Teach English in Maozang XiAng - Wuwei Shi

Unit two took a closer look at the roles of Teacher and of Learner as it specifically applies in the world of Teaching Business English. It also took a look at theories of study for English language acquisition, evaluated methods and tools. This unit laid out the options for the hopeful Business English Teacher (one to one, corporate classroom, community center classrooms etcetera), as well as the expectations, goals and what to look for in seeking work in this field. It addressed the student population and their goals (and challenges) as well. Because teaching business English means teaching adults there are multiple advantages and disadvantages that aren?t there when the focus is teaching children. A teacher?s level of engagement (and relationship) with the students are different. A business English teacher is more likely to have ?life? stuff in common with their students and as a result the roles are different. While there are less behavioral problems with teaching adult students a ESP (English for Specific Purposes) teacher will need to also act as counselor, psychologist, mentor and functions more as a facilitator of access to knowledge. It is a definite advantage that adult students are more focused on the task for professional reasons as they can fully understand the advantages of access to English, conversely the teacher will be dealing with people who are often tired from a long day of work/life. Some business English students aren?t there by choice and are taking the course as a professional requirement ? so there may be ?push-back? against a work task requirement, - meaning not a choice way to spend their spare time. Basically, adult students may also resent having to be there, the same as a young student or perhaps more so. The environment is vastly different as well (one to one, corporate classrooms, special topics of focus/profession centered etc) and that requires a different skillset. For example, when teaching in a one-to-one environment the pair work options aren?t really an option so it becomes a much more teacher centered/engaged environment. Materials that exist in the field are by-and-large designed for classroom/pair work but those are easily adapted for one to one learning. The unit also examined several theories for ?teaching methods?, which are the ways in which we organize and present our materials and deliver them to students. Those methods are +Grammar Translation: Taking sentences in the native language and try to find equivalents in the second language. Problem is that it doesn?t teach how to create language, teaching instead about the language and not how to use it. +Audio Lingualism: Concentrates on verbal drilling and the use of mimicry in the language. Problem is that it does not create spontaneous language or understanding of language. It is in an environment of parroting language, not comprehension of language. +Silent Method: Students are encouraged to try out language, realize errors and respond to feedback and develop theories of structures built BY the students themselves. Problem is that this trial and error use of language allows for a students individual errors to become ingrained in their language use/application. +Task Based Learning: The task/student goal is the main focus. The study for a medical student would be focused ONLY on healthcare vocabulary and the rest of language application study and rules would be peripheral study. This leaves significant room for student struggles in the future. +PPP (Presentation, Practice, Production) ? the focus of this course Presentation is eliciting the language The practice section is where the language is used in a very structured way Production where it is used in a realistic (conversational or business) application (mock situation) Engage, Study Activate integrates many of the previous methods. It encourages independent learning and language creation. The student is the focus but also retains the structure that works in some of the more closed ended methods. Engage: Goal is to get students talking and thinking in English Study: is where the actual teaching of vocabulary, structure and grammar takes place. Activate: The point in the study (lesson) where students apply what they have learned.