Teaching English as a Foreign Language in China Today has beendeveloped ， through 16 years of experience in training more than1，000 foreign teachers of English by the Center for Teaching &Learning in China （CTLC）， in cooperation with the Peking UniversityEnglish Department and School of Foreign Languages. BenjaminDuncan， Ph.D. wrote this book at the invitation of CTLC and as aCTLC trainer. He first taught English in China in 1999 with theCTLC program in Shenzhen. This book builds upon CTLC's 2007textbook Teaching English in China， written by CTLC trainers，Robert Wyss， M.A. and Emily A. Thrush， Ph.D.， and CTLC Co-DirectorsDe-an Wu Swihart， Ph.D. and William O'Donnell， Ph.D.， and with anappendix provided by the Department of Culture & Education ofthe State Administration of Foreign Expert Affairs， whichofficially endorsed the book and uses it in their training.
Teaching English as a Foreign Language in China Today is veryuseful for English teachers to learn how to teach English in China.It includes chapters written by highly experienced professors fromthe USA and from Chinese faculty of the Peking University EnglishDepartment. The emphasis on understanding Chinese culture addressesthe needs of foreign teachers living in China.
《中国外籍教师英语教学教程》是专门为来中国担任英语教师的外教编写的英文著作，主要内容包括语言教学概述、如何制定教学计划、听说读写教学、课堂管理、如何处理文化差异等。对于来中国教授英语的外教有较大的实用价值。
Preface
Chapter 1 Expectations
Chapter 2 What Is Language Teaching?
Chapter 3 Lesson Planning
Chapter 4 Adapting and Revising Lesson Plans
Chapter 5 Language Acquisition
Chapter 6 Multiple Intelligences
Chapter 7 Methodology
Chapter 8 Nine Principles of TEFL
Chapter 9 Classroom Management
Chapter 10 Teaching Primary School
Chapter 11 Reading and Vocabulary
Chapter 12 Speaking and Listening
Chapter 13 Pronunciation
Chapter 14 Grammar-Based Lessons
Preface
Chapter 1 Expectations
Chapter 2 What Is Language Teaching?
Chapter 3 Lesson Planning
Chapter 4 Adapting and Revising Lesson Plans
Chapter 5 Language Acquisition
Chapter 6 Multiple Intelligences
Chapter 7 Methodology
Chapter 8 Nine Principles of TEFL
Chapter 9 Classroom Management
Chapter 10 Teaching Primary School
Chapter 11 Reading and Vocabulary
Chapter 12 Speaking and Listening
Chapter 13 Pronunciation
Chapter 14 Grammar-Based Lessons
Chapter 15 Writing
Chapter 16 Error Correction
Chapter 17 Cultural Differences
Chapter 18 English in China's Educational System
Chapter 19 Living and Teaching in China: Tips for Teachers
References
Anderson and Pearson （1984） are regarded as two of theforefathers of schema theory in ESOL reading. Similar to the ideaof scaffolding， schema theory implies that prior knowledge isessential for the understanding of new knowledge. Before studentsread a text， teachers either need to: （1） help students build theprerequisite knowledge， or （2） remind them of what they alreadyknow before introducing new material. You' re probably familiarwith the idea of schema theory from your own reading classes. Theintroduction of new vocabulary， questions for discussion， visualaids， cultural/historical explanations， etc. before reading a newtext helps to prepare the reader for the content within.
As reading involves not only language but also contextualizedbackground knowledge， it is important to teach general knowledgeand generic concepts that may unfamiliar to readers from othercultures. A large proportion of learner difficulties can be tracedto insufficient general knowledge， especially in cross-culturalsituations. Many L2 readers do not have the cultural backgroundnecessary to understand implications of text. Teachers must helplearners build schemata and make connections between ideas.Discussion， songs， role play， illustrations， visual aids， andexplanations of how a piece of knowledge applies are some of thetechniques used to strengthen connections. Making connections toprevious knowledge is how acquisition and learners takes place.Schema theory predicts that new input is mapped against existingschema and all aspects of that schema must be compatible with inputinformation. Learners may become conflicted if the new materialdoes graph onto their previous suppositions and schemata.
Students' schemata will grow as new information is acquired，enabling them to become more independent and more active readers.Reader schema can be broken into two aspects:
（1） formal schemata: background knowledge of the formal，rhetorical organizational structures of different types of texts，and （2） content schemata: background knowledge of the content areaof the text （Carrell， 1983）.
Unfortunately， deep-seated schemata are hard to change. Anindividual will often prefer to live with inconsistencies ratherthan to change a deeply-held value or belief. Teachers need tounderstand and be sympathetic to this tension. You can ease thedifficulty students experience reading new material by teachingreading as a three-step process: （1） pre-reading， （2） throughreading， and （3） post-reading.
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