Foreign Teacher Orientations
(Teaching Affairs)
City University of Zhengzhou
2014.9-2015.7
Foreign Language Department
Fall, 2014
City University of Zhengzhou
Foreign Language Department
Hello! Bonjour! Hola! Konnichiwa!
The Demand
City University of Zhengzhou is located in central China, a region of the world where accelerating economic development is opening global markets and
calling for a demand in citizens who have multilingual capabilities. The impact on the region is felt in the need to heighten global awareness and intercultural
understanding and to build the language skills to function in this environment.
The Challenge
In learning a foreign language, students acquire a body of knowledge about the different ways humans think, view the world, express themselves, and
communicate with one another. Language learning expands one's ability to create and discover new meaning in one's own language and culture. Indeed,
learning a foreign language can be a paradigm of learning itself: the discovery of one's own world in the process of discovering someone else. This processhas
become increasingly important as the communities of the world have become more interconnected and interdependent. The needs of our global society
require that more citizen shave access to other languages and cultures in order to cooperate in the process of improving the quality of human life. Our ability
to meet the challenge of learning foreign languages mayaffect our ability to prosper, perhaps even to survive, in the twenty first century. The For eign
Language Department at CUZ takes seriously its responsibility to help meet this challenge.
The Mission
The primary mission of Foreign Language Department CUZ. is to :
Teach communication skills in English and/or languages other than Chinese;
Develop in students an awareness, understanding, and appreciation of cultural systems other than their own; secondarily, the department seek to:
Prepare students for career opportunities in a world increasingly in need of citizens competent in other languages;
Assist them in adapting to the multi ethnic environments and value orientations of others within our own global, pluralistic society.
City University of Zhengzhou
Foreign Language Department
Hello! Bonjour/ Hola! Konnich wa!
I. Organization and Administration
The Dean of the Foreign Language Department is William Wang. He oversees the administration of the Department. Miss Yuan, Vice Dean, assists the
Dean as needed in the administration of the Department. Miss Gao, Department Secretary, her primary responsibility is to oversee and handle the teaching
affairs .
As a department we have approximately 28 faculty and staff working together for the education of students who want to use foreign languages to
enrich and enable their professional and personal lives.
II. Policies and Procedures
1. TEACHING SCHEDULES
The preparation of teaching assignments is the immediate responsibility of the Foreign LanguageDepartment Coordinator and the final responsibility of
the Department Vice Dean. Scheduling ofclass sections, times and rooms is done by the Scheduling Officer. Because of the limitations on the number of
rooms available to the Department and the large number of sections that must bescheduled, it is not surprising that faculty sometimes will have schedules
that they may considerinconvenient. While an effort will be made to accommodate schedule preferences, it will bepresumed that full time faculty are avail able
to teach during the university's regularly scheduledclass periods in any of the university's classrooms.
2. CLASSROOMS
Under no circumstances will faculty members change their classroom locations or class times without proper authorization from the F.L.D., Faculty
members are not permitted to bring their classes outside. CUZ is a professional institution and must be treated as such.
3. OFFICE HOURS
Faculty members are expected to keep a reasonable number of office hours for students. For oral English classes, faculty members are recommended to
hold at least one office hour per course taught. Office hours should be arranged by appointment with your students Whether or not you give your students
your home phone number is your decision. Foreign Language Department office staff members are instructed not to give out these numbers unless faculty give
permission for them to do so. Fulltime faculty members are expected to maintain a significant presence on the campus, both to ensure that students can find
them and to be able to help with the many unscheduled items that arise in the course of a week.
4. SYLLABI
ORAL ENGLISH
Oral English instructors are required to use the standard Oral English syllabus as created by theForeign Language Department. The standard Oral
English syllabus will be given to all students by their Oral English instructor. The course syllabus will be sent to all Oral English teachers via OA or Email.
