2024 - 上海工程技术大学的教课回忆

Johnson Zhang

Looking back at 2024: The past year has been replete with difficulties and letdowns. In spite of my utmost commitment and hard work towards facilitating my students' learning, numerous setbacks and hindrances emerged, rendering it an especially arduous year in terms of attaining the aspired educational achievements. Sustaining student interest and drive in a remote learning environment turned out to be an additional major obstacle. The absence of in-person interaction made it tough to assess students' comprehension and efficiently meet their specific requirements. Devising inventive means to keep students inspired and actively engaged in virtual classes demanded novel strategies and continuous communication. Despite the disappointments endured throughout the year, I endeavoured to stay tenacious and centred on delivering high-quality education to my students. By soliciting feedback from both students and colleagues, I managed to pinpoint areas for enhancement and carry out requisite modifications to augment the learning experience for all concerned. Among a host of experiences and occurrences, one remarkable highlight was consecutively hosting English Corner events for the second year - with five events in the Spring Semester 2024 and two in the Autumn Semester 2024. This activity not only furnished a venue for individuals to refine their English language capabilities but also cultivated a feeling of community and cultural interchange. It's a shame that my participation was mainly confined to hosting a number of these events. Anyways, let's now shift our focus to my teaching tenure at Shanghai University of Engineering Science Hongkou campus. This year has been a blend of setbacks and resolve. As a teacher on this campus, I've been making an earnest attempt to establish a favourable connection with my students, yet the results have fallen short of expectations.
Inside the classroom, I encountered a dispiriting sight. Even though I exerted myself to promote lively group discussions and exchanges, the students were unresponsive. They appeared disinclined to break out of their shells and communicate with one another, choosing instead to remain isolated. I employed a variety of cues and incentives, but the reticence endured.
This dearth of communication is worrisome since it not only impacts the immediate educational ambiance but also bears consequences for their comprehensive growth. I suspect there are multiple elements at work. Certain students might be timid or lack self-assurance when expressing their viewpoints in a group context. The group chemistry could be amiss, with potential cliques or overbearing individuals eclipsing the quieter ones. Moreover, the subjects I picked might not have been captivating enough to pique their curiosity.
Nevertheless, I have no intention of throwing in the towel. I intend to introduce several measures. I'll commence with more ice-breaking exercises to assist students in feeling more comfortable in each other's company. I'll also pay closer attention to the composition of groups, guaranteeing a more harmonious blend of personalities and capabilities. The selection of topics will be more attuned to the students, founded on their hobbies and preoccupations. I'll concentrate on furnishing positive feedback to enhance their self-esteem and offer communication skills instruction to endow them with the necessary proficiencies to interact proficiently.
This obstacle serves as a reminder of the hurdles in teaching, but I am dedicated to uncovering solutions and forging the essential bond with my students. I will persist in observing, adjusting, and striving to fashion a more cooperative and engaging learning milieu. During Spring Semester 2024, I teach two non-major levels of English and they are Speaking 5 (Business Communication 2) and Speaking 7 (Business Communication 4). The experience has been disappointing for several reasons. Firstly, the students’ preparation and engagement levels have been subpar. Many students come to class without having completed the required homework. This lack of preparation hinders their ability to participate in class discussions and activities effectively. Moreover, some students seem disinterested in the course material, leading to low attendance and participation rates and a lacklustre classroom environment. Secondly, the language proficiency of some students is below average, making it challenging for them to keep up with the course content. This issue is particularly evident during speaking activities, where students struggle to express themselves clearly and fluently. Consequently, these students often feel frustrated and discouraged, which can negatively impact their motivation and overall learning experience. Thirdly, the limited resources available for teaching non-major English courses can be a significant challenge. For instance, the instructional materials may not be up-to-date or comprehensive enough to meet the diverse needs of students. Additionally, access to technology and other educational tools can be limited, making it difficult to incorporate multimedia elements into lessons or provide students with opportunities for online practice. Lastly, the heavy workload associated with teaching multiple courses simultaneously can be overwhelming at times. Balancing the demands of two non-English major courses while also maintaining a satisfactory performance in my research and service responsibilities can be challenging. This pressure can lead to feelings of burnout and stress, further detracting from my ability to effectively engage with my students and create an enjoyable learning experience for them. The prospect of taking on the task of teaching seven distinct classes, three in the Spring Semester 2024 and four in the Autumn Semester 2024, all on Wednesdays, is both daunting and exhilarating. The fact that a majority of these classes are the different courses adds an interesting layer to this teaching assignment. One of the major challenges will be maintaining student engagement, especially since they are taking the same course multiple times. To address this, I'll need to vary my teaching methods significantly. I could alternate between lectures, group discussions, hands on projects, and guest speakers. Another challenge is ensuring that I can adapt to any changes in the curriculum or student needs over the course of the year.
