Theory of English Vocational School Exam

When you catch yourself saying these things, ask yourself if they are necessary to make your point. They are accepted in American speech, but when working across cultures they may be stronger words than necessary to make your point.
When using English across virtual communications, read over what you have written, or review what you have said and ask yourself if you are being clear. Remind yourself that the use of complex words will make it more difficult for your partners to understand your intention. Do not assume that people who speak English understand the world in the same way you do. This is the biggest idea to take away for The Global Manager. It is helpful to remember that the number one expatriate failure is an American sent to the United Kingdom to work.

Download Theory of English UN SMK (Vocational School) 2011 according to grid UN 2010/2011

As someone who has negotiated extensively in the UK, including with the UK government, the British use their language in a very different way than Americans do. This is a good lesson: if the British are different, imagine how differently those in the BRIC use their language. To learn more about communicating effectively with BRIC countries, visit http://theglobalmanager.com/cross-cultural-virtual-communication/.

If you are wondering how to ensure your report or essay is as good as it can be, finding a skilled and reliable English language proofreader is easier said than done, however, the following should help act as a guide on how to source and when to use a proofreader.
A good English proofreading service should offer a comprehensive check of your document in either British Standard or American Standard English of spelling, grammar, sentence contextualisation and repetitive wording. If the service includes editing (whether that be on paper or editing online), you should look to have the flow of the writing improved where necessary. Professional editing includes common phraseology, proverbs and sayings being checked for correct usage and words that are used incorrectly or sentences that are unclear should be changed or rearranged. Each proofreader has his or her own standards and should inform you of these, in clear terms, before commencing work. These are very different services to writing services or essay writing services, whereby copy is written from scratch.
Most proofreaders offer online editing and charge a set amount based on the number of words in your document and the turnaround time, and most professionals will require either a sample of your writing or to see the document in advance before quoting on a job.
Proofreading requires patience, attention to detail and, rather obviously, a thorough understanding of the rules that govern his or her language; it is not simply a matter of crossing the 't's and dotting the 'i's. Understanding the overall meaning of the text and being able to improve it without altering that original meaning requires an ability to comprehend a wide variety of subjects, a good level of education (post graduate qualifications are usually the minimum for editors) and skill at writing. That combined with good time management skills means that not everyone who can read can proofread.
There are many sound reasons for proofreading or copy editing your text, both within the business world and academia. For instance, a website that is poorly written and that lacks clarity could mean potential customers quickly leave your site, largely because within five seconds of entering your site they need to know what is available, where and when. Equally, poor grammar and spelling will look hugely unprofessional and portray a lack of attention to detail in the service offered.
For tertiary level students, leaving linguistic mistakes in an essay or research proposal is inadvisable. By the time students reach universities in the UK, tutors expect that they should be able to write articulate essays which do not contain basic grammatical errors or garbled language. Equally for academics, sending off an article or research paper to a publishing house which lacks clarity and contains unwieldy wording, lessens your chances of publication. Many peer reviewers also bemoan the unintelligible language of their peers' work and are inclined to give less favourable reviews if reading the paper is a feat of endurance. Editing copy is essential to ensure that articles are fit for publication.
Writing your thesis statement or lengthy thesis on your topic is often a labour of love and it is difficult to spot the small mistakes; a good proofreader can offer an unbiased second opinion on the clarity of your document. Therefore, having that professional eye cast over your text, editing and checking on your behalf, can be an invaluable service.

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Drill of English UN SMK Technical Pack 1

Many students who are studying English as a second language speak of "going to university" in the United States. There are several kinds of post-secondary (that means "after high school") schools that you can study at as an international student. Below, we'll describe these kinds of schools.
University - A university is a school of higher education that offers both four-year undergraduate (also called bachelor's) and graduate (master's, doctorate, etc.) degrees. They are often, but not always, large schools.

Drill of English for National Exam - Vocational School Technical Program

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College - In general, an American college is a school that offers either 2-year associate's or 4-year undergraduate degrees.
Colleges offering associate's degrees are often called community colleges because students tend to be from the local community. A bachelor's degree from a college is equal to one from a university.
A college can also refer to an academic division of a university, such as the College of Education, College of Business, or College of Arts and Sciences. In addition, Americans casually use the word college to refer to any type of post-secondary education, just as people in other countries sometimes use university.
Vocation School - A vocational school, also called a trade school or technical school, focuses on teaching practical skills for a particular career field. Some vocational school focus on one field, such as cosmetology, computers, or auto mechanics, while others offer a variety of fields. Most offer certificates or diplomas for completing a program of study; a few may also offer associate's or bachelor's degree programs.
While universities and college require foreign students to have an F-1 visa, vocational schools require an M-1 visa.
With the exception to vocational schools, all will require core classes in a broad range of general subjects, including math, history, science, English literature and composition, and more.
Schools may be public or private. This distinction describes how the school is funded, not who may attend as a student. Some private schools are affiliated with a church; others are not.
Public schools are generally a less expensive option for U.S. residents who choose a school in their home state.
If you are not a U.S. Resident, you must pay the out-of-state tuition rate for any school.
Some schools may offer financial aid for international students. Contact the school's financial aid office to find out.