Syllabi should be modified to make specific the instructors name, telephone number, room number and email. Except for instructors name, all fields may
be altered at the discretion of the individual faculty member. Please print one copy from the computer lab printer and make as many copies as necessary at
the copy center, the 3th floor of Administration building.
NON-ORAL ENGLISH (Academic Courses)
Instructors are required to create a course syllabus for each class. One syllabus may be created to cover all sections if the class is the same. Instructors
are encouraged to follow the standard Oral English syllabus as a guide. It is required that instructors who will be teaching the same course should work
together to create a course syllabus so all the sections are on the same schedule.
5. DISRUPTIVE BEHAVIOR
Student behavior which disrupts the classroom should not be tolerated. It is wise to refer them back to the syllabus if the problem occurs the first time.
Students guilty of disruption should first be warned. Bring intractable cases to the attention of the F.L.D. Coordinator, who will decide if further action is
needed (conference with student and/or class master; call to William Wang, etc.).
6. ACADEMIC DISHONESTY
ORAL ENGLISHS
Oral English classes will not be evaluated using paper or computer quizzes, tests, or exams. Allevaluation for mid term and final exams will be
conducted orally.
NON-ORAL ENGLISH (Academic Courses)
The University has a judicial system for prosecuting cases of academic dishonesty. Students should be informed of (1) what you consider to be cheating;
(2) what aids they may and may not use on exams; (3) if papers are to be written, what constitutes plagiarism; and (4) what action you will take if it occurs.
Where you have reason to believe an infraction has occurred, take the matter first to the F.L.D.
7. GRADES
A standard grading policy for Oral English classes is under review and will be fully explained in a later session. I
8. ABSENCES FROM CLASSES
All faculty members are expected to meet all their classes at the assigned time and place. Faculty members are expected to be 10 minutes early for
class as you will need adequate preparation time to set up your room (desks, blackboard, chalk, etc.) Unauthorized absences are not acceptable under any
circumstances. It is not acceptable professional behavior to exchange or swap class assignments in order to have a long weekend, go shopping, or otherwise
engage in personal or business activities. Classes are not to be canceled under any circumstances. In the event a faculty member knows s/he will need to
miss a class. s/ he can fill out the “Request for Leave or Approved Absence” form that is available in the F.L.D. file cabinet and follow the procedures there
in.
9. CANCELLATION OF CLASSES
Decisions on canceling classes in case of inclement weather are made by the University. Instructors may not cancel classes at their own discretion.
10. DRESS CODE
Faculty are required to look clean, neat and professional at all times while teaching. The standard dress code is modest/business casual. Some guidelines
for what to wear and what not to wear in your classroom: NO shorts, NO tank tops, NO athletic shoes or outfits, NO bare midriffs, NO low cut tops.
Suggestions for ladies: dress slacks/skirts and dresses with modest length; jackets/professional looking blouses or sweaters. Suggestions for men: Casual
slacks (e.g. Dockers)/sport shirts/knit shirts with collars/sweaters. If in doubt ..... don't wear it! Our goal is to look professional in the classroom, yet
comfortable in our teaching role.
11. PROFESSIONAL CONDUCT AND RESPONSIBILITIES OF FOREIGN FACULTY
Do not criticize course texts, materials, exams, approaches, syllabus, or fellow teachers when speaking with students, either inside or outside the
classroom.
Be prepared to meet all of your classes yourself during the course of a semester. Do not make informal arrangements for others to substitute for you
and do not subcontract your teaching.
Adhere completely to evaluation criteria established for the course that you are teaching.
Do not substitute your own examination items for any portion of a course wide mid term or final examination.
Start each class on time and do not dismiss students early. There will be a ten minute break in between two 45 minute segments.
Plans to show Films and videos must be approved by the F.L,D. Coordinator and would be under the umbrella of supplement material.
Do not leave campus at the end of a semester until all activities related to your teaching assignments (i.e., administering and grading of final exams,
submitting final grades) have been completed.
Who do I contact if I cannot teach class due to
ILLNESS or INJURY?
