Amity also does a lot of interesting and wonderful work in addition to the teaching program. For more information, look at Amity's web site: http://www.amityfoundation.org/ When I first came to China in 1992, I taught at Nanjing Institute of Architecture and Civil Engineering. Two years later, I returned to the United States to complete my Master's Degree in Teaching English as a Second Language. In 1995, I was sent by Amity to Zaozhuang Teacher's College in rural Shandong Province, and in 1997, I came to Hangzhou Institute of Education, now part of Hangzhou Teacher's College. I was in Hangzhou for four years before returning to the United States. In my work training teachers, I spent a lot of time out in the field visiting middle schools. In Shandong and Zhejiang provinces, I must have visited over 50 middle schools, almost exclusively junior middle schools. In most cases, I was visiting, observing, and working with graduated students who were now teachers. In many cases, I also talked with the other teachers and administrators, and usually did a program for the students. My time in the middle schools was extremely fulfilling and exciting and both informed my teaching of my own students and enabled me to write some papers addressing the problems that I observed. (See below under the description of materials for more information on the classes I taught.) Before coming to China, I had two different careers. I was a computer programmer and technical writer, working for AT&T, both in the three years after I graduated from university, and later in Colorado. In Maine and Vermont, I was a rehabilitation teacher with the blind and visually handicapped. I was brought up in Portland, Maine, and graduated from Deering High School in Portland, as well as Tufts University in Boston, Massachusetts, where I studied English and Drama. In 1991, as I applied to go to China, I started a Master's Degree Education, specializing in Teaching English as a Second/Foreign Language, at the University of Colorado at Denver. I completed this degree in 1995, when I returned from China for one year. I am a life-long member of the United Church of Christ (UCC), a liberal and progressive Protestant denomination in the United States. I was sent to China by the UCC and the Christian Church, Disciples of Christ, who work together through a Common Global Ministries Board. I have been active in the church since I was a small child and have served on local, regional, and world mission boards since I was a young adult. When I was 18, I represented the United States as a youth delegate to the International Congregational Conference in Rotterdam. From 1981 to 1991, I was on the United Church Board for World Ministries and for several years the chair of the Board of Director's Africa Committee. In 1986, I did civil disobedience in the US capitol to protest my government's funding of the contras in Nicaragua, spending 36 hours in a DC jail along with 30 other UCC church leaders. In early 1991, I organized a "Women's Fast for Peace and personally fasted for 28 days, on water only, standing in front of the White House in Washington, DC, to protest our bombing of Iraq during the Gulf War. In July of 1992, I went to China. As of November 2001, I can be found in Denver working at the Emily Griffith's Opportunity School in their refugee program, teaching English to classes of African, Asian, and Eastern European refugees. During this time back in the states, I hope to pursue a doctorate in Education and am looking forward to working on two books, one about my work in China and one for Chinese middle school teachers. I'm also having a grand time reconnecting with my family and friends, attending church and community activities, and making my home hospitable and well-decorated with treasures from Asia and Africa. The Materials on this Web Page The bulk of the materials on this web page are teaching materials. In my opinion, the material in "Lesson Plans" ISN'T the most helpful, largely because I didn't update my lesson plans after I'd taught them for years and years. However, I did give you the general outlines that I used in some of the courses I taught. I think you'll find that the most helpful materials are in the "Teaching Materials" and "Articles and Lectures" sections. One article about classroom management, for example, contains several useful lesson plans as part of the article. If you use movies in your teaching, you'll find the material in the "Movies" section helpful. If you are an Amity teacher, you may enjoy re-reading the articles I wrote for the Amity Echo. Regretably, the articles I wrote before I got a computer in 1995 are not available. I hope that the materials provided here