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Drill of English UN SMK Technical Pack 5

English composition is an academic prerequisite to nearly every avenue of study at the post secondary level, excepting vocational or technical schools. Although the vast majority of us have been reading and writing for many years, there are still many things to be learned from an English composition class at the college level. English composition at it basest explanation teaches us how to effectively communicate in the written form, but there are lessons we learn in English composition that apply to nearly every facet of life, and are used on a daily basis throughout the entirety of our lives.
The reason English composition is so critical as an academic foundation is because the majority of graded communication between students and professors, no matter the subject, is in a written format.

Drill of English for National Exam - Vocational School Technical Program

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Virtually every type of class that is taken will at some point require an ability to communicate a written idea or thought in a clear and concise manner. An English composition class generally begins at the freshman level by introducing a few key concepts to students regarding reading and writing. Usually this is taught by showing students the basic elements of expository writing. Expository writing is a style of writing that is intended to explain and inform the reader regarding the subject matter of the essay or paper. However, before students begin writing essays, they will likely spend several weeks reading other pieces of literature such as poetry, short stories, or novels in order to gain a basic understanding of literary elements.
Literary elements are the underpinnings of any work of literature that helps to create it as a whole. Some literary elements that students in an English composition class will study are plot, narration, character development, imagery, tone, and symbolism. All of these disparate elements work together to help the author create a picture of a particular time or place, or a particular situation that helps create the story.
Once the students have an understanding of literary elements, they are encouraged to develop their understanding by writing essays about pieces of literature using the elements of literature to explain a particular thesis. A thesis is an idea that a student has developed regarding a particular piece of literature, and the purpose of an expository essay is for the student to explain his or her idea. The student will explain their idea by writing in a particular format that is decided by the professor, using typical literary conventions such as literary theory, narration, quotations, illustrations, and explanations of literary elements.
A very important part of English composition class is the ability to create grammatically correct and pleasing sentence structure that clearly illustrates a particular thought or idea. By the time a student is ready to write an essay, he or she will have been taught how to use literary evidence, including quotations, to show the meaning of their idea. Once a student has mastered English composition, those lessons will certainly be applicable to every other course a student takes in which he or she must write a paper. Although the subject matter will vary from literary themes, the basic elements of research, idea development, and grammatical and mechanical correctness will easily translate into a successful paper whether it's a research paper in biology or political science. Clarity of thought and idea development is paramount for academic success, because good ideas cannot be understood if they are not communicated clearly.
Throughout life, the lessons learned in English composition will be used again and again. After graduation, putting together a resume and cover letters for job interviews will be vitally important to getting a good job, and you can be assured that your future employer will be looking for grammatical errors in every resume they get. Employers in every field need employees who can write well and communicate in the written word effectively. Businesses depend on written communication at every level, from customer service to boardroom decisions; a good foundation in English composition can be the key to success in business.

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Drill of English UN SMK Technical Pack 3

Brief description: We know you are a qualified and experienced nurse in your country. 1. Learn all requirements of the CGFNS Exam
2. Improve English language skills to successfully pass the exam
3. Develop specific skills that meet requirements of the American system.
4. Explore culture of USA hospital life

Drill of English for National Exam - Vocational School Technical Program

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The course is taught in English, both by native and foreign teachers, and is a combination of part-time employment with intensive "full immersion".
Course Structure
1. Based on TOEFL result, an intensive English language course is assigned for a corresponding period.
2. Main program contains eleven stages of training:
Step 1: Analysis of basic requirements and language test. Here they estimated your level of professional knowledge in CGFNS test context, as well as the level of proficiency in English.
Step 2: Description of CGFNS test.
Step 3: U.S. health care system. Overview of American system in comparison with the one of your native country.
Step 4: Multiple-choice questions. They study your technique of successful performance of tasks that contain questions with multiple choice answers.
Step 5: Study Skills. How to develop an ability to learn English and U.S. culture?
Step 6: Ability to manage time and organizational chart. How to manage your time to derive maximum benefit from training?
Step 7: Interrogative constructions in English.
Step 8: At this stage, you learn American versions of following disciplines:
• Caring for older patients
• Child Care
• Caring for pregnant and nursing women / newborn children
• Care for mentally ill people
Step 9: Self-preparation for the exam.
Step 10: Preparing for the exam. They explain requirements for candidates, as well as rules for filling examination sheets.
Race 11 Cross-cultural aspects. You discuss cultural barriers one may encounter working as a nurse in the U.S. and understand examination tasks on this topic.

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Drill of English UN SMK Technical Pack 4

If you enjoy reading and writing, an education in Technical Writing can prepare you for an exciting career as a proofreader, editor, or technical writer. The field of technical writing includes preparation of catalogs, proposals, sales promotions, assembly instructions, instruction manuals, forms, etc. Technical writing may involve rewriting design specifications, supervising chart preparation, diagramming, photography, illustration, planning, preparing, and editing technical materials. Technical subjects may require a team of technical writers that include engineers, who prepare addresses of corporate or public presentation.

Drill of English for National Exam - Vocational School Technical Program

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Programs of study in technical writing often include courses English grammar, poetry, various technical disciplines, advanced technical skills, and documentation, among others. Depending on the goals and aspirations of the student and the particular technical writing course, graduates may receive certification, or a college degree such as an associate, bachelor, or master.
Advanced degrees allow students to focus on one area of technical communication, usually a specific field of technology or science. Technical writers are also in demand in many areas of industry as well as the medical field.
It is wise for the prospective student to carefully investigate the curriculum offered at his or her choice of schools, as some are not accredited. Choose your Technical Writing School carefully, as non-accredited schools that offer technical writing degree and programs do not carry the weight of technical writing degrees or programs from accredited schools. Many employers will not consider non-accredited certificate- or degree-holders for employment.
If you are interested in learning more about Technical Writing Schools [http://schoolsgalore.com/categories/2/technical_writing_schools.html], please search our site for more in-depth information and resources.

