About

I designed my own teaching materials based on over 15 years teaching experiences in the UK and China, and also my own experiences of learning Korean and Spanish. The materials were designed based on the theoretical framework below:​​

1. Natural Pronunciation Guidance
   Our programme adopts a natural pronunciation approach, focusing on gradual improvement rather than forced correction. Each lesson includes clear phonetic goals, using a variety of listening and speaking activities to help students progressively approximate native-like pronunciation and intonation. Students are encouraged to speak with confidence, with individual differences in language development respected and supported.

2. Vocabulary Teaching Approach
   Vocabulary instruction is based on multisensory input, integrating visuals, gestures, and cross-linguistic comparisons (e.g., English-Chinese) to support contextual understanding and retention. By building semantic networks and linking new words to prior knowledge, students enhance their memory efficiency. Vocabulary learning is also embedded within grammatical structures, promoting meaningful use and integration.

3. Grammar Teaching Strategy
   We use a modular and constructivist approach to grammar instruction, starting with basic structures and gradually advancing in complexity. Through task-based activities and grammar-focused games, students acquire grammar in a hands-on, communicative context. This enables them to move from word groups to complete sentences, and eventually to coherent paragraph-level expression.

4. Cultural Awareness Development
   The curriculum incorporates intercultural teaching principles, guiding students to explore linguistic differences, communicative norms, and cultural contexts. Language learning is framed not just as skill acquisition, but as a pathway to global awareness and cultural sensitivity. Engaging cultural content helps foster long-term interest in the Chinese language and a deep respect for its cultural heritage.