on your part somehow magically became a community ban.

Would you be kind enough to undo that error, as well?

Regards,

Moulton 20:38, 16 February 2011 (UTC)

 * Firstly, you refer to phrasing that is in the block verbiage, which cannot be edited by me, and is never edited in any case; so your request is pointless. Secondly, I refer you to Wikipedia:Not being here to build an encyclopedia; the phrase was at one time common shorthand, and was at times on the blocking policy page, the five pillars page, and elsewhere. It is not a "theory" but was a common shorthand phrase for the type problem for which your community ban was enacted. Nor was it in any way an error, it was implementation of a community ban as called for in an Rfc on your behavior, as has been bourne out by other admins in various venues, including block review and an ANI discussion, ArbCom, and Wikimedia legal counsel. I believe the areas which specifically address the behavior highlighted at your Rfc which are described under NOTHERE would include General pattern of disruptive behavior and Little or no interest in working collaboratively. Thirdly, I remind you that although I was the admin who implemented the ban, "The fact is that Moulton was indefinitely blocked after an RfC; his block was posted to WP:AN/I for comment; he appealed through numerous channels, from emailing various admins to unblock-en-l to Mike Godwin to ArbCom; and all of those lines of appeal were rejected. That was a legitimate and transparent block, according to Wikipedia's current standards - it was not unilateral, or unreviewed, or underhanded, or nefariously contrived by a handful of evil people, and anyone suggesting that it was is either ignorant of the facts or twisting this case to pursue a wider agenda (or both). "
 * Fourthly, I remind you that not only was ArbCom unanimous in upholding the ban, their comments are dismissive of you offering any value to the encyclopedia at all, which bears out the summary quite well:

 * Arbitrators' opinion on hearing this matter (0/6/0/0)

 * Decline. The Uninvited Co., Inc. 23:56, 5 December 2007 (UTC) The RFC is clear enough and Moulton brings nothing additional to this RFAR.
 * Reject; nothing here that indicates potential for improved behavior. Kirill 03:52, 6 December 2007 (UTC)
 * Decline. Multi-venue annoyance. --jpgordon???? 20:03, 6 December 2007 (UTC)
 * Decline. Nothing here leads me to believe that anything will improve. Matthew Brown (Morven) (T:C) 12:15, 7 December 2007 (UTC)
 * Reject per Josh, Kirill. James F. (talk) 17:39, 9 December 2007 (UTC)
 * Reject per Kirill. FloNight (talk) 13:54, 10 December 2007 (UTC)

 * In short, there was no error, and no "correction" is forthcoming. KillerChihuahua 16:24, 17 February 2011 (UTC)

 * The "matter" before ArbCom was not an unblock request. The matter before ArbCom was to answer the question of whether I had been afforded due process.  ArbCom declined to answer the question.  In a later review, three respected Wikipedians, including a former member of ArbCom conceded that I had not been afforded due process.  Lar added that WP doesn't even have a concept of due process, and that the kind of corrupt practice that I had encountered at the hands of IDCab was commonplace in Wikipedia.  That's why WAS 4.250 and I came to Wikiversity to introduce the concept of ethics into the culture.  As you know, ArbCom finally had to start addressing the issue of rampant corruption.  And one of the first things ArbCom did was to find your associate, Paul Mitchell, guilty of abuse of power and making "meritless accusations" against other editors.  You were part and parcel of that practice, and I am calling you out on it.  —Moulton 18:50, 17 February 2011 (UTC)

 * KC, I apologize for being unable to directly handle this matter, because I was recently desysopped precisely because I tried to address disruption here. I'm doing what I can as an ordinary user. The problem is, what JWSchmidt has called the Hostile Takeover, which took place in 2008, and which was repeated in 2010 to an extent, left the Wikiversity community badly damaged and unable to address local disruption, almost the opposite of what some intended. I'm very concerned that massive incivility, clear violations of policy, and what was called "trolling" with unusual accuracy for that term (often misapplied to mean "editing I don't like), are now allowed to continue far beyond obvious reason for interdiction. I've attempted to steer a middle path, allowing some level of "wiki studies," but when it comes to dealing with individual editor histories, ethical issues are raised, and guidelines for that are essential before it continues anywhere on WMF wikis.

 * If there is no local attention properly forthcoming, I intend to go to meta and request steward intervention. I'm fully aware of the difficulties with this, and fear the implications for the future of Wikiversity. The Wikiversity community has been badly damaged by the allowance of continued disruption, it is driving away many who would otherwise participate here, and Wikiversity has a very important role to play in the overall WMF structure, long term. It is a place where original research is allowed, where topics can be explored in depth, where POV-pushing becomes, overall, far more difficult, because of inclusive policies. But without behavioral guidelines, it simply will not work.

 * Please feel free to contact me on my Talk page or by email. I have no position on the past history of IDCab or any of that, other than being generally sympathetic to Moulton's complaints about "cabals" on Wikipedia, because I've experienced this up close and personal. But everything in its place, and Wikiversity is not the place to Right These Wrongs. --Abd 19:02, 17 February 2011 (UTC)
 * Thank you; I appreciate your efforts, and the difficult position you find yourself in. Please let me know if I can do anything to assist. At this point, I don't know how to proceed, so simply knowing that someone is taking my concerns seriously is heartening. KillerChihuahua 21:35, 17 February 2011 (UTC)

 * I will let you know if there is something I think useful. I'm gratified that the fact of my attention is some kind of comfort. As to the "offer" below, it would be up to SBJ to approach you, not Moulton, and the "negotiation" would take place in neutral territory. I used to do this kind of thing in my user space on Wikipedia. I was good at it, but I was taking on much less difficult situations, for example, a naive professor and a young student who were revert warring over The Usual. I was able to bring them to be wikifriends, with differing roles. It really didn't take much. That's what ArbComm prohibited with their MYOB ban ... never mind! Just some of my own past. Neutral space, maybe SBJ's user space. In no way do I suggest you need to do this. It's just an option. Nor do I recommend SBJ as mediator, either. However, you can consider it. I think he means well.

 * Meanwhile, if you don't want Moulton editing your Talk page, I suggest you tell him so. Undoing his edits won't accomplish anything, unless he revert wars over them, as he did with JoshuaZ. He may still end up blocked over that. Again, up to you. --Abd 01:38, 18 February 2011 (UTC)
 * My last request to Moulton had an opposite effect. It resulted in his not merely ignoring my request, but actually increasing the volume of the behavior to which I objected - by quite a bit - so you'll forgive me if I don't repeat the error. KillerChihuahua 12:57, 18 February 2011 (UTC)

 * As you may be aware, SBJ has offered to mediate the long-festering dispute between us, stemming from your actions of 9/11/07. I told SBJ that would work with him in his role as a mediator.  —Moulton 22:02, 17 February 2011 (UTC)
 * Not only am I not aware of such an offer, your link does not lead to such a post by SBJ. It leads to your failed attempt to have ArbCom overturn your community ban. KillerChihuahua 22:20, 17 February 2011 (UTC)

The offer from SBJ is in e-mail to you. The link to my request to ArbCom was not a request to overturn anything. It was a request to adjudge whether I had been afforded due process. Here is what I asked of ArbCom:

ArbCom was perfectly aware the RfC was a sham, and so declined to answer my question. Later, Sam Korn conceded it was a sham and that I had not been afforded due process. Sam Korn wrote:

Lar and Dave Souza echoed Sam Korn's conclusion. GRBerry said, "I strongly believe that the original outcome was incorrect," adding:

Then, as you know, your partner in this sham was rebuked by ArbCom for egregious abuse of power and making "meritless accusations against other editors."

The time has come to resolve this issue and correct the long-festering injustices.

Moulton 23:02, 17 February 2011 (UTC)

title: User talk:Moulton/IDCab


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 12

Grade 8 FUN WITH ENGLISH 8B Chapter 14 Anqing Foreign Language School Lesson 12 Version 0.2

Lesson Objectives

 * I will talk with all the students individually about their grades and they will understand where they are and where they can go next.
 * The students will listen and complete the textbook activities quickly.
 * The majority of the class will get involved in the charities around the world activity.
 * The song will attract their attention.

Before Class Starts

 * If time, walk around and mingle with the students before the bell rings. (King)
 * Get the computer working and ready to go.
 * 3 Minutes before the bell get the students who have to go to the other class out, and the students in my class in their seats.

Greeting: USA What's up?

 * Yo! What's up? Not much, you? Not much.

Riddle

 * Why is 6 afraid of 7?

Textbook: Page 54 Let's get ready A & B

 * While the students are doing this, play some music.
 * Call them up one by one to tell them their grades and discuss quickly what they can do next.
 * Talk about the song before going over the answers.

Textbook: Page 56 Let's listen 2 A & B

 * In part A you will be choosing True or False, in part B you will be writing the years.

Activity: Charites Around the World (Mr. Brown)

 * Now you are going to make a charity.
 * I will make 6 teams.
 * Teams need to be made before class begins.
 * Each team will make a charity to solve one problem.
 * Problems:
 * Not enough food
 * No clean water
 * War
 * People are sick
 * People have no education
 * People have no jobs
 * You will think of 8 ideas to solve your problem, and write them on this paper.
 * Give them a copy of the paper.
 * Put a song on while they are writing.
 * Maybe make them come to the front of the class to speak?

Listen: "Numb"

 * Listen to the song and look at the lyrics, write down what is missing.
 * Discuss the meaning.