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Drill of English UN SMK Technical Pack 2

So, you love fashion design and want to concentrate strictly on fashion design courses while you are at design school, right? The very thought of having to take other courses sounds dreadful. Well, you're not alone, many creative types feel this way. However, think about this: When you finish your fashion design education, you are going to be working in the business world, just like everyone else, and dealing with people, just like everyone else.
For this reason alone, you'll want to take courses that will provide you with as complete an education as possible. After you've made your selection, check to see if the fashion institute you plan to attend offers them as part of its overall curriculum. Many of the fashion schools in Los Angeles, which just happen to be some of the best in the world, do offer other courses, which spares you from having to attend classes in separate locations.

Drill of English for National Exam - Vocational School Technical Program

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Any of the basic college courses, such as English, Business, Math, and Psychology--just to name a few-are all good choices. Each of them teach key lessons that will help you once you enter the fashion design world.
Business courses in particular, such as Accounting, Communications, and Economics will prove to be invaluable, especially if you are considering going into business for yourself. Planning on using some type of accounting software? A class in Communications, of course, will help you learn how to interact well with others, and Economics will help you understand what is going on in the financial world.
A foreign language will serve you well, especially since you'll probably be dealing with fashion designers from all parts of the world, and not everyone speaks English! You probably want to have basic knowledge in a foreign language, either during your high school years or perhaps through independent or private studies, (Spanish and French are both good choices), and then expand on that while attending your chosen fashion institute.
Art courses have their place in fashion design education. These can include such things as courses in Textile Design, Sketching, and Introduction to Color Theory, all of which can serve you well in fashion design.
Computers are used in fashion design, also. So check to see if your fashion college offers courses in areas such as Computer Aided Design (CAD). If nothing else, you've at least gained a little more computer knowledge, which id always a good idea.
The bottom line is that you want a comprehensive education, one that covers all the classic college subjects. These courses will teach you a wide range of important lessons and will also help in one other important area: They will help you to think better and think differently.

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Drill of English UN SMK Non Technical Pack 1

Accredited educational training options are available to those looking to pursue a career as an office professional. Students can study in areas like office professional or secretarial training. By enrolling in an accredited vocational training program students can gain the skills needed to enter into the career of their dreams. Coursework will vary by program and school but may include office management, keyboarding, office administration, English, Internet, Operating systems, and much more. Office professional schools offer training options for careers at a variety of levels including diplomas, certificates and associates, bachelors, and master's degree levels.

Drill of English for National Exam - Vocational School Non Technical Program

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Office Professional
Training for a career to become an office professional can be done through a number of accredited educational programs. Students will have the chance to study a variety of subjects related to their desired career. Coursework for students looking to become office professionals may consist of studying subjects like:
Keyboarding
English
Internet
Information Technology
Operating Systems
Accredited programs will also instruct students on the use of Outlook, Word, PowerPoint, Excel, Access, and other types of software. Students who choose to pursue careers as office professionals can expect to find employment working in:
Businesses
Schools
Government Agencies
Accredited vocational and trade schools provide students will the skills needed to maintain business records, file paperwork, follow office procedures, write business correspondences, and many other related tasks.
Secretarial Training
Students have a number of options available when it comes to gaining accredited secretarial training. There are a variety of accredited career preparation schools that allow students to train in this area of the field. Students can earn various levels of degrees in secretarial training ranging from an associate's to a masters level. Coursework will relate to each individuals desired career and level of degree. Studies may vary by program but typically consist of bookkeeping training, writing, project management, and accounting. Students can also learn to work with software like Microsoft Office, Word, Excel, PowerPoint, Access, and much more. With the knowledge and skills learned from coursework like this students will be prepared to work as secretaries in places like:
Non-Profit Organizations
Medical Institutions
Offices
With an accredited education students will have the skills to manage payroll, prepare accounts payable, and make appointments, track inventory, complete orders, and many other skills.
Students who enroll in an accredited office professional career training program can prepare for the career of their dreams. Accreditation is provided by agencies like the Accrediting Council for Independent Colleges and Schools (http://www.acics.org/) which provide proof of a programs ability to provide a quality education. Students can learn more about their desired career and what it takes to obtain an education by researching available programs.

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Drill of English UN SMK Non Technical Pack 4

The CSET English exam can be one of the toughest challenges for teacher candidates seeking their teaching credentials for the English classroom in California. The most feared thing in a test takers mind is preparation. Let's clear up some myths and solve this conundrum with some practical techniques for you to attain good scores and your ideal English teaching job.