are useful. In Hangzhou, where most of these materials were developed, I taught conversation, writing, newspaper reading, American culture, and a conversation class in which teaching methods and techniques were the subject of conversation. Generally, I taught two of these classes to the same students. For example, American culture combined with conversation, or newspaper reading combined with writing. This meant that I had the luxury of teaching 4-6 class hours to the same students each week and could integrate the material so that the classes were largely "whole language" in approach. As you will see, I teach in units, the students do most of the work in groups, and we do a lot of projects. In addition to the resident undergraduate students, I also taught four-five day workshops to in-service students who were already middle school teachers. Several of the lesson plans are from these workshops. Some of the lesson plans and other materials refer to printed matter that I still have in my files and that I could photocopy and send to you, if it is essential to your teaching. Please feel free to contact me with comments and requests. Thanks and Dedication This is not a professionally created web site. However, profound thanks goes to my good friend and African son, Edwin Julius Momoh, from Sierra Leone, who took valuable time away from his Ph.D. studies at Zhejiang University in China to put this web page up. Blessings on Edwin, his wife, Alice, and their small daughter, Kate, my namesake and granddaughter. I miss you very much. I would also like to thank my colleagues at the universities where I taught, notably Wang Zhejiang and Xiao Feng in Hangzhou, and my wonderful colleagues at the Amity Foundation, especially the staff in the offices, notably Liu Ruhong, Ting Yanren, and Zhang Liwei in Nanjing, and Bud Carroll, Don Snow, Ian Groves, and Judy Sutterlin in Hong Kong. Additional warm thanks to all of the wonderful Amity teachers with whom I interacted and shared ideas over the years, especially Gary MacDonald, Kate Allen, Silvia Skeffington, Hannah Henry, Ann and Mick Kavenaugh, and so many, many others. Also, profound thanks to my U.S. colleagues who provided a lot of stimulation, reflection, and sharing of resources, notably Mark Clarke and Karin Chen. For incredible intellectual and other gifts during my master's program, in addition to Mark Clarke, I must mention Sheila Shannon and Marie Wirsing, two exceptional professors. I wish to dedicate this web page to all my students in China, especially the wonderful few students from Nanjing who are still in touch, and all my many Zauzhuang and Hangzhou students who graduated from teacher training schools and continue to dedicate themselves to teaching China's countryside kids. My Hangzhou students are in constant touch through e-mail and I urge my other students and colleagues to take advantage of this link also. Please contact me by e-mail through this web page. Blessings on you all. I continue to miss you very much. Essential Books One of the reasons that I do not publish as frequently as I'd like to is that I don't keep track of my references very well. In lieu of careful footnotes on this web page, however, here are a list of the ESL books on my bookshelf, ranging from theoretical to very practical. I have put a star by the ones I use the most and two stars by my all-time favorites, my "bibles" of my teaching! **Functions of American English, Leo Jones and C. von Baeyer, 1983, Cambridge (and Teacher's Manual) **Poetry Everywhere, Jack Collom and Sheryl Noethe, 1994, Teachers and Writers Collaborative **Pedagogy of the Oppressed, Paolo Freire, 1990, The Continuum Publishing Company **Teaching by Principles, An Interactive Approach to Language Pedagogy, H. Douglas Brown, 1994, Prentice Hall **Talking About Language Learning and Teaching, 2001, Amity Foundation (I contributed two chapters, drafts were in use 1998, 1999, and 2000) **Managing Learning Styles in the Classroom, Gabriel Diaz Maggioli, 1995, TESOL *Caring and Sharing in the FL Class, Gertrude Moskowitz, 1978, Heinle & Heinle. *Five-Minute Activities, Penny Ur and Andrew Wright, 1992, Cambridge *Literacy, Reading the Word and the World, Paulo Freire and Donaldo Macedo, 1987, Bergin and Garvey *Techniques in Teaching Writing, Ann Raimes, 1983, Oxford *Drama Techniques for Language Learning, Alan Maley and Alan Duff, 1978, Cambridge *Discussions that Work, Penny Ur, 1981, Cambridge *Effective Techniques for English Conversation Groups, Julia M. Dobson, 1989, United States Information Agency *Language Learning Strategies, Rebecca Oxford, 1990, Heinle & Heinle *Games for Language Learning, Andrew Wright, David Betteridge, and Michael Buckby, 