Extra Time
Game: Number of Letters? (Mr. Brown)
 * Make two teams.
 * Tell them to make a word that begins with one letter, e.g. D, and has 6 letters.
 * Go back and forth between the teams making the words.

24 May 2010 PM Period 1 Grade 8 Class 9

 * Gave the students their grades. Do not know how helpful they were.
 * Got nothing from "What's up?" when I asked.
 * I was exhausted this period.
 * I didn't have their handout for the world charity activity, so I adapted by having them write on the back of the grade 7 activity sheets.
 * One thing a whole lot of classes did in this activity was look to the book for charity ideas.

12 May 2010 Notes
What Could I Have Done Better?

What Did I Do Well?

What Did I Learn?

What Did My Students Get From The Lesson?

'''Were the Lesson Objectives Achieved? Why?'''
 * I will talk with all the students individually about their grades and they will understand where they are and where they can go next.
 * The students will listen and complete the textbook activities quickly.
 * The majority of the class will get involved in the charities around the world activity.
 * The song will attract their attention.

How can I Improve the Lesson?

26 May 2010 AM Period 1 Grade 8 Class 1

 * Got to class only a minute before the bell so I didn't get all the students into their seats.
 * 1) Riddle
 * 2) * Moderate response.
 * 3) Let's get ready with grades
 * 4) * Didn't chat so long this time, just told them and then moved on.
 * 5) World Charity
 * 6) * Having them work just with the people around them where they were sitting went better.
 * 7) * Asked one of the top students after class if the activity was good/bad/so-so she said "so-so".
 * 8) Numb with lyrics missing.
 * 9) * Not that well received.

Next Lesson

 * Go over their answers to the "World Charity".

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog

 * Version 0.3 17 Feb 2011
 * Removed copyright notice and published it on Wikiversity.
 * Version 0.2 23 May 2010
 * Version 0.1 11 May 2010
 * Written during my weekly meeting with Mr. Brown at Shaliwen coffee shop.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
User:Suraj.wate

I am Suraj Wate from Nagpur, India.

title: User:Suraj.wate


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7A

Lesson Plans by Number
Same lesson plans numbered in the way they were delivered by an instructor in Anqing, Anhui, China.
 * Lesson 1
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Halloween 1
 * Halloween 2
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8A

This page is a collection of materials for teachers who are using this textbook to teach listening English as a Foreign Language:
 * 《牛津初中英语·同步听力(八年级上)》 FUN WITH ENGLISH 8A (ISBN 978-7-80657-657-1)

Lesson Plans

 * Lesson 1
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * X-Mas Lesson
 * Lesson 15
 * Lesson 16
 * Lesson 17


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B

This is a collection of resources designed for teachers who are using this textbook to teach listening English as a Foreign Language: Hopefully this collection will also be valuable for other EFL teachers in China as well as any teacher of EFL (and likely ESL) around the world. Finally, this resource is not perfect and will always be open to improvements. Please make changes as you see fit.
 * 《牛津初中英语·同步听力(七年级上)》 FUN WITH ENGLISH 7B (ISBN 978-7-80657-707-3)

Lesson Plans

 * Lesson 1
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * Lesson 15
 * Lesson 16

Tests

 * Test 1
 * Test 2


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 12

Grade 7 牛津初中英语·同步听力(七下) FUN WITH ENGLISH 7B Chapter 11 Anqing Foreign Language School Lesson 12 Version 0.2

Lesson Objectives

 * Class will begin on time with everyone in their seats.
 * The Zoo chat will go for a while giving many students a chance to speak.
 * The textbook will go quickly and the students will do what they are supposed to be doing.
 * The Zoo activity will get the majority of the students speaking English and working together effectively.

Lesson Plan

 * Before Class
 * Get greetings powerpoint ready on the computer.
 * 3 Minutes before class begins, Mr. Brown's students are out of the room and my students get in their seats.

 * 1) Greeting: What's up?
 * 2) * Introduce/Reintroduce "What's the Craic?"
 * 3) Riddle
 * 4) * Why is 6 afraid of 7?
 * 5) Zoo Chat
 * 6) * What is a zoo?
 * 7) * Do you like zoos?
 * 8) * Why do people have zoos?
 * 9) * Do animals like zoos?
 * 10) * Would you like to live in a zoo?
 * 11) Textbook: Page 42 Let's get ready A&B
 * 12) * Play music
 * 13) * While the students are doing their work, bring them up 1 by 1 and discuss their grades.
 * 14) Textbook: Page 44 Let's listen 2
 * 15) Activity: Design your own zoo that animals will like.
 * 16) * Make groups of 4 or 5 students.
 * 17) * Have them answer three questions:
 * 18) ** What are 5 things animals like?
 * 19) ** How can you make a zoo animals like?
 * 20) ** What is the name of your zoo?
 * 21) Listening: Pop Music

 * Extra Time
 * Competetive Hangman

24 May 2010 AM Period 1 Grade 7 Class 1

 * Arrived 2 minutes before class, but I got everyone in their seats to start class.
 * 1) What's up
 * 2) * Did not go over "What's the craic?"
 * 3) Riddle
 * 4) * Only about 80% of the class understood.
 * 5) Let's get ready + music + grades
 * 6) * Students seemed to be interested in their grades but there was not a discernable impact on their behavior afterwards. Did not take too, too long to finish.
 * 7) Let's listen 2
 * 8) * Many of them were talking, but those who wanted to hear, heard and participated
 * 9) Build a zoo
 * 10) * They did not understand some of the vocabulary, but overall they seemed to be working.
 * 11) Pop music
 * 12) * Tried "Numb" by Linkin Park first, which did not get much of a response then Beat It which was the same.

Next Lesson

 * Another groups based activity with the same groups?
 * Stay patient.

24 May 2010 AM Period 3 Grade 7 Class 5

 * Class was a little noisy at the beginning, but on the whole a huge improvement from usual.
 * I arrived about 2 minutes before the bell and could not get them ready to go by the time the bell began.
 * 1) Greeting
 * 2) * Quite poor, almost none of them know "Yo! What's up?"
 * 3) Riddle
 * 4) * Got a lot of them thinking.
 * 5) Textbook let's get ready
 * 6) Let's listen 2
 * 7) Build a Zoo
 * 8) * A lot of them did not understand the instructions for the game in English, so in the break a Chinese colleague wrote the pinyin for me. It helped. A couple of boys were running around the room, but for a lot of them were working.
 * 9) Pop music
 * 10) * Listening to "Beat It!" got almost the whole class paying attention, which quite surprised me.

Next Lesson

 * A request was made for more Lady GaGa songs.

24 May 2010 AM Period 4 Grade 7 Class 6

 * Did not go the grades with all the students in class, but I did chat with a few.
 * Followed the same basic lesson plan as the two classes above.
 * The majority of the class worked quite well in the zoo activity. A couple of the boys who did not, I had sit by themselves, which went alright.

24 May 2010 PM Period 2 Grade 7 Class 4

 * Teacher stayed which helped me get everyone into seats and rows.
 * Took the picture which they were not especially excited about.
 * Zoo activity went fine aside from a few students who were running wild in the halls.
 * Did not do the grades with this class.

Next Lesson

 * Told one girl I'd bring in American comics for them.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Changelog
Version 0.2 23 May 2010


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B

This page is a collection of materials for teachers who are using this textbook to teach listening English as a Foreign Language:
 * 《牛津初中英语·同步听力(八年级上)》 FUN WITH ENGLISH 8B (ISBN 978-7-80657-844-5)

Lesson Plans

 * Lesson 1
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Lesson 5
 * Lesson 6
 * Lesson 7
 * Lesson 8
 * Lesson 9
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * Lesson 15
 * Lesson 16

Tests

 * Test 1
 * Test 2


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 1

Grade 8 Second Semester Lesson One FUN WITH ENGLISH 8B Chapter One Version 0.3 Last Updated 2 March 2010 Lesson Used In Class Week of 1 March 2010 to 5 March 2010

INTRODUCTION

 * New Students

MATERIALS

 * Camera

0 Before Class

 * Draw a blank seating chart on the board.
 * Write seating chart above it.

1 Opening Greeting

 * How are you?
 * Did you have a fun winter vacation? What did you do?
 * How was your new years dinner? Whad did you eat?
 * Do you have any questions for me?

2 Introduce the Tests and Grading Policy

 * This semester will be different. There will be tests.
 * Your grade will come from the tests and your classroom performance.
 * Do you have any questions?