CUZ Academic and Oral English Instructors
Please contact the appropriate person(s) in the order listed below according to theiravailability.
1. Emily Gao 69210017 or X 5017(office)
2.Robin Xie 69210019 or X 5019(office)
Please note, Per contractual stipulations, it is the responsibility of the instructor to notify the appropriate persons at least two (2) hours prior to
the class(es) that s/he will miss.
CUZ Academic Instructors must also contact the appropriate Class Master to cancel the class as well as reschedule a makeup class.
Oral English Instructors will have a substitute teacher assigned to their missed class.
STUDENT EVALUATION PROTOCOL
FOR
ORAL ENGLISH INSTRUCTORS
As an Oral English instructor, it is of great importance to evaluate each student`s English speaking ability on a weekly basis throughout the s emester so
that their progress or lack of progress can be accurately reflected in their final grade. Below is a scale to use when assessing your students as well as an
explanation of each level.
EVALUATION SCALE:
(1) DOES NOT ATTEMPT TO SPEAK ENGLISH
(2) ATTEMPTS BUT IS WELL BELOW AVERAGE
(3) AVERAGE
(4) ABOVE AVERAGE/EXCELLENT
(5) WOW! SUPERIOR! UNBELIEVABLE!
l. The student shows no effort or interest in speaking English; s/he displays lack of participation and motivation in classroom activities and/or group assignments.
2.The student contributes in classroom activities and discussions on a limited basis with low level comprehension; s/he struggles to respond to questions or
follow simple commands.
3. The student maintains a consistent command of basic English; s/he routinely responds correctly to questions and can follow simple commands.
4. The student contributes in classroom activities and discussions without hesitation on a consistent basis with high intermediate level comprehension; s/he
actively displays effort to acquire and use new vocabulary.
5. The student is well above average displaying a high level of comprehension; s/he continually shows an impressive command of English along with an above
average amount of enthusiasm and persistence.
Class Monitors and Class Masters
Each class that you will be teaching will have both a Class Monitor and a Class Master. It will be important for you to learn who these people are and
how you can best work with them to achieve success in your classroom! Below is a quick description of each.
Class Monitor
Who: The Class Monitor will be one of the students in your class appointed by the Class Master.
What: This person serves as a/liaison between the students and the Class Master. This person also makes him/herself available to help the teacher with any
needs s/he may have within the classroom.
When: This person can help you anytime you need assistance in the classroom!
Where: The Class Monitor should be in your class each time you meet.
Why: He/She will help to keep order and will also help get important information and messages to the students. Don't be alarmed if the Class Monit or
makes announcements in Chinese to the class during the break time or before the class begins.
How: lt is a good idea to ask the class who the Class Monitor is on the first day that you meet with them.
Class Master
Who: The Class Master will be an individual who has been employed by CUZ to work as a type of “manager” for a group of students.
What: This person is the primary contact for students and the teacher in regards to absences and discipline issues.
When: This person can be contacted by the teacher anytime when there is a problem within the class that the teacher would like the Class Master to address.
Where: Your Class Monitor can help you locate the Class Master's office as well as get in touch with him/her when you have an issue that you need to
discuss.
Why: This person works with the students and the teacher in order to ensure that proper levels of discipline and class attendance are being met and that
students are kept up to date on important events and information.
How: You can establish a working relationship with the Class Master by contacting him/her and making an appointment to discuss any concerns or questions
that you may have about the class.You can keep the lines of communication open with the Class Master by setting up times throughout the semester to
discuss the progress of the class as a whole or any problems that you may be encountering. The Class Master is there to help you be a successful teacher!