1979, Cambridge *Writing, Tricia Hedge, 1988, Oxford *Conversation, Rob Nalasco and Lois Arthur, 1987, Oxford *Keep Talking, Friederike Klippel, 1984, Cambridge *New Ways in Teaching Speaking, Kathleen M. Bailey and Lance Savage, Editors, 1994, TESOL *Participation Scaffolds for Active, Inclusive ESL/EFL Classrooms, Kate Kinsella, workshop notes from TESOL 1999 Explore Poetry, Donald H. Graves, 1992, Heinemann Writing: Teachers and Children at Work, Donald Graves, 1983, Heinemann Images and Options in the Language Classroom, Earl W. Stevick, 1986, Cambridge Approaches and Methods in Language Teaching, Jack C. Richards and Theordore S. Rodgers, 1986, Cambridge Teaching and Learning Languages, Earl W. Stevick, 1982, Cambridge Learning by Teaching, Donald M. Murray, 1982, Heinemann A Way and Ways, Earl W. Stevick, 1980, Newbury House Experiment with Fiction, Donald H. Graves, 1989, Heinemann Teach English -- A Training Course for Teachers, Adrian Doff, 1988, Cambridge Culture, Literacy, and Learning English, Voices from the Chinese Classroom, Kate Parry, 1998, Heinemann Understanding Second Language Acquisition, Rod Ellis, 1985, Oxford Reader's Choice, Baudoin, Bober, Clarke, Dobson, Silberstein, 1988, University of Michigan Doing Teacher Research, Donald Freeman, 1998, Heinle & Heinle More Than a Native Speaker, Don Snow, 1996 TESOL New Ways in Teacher Education, Donald Freeman and Steve Cornwell, Editors, 1993, TESOL New Ways of Using Drama and Literature in Language Teaching, Valerie Whiteson, Editor, 1996, TESOL New Ways in Using Communicative Games in Language Teaching, Nikhat Shameem and Makhan Tickoo, Editors, 1999, TESOL New Ways in Teaching Writing, Ronald V. White, Editor, 1995, TESOL Leadership Without Easy Answers, Ronald A. Heifetz, 1994, Harvard University Press Educational Renewal, John I. Goodlad,(original given away in China) Peace and love to you all, Kate Goodspeed Copyright 2003 Katherine A. Goodspeed |
Welcome to Kate's Teaching Materials |
My Background My name is Kate Goodspeed. For eight years, I taught English in China through the Amity Foundation, a Chinese Christian NGO doing development work with China's poor and marginalized people. As an "Amity Teacher," I was one of the many teachers (between 75 and 90 teachers) that Amity brings to China from all over the world, recruited through ecumenical agencies in our countries, and assigned to work in poor colleges and universities. For the past few years, Amity's priority for the teaching program is to improve the level of English taught in China's poor,countryside middle schools, focusing their attention on schools that train teachers from the countryside. And so, for my last six years in China, and at my request, I taught at teacher training schools. |
Amity also does a lot of interesting and wonderful work in addition to the teaching program. For more information, look at Amity's web site: http://www.amityfoundation.org/ When I first came to China in 1992, I taught at Nanjing Institute of Architecture and Civil Engineering. Two years later, I returned to the United States to complete my Master's Degree in Teaching English as a Second Language. In 1995, I was sent by Amity to Zaozhuang Teacher's College in rural Shandong Province, and in 1997, I came to Hangzhou Institute of Education, now part of Hangzhou Teacher's College. I was in Hangzhou for four years before returning to the United States. In my work training teachers, I spent a lot of time out in the field visiting middle schools. In Shandong and Zhejiang provinces, I must have visited over 50 middle schools, almost exclusively junior middle schools. In most cases, I was visiting, observing, and working with graduated students who were now teachers. In many cases, I also talked with the other teachers and administrators, and usually did a program for the students. My time in the middle schools was extremely fulfilling and exciting and both informed my teaching of my own students and enabled me to write some papers addressing the problems that I observed. (See below under the description of materials for more information on the classes I taught.) Before coming to China, I had two different careers. I was a computer programmer and technical writer, working for AT&T, both in the three years after I graduated from university, and later in Colorado. In Maine and Vermont, I was a rehabilitation teacher with the blind and visually handicapped. I was brought up in Portland, Maine, and graduated from Deering High School in Portland, as well as Tufts University in Boston, Massachusetts, where I studied English and Drama. In 1991, as I applied to go to China, I started a Master's Degree Education, specializing in Teaching