3 Seating Chart
names. seat. girls usually works best, but do not tell them you will be mixing, just do it.
 * Now we are going to create a seating chart, so I can learn your
 * I am going to give everyone a new seat.
 * After I give you a seat, please write your name on the board in your
 * You can use your Chinese name or an English name.
 * If you use your Chinese name, please write it in pinyin.
 * If you want to pick a new English name, that's OK.
 * One by one select students and give them new seats. Mixing boys and

4 Rip Out the Textbook Answers
sections. practice their names.
 * Now, please rip out the answers from your textbook.
 * Write the page numbers on the board.
 * 7B: Pages 99 - 108
 * 8B: Pages 103 - 111
 * Leave some answers in so you keep all the Tapescript and Wordlist
 * Call the students up one by one, use it as an opportunity to

5 Textbook

 * Please open your textbooks, and do parts A and B on page two.
 * 7B:
 * Page 2 Let's get ready A & B
 * 8B:
 * Page 2 Let's get ready A & B

Extra Time

 * 7B:
 * Page 4 Let's listen 2 A
 * Page 5 Let's listen 3

 * 8B:
 * Page 3 Let's listen 1 A
 * Page 5 Let's listen 3 B

Materials Used Whose Copyright is Owned by Others
people who made the materials. of these materials. Please contact the creators to see how it is OK to use their materials. the way I use it or the attribution, please let me know.
 * I used these because it was allowed within the rights given by the
 * The copyright of this lesson plan does not reflect the copyright
 * If I used something created by you and you would like me to change

Acknowledgments
Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.
 * I would like to thank all the 7th and 8th grade classes at Anqing

After Class Notes
Ver 0.2 1 Mar 2010 so I can learn faster? much English was learned. students.
 * have the stuff about the tests written in chinese.
 * seating chart takes a really long time.
 * Should I try having them write their names on the board in pinyin,
 * Have them take out the answers as they are sitting down?
 * Lessons went fast. Kids and I both had fun. Not totally sure how
 * Next week I really do not want to do this again.
 * 7A The wording of "Let's Listen" B was too difficult.
 * 7A Were not excited to hear about the tests.
 * 8A Let's listen was easy overall, but challenged a few of the

Changelog
Ver 0.1 24 Feb 2010 coffee shop.
 * Drew up a basic plan in a meeting with a colleague at an Anqing

Ver 0.2 28 Feb 2010
 * Handwrote it onto a new sheet, adding detail and expanding it.

Ver 0.3 1 Mar 2010
 * Revised following my 5 classes.
 * Wrote it into Aquamacs as a text file.

Ver 0.31 7 Nov 2010
 * Made it Mediawiki friendly, and deleted irrelevant parts, incl. "Symbols used".


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 3

Lesson Plan

 * 1) Test Preparation
 * 2) "I want all of you to get a sheet of paper."
 * 3) "Please write your name and class on the sheet of paper."
 * 4) "When we do the test, do not write on MY paper [hold up a test sheet] write on YOUR paper."
 * 5) [Walk to the back row] "When we are finished, students in this row will stand up and gather the paper of the students in front of them to bring to me." [Demonstrate]
 * 6) [If the desks are together] "Please separate your desks."
 * 7) "Finally, there is absolutely no talking during the test."
 * 8) Self-Assessment
 * 9) "To practice, we are going to start with this [hold up the Self-Assessment]. I want you to choose your English level [CN: 水平 Shuǐpíng]
 * 10) Read out the different levels.
 * 11) When they are done, have the back row get up and deliver the papers to me.
 * 12) Test
 * 13) "Now we are going to begin the test. Do not talk."
 * 14) "I am going to read each article three times."
 * 15) "Listen and write the answers on your paper."
 * 16) Snapping harsh the first time somebody peeps may keep them all in line throughout.
 * 17) Textbook
 * 18) 7A & 8A Page 10 Let's get ready A and B
 * 19) Use this time to organize the tests and test papers, placing them in a place I'll remember.
 * 20) Felix the Cat Slides
 * 21) Give some background.
 * 22) Questions throghout
 * 23) What is this?
 * 24) How does _____ feel?
 * 25) What do think will happen next?
 * 26) Why is he ______?

 * Note: Mr. Brown suggested using the textbook after the students wrote their tests would be OK, and he was correct.

17 Mar 2010 Grade 7 Classes 10 & 11

 * What could I have done better?
 * Explained the process for the students to collect the tests and give them to me in an easier to comprehend way.
 * What did I do well?
 * Move quickly on the tests.
 * Didn't really raise my voice at all.
 * What did I learn?
 * If instructions are good, it's not necessary to get angry/raise my voice.
 * What did the students learn?
 * Testing protocol and about Felix the Cat.
 * Next Week?
 * Hand back the tests.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 14

牛津初中英语·同步听力(八年级上) FUN WITH ENGLISH 8B Lessons Anqing Foreign Language School Lesson 14 Version 0.1

This will be the final lesson for my students. I have decided rather than having a traditional class, I want to have an exit interview with each individual student. One more class would be helpful, but the chance to have a quick conversation with one individual student will yield insights I may miss about some quiet students when teaching everyone and give them a chance to say anything they might want to say to me.

Lesson Objectives

 * Class will begin on time with everyone in their seats.
 * I will chat with every student for one minute, recording all of their information, and imparting whatever feedback I can in that time.
 * We will spend a few minutes going over the famous local opera, giving the students a chance to teach me about their culture.

Lesson Plan

 * Before Class
 * Arrive at least 4 minutes before class begins.
 * Get the computer working and ready to go.
 * 3 Minutes before class begins, Mr. Brown's students are out of the room and my students get in their seats.
 * 1) Greeting: Yo! What's up?
 * 2) Knock Knock Joke
 * 3) * Knock Knock / Who's there? / Hugh! / Hugh who? / Hugh made me love you!
 * 4) ** Source: Aha! Jokes, http://www.AhaJokes.com/
 * 5) Introduce the Coming Test
 * 6) * Let them know about the upcoming test.
 * 7) ** Grade 7 the test will be on chapters 8 to 12.
 * 8) ** Grade 8 the test will be on chapters 2 to 6.
 * 9) ** 3 sections with 10 questions
 * 10) ** read twice
 * 11) ** talk = instant fail
 * 12) ** held downstairs in the auditorium
 * 13) ** answer every question
 * 14) Put on a movie (Mr. Brown)  and give them American comics.
 * 15) * Write some questions on the board for them to think about.
 * 16) * Hand out American comics for them to read while the movie is playing.
 * 17) Student Chats (Mr. Brown)
 * 18) * Have them write down their Chinese name in hanzi and pinyin.
 * 19) * Chat briefly about what I think of them.
 * 20) * Depending on how well they do on the final exam things might change.
 * 21) * Keep it under a minute.
 * 22) Chat about the movie.
 * 23) * Go over the questions.
 * 24) * Play it through again, freeze framing and asking questions depending on what's happening on screen. (Mr. Brown)
 * 25) Go over Huang Mei Shi
 * 26) * Put the image on the screen, tell them I like the song and I want them to teach me.

Extra Time

 * Telephone in rows of 4 people.
 * Missing Words Listening

31 May 2010 AM Period 3 Grade 7 Class 1

 * First time I'd arrived class 5 to 6 minutes before the bell and gotten everything set up and ready before class begins. As I did, and it went OK to start I thought, jeeze maybe these kids aren't so tough, maybe I was just ill prepared all year. Soon enough they were all talking to eachother in Chinese, and some swearing in English.
 * 1) Knock Knock
 * 2) * Smiles
 * 3) QQ English Corner Announcement
 * 4) Test
 * 5) * Said it twice with a little bit of Chinese.
 * 6) Watch Wallace & Grommit and chat with the students
 * 7) * I'd already told them their grades, so I just gave them some words of encouragement heading forward and gave some the opportunity to write for me in the future.
 * Class went about a minute over the bell.

31 May 2010 AM Period 1 Grade 7 Class 6

 * 1) Knock Knock
 * 2) * Nothing
 * 3) QQ English Corner Announcement
 * 4) Test
 * 5) * Made a joke, calling it Danoff-Kao after Gao kao and Zhong Kao
 * 6) Watch Wallace & Grommit and chat with the students
 * 7) * Told them their speaking grades and had short chats.

31 May 2010 AM Period 4 Grade 7 Class 5

 * In all the morning classes I forgot to let them see the American comics, which may be fine. Might be enough with just the movie to watch and learn from.
 * 1) Knock Knock
 * 2) * Those who listened smiled, but there weren't many.
 * 3) QQ English Corner Announcement
 * 4) Test
 * 5) Watch Wallace & Grommit and chat with the students
 * 6) * One boy who was good the whole term, but then really annoyed me last week. I almost didn't give him the chance to write for me, then I did, came up to me after class to clarify the topic which was a nice sign.
 * 7) * Laughing at the chase scene on the train.
 * 8) * One boy told me I should not use a red pen for having the students write down their names, because it is associated with them being in trouble.

31 May 2010 PM Period 2 Grade 8 Class 9

 * 1) Knock Knock
 * 2) * Do not recall getting more than 1 or 2 smiles.
 * 3) QQ English Corner Announcement
 * 4) Test
 * 5) Watch Wallace & Grommit + comics + chat with the students
 * 6) * Gave the kids their grades last week, so this was just making sure I had their names right. Tried chatting to some, but it never really happened, most just came up and then went right back to sit down.
 * 7) * Comics did not garner much response.
 * 8) The Birds
 * 9) Huang Mei Shi
 * 10) * Put up the lyrics written out a minute or two before the bell and it caught the interest of some.
 * 11) * Afterward a boy taught me how to sing some parts.

31 May 2010 PM Period 2 Grade 7 Class 4

 * Usually with the second afternoon class there is a five minute period where they do eye exercises, in their class Monday that didn't happen.
 * Additionally there was a woman working on the computer so I could not use it at first.
 * These two factors threw me off at the beginning of the lesson.
 * 1) Name riddle
 * 2) * Did it as a stall for the students and it went alright.
 * 3) QQ English Corner Announcement
 * 4) Test Explanation
 * 5) Watch Wallace & Grommit and chat with the students + hand out comics
 * 6) * One girl informed me she does not pay attention in my class, because it is "boring".
 * 7) * Gave out the comics, and as soon as one or two kids said they could not understand, they stopped.
 * 8) Huang Mei Shi
 * 9) * Students got interested, but they were all too shy to actually sing which was a little bit of a pity.