Drill of English for National Exam - Vocational School Non Technical Program

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One thing for sure is the CSET English exam definitely requires a planned preparation. It has been proven that students who prepare for the exam attain better scores than students who do not place much emphasis in preparation.
Going forward in this article we will discuss about planning and then preparation. I have written this article based on advice and tips from hundreds of successful CSET test takers and from my practical experience in coaching students for the exam.
Your study plan should be strictly based on your study schedule. 1. Self-assessment
c. Books or Online Course (Software)
Self-Assessment
Decide if you need a test prep course by examining your strong and weak areas of learning. For example, some may be good at reading from a book and then memorizing that information, while others may not have the capacity to hold information from a book and then recall it while taking the exam. If you belong to the first category buy some good books from major publishers and use free online resources and start your preparation based on them. Just keep in mind that a book is traditional, static, non-interactive learning except for a few quizzes that a publisher may provide.
If you belong to the second category then be careful in deciding what study materials to use for the exam as useless study guides flood the market and only a few good test prep books are available. Talk to students who have already taken the exam and find out which one is effective and will fit your learning style. Make sure you personally know these students. Do not take the advice of a supposed student in a public message forum. In the test preparation industry, publishers or their employees will often create bogus personae in public message forums to promote their products. I have seen many people fail the CSET exam because they took the advice of a fake student from a CSET message forum.
Test takers say ACE the CSET best resembles the actual test. There are plenty of interactive, hands-on exercises such as: matching, crossword, fill-in the blank, multiple-choice, unscramble, point and click-essential tools for those who need extra help memorizing the materials required to pass.
There are many free resources available for on the net. Some of these sites include Wikipedia and Project Gutenberg. We also offer free prep materials at our website.
Remember, a passing score will save you 1000's of dollars by landing you a teaching job quickly, as opposed to not passing and delaying your teaching career. So focus in on your test preparation.

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Drill of English UN SMK Non Technical Pack 5

The job market is a moving target. Many jobs often require multi-skilling, and these requirements also relate to promotional opportunities. Advanced business schools provide a selection of courses which can be assembled to provide a full range of all round, valuable portable skills. Portable skills
Employers are really looking for skills values when hiring. Job candidates are assessed on the basis of the total value of their skills. A candidate with a range of qualifications is inevitably more competitive in any review of job applicants.
Most employers design positions on the basis of multi skilling. Those additional skills have measurable dollar values to employers, so there's no real possibility of them considering job candidates who can't provide those values. The candidate who shows employers potential for development is the one who has the most useful portable skills.

Drill of English for National Exam - Vocational School Non Technical Program

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The workplace environment is one of the key factors in this process. Obviously, an applicant able to perform additional high value work is the natural choice. The ability to deal with business and administration functions is also a good indicator for possible promotional prospects.
This works out well for everybody. The employer gets an employee with significant additional value, and the employee gets a job with a lot of additional opportunities for advancement.
Vocational skills
Vocational skills are the most portable of all skills, and they're core business functions in their own right. The multi-skilling issues still apply, but these are baseline requirements. With vocational skills the evolution of skill sets is somewhat different. Modern training organizations coordinate vocational skills training with other skill sets by to provide a full range of useful skills.
If you're a chef or a hair stylist, for example, you need business skills in those areas as well as the core function culinary and beauty training. This additional training is invaluable, because it can also be used to upgrade business skills as required throughout careers. In effect, the vocational training provides integrated skill sets with academic credentials.
Job market options with portable and vocational skills
The essential criteria for most jobs include a wide range of functions which are incorporated in organizational structures. If you check these criteria, you can see how many portable skills are integrated into the positions. It's a good idea to structure your training to meet the natural functions of positions in your industry. It's a good way of obtaining go-anywhere portable skills which will be valuable in any employment scenario, like business, commerce, and financial skills.
Important note: The business school courses are also very strongly recommended for professionals and people intending to start their own businesses. These are primary management skills, and they're invaluable for ensuring good business practices.
Assess your own skills based on your career plans and available job options. You'll find a virtual map of the portable and vocational skills you need.

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Drill of English UN SMK Non Technical Pack 2

With the job situation so bad in the UK, many people are looking outside of the country to seek employment. Some are considering teaching English abroad as an option and some might even look as far as China for work. In this article I want to pass on some information and a little advice about working as a teacher in China and what you can expect from a life here.