CLASS PRGFILE
Class Number:
Class Meeting Date(s) & Time(s):
Class Room Number(s):
Class Major:
Number of Students:
Home Room:
Class Master Contact Information:
Name: Phone:
Class Monitor Contact Information:
Name: Phone:
Appointed Class Monitor Contact Information (if different from official CMo)
Name:Phone:
Foreign Faculty Member teaching other part of class:
Name: Phone:
Other subjects currently taken by this class:
Creative Roll Call
The purpose of “Creative Roll Call”is two folds:
1. To take attendance
2. To make sure that every student speaks a complete sentence within the first 10minutes of class.
There are many different ways in which you can creatively take the roll. Below are some ideas to spark your imagination.
A. Starter Sentence-e.g.:
l The birds in the air...
l If you come to my hometown...
l Last night at dinner...
l I felt very sick when...
l I know this is hard to believe but...
To writing the beginning part of a sentence on the hoard and then randomly/ encourage each student to individually finish the sentence. Challenge
them to be creative. The students also appreciate when you can finish the sentence with an ending #your own. Remember to keep it basic and avoid
excessive slang.
B. Q & A-e.g.:
l How old were you when you first learned how to ride a bike?
l Who taught you how to ride a bike?
Try asking a simple question or series of simple questions that can he answered rather quickly/ in one or two complete sentences. Randomly ask
each student the questionsuntil every student has gone. Don not forget to answer the question yourself after all the students have finished
C. Spontaneous Call & Response-e.g.:
l How are you feeling today?
l Did you sleep well last night?
l What time is it?
Try writing 3 questions on the hoard and then randomly/ ask each student one of the questions.Students should always be reminded to speak in
complete sentences. Whether or not they have a correctanswer lets say, like the right time, is irrelevant They should he encouraged to speak out
and answerthe question as honestly/ as they can.
D. Listen, Imitate, Practice: Speak it out with passion!--e.g.:
u I am extremely happy to be a student at CUZ.
u This year will be the greatest year of my life.
u I will conquer English.
u I will spend 15 'minutes every day listening to English.
Try writing1 complete sentence on the hoard that can he read aloud lg/ each student with emotion andpassion. Students enjoy motivational
sentences that encourage them to excel and reach /hr their best.Don not forget to passionate speak out the sentence yourself after all the students
have finished.
Types of Pronunciation Activities
Tongue Twisters
Say these tongue twisters out loud to practice the sounds. Pay attention tothe sounds from the lesson.
1. Fran’s funny friends provided tropical palm fronds at minimal cost.
2.Hockey pucks pack a punch when shot at the body.
3. My buddy’s body was odd but added bulk to the ruck.
4.Tim's team was licked by the leaking roof.
5.Pip and Pete shipped the sheep ships cheaply.
6.Those bins are for Bill pealed beans.
7.Does Jim still steal J ill's jeans?
8.Lassie headed back to Peg and Allen for ten apples.
9.Teddy sadly said sending Sally a man was extra bad.
10.Matt never had less capital than several checks ago.
11.Thor is the god of Thunder.
12.Thelma and Theo have bad breath.
13.Three free thrilling frills fought on Ruth's roof.
14.Thieves are thankless thugs who deserve our wrath.
15.Rather than loathing their mothers, soothe their fathers.
16.Bathing in the bays is soothing to those teething brothers.
17.Dan would rather Scythe in Wetter weather.
18.Their dare was to Dan rather than those dozing northerners.
19.There are free fleas for all the loyal royalty.
20. It is the right light with the glimmer in the mirror.
2l.Collecting the corrections is the role of the elderly.
22.Are Roland and Sally rallying here in the lorry?
23.They failed to find their vendor without fault.
24.Firefighters are fighting painfully against forest fires.
25.Vaccario visited vine after vine.
26.Fiber vests for fifty wolves are found in the vast forest.
27.Varied berries feasted while Val and Fred visit in a van.
Pair listening speaking activity
Work with a partner. First, repeat the words below. Your partner will Write down the word which sounds different. Then, your partner will read his/her
words. Write down the word which sounds different.
Pair Dictation
Read the following text to your partner. Repeat as many times as your partner needs. Then, write down what your partner tells you. Ask your partner to
repeat if necessary.