31 May 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * As I was sitting and chatting with the students, I invited "select" students based on intuition to write articles for me next week.
 * I then felt guilty if they chatted with other students about it, although it was also nice to see some who felt pride.
 * Think what I am doing is silly and unfair. I am just going to invite everyone to write for me. Odds are the vast majority of them will not, and if I'm lucky I may get a surprise out there.
 * Find myself repeating the same things over and over and over to the students about their grades going forward, mostly encouraging them to speak English more.
 * In one class I did not really talk to them much at all, because I was a little distracted by the cartoon and they were moving quickly. I do not know if that was better/worse.
 * Had more helpful conversations with the students.
 * Presented the opera in a different way that was comfortable.
 * Restrained my bubbling anger after one student's critical comment.
 * Do not necessarily need to chat in depth with all the students.
 * Information about their grades and a final chat with me.
 * Exposure to British animation.
 * Knowledge that a foreinger's interested in their local culture.
 * Class will begin on time with everyone in their seats.
 * Done in 4 out of 5 classes, the 5th one I did not respond well to changing circumstances.
 * I will chat with every student for one minute, recording all of their information, and imparting whatever feedback I can in that time.
 * Not done, did not chat with every student.
 * We will spend a few minutes going over the famous local opera, giving the students a chance to teach me about their culture.
 * Done in 2 out of 5 classes, not successfully.

1 June 2010 AM Period 4 Grade 7 Class 3

 * 1) Knock Knock joke
 * 2) * Was not very enthusiastic about explaining the joke, and no one laughed.
 * 3) Announcements: QQ English Corner & Writing Opporunity
 * 4) * Decided just to give all the students who wanted to the chance to write for me. Felt it was wrong to only select certain students as worthy of the chance.
 * 5) Movie + American Comics + Chat
 * 6) * Again from what I could tell the American comics were viewed then quickly discarded.
 * 7) * The short film did get a lot of attention; however.
 * 8) * My chats were alright, moved with my back to the screen, which helped me to focus on the student I was chatting with. Again though, I took too long with the students at the beginning, forcing me to rush through the end. I feel myself preaching at these kids when they sit down. Perhaps instead, I should be asking them questions, though we do not really have too much time.

1 June 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Given the kids something useful in our conversation or nothing at all instead of a few cliched words about speaking more English in the future and having confidence.
 * Tried a differnt joke or a riddle or something else instead of sticking with a Knock Knock joke I did not think it was funny just because it was in the lesson plan.
 * Giving all the students an opportunity and especially encouraging select students, instead of exclusively giving them the chance.
 * With some pupils it may be better just to give them their grade and move on.
 * A short opportunity to chat with me and a chance to relax over an English film in the midst of their busy lives.
 * Class will begin on time with everyone in their seats.
 * As far as factors within my control, yes.
 * I will chat with every student for one minute, recording all of their information, and imparting whatever feedback I can in that time.
 * Not done, because I took too long with the beginning students.
 * We will spend a few minutes going over the famous local opera, giving the students a chance to teach me about their culture.
 * Not done, no time.
 * Perhaps try telling the students their grades then asking questions and for those on the border, take Mr. Brown's idea and ask them what they think their grade should be?

2 June 2010 AM Period 1 Grade 8 Class 1

 * My USB was not being accepted by the computer at the beginning of the lesson. I was a little fatigued already and then that threw me off.
 * They were sitting around in different seats and for whatever reason I decided to let them get away with it becasue in general they have worked for me this term. Was a mistake.
 * 1) Riddle
 * 2) * Tried two to stall for time as I figured out the computer. Most of the students were not listening.
 * 3) Funny answers from last week
 * 4) * No one was listening at all.
 * 5) * Computer started to work during this time.
 * 6) QQ English Corner Announcement
 * 7) Write for me Announcement
 * 8) Movie + Grades + Comics
 * 9) * Comics got no reaction.
 * 10) * Film got none either, I believe it was especially hampered because the room was quite bright making it difficult to see.

2 June 2010 AM Period 2 Grade 8 Class 3

 * Before class everyone was sitting in their seats and I played poker face for them which they seemed to enjoy.
 * 1) Go over select answers from last week's charity activity.
 * 2) * Got a few laughs which was nice.
 * 3) QQ English Corner Announcement
 * 4) Write an Article For Me Announcement
 * 5) * I wasn't too enthused because they were not listening and I do not think anyone heard me.
 * 6) * Mentioned it again to certain students when they came over to write their names down in pinyin.
 * 7) Movie + Grades + Comics
 * 8) * Tried a little more with the comics than the other classes did.
 * 9) * Room was dark so they could see the movie and laughed.
 * 10) Music Billie Jean
 * 11) * Boys who danced last week did not again today.

2 June 2010 AM Period 4 Grade 8 Class 3

 * Computer trouble again
 * 1) QQ English Corner Announcement
 * 2) Announcement of the article writing opportunity
 * 3) Test
 * 4) * One of the boys said he wanted to play with my girlfriend. Thankfully I do not have one, though I still did not appreciate the comment.
 * 5) Movie + Grades Chat
 * 6) Music + Basketball Chat
 * 7) * Really short, chatted very quickly about the Finals.

2 June 2010 PM Period 1 Grade 7 Class 11

 * tired and not ready to begin class
 * totally off until the computer was ready
 * Did their grades last week.
 * About halfway through, sitting with the kids started asking them if they had any ?'s.
 * went bettter
 * asked 1 girl why she didn't talk? -> Led to a nice conversation.

2 June 2010 PM Period 3 Grade 7 Class 10

 * More rested.
 * Started class by going over what they wrote the week before, for the "Lost" activity.
 * Got some chuckles.
 * Told them that I would talk to them in back while the movie was playing and that I wanted them to give me their names. Explaining beforehand made it a lot easier.
 * Asked every student if they had any questions for me. Went way better than me talking at them. And the majority of them had questions for me. As a result of this I only told one or two students that they should write for me. Of course the conversations were naturally better because I took care of the grades last week, but I do still feel asking them questions was better.

2 June 2010 Critique
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * Was nice having the classes where I had already given the kids the grades. Made the 1 on 1 time a lot more relaxed and allowed some kids to open up in ways they had not done in other classes.
 * Definitely explaining to the kids what I will be doing in the back of the room before I begin is a better way to start the process.
 * I am decidedly completely reliant on the computer this week. It has made me lazy in a way when I begin class. Have it all on there ready to go, and it just, I don't know, its made me less dynamic than I was at the end of last term when I was never able to use the computer the whole time.
 * Its a nice tool, because I have become dependant on it is not the computer's fault.
 * Not been so boring to start all of my lessons, especially those where I did not have the computer working.
 * Adjusting to asking the students if they had any questions for me in our 1 on 1 chats.
 * Some kids want to chat, others do not.
 * A short opportunity to chat with me and a chance to relax over an English film in the midst of their busy lives [same as yesterday].
 * Class will begin on time with everyone in their seats.
 * Yes.
 * I will chat with every student for one minute, recording all of their information, and imparting whatever feedback I can in that time.
 * Did not chat with all of them for a minute, some who wanted to went longer.
 * We will spend a few minutes going over the famous local opera, giving the students a chance to teach me about their culture.
 * Only had time to try this in one lesson and in that lesson I forgot about it.
 * Maybe try opening with the Huang Mei opera?

3 June 2010 AM Period 2 Grade 8 Class 5

 * Before class one boy wanted to teach me his country's national anthem. He did and then they all ended up singing it for me to begin class.
 * In turn, I sang the Star Spangled Banner.

3 June 2010 AM Period 3 Grade 8 Class 4

 * Tried the national anthem again, went alright.
 * Did not get too much of a response from what they wrote down for the charity activity.

3 June 2010 PM Period 2 Grade 8 Class 6

 * Forgot my USB which made the movie/grades thing impossible.
 * 1) National Anthems Chat
 * 2) * Got lost in our national anthem.
 * 3) Japan Chat
 * 4) * Told them about my years in Japan, then taught them some Japanese words. One girl up front knew quite a few she'd learned from cartoons.
 * 5) Weddings Chat
 * 6) * Asked them some questions about Chinese weddings and weddings in general, held their interest for a little bit.
 * 7) 4 Person Telephon
 * 8) * Students had to give absolutely exact answers, only got a few.

Next Week

 * Grades+Movie

3 June 2010 PM Period 2 Grade 7 Class 8

 * One girl took her grade really hard, might be nice to chat with her again.
 * Brought the wrong class sheet, so I had them write down on a piece of paper. Was easier for them to understand in some ways.
 * Sang the American national anthem for them without making a mistake.

3 June 2010 Critique

 * I was pretty tired this day and if it was that or something else, the students were having a lot of trouble grasping my explanations of their in class vs. speaking grades.

4 June 2010 AM Period 1 Grade 8 Class 10

 * Got there about 2 minutes before which was enough time to get everyone in their proper seats, letting certain students slide, but not enough to get my USB into the computer and ready to begin.
 * 1) National Anthems Chat
 * 2) * A few students were listening, but not that attentively.
 * 3) Announcements
 * 4) * Some seemed to be interested in hearing about the QQ English corner and writing opportunity.
 * 5) Test
 * 6) * Was surprised at how this quieted most of the class and they more than I expected were listening.
 * 7) Wallace and Grommit + Grades
 * 8) * The students were interested in the show and most of the grade chats were understood and went quickly.