However, the rewards are substantial. Building relationships with a large number of students is a privilege. The repeated exposure to the same students in these classes allows me to develop a deep understanding of their learning styles, strengths, and weaknesses. This knowledge enables me to tailor my teaching to be more effective and student centered. I can adjust my pace, choice of examples, and assessment methods to better suit each student's needs, ultimately enhancing their learning experience. It's an opportunity to make a significant impact on the students' educational growth and development throughout the year.
Here is the photo of my Speaking 7 (Business Communication 4) students during Spring Semester 2024 at Shanghai University of Engineering Science Hongkou campus. These students are one College class of 2022. I also taught them before during Autumn Semester 2022, Spring Semester 2023 and Autumn Semester 2023 when they learnt Speaking 4 (Business Communication 1), Speaking 5 (Business Communication 2) and Speaking 6 (Business Communication 3). They seem to have lack of improvement, and this could be attributed to several factors. One possible reason is that they may not have practiced consistently outside of the classroom setting. Effective language learning requires regular practice and exposure to authentic materials. Additionally, they might not have received adequate feedback or guidance from their instructors or peers to address their specific weaknesses. Furthermore, it is essential to consider that language learning is a complex process that varies from individual to individual. Some students may require more time or resources to achieve proficiency than others. They should remember this quote: We do not learn from experience… we learn from reflecting on experience. This is 164S221 class. They have a calm personality, often not sticking to the bottom line, but being steady and generous in dealing with people. In their idle life, they don't speak much, but I know they have a lofty ambition and a strong stubbornness and perseverance in their bones. They have a strong drive for self-improvement, study hard, persevere in the face of difficulties, have the courage to challenge themselves to new heights, and are good at seizing opportunities for self-development.
In future practice life, they also need to learn to be well-organized, improve work efficiency, in order to achieve greater success! Here are the photos of my Speaking 5 (Business Communication 2) students during Spring Semester 2024 at Shanghai University of Engineering Science Hongkou campus. These students are the College classes of 2023. I also have taught them before during Autumn Semester 2023 when they learnt Speaking 4 (Business Communication 1). However, despite their efforts and my best attempts to engage them in interactive activities, I find myself feeling disappointed. The students' lack of consistency in completing their assignments and participating in class discussions continues to be a challenge. One possible explanation for this issue could be the heavy workload these students face due to their rigorous engineering curriculum. It is not uncommon for them to have multiple projects and exams throughout the semester, leaving little time for extra-curricular activities like language learning. Additionally, some students may struggle with the vocabulary and concepts that are integral to our course material. Another factor that may contribute to this issue is the students' lack of motivation or interest in improving their English skills outside of the classroom setting. While some students actively seek out additional resources such as language learning apps or online courses, others seem disengaged from the learning process. This can make it difficult for me as a teacher to keep them engaged and motivated during class sessions. They should remember this quote: In times of change, learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists. This is 164S231 class. They have an introverted personality and are not good at speaking. During a tense semester, they have significantly increased their efforts, invested more than before, and made significant progress.
But currently, their potential has not been fully utilized yet. As a smart person, they can still do better! My life has its limits, but my studies have no limits. They need to use their determination and wisdom to build a building of knowledge for themselves and create a more homely future life!
This is 164S232 class. Being simple, persistent, and inquisitive are their strengths. In the classroom, I can always hear their voice actively answering questions and see their slightly furrowed thinking face. Therefore, their academic performance improved a bit in the class. They respect teachers, unite classmates, and have strong principles, which make the class monitor have to like them.