English as a Second/Foreign Language, at the University of Colorado at Denver. I completed this degree in 1995, when I returned from China for one year. I am a life-long member of the United Church of Christ (UCC), a liberal and progressive Protestant denomination in the United States. I was sent to China by the UCC and the Christian Church, Disciples of Christ, who work together through a Common Global Ministries Board. I have been active in the church since I was a small child and have served on local, regional, and world mission boards since I was a young adult. When I was 18, I represented the United States as a youth delegate to the International Congregational Conference in Rotterdam. From 1981 to 1991, I was on the United Church Board for World Ministries and for several years the chair of the Board of Director's Africa Committee. In 1986, I did civil disobedience in the US capitol to protest my government's funding of the contras in Nicaragua, spending 36 hours in a DC jail along with 30 other UCC church leaders. In early 1991, I organized a "Women's Fast for Peace and personally fasted for 28 days, on water only, standing in front of the White House in Washington, DC, to protest our bombing of Iraq during the Gulf War. In July of 1992, I went to China. As of November 2001, I can be found in Denver working at the Emily Griffith's Opportunity School in their refugee program, teaching English to classes of African, Asian, and Eastern European refugees. During this time back in the states, I hope to pursue a doctorate in Education and am looking forward to working on two books, one about my work in China and one for Chinese middle school teachers. I'm also having a grand time reconnecting with my family and friends, attending church and community activities, and making my home hospitable and well-decorated with treasures from Asia and Africa. The Materials on this Web Page The bulk of the materials on this web page are teaching materials. In my opinion, the material in "Lesson Plans" ISN'T the most helpful, largely because I didn't update my lesson plans after I'd taught them for years and years. However, I did give you the general outlines that I used in some of the courses I taught. I think you'll find that the most helpful materials are in the "Teaching Materials" and "Articles and Lectures" sections. One article about classroom management, for example, contains several useful lesson plans as part of the article. If you use movies in your teaching, you'll find the material in the "Movies" section helpful. If you are an Amity teacher, you may enjoy re-reading the articles I wrote for the Amity Echo. Regretably, the articles I wrote before I got a computer in 1995 are not available. I hope that the materials provided here are useful. In Hangzhou, where most of these materials were developed, I taught conversation, writing, newspaper reading, American culture, and a conversation class in which teaching methods and techniques were the subject of conversation. Generally, I taught two of these classes to the same students. For example, American culture combined with conversation, or newspaper reading combined with writing. This meant that I had the luxury of teaching 4-6 class hours to the same students each week and could integrate the material so that the classes were largely "whole language" in approach. As you will see, I teach in units, the students do most of the work in groups, and we do a lot of projects. In addition to the resident undergraduate students, I also taught four-five day workshops to in-service students who were already middle school teachers. Several of the lesson plans are from these workshops. Some of the lesson plans and other materials refer to printed matter that I still have in my files and that I could photocopy and send to you, if it is essential to your teaching. Please feel free to contact me with comments and requests. Thanks and Dedication This is not a professionally created web site. However, profound thanks goes to my good friend and African son, Edwin Julius Momoh, from Sierra Leone, who took valuable time away from his Ph.D. studies at Zhejiang University in China to put this web page up. Blessings on Edwin, his wife, Alice, and their small daughter, Kate, my namesake and granddaughter. I miss you very much. I would also like to thank my colleagues at the universities where I taught, notably Wang Zhejiang and Xiao Feng in Hangzhou, and my wonderful colleagues at the Amity Foundation, especially the staff in the offices, notably Liu Ruhong, Ting Yanren, and Zhang Liwei in Nanjing, and Bud Carroll, Don Snow, Ian Groves, and Judy Sutterlin in Hong Kong. Additional warm thanks to all of the wonderful Amity