4 June 2010 AM Period 1 Grade 8 Class 10

 * Decided to skip talking about the anthems or anything and go straight into the meat of the lesson. Gave me more time to chat with the students and then ask them questions at the end.
 * 1) Announcements
 * 2) * Maybe should I be doing this before class begins?
 * 3) Test Information
 * 4) Show + Grades
 * One girl was back/forth between an 80% or 75%. Decided on the lower grade and once I did, felt I had to give all students with similar charecterists: quiet/shy the same grade. Do not know if that was right.
 * 1) Chat about the show
 * 2) * Played the show again and asked questions about different things which the majority of them were listening to and answering.

4 June 2010 AM Period 4 Grade 7 Class 9

 * A female student asked me if I had listened to the song "Wonderful Tonight" when I replied that I had not, she was disappointed.
 * The kids all compare grades, feels more appropriate to give certain groups the same grade.
 * I have been doing number percentages. I think it might be better to move to letter grads as Mr. Brown does. This comparing is silly.
 * 1) Announcements
 * 2) Test Info
 * 3) Show + Grades
 * Went all the way to the end of the period, they have a lot of students.

4 June 2010 PM Period 1 Grade 8 Class 8

 * Switched from percentages to letter grades and it made the whole process a lot easier, kids understood more and there was not as much fussing around.
 * Had a chance to chat with them about the show afterwards, which was really nice.

Next Week

 * The Vampire's Assistant + Spice Girls
 * Monitor the students who might be able to move up/down in grades.

4 June 2010 PM Period 1 Grade 8 Class 7

 * Chats with the students in this class were the best I have had in all the classes. I asked kids I was not sure about "What grade do you think you have?" [Mr. Brown] then "Why?" and others I shared my thoughts on them as a student and going forward in a way that felt far more genuine than I had been doing in other classes.

4 June 2010 PM Period 1 Grade 8 Class 8

 * A lot of kids were in between grades this class. I gave them the opportunity to improve their grade the next week if they paid attention.
 * Not sure if that was right, but the grades were really hit or miss, so 1 positive lesson is probably worth a good grade, right?

4 June 2010 Notes
What Could I Have Done Better? What Did I Do Well? What Did I Learn? What Did My Students Get From The Lesson? '''Were the Lesson Objectives Achieved? Why?''' How can I Improve the Lesson?
 * There were multiple times were part of me felt a student deserved a certain grade, but while they were sitting down, I could just not bring myself to give them that grade.
 * Part of it was because I was going off of intuition for their grade, if I had kept better notes throughout the term I could point to, perhaps I would not of backed off.
 * Given students the grades they deserved instead of being "nice".
 * Switched my approach from number to letter grades, even if it took me until Friday afternoon.
 * In certain situations keeping it simple makes it easier for both parties.
 * It is difficult for me to give some students low marks.
 * Information about their grades and a final chat with me.
 * Exposure to British animation.
 * Class will begin on time with everyone in their seats.
 * In the morning alright, in the afternoon, done. Something I still need to improve upon, though there is precious little time remaining.
 * I will chat with every student for one minute, recording all of their information, and imparting whatever feedback I can in that time.
 * Done, but most for less than a minute.
 * We will spend a few minutes going over the famous local opera, giving the students a chance to teach me about their culture.
 * Barely done, decided it was better to focus more on chatting with them this week.
 * Best lesson:
 * 1) Announcements
 * 2) * Quickly
 * 3) Test Information
 * 4) * Say the last part about how they will fail if they chat in Chinese.
 * 5) Movie + Grades
 * 6) * Before starting the movie write 2 questions on the board.
 * 7) ** Who is the chicken? / Are the trousers naughty?
 * 8) * Give them letter grades not numbers, and keep the obvious students short to give you time to chat with ambiguous students.
 * 9) * If the movie finishes while you are still chatting choose a student you trust to put on a new movie.
 * 10) * Pay attention to how many students you have. If you have a whole lot, may be better to go quicker.
 * 11) Extra Time
 * 12) * Play the show again, and then stop it asking very simple questions about what they see or the characters are feeling.

Acknowledgments

 * I would like to thank all the 7th and 8th grade classes at Anqing Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach there.

Resources
Even more important than a final lesson is that students and teachers need that final moment to officially end the bond they have formed in class. Even if there is some contact afterwards (by email), there still needs to be some formal ending to the relationship. ... if you have any doubts about proper behavior, let culture be your guide. ... And you'll find these are the students who will hang around waiting for that extra moment of attention. When the other students leave, this gives you the chance for that little extra hug or words of encouragement.
 * How to Say Goodbye to EFL Students by, Ilene Springer has some helpful ideas for saying goodbye.

Changelog
29 May 2010 Unused Ideas:
 * Finalized version 0.1
 * Zoo activity highlights
 * pics of my American home & family
 * pics of American food?
 * teach High 5's?
 * Play the songs all the way through one time b4 we analyze them?
 * music: We are not alone / Spice Girls / Lady Gaga Poker Face / Wonderful Tonight /

25 May 2010 Outline
 * Version 0.1 Outline written at Shaliwen Coffee Shop in Mr. Brown and my weekly meeting.
 * Talk about the test.
 * Test: Grade 7 Zoo - Chapter 11 /Alien - 10
 * next week: grade 7 - class monitior chapter 15
 * pictures of 4 people + list of personality traits
 * 1a + 2a
 * grade 8: hiking chapter
 * 1A + 2A&B


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 15

INTRODUCTION
Easy lesson for the last week of classes. Idea is to get a conversation going around spring festival and also review a few common simple mistakes many students tend to make.

Be careful with the lao wai bit, its sensitive and some students w/o a high english level may take it the wrong way, esp if in their experience people only say good things about foreigners in those moments when they shout out ‘laowai’ in the streets. For the first few lessons I was too preachy telling them not to say things. Now I prefer to just tell the story of a Chinese person in America and let them figure it out on their own.

MATERIALS

 * Comic Strips

SYMBOLS USED
‘ means is for something to say. == and CAPITAL letters is a section header. = and lower case letters is a sub-section header. <> Indicates a link to a web resource.
 * OR # are for instructions or notes.

LESSON PLAN
0 Before Class Preparation
 * Clean classroom.
 * Write ‘Lesson Plan’ and ‘Announcements’ on the board.

1 Opening Conversation board. Try to have them fill in the second part. Festival & Chinese New Year’s] Valentines day, which in 2010 is also on Chinese New Year’s]
 * Open with ‘Yo.’ and ‘What’s up?’ which we have been practicing.
 * If they do not remember, go over with them by writing this on the
 * hello = yo
 * how are you? = what’s up?
 * I am fine, and you? = not much, you?
 * What Chinese festival is coming in February? (Talk about Spring
 * What other Western festival is also on February 14th? (Talk about
 * Perhaps tell a personal story.
 * Our family Volvo is older than most of the students.
 * When I was a kid and that dude in the locker room he was fat.

2 Common Student Mistakes they should not feel bad becasue many of them make the same mistakes.
 * Start by going over what “Common Student Mistakes” means, stressing

‘ Why is saying no why a mistake? ” Becasue it is not English, it’s Chinese – meiyou wueshenma ‘ What should you say? ” No reason.
 * no why!

‘ Why is saying give me a mistake? ” Because it is rude – bu li mao in Chinese. ‘ What should you say? ” Can you please give me one? ‘ What should you say afterwards? ” Thank you.
 * give me!

‘ If I ask this question and you know the answer, what should you say? ” I know, it’s 4. ‘ If you don’t know the answer, what should you say? ” I don’t know. ‘ Then I will tell you the answer is 4. After I tell you, can you say Oh, I know? ” No, you should say I see or I understand. ‘ If I have to tell you the answer to a question, you cannot say I know. If you know the answer already then you can say I know.
 * I know! I know!
 * Write 2 + 2 = on the board.

’see’.
 * pronunciation of ‘C’ – Many students say it as ’say’ instead of

 * pronunciation of ‘F’ – Many students say it as ‘f-uh’ instead of ‘eff’.

‘ What is a lao wai? ” Foreigner ‘ What is a foreigner? ” A person from a different country. ‘ Right, so in China I am a lao wai. If you went to America you would be lao wai right? ‘ For example, if you go on to a trip to America, you are very happy. There is good food, good shopping, beautiful places and beautiful people. You are very happy! Then, one day you are walking down the street and some Americans stop and yell FOREIGNER! then start laughing and talking quickly. How would you feel? ” [if they don't respond] would you be happy? consider how a foreigner in China might feel, even if they are saying nice things.
 * lao wai!
 * Don’t batter it over the head, but try to naturally get them to

– From here on out, vary by class depending on what they like. –

3 Game they want to play and/or Everybody’s an artist and/or Competition (boys against girls) Game and/or Go Outside   vs. girls. with my classes unless I am actively involved moving around and keeping score on the board it hasn’t worked.
 * Everybody’s an artist
 * Competition (boys against girls) Instructions
 * Additional Instructions:
 * If you don’t have a lot of time, it doesn’t have to be boys
 * It seems like a simple enough game the teacher can just relax, but
 * Can also do phrases instead of just words.