Drill of English for National Exam - Vocational School Non Technical Program

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Qualifications.
You will need to have a teaching certificate in teaching English and this comes in the form of a TEFL certificate - Teaching English as a Foreign Language. However, you are not going to get a good job with just that; for many teaching positions here you will need a degree, especially for jobs in the big cities like Shanghai and Beijing. Of course if you are already a teacher, then it will be much easier for you. It is possible to find teaching posts with just a TEFL but they will be in lesser schools in the main cities or in schools in other smaller cities.
Online TEFL - Teaching English as a Foreign Language.
There are many courses you can take to gain a TEFL certificate and many online courses too. I took an online course from a company called i-to-i; it was 120 hours. However I wasn't impressed with the course. Firstly I found that it didn't really teach me much about teaching and secondly I didn't consider the online tutor to be that helpful. My wife Crystal however, who is Chinese and a qualified English teacher, took at the same time an ITTT International course. She thought it might come be useful one day, especially if were to go to Europe. The ITTT course was more expensive than mine and it turned out to be much better.
She learnt the subject in greater depth and had better support from her online tutor. A word of warning however about TEFL courses; if your knowledge of grammar is shaky, you will either need some help or will need to embark on some further study. I have to confess that my knowledge of English grammar was very poor indeed and ironically it was my Chinese wife who was able to help me through the course. It does seem amazing that one can speak, read and write reasonably well in English and yet have a poor knowledge as to how one's own language works. I guess you could say we native speakers learn our language organically, whereas foreign students gain it in a more regimented way through text books and concentrated study. I can write better than my Chinese wife and of course speak better but she knows much more than me about pronouns, adjectives and passive voice etc.
Teaching oral English however doesn't rely on explaining grammar but it is advisable to know more than your students. If a student were to ask you a question to which you cannot answer, you are going to look pretty stupid! What's more your students will happily tell their teachers about your apparent lack of knowledge
City based TEFL courses overseas.
Many companies offer courses in the country where you are planning to teach. Zunyi is where I have been teaching these past three years. Apparently they had a great time in Beijing, visiting the bars every evening and they got to see some of the great tourist attractions but financially their six months in China was a loser.
You will have to pay a tidy sum for the overseas course and secondly you will not get paid the going rate at whatever school you end up at. Many schools however will pay for one return flight every year or pay a completion bonus of a similar amount. The lesson is - if you allow others to make all your arrangements, it will cost you a lot of money.
Types of teaching positions
If you have a degree and teaching experience, you'll probably be able to get a good job in a university/college teaching whatever subject you are experienced in, for example English literature, economics etc.. Educational institutions often have specific names such as Zunyi Medical College but that doesn't mean the only subjects they teach are medical; you will find here, students majoring in English and other subjects not related to medicine. The school I teach at is grandly called the Aerospace School but the only subject that could be remotely connected with this is a metalwork workshop; so don't be put off by the name of the school.
If you have a degree but don't have teaching experience you can still find a reasonably well paid job but you will only be expected to teach oral English. Chinese English teachers reach a very high standard in grammar, probably higher than most folk in the UK; therefore it is unlikely you will be asked to teach it. What's more, you need to speak Chinese in order to explain the grammar rules clearly and it is impossible to do so without speaking Chinese. If you don't have a TEFL certificate but not a degree you can still find a job teaching oral English in either a middle school, junior school or kindergarten but your salary will be lower.
In china there are universities and colleges which are basically the same thing; senior middle schools (students 15-18 years), junior middle schools (students 12 -15 years), primary schools (6 - 12) and kindergarten (aged 3 - 6, although some children start much younger) and all will teach English as part of their curriculum. Some kindergarten in the big cities will employ native English teachers but of course these are very informal classes and you should have a Chinese classroom assistant to help you. Don't expect a Chinese assistant in schools for older students. Some schools are privately owned and some are state run. My school was previously state run but is now privately owned.
Salary
Whatever school you teach at in China, you're not going to make a lot of money. However, you can have a comfortable life here because generally the cost of living is much lower. In the bigger cities, someone with a degree and perhaps a background in teaching can earn around 12,000 rmb a month which currently is about £1,200. However other teaching jobs in the big cities start at around 8000 rmb. If you go to one of the smaller cities you can expect to earn a lot less but it depends on what type of school you teach at. At a private English language school which teaches mainly at weekends and evenings, you will earn more than at middle or junior school. So many students take extra classes at the weekend or in the evening and their parents have to pay extra for this. At a large and successful privately owned English school in Zunyi, the teachers get around 8000 rmb which is a very good salary here. In contrast, at a state owned middle school, the teachers there earn a mere 2500 but there is a good reason for this difference. The two teachers who work there gained their qualification in Beijing through i to i, prior to coming to this city. The school will be paying a lot more for their services because they will also be paying the TEFL organisation and agents. So as you can see, salaries can vary greatly.
Accommodation
Many schools will offer accommodation as part of the package and of course accommodation will vary greatly. I am very fortunate, I have a lovely apartment with two bedrooms, a living room, dining room, kitchen, shower room with western loo, TV DVD and computer, and the rent/electricity is paid for by my school. However the teachers I referred to earlier have a single room in an office building within the school complex, and the shower room with squatting toilet they have to share with other members of staff. What makes their accommodation even worse is that the school imposed an eleven o'clock curfew for them to be in during the week and the school bell was outside the door and even at weekends they had no rest from it. Having said that, if you come with an agency it's going to pretty difficult to find out any concrete information in advance. Bear in mind that some schools will not pay for your accommodation and you will have to find it yourself and of course you will need help with this.
Last year (2009), I made enquiries through an agent to get a teaching job in Shenzhen. The agent also offered me a small room in a shared apartment with three other people (teachers) and the price for this one room was 1700 rmb. So with higher costs of food and travel, I would have been no better off and my living accommodation would have been much worse - I declined the offer.
Cost of living in China
Like any country, the cost of living varies greatly between city and provincial areas. Salaries are higher but so too are living costs in a big city. I can't give you prices of things in other cities but I can give you some relative examples from the city I live in. A simple meal based around rice or noodles will cost 5 rmb (50p) whereas a decent meal for four people at a simple restaurant will cost 60 - 100 and at an expensive restaurant, 200 - 300. Taxi fares start at 5 rmb for quite a long distance and all bus fares in the city are 1 rmb. So although my salary is low, I can live very cheaply indeed. In fact because I spend so little and don't use a credit card or have a loan to pay, this is the first time in my life that I could actually save money on a regular basis. It is wonderful to have no debt and no worries about money.
Other considerations
Internet: The Chinese government strictly controls what people can view on the Internet, especially adult sites. At the time of writing you can't use Facebook and YouTube, and much to my annoyance even Blogger is blocked. I created a lovely blog about Chinese tea and now I can't use it. If you can't live without Facebook or YouTube then don't come to China.
Food: In the bigger cities, you can dine on a wide variety of western foods but expect to pay much more for this. If you are a western fast food fan, you'll find more outlets than you can shake a stick at in the bigger cities but in the smaller cities you won't find many. Large cities will have supermarkets like Walmart and Carrefour and even in Zunyi there are two Walmarts, which sell a small selection of western foods.
Entertainment: In the big cities you will find all the entertainment you could hope for and of course western bars selling western beers and spirits but expect to pay high prices for these. In smaller cities like Zunyi, you'll be lucky to find any.
Language: Don't expect everyone in Beijing or Shanghai to speak English because although every student in China will learn some English, most will not use it and forget it. Today English is the second language taught at schools but forty years ago it was Russian. If you want to be independent, and you may well have to be, you will have to try and learn some Chinese. However, every city and region has its own dialect. The national language is mandarin and is taught in all schools but different dialects are spoken in every city. Don't expect to learn mandarin and then understand a conversation in Shanghai because there they speak Shanhaiese.
Cultural differences: See my article Culture Shock - A westerner living in China.
Finally:
If you want to come and live and work in China, my advice is put aside your thoughts of home and accept life as it is here. Don't compare life at home with life in China; if you do you'll only get deeply frustrated and want to go home. Life in China can drive you up the wall at times but there are many wonderful aspects about living here also which may not at first be apparent. There are so many things to consider before you accept a job as an English teacher in China, too much to write about here - read my other articles in my blog for more information about life in China.