The only thing to pay attention to is the accumulation and application of learning methods. They need to have a good character, work hard in learning, get along well with classmates, and actively communicating with teachers in classroom. Strong self-control would be able to make appropriate use of one's spare time and that includes read books and develop various hobbies and talents. I also hope they will completely change their bad habits and enter a healthy growth path next semester. Spring Semester 2024 marked the final semester for a class of 2022 students with a foreign teacher in learning Speaking course of English. As they prepare to transition to new courses in the upcoming Autumn Semester, it is a time of both endings and beginnings for these students. They will have no foreign teacher as they will move on to learn new courses. I wish these students all the best! I hope to see many of them around the campus one day next semester! I also earnestly hope for a significant improvement in their attitude towards learning. It was truly disheartening to observe a lack of enthusiasm and dedication, coupled with a need for advancement in language skills. As for both classes of 2023 students, they will have one more year of learning Speaking courses of English with a foreign teacher. I find myself grappling with mixed emotions. The lack of engagement constantly disappoints me in class but there's a bit of empathy and a desire to understand the underlying reasons behind their difficulties. I hope they can overcome these types of obstacles and thrive academically. Moving on to Autumn Semester 2024, the structure remains consistent with last year. The courses offered are Speaking 4 (Business Communication 1) and Speaking 6 (Business Communication 3). During this semester, among the array of classes, two particular ones that had their inception in 2023 possess a remarkable characteristic. They have students who have successfully transitioned from their freshman year and are now embarking on their sophomore year journey. This continuity within the learning context is truly invaluable. It affords the returning students the opportunity to not only reinforce and consolidate the knowledge and skills they painstakingly developed during the earlier semesters but also to explore more advanced and in-depth aspects of their studies. They can draw upon their past experiences, recall the challenges they overcame, and apply the lessons learned to new and more complex academic tasks.
Conversely, the remaining two classes have witnessed a significant transformation in their demographic makeup. This is primarily due to the influx of new students who initiated their college odyssey in 2024. These first-year students, with their fresh perspectives and eagerness to learn, introduce a vibrant and dynamic energy into the classroom environment. Their presence fosters an atmosphere that is highly conducive to collaboration and peer learning. They bring with them novel ideas, different cultural backgrounds, and unique ways of thinking that can inspire and challenge both their fellow classmates and the instructors. This diversity of thought and experience enriches the learning process, allowing for a more comprehensive and well-rounded educational experience for all involved. It encourages open discussions, the sharing of diverse viewpoints, and the formation of study groups and partnerships that can enhance the overall academic achievement and personal growth of the students within these classes.

Here are the photos of my Speaking 6 (Business Communication 3) students during Autumn Semester 2024 at Shanghai University of Engineering Science Hongkou campus. These students are the College classes of 2023. I have previously instructed these students during the Autumn Semester 2023 and the Spring Semester 2024, focusing on Speaking 4 (Business Communication 1) and Speaking 5 (Business Communication 2). Despite our collective efforts and my unwavering commitment to enhance student engagement through interactive activities, I find myself increasingly disheartened by the current situation. The difficulties I encountered during the previous semester seem to have escalated rather than diminished. One of the most pressing concerns is the inconsistent completion of homework by students. This lack of reliability not only hampers their individual learning progress but also affects the overall dynamics of our classroom environment. Additionally, there is a noticeable decline in student participation during class discussions, which further limits opportunities for collaborative learning and critical thinking. While I remain dedicated to fostering an engaging educational experience, the challenges we are facing appear to be more pronounced than before. They should remember this quote: You miss 100% of the shots you don't take.

This is 164S231 class. While the students have shown a willingness to engage with the material, their level of participation during discussions remains low. This indicates that although they are absorbing information, they may lack confidence in sharing their thoughts or feel uncertain about contributing.

It would be beneficial to create a more supportive environment that encourages all students to voice their opinions.

This is 164S232 class. Students may have shown enthusiasm during group discussions, but their overall performance has not improved since last semester. This stagnation could stem from a lack of motivation to engage with the material outside of class hours.