4 Read Comics and Relax what they think. talking and see if they want my help. the comics immediately they tune out and start acting up.
 * If possible go through a comic strip with them step by step – seeing
 * Hand out comic strips.
 * Walk around the room sitting with different groups of students
 * Move quick.
 * Be parient, it is really hard for some them. If they can’t access

9 June 2010 AM Period 1 Grade 8 Class 1

 * 1) Spent a minute or two getting everyone into their seats as I did not arrive until perhaps a minute and a half before the bell.
 * 2) Tried going over the common mistakes to start, but no one was really listening.
 * 3) Fashion Slideshow
 * 4) * Few students listening, but the response was not very strong.
 * 5) Telephone
 * 6) * One team had 3 people with a really high level and they dominated, which made it tough for the others to have fun.
 * 7) Fire! Game
 * 8) * Blindfolded a student and had them look for a fire - worked alright.
 * 9) Watched The Birds
 * 10) * Watched it through again stopping and chatting about which went alright.
 * 11) Watched 1 Man Band for the last minute or two.

9 June 2010 AM Period 2 Grade 8 Class 3

 * Promised one of the students we could watch the vampire show he was interested in watching, so we did.
 * Stopped it at one point to explain about prom in the USA.

9 June 2010 AM Period 4 Grade 8 Class 2

 * Switched the boys and the girls with Mr. Brown, so today I was back teaching the girls.
 * 1) Do you have any questions? Anything you want to talk about?
 * 2) * No.
 * 3) * Played music quietly in the background throughout.
 * 4) Taught them about prom in the USA, got a few laughs, but no real questions.
 * 5) Fashion Slideshow
 * 6) * Also asked their opinions on make up / dresses vs. pants for girls / tattoos
 * 7) * Didn't think they were into it, but a couple expressed disappointment when it finished.
 * 8) Missing Words Listening: You Gotta Be
 * 9) * Played the song all the way through the first time.
 * 10) * Second time a whole bunch of them were listening trying to figure out what was happening.

9 June 2010 PM Period 1 Grade 7 Class 11

 * 1) Greeting: Yo! What's up?
 * 2) Do you have any questions for me?
 * 3) * Got a couple.
 * 4) Fashion Slideshow
 * 5) * Not too much interest.
 * 6) Oh my God vs. Oh my Lady Ga Ga & Oh my Gosh
 * 7) * Not sure how much was understood.
 * 8) Columns Telephone
 * 9) * Played it twice through and that was enough, the kids just go wild.
 * 10) Simon Says
 * 11) * Students were not too excited and those who got out early kept on hitting one another.
 * 12) Pixar Shorts and discussion.

9 June 2010 PM Period 3 Grade 7 Class 10

 * 1) Greeting: Yo! What's up?
 * 2) Do you have any questions for me?
 * 3) * Not many.
 * 4) Fashion Slideshow
 * 5) * I'm getting better at delivering the slides.
 * 6) * Questions on them do not really work, it'd be better just to add more pictures.
 * 7) Pixar Shorts
 * 8) * Grandpa & Sheep one were boring and did not get much of a discussion.
 * 9) * Birds went better but finished as we were ending class.

9 June 2010
What did I do well? What could I have done better? What did I learn? What did the students learn? How can I make the lesson better?
 * Having a lot of different things we could do, and letting the classes go this way or that depending on student interest.
 * Asked better questions around the fashion show.
 * Tried more to talk about common mistakes with the students. I did not try very hard at all to get these discussions going.
 * Having multiple options instead of a set lesson allows me to better follow student interest without the pressure of "We need to get this done!" playing in my own mind.
 * About fashion and different ways to think about fashion.
 * Add more pics to the fashion slideshow.
 * Try to talk about the common mistakes more in the lessons.

10 June 2010 AM Period 2 Grade 8 Class 5

 * 1) Do you have any questions for me?
 * 2) * None.
 * 3) Huang Mei Xi Lyrics
 * 4) * One or two sang seriously, most did not.
 * 5) Fashion Slideshow
 * 6) Missing Words Listening: Let it Be
 * 7) * Played one time through for them to listen and another time without they lyrics which worked better than I expected.
 * 8) * At one point when they were all listening I decided to yell at a couple of boys who were acting up, doing that cost me about 95% of the listening student's attention [they laughed at the boys I chastised] and the boys did not really change their behavior much.
 * 9) One Man Band Video
 * 10) * Got a decent chat going about the video afterwards.

10 June 2010 AM Period 3 Grade 8 Class 4

 * 1) Do you have any questions for me?
 * 2) * One or two.
 * 3) Taught them about "Oh my God!" and "Bless you."
 * 4) Asked "What have you learned this year?"
 * 5) * Got one or two responses, but not much.
 * 6) Fashion Slideshow
 * 7) * Tried chatting with everyone, but I was not able to.
 * 8) Listened to Des'Ree "Let it Be" One Time
 * 9) Simon Says
 * 10) * One girl won when I asked them to "touch your elbow".
 * 11) Huang Mei Xi Lyrics
 * 12) * Put them up there and then asked some people to sing for me, which a few did.
 * 13) Bye Bye with contact info
 * 14) * Told the class honestly how I felt about them and the wonderful work they have done this year.

10 June 2010 PM Period 2 Grade 8 Class 6

 * 1) Did the movie and grades with them I didn't do the week before.
 * 2) * Giving some kids who were just quiet C's felt wrong as did one boy who was annoying at times, but whom was also always talking in English in every lesson in one way or another and who could've easily made my lessons impossible, but who did not.

10 June 2010 PM Period 2 Grade 7 Class 8

 * 1) Do you have any questions for me?
 * 2) * Got a couple.
 * 3) Taught them about "Oh my God!" and "Bless you."
 * 4) * Attracted their attention, and one boy in the back was writing down notes.
 * 5) Fashion Slideshow
 * 6) * Managed to chat with every student in the class at least once, I believe.
 * 7) * Working through the pictures is a good way to talk to everyone, because it keeps it interesting and the questions fresh.
 * 8) Telephone
 * 9) * A boy who is usually EXTREMELY quiet delivered the correct message, which was shocking and wonderful.
 * 10) Bye Bye with contact info
 * 11) * Told them honestly what I thought about them as a class, and that I was leaving. Some of the students did not realize I was not returning.

10 June 2010
What did I do well? What could I have done better? What did I learn? What did the students learn? How can I make the lesson better?
 * Chatting with a bunch of students during the fashion slideshow.
 * Done a better job of delivering my exit speech/message to them. Some of them I did not do it at all.
 * It will be difficult to say goodbye to them.
 * That I am leaving and one more chance talking and speaking with me and hearing how I deliver class.
 * Make sure I talk to every student at least once during the fashion slideshow.
 * Keep doing the manners bit.
 * Ask them what they've learned.
 * Learn how to sing Huang Mei Xi.

12 June 2010 AM Periods 1, 3 & 4 Grade 7 Classes 1, 5 & 6

 * Taught the full 50 students alone today.
 * Did about the same lesson plan above, but I also mentioned their upcoming test again, and experimented with giving out candy to the students.
 * One of the students said he knew one of the stories the test was from.
 * Trying to give the students candy has been very difficult.
 * Some students rise to the challenge and get really, really excited. Those who would usually be quiet, raise their hands.
 * Especially the more aggressive students.
 * Others, who normally might talk from time to time, completely shut down.
 * Once I begin throwing chocolates around the room inevitably some boys get a big kick out of knocking down the chocolates and preventing their classmates from getting them.
 * This has started with one boy who thinks he's clever in each class and then spiraled out of control.
 * Some students also tend to lost interest after they realize I will only be giving them one chocolate each.
 * They end up giving the chocolates to their classmates, but it gets REALLY annoying.
 * If one of their classmates speaks for a second time, they are sure to remind me "Two times!"
 * Kids can get very rude with them around, asking/demanding their classmates give them the chocolates they earned.
 * One girl whose incredibly bubbly and fun was absolutely dour by the end of the period for some reason I believe related to the chocolates.
 * Usually keeps them interested for a short while, then I lose the majority of the class.
 * Tried just calling on individual shy students near the end, which went OK.
 * Finished class by asking a question like "If someone tells you something is true, what can you do to see if its true?"
 * Said I would give a chocolate for the best answer.
 * In the 3rd class I said the best 3 answers. I also tried writing what they said on the computer with their names.
 * I struggled writing the Chinese names. Students got a big kick out of this and some tried to help, others took advantadge telling me the wrong words to type which got many other classmates laughing and me angry.

How can I improve?
 * Tell them they are not allowed to stand up and block the chocolates?
 * Abandon the chocolates idea?
 * Give them a chocolate if they ask me a question only?

12 June 2010 PM Period 1 Grade 8 Class 9

 * Tried having the students just ask me questions for chocolates.
 * Then, instead of throwing them around the room, I had the students walk up to me to receive them, and say "thank you".
 * Surprised to discover that some of them simply did not like chocolates, and that some were uninterested or too shy to ask.
 * Most students who did not ask, I called on them in any event.
 * Definitely worked better than the morning, but by the end most of the students were not interested.
 * Did the fashion slideshow to little interest.
 * Tried playing them the Des'Ree song to finish, which was not too well received, in that, no one was listening. Part of it was that they could not hear.

12 June 2010 PM Period 2 Grade 7 Class 4

 * Started off going over the test and then right into the fashion slides.
 * Got more of their attention than in the earlier class when I did the slides after the chocolates.
 * Then did the chocolates and having them ask questions, which also worked better with them coming to the front.
 * Still though some of them were too shy, or did not really care.
 * Tried singing Huang Mei Xi, which even though I just did one or two lines was met with a huge applause.