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Drill of English UN SMK Non Technical Pack 3

INTRODUCTION
Tanzania is among African countries, which right after independence started to take measures on education developments through policies formulation, reviews, adjustments, and improvements. These measures include curriculum design and development for schools to meet national goals on education. English as one of the subjects taught in all education levels from primary school to tertiary level, its curriculum and teaching has being gone those changes since then. In viewing and analyzing the English syllabus used in Tanzanian schools particularly in ordinary level now, we should see the changes of last syllabus, which led to the current syllabus we have today. The last syllabus was introduced in 1996 and used up to 2005 where the current syllabus was introduced in use from January. The syllabus was improved to meet the needs, challenges and shortcomings of the former one. Students were given more activities; the syllabus focuses on student competencies rather than the former one, which focus more on contents. The syllabus was challenged that it did not bring competences that is why the standard of English has declined dramatically over the years, and the main cause of this decline is the insufficient teaching of English in schools following the English language syllabus. Secondary school students only fare marginally better, and yet secondary and tertiary education is all in English. Again, fluent, complicated structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the almost nonsensical 'How are you? Recently talking to university graduates who were embarking on post-graduate studies their lack of confidence in the language was striking. To make conversation I needed to adopt very simple structures at a very slow, unnatural speed'.

Drill of English for National Exam - Vocational School Non Technical Program

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This was also earlier seen by Cripe C & Dodd W. (1984) that suggested the authorities to work on a completely new syllabus for English language teaching in schools. Such a syllabus could take into account that many more pupils progress to secondary school from primary school without facing English language good foundation.
In that view, this paper analyze the contemporary syllabus, by using some of the criteria including appropriateness, feasibility, utility, adequacy, content, method, scope and consistency between grades. Others are internal consistency, clarity, and up-to-datedness. These criteria will be on its structure, objectives, strengths and weaknesses that avail. It is important to do so in order to improve the standard of English in Tanzania as proficiency in the language. This is because teachers as main guides for instruction in their classrooms use national English syllabuses and in examinations. The syllabus was designed and prepared by Tanzania Institute of Education under the Ministry of Education and Vocational Training.
ANALYSIS
Before the analysis, the definition of syllabus is given as the summary of the course; usually contain specific information about the course. (www.counselingcenter.uiuc.ed). Collins Essential English Dictionary defined syllabus as an outline or summary of the main points of a text or a course study. Syllabus analysis is the evaluation of the quantity of the syllabus (www.counselingcenter.uiuc.ed). The major areas analyzed in this ordinary level English syllabus are top cover, back cover, inside the top cover, part one and part two of it. The top cover present the title starting with United Republic of Tanzania on top then Ministry of Education and Culture now changed to Ministry of Education and Vocational Training, followed by English Language Syllabus for Secondary Schools, Form I - IV, 2005. Inside the cover on page (ii) copyright of the ministry is uttered followed by designed and prepared authority and address i.e. Tanzania Institute of Education. The syllabus generally is divided into two main parts where the first is introduction, objectives of education in Tanzania, objectives of secondary education, general competence for Form I - IV, general objectives and organization of the syllabus. The second part consists of competences and objectives of the class followed by a table matrix layout, which shows topics, sub-topics, specific objectives, patterns/structures, contexts/situations, vocabulary/phrases, teaching/learning strategies, teaching/learning materials, assessments and number of periods with instructional time.
Introduction of the syllabus is well presented shortly expressing that the syllabus replaces the 1996 English Language edition, which has been phased out. Several inquiry skills and some inquiry levels are very briefly outlined in the introduction; it could be outlined to polish the part.
The objectives of education in Tanzania are clearly stated, meaningful and relevant to Tanzanian context as well as worldwide. They touch all disciplines of skills needed to the human being in the world. This is written the same in all syllabuses for subjects in that level nationally. The objectives are challengeable with the availability of resources in education both physical and human infrastructure in totality to cater the needs. In the report presented in the Conference of Commonwealth Ministers in Halifax, Canada 2000; by the minister of Education and Culture at the time says that; despite the government and the private sector efforts to provide secondary education in the country, the sub-sector had shortage of the science teachers especially in the rural areas, shortage of laboratories, shortage of equipments and other basic educational materials... The following section analyses the feasibility of the objectives of secondary education in Tanzania. The part started by defining the secondary education as a post primary formal education offers to learners who successfully completed seven years of primary education and have met the requisite entry qualification requirements. The objectives are stated to make the syllabus implement-able and feasible. However, it carries elements of behaviorists' approaches that emphasize the use of reinforcement and repetition. The challenge is how to fulfill the packages needed to meet those objectives. Obanya P. (2006) had seen it and pointed out that Africa is still trailing behind other regions of the world in its effort towards attaining the EFA (Education for All) goals. So to Tanzania among African countries. Further he said the successes and sustainability of the new vision of secondary school in African governments show an appropriate level of political will...stepping up the process of reform, mobilizing the required resources, ensuring a participatory process etc.
