Teaching English in China

Teaching plans often serve as windows into local pedagogical practices, sociocultural influences, and language learning priorities. Despite their centrality to teaching practice, authentic and detailed examples of teaching plans remain rare.

This volume addresses that gap.

This book presents 13 teaching plans authored by Chinese EFL teachers working in both secondary and tertiary institutions. These contributions offer unique insights into how English is taught, conceptualized, and adapted within the Chinese educational context. Each teaching plan goes beyond the procedural "what" of teaching to explore the deeper "why"-revealing how teachers align objectives with student needs, select materials in response to cultural and linguistic considerations, and design learning activities that foster engagement and critical thinking. They reflect a blend of traditional approaches and innovative strategies, shaped by curriculum standards, examination pressures, and evolving views on English language education in China. They demonstrate how Chinese teachers creatively navigate between global TESOL principles and local pedagogical realities.

As the first collection of its kind, this book carries both practical and scholarly significance. For novice teachers, it serves as a valuable resource for learning from peers and exploring varied approaches to lesson planning. For experienced educators, it offers a platform to reflect on their own practices and engage in comparative pedagogy. For researchers, this volume opens a window into teacher cognition and curriculum enactment in the Chinese EFL context, contributing to the broader global conversation on language education.