12 June 2010
What did I do well? What could I have done better? What did I learn? What did the students learn? How can I make the lesson better?
 * Tried something new with the students, and even though it did not work especially well, I stuck with it and tweaked it, looking for a way to make it work.
 * Let them know I am leaving in a more direct way.
 * Giving out candy to students can get them talking, and be dangerous.
 * About fashion and got one more experience asking me questions.
 * Incorporate Huang Mei Xi, more.
 * Consider dropping the candy.

Materials Used Whose Copyright is Owned by Others
people who made the materials. of these materials. Please contact the creators to see how it is OK to use their materials. the way I use it or the attribution, please let me know.
 * I used these because it was allowed within the rights given by the
 * The copyright of this lesson plan does not reflect the copyright
 * If I used something created by you and you would like me to change

 * Copyright Holder – Dave’s ESL Cafe
 * Website
 * Materials Used
 * Everybody’s an artist, by Scott Van Wagenen
 * Competition (boys against girls), by Chad Davis

 * Copryright Holder – Chicago Tribune & Sun-Times
 * Materials Used
 * Many editions of the Sunday comics, kindly sent to me by my father.

Materials Used I Created

 * Comic Book Activity

Acknowledgments
Foreign Language School who had this lesson for their participation and feedback. I would also like to thank the Anqing Foreign Language School for allowing me to teach.
 * I would like to thank all the 7th and 8th grade classes at Anqing

Changelog
Ver 0.1 Jan 17, 2010
 * Sketched out ideas and rough plan on paper at an Anqing coffee shop.

Ver 0.2 Jan 18, 2010 week.
 * Transcribed into aquamacs clarifying and finalizing my prep for the

Ver 0.3 Jan 20, 2010 only put kids in a bad mood. topics that can be discussed for a long time. it up in far too many classes.
 * Revised following 11 classes worth of experiences.
 * Expanded the instructions for “yo, what’s up?”
 * Removed questions about studying and exams because those questions
 * Added questions about spring festival and valentine’s day, which are
 * Removed the poetry contest announcement, because I forgot to bring
 * Modified the instructions for every part of the lesson plan.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 16

Lesson Taught on 11 June 2010

 * 1) Lay out the test papers in the students seats before class begins.
 * 2) Gather the students in their classrooms.
 * 3) Put them in their seats, ensuring horizontal space.
 * 4) Go over how many names they are supposed to write and to put down Mr. Danoff or Mr. Brown depending on who is their teacher.
 * 5) Go over the rules for the test.
 * 6) Administer the test playing each audio piece 3 times.
 * 7) Give them a minute or 2 inbetween each playing to review and answer the questions, depending on how screwy they get.
 * 8) Following the collection of the test, watch a short film.

Lesson Critiques
g8 c10
 * 1) Place the tests out in the chairs.
 * 2) * Not staggering them this class worked fine.
 * 3) Gather the students in their classroom.
 * 4) Explain that they should write 3 names on the sheet.
 * 5) Tell them to write Mr. Brown or Mr. Danoff depending on who is their teacher.
 * 6) * A little bit of confusion.
 * 7) Play the audio 3 times.
 * 8) * Short breaks in between gave some the chance to speak.
 * 9) * Some students who did not understand, simply gave up and did not answer anything.
 * 10) * Tell them to answer the T/F and muliple choice questions?
 * 11) * Ended up playing the audio through one more time at the end.
 * 12) Had the students leave to return
 * After class we discovered the audio played differently in different media players. On one there was a significant echo, on another, none.

g7c7
 * gave them 3 readings from the start.
 * not having the test papers laid out made it more difficult.
 * give them a minute or two around each test to answer questions.
 * played a short movie at the end, which they seemed to like

g7c9
 * have some difficulty with remembering to put their teacher's name on the paper
 * Finished with about 15 minutes to spare.
 * graded some tests as they were watching a film. took about 25 minutes per test.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Test 2

Italy 1)Where is the beautiful country of Italy? 2)What type of building’s does Italy have that are beautiful? a)Museums b) Schools c) churches d) football stadiums 3)When was Pompeii covered? 4)What can you learn from the city of Pompeii? a)	How to milk a cow b) What life was like 200 years ago c) how to learn English d) What life was like 2000 years ago. 5)A teacher found the city of Pompeii. True or False 6)Why do people love the city of Venice? 7)In Venice people travel in cars. True or False. 8)Every March people come to Venice to celebrate spring. True or False. 9)In Venice there is a big party. What is it called? 10)People wear beautiful masks and clothes for the party. True or False

Italy 2 – let's listen 2 1)Lisa slept well. True or False 2)What is Jet Lag? 3)Where was Lisa travelling to? 4)How was Lisa travelling? a) walking b) swimming c) flying d) jumping 5)When it is night-time in China it is _______ in Italy. 6)Lisa will never sleep again. True or False. 7)How long does Jet Lag last? 8)If you drink water and eat healthy foods you will not be comfortable when you have finished flying. True or False. 9)Who is Lisa talking to?

Olympics 1)The Olympics are smallest athletic competition in the world. True or false. 2)How many countries take part in the Olympic games. a)less than 50 b) 98 c) 187 d) more than 200 3)What are the goals of the Olympic games? 4)At the first modern Olympic games how many people took part? 5)In the last Olympics games how many people took part? 6)How long where two men wrestling in Sweden? a)10 minutes b) 1 hour and 40 minutes c) 6 hours d) More than eleven hours 7)In 1992 Germany was competing in the Olympics as one country. True or False. 8)Ben Johnson won a gold medal but had to give it back. Why? 9)Why were the Olympic games cancelled in 1940 – 1944? 10)In 1998 the Olympic games were held in Seoul, ________. 11)The Olympic games are not popular. True or False.


text:
Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Test 2 Teacher Text

Grade 7 Test text –

1) UFO

Last night I met an alien. It knocked on my window. When I opened the window, I saw a UFO. The alien helped me to fly to it. We flew to another world. It was very beautiful. Then the alien told me a story about his planet in the UFO. He said

‘Our world was very ugly and dark. We really disliked it. Plants and animals disliked it too. We were crazy about travelling in space. We met other aliens, and we like their planets more. They taught us how to be kind to each other. Our planet became nicer. Now we love it.’

After the alien told me this story we came back to earth. He clapped his hands and I woke up in my bed. My mother was waiting. It was time for school!

2) Crocodiles

Crocodiles are reptiles and have been around for 200 million years. They can be found in many different countries. They were here at the same time as the dinosaurs! A crocodile can grow up to six metres long and has eighty teeth in its mouth. It can break your bones in one bite! A crocodile can live for up to one hundred years. A crocodile’s brain is just a little bigger than a one Yuan coin, but they can still do amazing things. They can stay underwater for up to five hours and they can run up to 14 kilometres per hour. Crocodiles lay eggs.

3) Ghosts

David: Do you like ghost stories Dylan? Dylan: Yes I like ghost stories. People do not understand some things, and I like to read about these things. We cannot know whether ghosts are real or not. I think it is very exciting to be scared sometimes. David: Most Chinese people do not believe in ghosts. Do people in Australia believe in ghosts? Dylan: No, my parents and teachers do not, but some of my friends do. David: Do you believe in ghosts, Dylan? Dylan: Maybe, I am not sure but I do have a ghost story. David: Ok can I hear it. Dylan: Sure. Listen.

There was a boy and he moved into a new house. He moved into the new house and left his family in his old house. The first night after he went to bed, he heard a sound outside her window. He as very scared. He looked out of his window and saw something white. It ran past his window quickly. The next night she sat at her window with a torch. She heard the same sound and then saw her neighbour opening the door to let her white cat out.

David: That is a good story. I was very scared.


text:
User:Charles Jeffrey Danoff/China ELT Curriculum

From the inception of the People’s Republic of China until the 1970’s, there was an ambivalent addiction to English. Despite many opposing its influence it stayed on in China in different forms. Once China began opening its doors, the ambivalence was removed and the world’s most populous nation unequivocally and guilt-free embraced their addiction. A micro-example of the fallout of this macro trend can be seen with the Ming family.

In the early 1960's, the Chinese severed ties with their Russian political blood brothers. A college student at the time, Mr. Ming ceased his Russian studies moving to English (Mrs. Ming, personal communication, February 23, 2010). Upon graduation, he began work as an English teacher (Mrs. Ming, personal communication, February 23, 2010).

Luckily, he was in the midst of his nation's "First Renaissance" (Adamson & Morris, 1997, p. 11) in regards to the English curriculum. Pedagogically this translated as "shifting toward an amalgam of audio-lingual and grammar-translation methods-extending the focus from reading to also embrace listening, speaking, and writing" from 1960 to 1966 (Adamson & Morris, 1997, p.14). Unfortunately for Mr. Ming, the Cultural Revolution squelched the renaissance.

A period of cultural upheaval and focus inward ushered in a dark age for English education, "English was viewed as the language of the enemy" and until 1971, "virtually all English teaching programs were abolished in the school system" (Liu, 1993 as cited in G. Hu, 2004, p 7). Despite these turbulent times, Mr. Ming continued to teach, "he really wanted the students to study English and he thought that English is just a language, its a tool, its useful for students, but the students and even the leaders couldn't understand that" (Mrs. Ming, personal communication, February 23, 2010). Students even vandalized their home with signs saying, "we are Chinese. Why you force us to learn English?" (Mrs. Ming, personal communication, February 23, 2010).