General competences for Form I - IV in part two are relevant and if they are to be, achieved changes are to be seen. Competences were added to this syllabus to meet the objectives of teaching English in secondary schools by focusing on the learner-centered education (LCE) rather than teacher centered education (TCE) which proved insufficient masterly of language formerly. Allen K; (ibid) supported the transformation and said that things could have improved in the early 2000s with the opening up of the school textbook market to private publishers and the permitted multi-textbooks. However, the standards in teaching English had already declined by then, and many teachers were not equipped to be able to choose the best books for their purposes. Teachers have mostly taken the multi-textbook system to mean that they choose one book from a selection of many, and so they still effectively only use one textbook. In really sense, general competences collaborate with national objectives.
The syllabus has utility and efficacy that is why general objectives are outlined to enable the student acquires knowledge and skills to practice and use the language in specific settings and remarkable performances. They include speaking and writing skills, reading skills, communication and demonstration skills. These are form of skills which Burt C. et al (1933) categorized them as skills, concepts, relationships and strategies. If a student acquire the outlined objectives thoroughly she/he would be competent to use English language in the world of information and communication technologies. It is clearly seen that these objectives were derived from the national objectives because they comply with them.
Class level competences are the statements, which specify the abilities that are expected to be attained by students before the class objectives found at the beginning of the content of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each student at the end of given class. These are achievable in a class of a recommended number of students not exceeding thirty five in class at a time and with the competence of a teacher. However, in Tanzanian crowded classes environment of more than sixty students is very difficult to achieve such objectives. Pre and in-service needs to be focused on teacher competence. The effectiveness of human and physical infrastructures should be assured and realized in our schools so that the objectives are achieved.
Class level competencies and objectives in each Form are not the same. They are articulated according to the topics arrangements in specific Form and the behavioral changes intended. Class level competence is appropriate in scope versus students' ability level. The new approach shifts the orientation of the content largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the understanding of concepts, and the acquisition of skills and competences.
The organization of topics and sub-topics, which are in the first and second column of the syllabus layout, shows that are completely designed to students ability. They diminish in number sequentially and consistent as they go to upper Form. While in Form I, there were sixteen topics and twenty-four subtopics, in Form II there were eleven topics and fifteen subtopics. Some topics recur more than once but in advanced form. For instance, 'Expressing Opinion and Feelings' appeared in Form I, II, and III. 'Talking about Events' and 'Interpreting Literary work' appeared in Form I and II, while ' Listening for Information from different Sources', 'Reading Literary Work' and 'Writing Appropriate Language Content and Style' appeared in Form III and IV respectively. However, the topics are consistent and have sequential arrangements. The entire syllabus has credential internal consistency between components and their content scope.
In organizing the topics and other sub-heading, the structure of the syllabus is in matrix form layout. Form I classes for example have sixteen topics and twenty-four subtopics. The same applies up to Form IV. The objectives in each topic and subtopics are clearly articulated from Form I - IV, to meet the behavioral change intended. The analysis of topics and sub-topics show that there is continuity within and link between topics because sub-topics are presented under the main topics. This enables a teacher to understand and relate the topics with concepts and ideas. Change of behavior is taken into consideration during planning the lesson to teach to make sure the autonomy is attained. Autonomy refers to student's ability to organize his/her own learning activities.
Patterns or structures and variety of activities are relevant and adequately in providing, enough learning in every Form presented in the syllabus. It suggests use of variety activities including demonstration, dramatization, dialogue oral and written drills, songs, role-plays and games. These activities bring a vital role to students to master language skills, however, the nature of most Tanzanian crowded classes and shortage of teachers, this is a challenge to achieve successfully.
Context/Situations are provided in abundance and this will depend on how the responsible teacher opts to them depending on the natural setting of learning environment. Natural setting help the students the knowledge of skills they attain in their environment even after school. Vocabularies and phrases option provided are enough and relevant to the level of students.
The syllabus is adequate because in teaching and learning strategies throughout the syllabus, students are intended to develop fully speaking, writing, listening and arguing skills. They are adequately assisting the learners to attain the objectives. There is no doubt about teaching and learning materials because they are well presented and suggested. There are one hundred and eighty four periods in a year, which shows at least there are seven periods in Form I and II; six periods in a week for Form III and IV. Each period is forty minutes.
Again, it does not provide a list of selected text and reference books. It would be better if at least five textbooks and five reference books could be suggested in each topic. The national English syllabus serves as one of the main resources for English teaching and learning in secondary schools. Each teacher is given a copy of the national syllabus as a guide for the scope and depth of the content to be taught.
Inquiry is explicitly emphasized in the assessments section in the secondary school syllabus. This syllabus aims at stimulating pupils' curiosity and sense of enquiry which will in turn not only provide suitable basis for further study of the subject but also provide students with sufficient knowledge and understanding to make them become useful and confident citizens. The essence of such an enquiry is related to problem solving and reflecting on modern enterprise. During the course, students should acquire language abilities associated with language competences. Students should develop second language attitudes such as open mindedness and willingness to recognize alternative language skills of view. Moulali S. (2006) said that the main objective of education quality improvement is to have a market responsive curriculum, with an efficient and effective delivery system that enables the recipient to become confident in modern enterprise.