teachers with whom I interacted and shared ideas over the years, especially Gary MacDonald, Kate Allen, Silvia Skeffington, Hannah Henry, Ann and Mick Kavenaugh, and so many, many others. Also, profound thanks to my U.S. colleagues who provided a lot of stimulation, reflection, and sharing of resources, notably Mark Clarke and Karin Chen. For incredible intellectual and other gifts during my master's program, in addition to Mark Clarke, I must mention Sheila Shannon and Marie Wirsing, two exceptional professors. I wish to dedicate this web page to all my students in China, especially the wonderful few students from Nanjing who are still in touch, and all my many Zauzhuang and Hangzhou students who graduated from teacher training schools and continue to dedicate themselves to teaching China's countryside kids. My Hangzhou students are in constant touch through e-mail and I urge my other students and colleagues to take advantage of this link also. Please contact me by e-mail through this web page. Blessings on you all. I continue to miss you very much. Essential Books One of the reasons that I do not publish as frequently as I'd like to is that I don't keep track of my references very well. In lieu of careful footnotes on this web page, however, here are a list of the ESL books on my bookshelf, ranging from theoretical to very practical. I have put a star by the ones I use the most and two stars by my all-time favorites, my "bibles" of my teaching! **Functions of American English, Leo Jones and C. von Baeyer, 1983, Cambridge (and Teacher's Manual) **Poetry Everywhere, Jack Collom and Sheryl Noethe, 1994, Teachers and Writers Collaborative **Pedagogy of the Oppressed, Paolo Freire, 1990, The Continuum Publishing Company **Teaching by Principles, An Interactive Approach to Language Pedagogy, H. Douglas Brown, 1994, Prentice Hall **Talking About Language Learning and Teaching, 2001, Amity Foundation (I contributed two chapters, drafts were in use 1998, 1999, and 2000) **Managing Learning Styles in the Classroom, Gabriel Diaz Maggioli, 1995, TESOL *Caring and Sharing in the FL Class, Gertrude Moskowitz, 1978, Heinle & Heinle. *Five-Minute Activities, Penny Ur and Andrew Wright, 1992, Cambridge *Literacy, Reading the Word and the World, Paulo Freire and Donaldo Macedo, 1987, Bergin and Garvey *Techniques in Teaching Writing, Ann Raimes, 1983, Oxford *Drama Techniques for Language Learning, Alan Maley and Alan Duff, 1978, Cambridge *Discussions that Work, Penny Ur, 1981, Cambridge *Effective Techniques for English Conversation Groups, Julia M. Dobson, 1989, United States Information Agency *Language Learning Strategies, Rebecca Oxford, 1990, Heinle & Heinle *Games for Language Learning, Andrew Wright, David Betteridge, and Michael Buckby, 1979, Cambridge *Writing, Tricia Hedge, 1988, Oxford *Conversation, Rob Nalasco and Lois Arthur, 1987, Oxford *Keep Talking, Friederike Klippel, 1984, Cambridge *New Ways in Teaching Speaking, Kathleen M. Bailey and Lance Savage, Editors, 1994, TESOL *Participation Scaffolds for Active, Inclusive ESL/EFL Classrooms, Kate Kinsella, workshop notes from TESOL 1999 Explore Poetry, Donald H. Graves, 1992, Heinemann Writing: Teachers and Children at Work, Donald Graves, 1983, Heinemann Images and Options in the Language Classroom, Earl W. Stevick, 1986, Cambridge Approaches and Methods in Language Teaching, Jack C. Richards and Theordore S. Rodgers, 1986, Cambridge Teaching and Learning Languages, Earl W. Stevick, 1982, Cambridge Learning by Teaching, Donald M. Murray, 1982, Heinemann A Way and Ways, Earl W. Stevick, 1980, Newbury House Experiment with Fiction, Donald H. Graves, 1989, Heinemann Teach English -- A Training Course for Teachers, Adrian Doff, 1988, Cambridge Culture, Literacy, and Learning English, Voices from the Chinese Classroom, Kate Parry, 1998, Heinemann Understanding Second Language Acquisition, Rod Ellis, 1985, Oxford Reader's Choice, Baudoin, Bober, Clarke, Dobson, Silberstein, 1988, University of Michigan Doing Teacher Research, Donald Freeman, 1998, Heinle & Heinle More Than a Native Speaker, Don Snow, 1996 TESOL New Ways in Teacher Education, Donald Freeman and Steve Cornwell, Editors, 1993, TESOL New Ways of Using Drama and Literature in Language Teaching, Valerie Whiteson, Editor, 1996, TESOL New Ways in Using Communicative Games in Language Teaching, Nikhat Shameem and Makhan Tickoo, Editors, 1999, TESOL New Ways in Teaching Writing, Ronald V. White, Editor, 1995, TESOL Leadership Without Easy Answers, Ronald A. Heifetz, 1994, Harvard University Press Educational Renewal, John I. Goodlad,(original given away in China) Peace and love to you all, Kate Goodspeed Copyright 2003 Katherine A. Goodspeed |