In the fourth year of the revolution, English "reappear[ed] on the curriculum in some schools", and "the prevailing pedagogy involved a return to a teacher-centered grammar-translation methodology" (Adamson & Morris, 1997, p. 16). Such approaches continued at the revolution's close in 1976, as seen when Mr. Ming's daughter began studying English in junior high school.

"My first English lesson is just one slogan, it is said 'Long live Chairman Mao! And the second lesson is, 'Long live Communist party.' and the third lesson is 'Never forget the class struggle.'" (Mrs. Ming, personal communication, February 23, 2010). The style was soon to change, once Deng Xiaoping took control.

Deng was convinced that advanced science and technology held the key to China’s modernization and that China would need to access scientific and technological advances worldwide to develop the scientific knowledge base needed for national revitalization (People’s Education Press, 1986, as cited in G. Hu, 2004, p. 7)

This gave a big incentive to study English for to access current knowledge was “predicated on the availability of a large pool of personnel proficient in English, the international medium of scientific and technological information.” (G. Hu, 2004, p. 7) Despite this Mrs. Ming points out that English remained a small part of the college entrance exam, only 30 points, compared with 100 points each for Math, Science and Politics.

Following her father’s footsteps, Mrs. Ming began teaching English in 1984, entering in a continued time of great dynamism for English. As the country moved “from a centrally planned economy to a market oriented one” (People’s Education Press, 1986, as cited in G. Hu, 2004, p. 9) this development brought money in from abroad creating a “need for expanding English language education” in many areas (G. Hu, 2004, p. 10). By the early 1990’s, English was taught one hour per day, the same as English and Math (Mrs. Ming, personal communication, February 23, 2010).

Pedagogy returned to the audio-lingual approaches of the First Renaissance (Adamson & Morris, 1997, p. 20), including a sharp focus on communication as the new curriculum’s “principal aim” (Adamson & Morris, 1997, p. 22). To create textbooks for that end, the People’s Education Press, The Ministry of Education directed publish house (PEP), worked with a private foreign textbook company and the United Nations Development Program, an “unprecedented” collaboration, writing books which also delve into Western cultures (Adamson & Morris, 1997, p. 24).

The exponential growth of English continued in China into the twenty-first century. By 2001, there had been a ”353% [increase] in the number of [English] teachers from 1978” and the value of teacher training had been recognized as “more than 85% [held] qualifications that meet official requirements, as compared to less than 22% in 1986” (MOE Department of Planning (1984) & MOE Department of Development and Planning (2001), as cited by G. Hu, 2004, p. 17). That year, the government moved to introducing English as a compulsory subject in the third grade (MOE, 2001 as cited by Y. Hu, 2007 p. 1). Lianning Li, the Director-General of the Department of Basic Education at the time wrote,

Currently, economic globalization is accelerating; our country is on the verge of joining the WTO and is opening its doors wider to the outside world. … The decision to teach English in primary schools was made precisely to address the needs of opening up; it also reflects our country’s determination to accelerate the pace of opening up. (p. 1, as cited in Y. Hu, 2007, p. 103)

In addition to joining the WTO, anther factor was Beijing leading “its rivals in its rivals in the bid for the 2008 Olympic Games and was highly likely to win the bid” (Jiang, 2003; Nunan, 2003, as cited in G. Hu, 2004, p. 11).

These trends also coincided with pedagogical developments, as Lianning LI also wrote on the new curriculum moving from “subject-centeredness, textbookcenteredness, and teacher-centeredness” to “integration of technology into foreign language teaching, studentcenteredness, and task-based instruction” (p. 1, as cited in Y. Hu, 2007, p. 105). Additionally, teachers now have to study English as their major at college (Mrs. Ming, personal communication, February 28, 2010).

The students have an acute motivation for studying English, as it is now valued as highly as Chinese and Math, and more so than geography, history and politics (Mrs. Ming, personal communication, February 23, 2010). And as Mrs. Ming’s daughter, Alice, related the exam “is the ONLY criteria for you to get a class one university” (Ming, personal communication, February 27, 2010).

Learner outcomes are quite specific. After Junior High School, Mrs. Ming said that her students are expected to know/be able to do the following: For all the grades, they use a leveling system based on “language skills, language knowledge, affective attitudes, learning strategies, and cultural awareness”, and “Specifically, students are expected to attain Level 2 at the end of primary school, Level 5 at the end of junior secondary school, and Level 8 at the end of senior secondary school” (Y. Hu, 2007, p.117).
 * Recognize 2,000 or 3,000 English words.
 * Speak using simple sentences and grammar to describe things like food or films.
 * Read small articles and understand what the writer wants to tell them.
 * Write small articles within 100 English words.

Commenting on changes since the 1993 syllabus, Mrs. Ming especially noted the “focus on much about western culture” and how “cultural communication is more important than the language itself”. This can be seen in the decision by the school she works at to recruit foreign teachers, decisions she said which make students want to attend (Mrs. Ming, personal communication, February 23, 2010).

The Ming family has studied English throughout most of twentieth century China’s fluctuating feelings for the language, from derision to adoration. Now a grandfather who was chastised by students for teaching them a foreign tongue they did not want to learn, must smile with a daughter whose risen to the top of her school’s English department and a granddaughter on the path to fluency.

Acknowledgements

I would like to thank Mrs. Ming and her daughter Alice for their time, kindness and forthright answers to all my questions as I prepared this piece.

Editor's Notes

Words in brackets were added by me. Ming and Alice are pseudonyms.

References

 * Adamson, Bob & Morris, Paul (1997). The English curriculum in the People’s Republic of China. Comparative Education Review, 41, 3–26.
 * Hu, Guangwei (1993). ENGLISH LANGUAGE EDUCATION IN CHINA: POLICIES, PROGRESS, AND PROBLEMS. Language Policy (2005) 4: 5–24
 * Hu, Yuanyuan (1997). China's Foreign Language Policy on Primary English Education: From Policy Rhetoric to Implementation Reality. Purdue University PhD Thesis.
 * Li, J. (2001a, March 13). Xiaoxue weihe yao kaishe yingyuke? Xiaoxue yingyu jiaoxue ruhe kaizhan? Yingyu shizi you gai ruhe jiejue? Jiaoyubu youguan fangmian fuzeren xishuo duanxiang [Why to teach English in primary schools? How to teach English in primary schools? How to solve the teacher shortage problem? Details from an official in the Ministry of Education]. Zhongguo Jiaoyubao, p. 2.
 * Liu, Yingjie (1993). Book of major educational events in China. Hangzhou: Zhejiang Jiaoyu Chubanshe.
 * People’s Education Press (1986). Jiaoyu gaige zhongyao wenxian xuanbian. [Selected important documents on educational reform.] Beijing: People’s Education Press.
 * Ministry of Education Department of Development and Planning (2001). 2000 nian zhongguo jiaoyu shiye fazhan tongji jiankuang. [Statistics on China’s educational development in 2000.] Retrieved from http://www.edu.cn/20011219/3014655.shtml on December 10, 2003.
 * Ministry of Education Department of Planning (1984). Achievement of education in China 1949–1983. Beijing: People’s Education Press.
 * Ministry of Education (2001). Jiaoyubu guanyu jiji tuijin xiaoxue kaishe yingyu kecheng de zhidao yijian [The Ministry of Education guidelines for vigorously promoting the teaching of English in primary schools]. Retrieved July 15, 2005, from http://www.edu.cn/20010907/3000637.shtml


text:
User:Charles Jeffrey Danoff/Books/FUN WITH ENGLISH 7B & 8B: Unofficial Teacher's Guide

Unofficial Teacher's Handbook

 * Teaching EFL Listening via FUN WITH ENGLISH Books
 * User:Charles Jeffrey Danoff/China ELT Curriculum

 * 7B
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 1
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 2
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 3
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 5
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 6
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 7
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 8
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 9
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 10
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 11
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 12
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 13
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 14
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 15
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Lesson 16
 * Teaching EFL Listening via FUN WITH ENGLISH Books/7B/Test 2 Teacher Text

 * 8B
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 1
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 2
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 3
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 5
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 6
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 7
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 8
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 9
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 10
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 11
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 12
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 13
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 14
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 15
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Lesson 16
 * Teaching EFL Listening via FUN WITH ENGLISH Books/8B/Test 2


text:
Engineering Experience 4: Design a Small Solar Vehicle/Team PM10

This is the wikipage of Apollo (team PM 10). Here we will communicate how we have created our SSV.

If you want to view our team site or read our blog? Just hit the link down below!

Apollo Team Site

Our team consists of the following team members:

Wouter Govaerts

Maarten Fierens

Robin Neujens

Jeff Mertens

Tian jianlei

Sun Ziang

Wang Yu

Shen jiaxi

Drawings
Here, you can find all our technical drawings and some Solid Edge drawings.

[[Media: Frame.jpg| Technical drawing of the frame]]

[[Media: wholeSSV.jpg| Technical drawing of the whole SSV]]

[[Media: SSV1.png| Solid Edge Drawing]]

[[Media: SSV2.png| Solid Edge Drawing]]

[[Media: SSV-frame.jpg| Technical Drawing of the whole frame of our SSV]]

[[Media: SSV-iso.jpg|Another drawing]]

Deadline 1
For deadline 1 we have to determine a Cooperation contract, a plan of aproach, work breakdown structure and a Gantt Chart. These files are listed below.

Deadline 2
Here are the three reports that are required for deadline 2.

Deadline 3
Here are the three reports that are required for deadline 3.