In the assessment also, the teacher is required to make sure that students are assessed in all objectives into considerations of learning outcomes. It is explained that assessment provides room for fairness as well as enhancing students' development of high level of thinking. The teacher must assess students in all language skills using paper pencil assessment, interviews, observation, portfolios, projects and questionnaires. These are the most techniques for active and participative learning. Active learning or learner-centered education (LCE) is considered an effective antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to support passive learning, and the stifling of critical and creative thinking (Rowell and Prophet 1990). The promotion of LCE is directly associated with high development ambitions, such as economic development, or social restructuring. LCE fits well modern pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, social development and economic growth. LCE requires a move from the commonly pure content learning and the memorization of facts to the ability of learning-to-learn, to the inclusion of methodological and social skills and competencies into the learning process, to the understanding of generic higher order concepts.
DISCUSSION AND RECOMMENDATIONS
In totality the syllabus is well organized and presented successfully to meet the intended outcomes. It has the desirable aspects of quality, continuity, autonomy and discussion. The objectives and competences are clearly constructed and stated to meet intended outcomes including national and individual goals in English language skills. Language is vital for everyone to communicate and this is where the access to cognitive skills, knowledge, technologies, attitudes and values can be obtained. The objective of this syllabus is to have a responsive curriculum that addresses the skill needs of the population and an efficient and effective delivery system of the curriculum. This would mean an adequate and qualified number of teachers, as well as sufficient and appropriate teaching and learning materials O-saki, K., & A. Ndabili. (2003). They should be available in all schools to raise student achievement, and appropriate mechanisms for testing learning competencies. This is a challenge in Tanzanian context but (World Bank Report 2007) said that to achieve education goal emphasis must be directed in expanding facilities through the provision of development grants to schools. Policy measures such as raising the average number of students per teacher, increasing the average number of teaching periods per week, increasing class size, especially at upper secondary, expanding open and distance learning programs, reducing tuition fees by half, and providing scholarships to students from poor household.
As previously mentioned the syllabus does not list a number of text and reference books to use at least five each Form. This is left to school administration and subject teacher to choose various books to use. This is a very good decision but the challenge is; can all schools manage to buy these books according to the needs? The answer is no even private schools in spite of their school fees collection cannot affect their textbooks needs. African Development Bank, (2000) remark that the bulk supply of textbooks to schools was found to be inefficient as the supply of the books is not always based on accurate information about the schools. This approach of providing textbooks also does not encourage the flourishing of local publishers and local book suppliers. Under SEDP (secondary education development program), the schools are receiving capitation grants which they use for the purchase of learning and teaching materials, including textbooks. This enables the schools to procure the books they need and in the quantities they can afford, but not the recommended needs.
The assessment section of the syllabus state that at the end of Form IV students are expected to do an overall achievement assessment intended to determine the extent to which the objectives of English course have been attained. This can be attained if in all stages of teaching and learning process, (LCE) was adhered with sufficient supply of learning materials. Several studies indicate that implementation of LCE in the classroom is problematic (Jansen 1999; Chisholm 2000; Leyendecker 2002; Ottevanger 2001). Where Sub-Saharan Africa (SSA) countries have attempted to implement learner-centered education, the actual instructional processes were largely far removed from the ideal. One of the problems is that the teacher is regarded by the societies and culturally determined understandings of authority and teaching, including students' perceptions, as the provider of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not change overnight. Although Prophet's report dates back to 1995, his observation that teachers rather adapt their teaching to suit their and their students "world view" and perceptions on teaching, is continuously repeated and supported by other studies.
Although there is little research about students' experiences of curriculum reforms, numerous comments and observations, point to the fact that students struggle with their new roles, which they are assigned by the intended curriculum changes. Students frequently share with teachers a common perception about what it means to teach, and are resistant to changes not fitting this perception. What is more, students' attitudes concerning learning and discipline have embraced aspects of international youth cultures. Students welcoming the opening of classrooms and the change from strict classroom organization and discipline, have problems in meaningfully filling the added space and freedom. Students are powerful influencers of change, and can be obstructive if the required attitudes and instructional practices do not fit their expectations. This is happening in various secondary schools in our country. Both student and teachers cannot jump from the current classroom situation and culture to a desirable ideal behavior. It needs transitional time for changes to be instilled in the mind of teachers and students. However, both can gradually grow and adapt to the new roles that are beneficial to teaching and learning. For such a process of growth to take place, support structures should to be available, but these are often absent or very limited in scope and time lines.
SUGGESTIONS AND CONCLUSION
As to conclude, the main practical challenges for the improvement of syllabus and instructional quality that are frequently neglected for the development is that, teachers need to have sound knowledge of the content matter to be flexible to adjust to different ways of student thinking, and to be able to relate to the emerging questions and problems without being challenged in his position. Due to their own learning experiences and education, the content knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to sharpen teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need assistance and space for learning about instructional methodologies. Teachers' roles change from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and accepted by teachers, students, and the society alike.

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