Information Gap Exercise (like Bingo)
In this exercise, sit opposite your partner. Your partner will ask you which word or phrase goes into the empty boxes. You will pronounce the word
in your box, and your partner will write down what you said. Then you ask your partner to pronounce the words in your missing boxes. Possible questions
: "Can you tell me the words which are in D-3?""Could you repeat that, please?"
Dialogue
With a partner, practice the conversation below until you have memorized it. Then, perform it in front of your class.
Dictation
Listen to the sentences and write them down.
Practice Words for Specific Sounds
LoNo vow/ELS soUNDs
Long A: Ate
Dave Ate too much Cake.
Ate, Date, Paid, Late, Cake, Stay, Made, Play, Hay, Say, May, Way, Crazy.
Long E: Eager
The Eagle is Eager to Eat the fish. `
Eat, Feed, Bleed, Eager, Each, East, Economy, Egotism, Elect, Elite
Long I: Ice
Ice cream is Nice with Rice.
Ice, Hike, Bike, Icing, Icon, Identity, Ivory, Item, Like, Fine, and Trike.
Long O: Open
The Ozone is Over the Open fields.
Open, Over, Old, Ozone, Opal, Opaque, Oval, Overt, Overture, Owe.
Long U: University
CUZ is a Unique Unit.
Universe, United, Unicorn, Union, Unique, Unit, University.
SHORT VOWEL SOUNDS
Short A: Cat
The Cat in the Hat Sat on the Mat.
Bat, Cat, Mat, Sat, Chat, Fat, Rat, Bad, Back, Bag, Baffle, Gratitude.
Short E: Red
Ted said Left at the Red Shed.
Bed, Head, Ted, Red, Fed, Medical, Steady, Ready, Crest, Mess.
Short I: Win
Jim V(/ill Win if he Hits the Rim.
Bit, Kit, Hit, Spit, Milt, Fit, Did, Win, Skip, Tin, Ignite, Ignore.
Short O: Odd
'Odd Socks Cost a Lot in Cotton.
Box, Odd, Fox, Moxy, Socks, Trot, Fought, Brought, and Cotton.
Short U: Fun
The Cuddled Mutt had Fun Sucking on his Thumb.
Mud, Unmoved, Sudsy, Under, Fun, Sunday, Unlikely, Thumb, Mutt, Suck, Cuddle.
The “Big 3”
TH
There are two separate TH sounds.
The first is the sound in Three. (Breath, Thirty, Thrush's, Throat)
The second sound is in This (T hat, Feathers, Then, Breathe)
The practice sentence for the TH sound is 揟his thing or that thing?
Thin, Than, Thor, Those, Path, There, Both, Them, Thought
Soothe, Moth, Father, These.
R & L
leaf reef leer
lick Rick real
silly serious really
full hurry mirror
rile rural lure
limb rim berry belly
lot rot jelly jerry
spool spoor raw law
light right bowling boring
free flee climb crime
“Laura and Larry rarely like their roosters to lick rice”
Voiced and Unvoiced
F&V
“Varied villains feasted while Val found Fred vending food”
ferry, very, fan, van, leaf, leave, safe, save, fine, vine, fail, veil
life, live, belief, believe, few, view, proof, prove, half, have
Guidelines for Supplement Material
Why are there guidelines for the supplement material ?
A. Monitor-The F.L.D. wants to know what supplement material is being used.
B. Protect-The F.L.D. wants to protect students from substandard material.
C. Gather-The F.L.D. wants to create a database of quality supplements for other teachers to use and modify.
All supplement material introduced by the instructor should compliment the unit in the course text. A variety of activities may be used.
This material will best supplement: UNIT #
How will this supplement material compliment the unit in the book?
'I' How do you plan on using this supplement material?
Approved Remarks:
Disapproved
Signed:
After completing the lesson, do you think this material would be helpful for another class in the future? Why/Why not?