To foster improvement, students should focus on developing effective study habits, participating actively in class activities, and seeking help from teachers when needed. Building strong relationships with peers can also enhance collaborative learning experiences. Here are the photos of my Speaking 4 (Business Communication 1) students during Autumn Semester 2024 at Shanghai University of Engineering Science Hongkou campus. These students are the College classes of 2024. They are currently enrolled in the International Business (International Business and Tourism Management) program. This is also part of the Sino-Swiss Joint Education Program and they share the same major as those from the classes of 2021, 2022, and 2023 I taught before at this college. In reflecting on this year's cohort, it is essential to acknowledge that their level of engagement mirrors that of the previous year's group from 2023. This observation prompts a deeper analysis of the factors influencing student participation and commitment in the classroom. A significant portion of the students in this cohort demonstrates a commendable dedication to their education. Their active participation in discussions stands out as a positive indicator of their engagement. These students not only contribute to conversations but also ask insightful questions, seek clarification on complex topics, and show enthusiasm for collaborative learning experiences. This level of involvement suggests that they are not merely passive recipients of information but are actively constructing their understanding through interaction with peers and instructors. However, it is crucial to recognize that not all students exhibit the same level of engagement. Some individuals struggle to connect with the materials presented in class. This disengagement can manifest in various ways, such as lack of participation during discussions, or an overall disinterest in classroom activities. Identifying the reasons behind this disengagement is vital for developing strategies to foster a more inclusive and engaging learning environment. To address these challenges, it may be beneficial to implement differentiated instructional strategies tailored to meet diverse learning needs. Incorporating varied teaching methods—such as hands-on activities, multimedia resources, and group work—could cater to different learning styles and help engage those who may feel disconnected from traditional lecture formats. Additionally, creating opportunities for student feedback can provide insights into their interests and preferences, allowing for adjustments that enhance engagement. They should remember this quote: You don’t have to be great at something before starting—but starting makes greatness possible! This is 164S241 class. The ability of students to engage in group discussions demonstrates strong collaboration skills, which are essential for effective teamwork in future professional environments. Many students actively contribute to conversations, showcasing their willingness to share ideas and learn from one another.
It is important for all students to develop their conversational skills further, ensuring that everyone can participate meaningfully in discussions. Implementing structured activities focused on conversation practice may enhance understanding and encourage participation among all students. This is 164S242 class. The students demonstrate a solid understanding of the coursework, showing that they are capable of completing homework effectively. Some students exhibit innovative thinking when approaching tasks, suggesting a strong potential for creative solutions in future challenges.
Students should focus on enhancing their verbal communication skills to express their ideas more clearly during discussions. They can benefit from setting specific academic and personal development goals to guide their progress throughout the course. The year 2024 has presented a myriad of challenges, particularly in fostering student engagement within my two spoken English classes. These difficulties have not only tested my teaching methods but have also highlighted the varying levels of motivation and participation among students. Engaging students in spoken English is essential, as it serves as a foundational skill that extends beyond academic settings into their personal and professional lives. Despite the challenges faced in 2024, I remain optimistic about the future. The commitment displayed by some students in my other two spoken English classes serves as a reminder of the potential for growth and improvement. Their dedication inspires me to continue refining my teaching practices and exploring innovative approaches to engage all students effectively.
As I initially mentioned, I was honoured to be chosen as the host of the English Corner at Shanghai University of Engineering Science Hongkou campus for the second consecutive year, albeit specifically during the Spring Semester 2024. This experience has been filled with countless remarkable moments, and I'm excited to share some of the photos that capture those special times.
Throughout the semester, our English Corner was a lively and engaging space. The topics we explored were diverse, ranging from the latest trends in English-language movies and music to in-depth discussions about cultural differences between English-speaking countries. We also delved into more practical aspects such as improving English writing skills and effective ways to communicate in various professional settings.
Usually, English Corner also hosted fun activities like English language games. In these games, everyone was laughing and having a great time while simultaneously practicing their English vocabulary and grammar. The photos from these events show the joy and camaraderie that filled the room.
There were also quieter moments of individual sharing. Some students would open up about their personal experiences of learning English, whether it was a challenging encounter during a study abroad trip or a breakthrough moment in mastering a difficult grammar concept. Well, it's a pity that I was only involved in hosting a number of events. I felt like I could have offered so much more if given the opportunity to do other things too. The very first event of the Spring Semester 2024 at the English Corner of Shanghai University of Engineering Science Hongkou campus was an exciting Foodie event. That was held on 6/3/2024. It was a truly engaging and enjoyable occasion. We spent a significant portion of the time engaged in lively and animated conversations about the various delicious foods that everyone adored and the culinary creations they had either mastered or aspired to make. The exchange of food-related stories, recipes, and personal preferences created a warm and convivial atmosphere, making it a memorable start to the semester's activities at the English Corner. The subsequent and second event of the Spring Semester 2024 at the English Corner of Shanghai University of Engineering Science Hongkou campus was a captivating Culture event. That was held on 20/3/2024. At the outset, I directed the students to collaboratively name 10 countries they were familiar with, which initiated an atmosphere of excitement and friendly competition. It was an engaging icebreaker that set the stage for further exploration. Subsequently, they were tasked with constructing a mind map centred around the concept of "culture," which spurred deep thinking and a rich exchange of ideas. The event reached its zenith with an activity where students, working in groups, were challenged to conceive and fashion their own unique cultures. They then presented their imaginative creations to the entire class, a process that not only kindled their creativity but also enhanced their public speaking and teamwork skills. This entire sequence of activities was replete with enjoyment and served as an excellent platform for cultural discovery and self-. The third event held at the English Corner of Shanghai University of Engineering Science's Hongkou campus during the Spring Semester 2024 was centered around Easter, an occasion that promised a great deal of fun despite the numerous engaging activities it entailed. That was held on 27/3/2024.
To kick things off, I presented the students with an interesting challenge. They were tasked with forming words using the letters from "EASTER EGG HUNT", guided by specific clues. Admittedly, it seemed rather challenging at first glance, but the students wholeheartedly embraced the task and gave it their best shot, which was truly commendable.
Following this, I delved into introducing the essence and significance of Easter to the students, helping them gain a deeper understanding of this festive occasion.
Next came a series of delightful and entertaining activities. The students were directed to participate in games like "find a word", where they had to search for specific words related to Easter, "Easter Bingo", which added an element of excitement and anticipation, and the classic "Egg Hunt", which had everyone scurrying around in a spirit of playful exploration. Each of these activities was filled with joy and laughter, making for a thoroughly enjoyable experience.
Finally, as a lighthearted and unique conclusion to the event, I instructed the students to embody the role of bunnies. They were asked to put on a little performance, showcasing to an imaginary audience of kids how Easter could be celebrated. This final activity brought an extra touch of whimsy and merriment to the event, leaving everyone with fond memories of an Easter-themed celebration that was both educational and a whole lot of fun. This complete string of activities was positively bursting with enjoyment and was a magnificent stage upon which Easter could be uncovered and self-expression could flourish. The fourth event of the Spring Semester 2024 at the English Corner of Shanghai University of Engineering Science Hongkou campus was centered around the theme of Taboos, which was an event that was both exciting and packed with a variety of activities. That was held on 10/4/2024.
At the commencement of the event, I introduced the students to the engaging game of "Taboo". In this game, a player has to describe a particular word or concept without using certain related "taboo" words. It requires quick thinking, creativity, and effective communication skills as the player attempts to get their team members to guess the correct word while avoiding the restricted terms.
Subsequently, I directed the students to work in groups. They were tasked with reading about different taboos, reporting their findings, and then presenting to the class a particular taboo that they found especially interesting. This led to a rich exchange of knowledge and perspectives as the groups shared unique and sometimes unexpected taboos from various cultures and contexts. It was a highly enjoyable and enlightening activity.
Next, I instructed the students to take on a rather challenging and amusing task. They had to act out a taboo without allowing their group mates to guess what it was. This led to some rather comical and awkward moments as the students tried their best to convey the essence of the taboo through their actions while maintaining an air of mystery. It was a lighthearted and laughter-filled exercise that added a touch of spontaneity to the event.

Finally, the students were challenged to create their own taboos and present them to the class. This encouraged their creativity and critical thinking as they had to come up with unique and thought-provoking taboos.

This was a wonderful way to conclude the event, leaving the students with a deeper understanding of the concept of taboos and a host of memorable experiences from the activities. The fifth event of the Spring Semester 2024 at the English Corner of Shanghai University of Engineering Science's Hongkou campus was the highly anticipated Memes event. That was held on 17/4/2024. This event, prior to a brief hiatus before the next series of activities, was an absolute riot of entertainment, albeit with a multitude of engaging tasks.
To initiate the event, I introduced the students to the classic and uproarious game of "Mad Libs". In this game, a story or paragraph is presented with several blanks, and the players are asked to fill in those blanks with various types of words, such as nouns, verbs, adjectives, etc., without knowing the context of the overall story. Once all the blanks are filled, the resulting story is read aloud, often leading to hilariously unexpected and absurd narratives. It's a game that thrives on the element of surprise and the creative input of the participants. Afterwards, I directed the students to form groups and present their completed Mad Libs creations. The room was filled with laughter and mirth as each group took turns sharing their delightfully zany stories, with the unique combinations of words generating a jovial and convivial atmosphere.