The First Day of Class
(This page was created for Oral English classes but can be applied where appropriate to the academic classes) The first day of class is your opportunity
to set the tone for the rest of the semester. It is vitally important to keep some key things in mind as you approach your first day of class.
l Greet everyone you encounter with a smile and a greeting.
l Greet every student at the door with a smile and a cheerful “Good morning” or “Good afternoon”
l Make sure your name is on the board with the room number, section, and class subject.
l Communicate as the students walk in how you would like them to sit. (With a smile say
l something like Please sit in the front of the classroom. Please do not sit in the back of the classroom? Do not be afraid to engage in some small talk.
Smile.
Once the class starts:
l Pass out the course syllabus.
l Introduce yourself. State your name, hometown and your expectations for the upcoming year/ semester. SPEAK SLOW/LY. Breath. Do not be
afraid to tell the students that you are a learner, just like them. BUT, you are the teacher in THIS class. You may want to say something like “in class,
I am your teacher. After class I am your friend/ brother/ mom/ grandpa/ etc” Set the boundary of professionalism in the classroom.
l Slowly, step by step, explain your syllabus to the students.
l Point out that every class will start the same way (entering quietly, taking their assigned seat, and
l Getting to work on the posted “Creative Role Call assignment”. Explain to them what “Creative Role
l Call” is. Next, tell them that every class you will be teaching them a section of STANDARD pronunciation. Also let them know that the book will
be a very important part of the class.
l Clarify for the students what materials they will need for your class. Show them the “course text” that they will be required to bring with them to
every class. You can hold up your copy for them to see if they did not bring it with them. Also, tell the students that they should bring a notebook to
every class that is specifically for YOUR class. They must also come to every class prepared with a pen / pencil.
l Copy everything including the Chinese. They will laugh, but they will see your desire to risk losing face. You can explain to them how important
courage is when learning a language. If they do not have an English name, tell them to choose an English name or write NO ENGLISH NAME. You
can give that person an English name if you would like. Do not laugh at any of their names, even if they happen to have a name like tripe cour qua marine
or ambo Collect them and put a clip on them.
l Ask the class if the “class monitor” would please identify him/ herself. Ask him/ her to give you the “class roster” If they do not have a class roster
ask them to bring it to the next class. Ask him/ her to fill out the “Class Profile” form.
l Ask each student to introduce herself to the class. You can write on the board the 4 things that you would like them to cover:
1. ENGLISH NAME
2. CHINESE NAME
3. HOMETGWN
4. FAVGRITE THING To DO IN HIS/HER FREE TIME.
Tell them to speak as clearly as they can. Remember to always reinforce EVERY student after theyfinish sharing. Encouraging words like Good job or
Sounds good or Very good will plant that special seed of confidence.
l If the students already came to class with the course text, you can start on your lesson of UNIT l. If you do not get to your lesson of UNIT 1, do
not fret. You can start on UNIT l in the next class time.
l If the students do not have their book and you still have time remaining, use the FIRST class, and the FIRST class only, to have an open “Get to
know you” discussion.
City University of Zhengzhou
Foreign Language Department
Freshman Oral English Course Syllabus
Fall 2014
Email: Phone #
Office Hours: By Appointment
Course Objective: To improve oral English communication abilities as well as listening, vocabulary and grammatical skills by applying the princip les learned
in the course; To develop an awareness, understanding and appreciation of cultural systems within a global context.
Course Materials: Oral Communication for College Students, textbook (red); students should always come prepared to class with their book, notebook,
and pen.
Classroom Rules: Please turn all cell phones off or keep them in silence during class; Disruptive behavior such as speaking at inappropriate times, spitting
in class, making fun of peers, bringing pets to class, and/or regularly arriving late or leaving early will not be tolerated. Students are encouraged to eat their
food during the breaks, not during class time as it can be distracting.
Course Grading Assessment:
Normal Score: (individual & group work, participation, homework) 60%
Final Examination 40%
Total Percentage 100%
As stated in official school policy, absences will be deducted directly from final grade. So, come to class!