Next on the agenda was an activity that truly tapped into the essence of memes. I instructed the students to craft a catchy and comical slogan for a given meme picture. The goal was to come up with a phrase or sentence that would enhance the humor and relatability of the meme, making the entire class burst into laughter. This task not only encouraged their creativity but also their understanding of the power of a well-crafted caption in the world of memes. The students rose to the challenge, and the resulting slogans were nothing short of brilliant, provoking peals of laughter and enthusiastic applause.
Finally, the pièce de résistance of the event was when I asked the students to create their very own memes and present them to the class. This allowed them to showcase their sense of humour, their knowledge of current trends and pop culture, and their ability to use digital tools to create something unique and shareable. The variety of memes that emerged was astounding, ranging from clever parodies to absurdly funny juxtapositions, each one adding to the overall hilarity and enjoyment of the event. It was a fitting conclusion to an event that was dedicated to the celebration of all thing's meme-related and left the students eagerly anticipating the next installment of the English Corner activities.
After a hiatus from hosting events at the English Corner, I hosted the eighth and final event of the Spring Semester 2024 at the English Corner of Shanghai University of Engineering Science Hongkou campus. This was centered around the captivating theme of Mythical Creatures. That was held on 2/6/2024. This event, which preceded another break before subsequent activities, was an absolute delight, albeit filled with a flurry of engaging tasks.
To commence the event, I introduced the students to an exciting and thought-provoking game of "Odd One Out" featuring various animals. While it might have seemed deceptively simple at first glance, it actually spurred some intense discussions among the students. The boys, in particular, demonstrated their astute observational and analytical skills as they delved into the reasons why a specific animal stood out as the odd one in each given list. The collaborative efforts within the groups and the exchange of ideas made this activity not only intellectually stimulating but also highly enjoyable.
Subsequently, I directed the students to let their creative juices flow by drawing a strange creature that they were familiar with. The room was abuzz with enthusiasm as pencils scratched across paper, and each student's unique imagination was brought to life in the form of their drawings. It was a wonderful opportunity for them to express their creativity and share their personal interpretations of what constituted a "strange creature." The resulting artworks were a testament to the diverse and vivid minds of the participants, and the process itself was filled with laughter and a sense of wonder.
Following this, I instructed the students to engage in a classic game of Hangman, but with a mythical creature twist. This added an element of suspense and friendly competition as they tried to guess the letters and uncover the hidden names of various mythical beasts. The game had everyone on the edge of their seats, eagerly shouting out their guesses and cheering when a correct letter was revealed. It was a great way to reinforce vocabulary related to mythical creatures while also having a great time.
Finally, I directed the students to explore and read about each of the mythical creatures that were displayed on the wall. This was a particularly fascinating aspect of the event as many of the students had not previously encountered these unique and often fantastical beings. The newfound knowledge and the sense of discovery that accompanied this activity were palpable, and it sparked further conversations and inquiries about the rich and mysterious world of mythical creatures. Overall, the event was a resounding success, leaving the students with a deeper appreciation and understanding of these extraordinary beings and a host of memorable experiences to cherish. Subsequently, the Autumn Semester 2024 arrived, heralding a new chapter of vibrant English Corner activities at Shanghai University of Engineering Science Hongkou campus. Alas, I did not have the opportunity to host the first six events. It was a rather unfortunate circumstance that I missed out on those initial gatherings. However, destiny, in its mysterious and often unpredictable ways, led me to take charge of the last two events. These final events, though fewer in number when compared to the previous ones, held the potential to be just as engaging and significant. Despite the quantitative disparity, they were poised to contribute their own unique charm to the array of experiences within the English Corner. They could potentially offer a different perspective, a fresh approach, or perhaps introduce novel activities and topics that would capture the attention and imagination of the participants. With careful planning and execution, they might even surpass the expectations set by the earlier events and leave a lasting impression on those who were fortunate enough to be a part of them, thereby adding a distinct and memorable chapter to the story of the English Corner's evolution and growth. The seventh event that I had the privilege of hosting during Autumn Semester 2024 at Shanghai University of Engineering Science Hongkou campus was the captivating "Landmarks Around the World". This event, which took place on 10th December 2024, was an enriching and educational experience. I embarked on a journey of discovery with the students, delving into the magnificent and iconic landmarks that grace our planet.
At the outset, I initiated an engaging icebreaker activity. I instructed the students to actively seek out someone in the group who met specific criteria related to different countries. This not only encouraged interaction and communication among them but also set the stage for a deeper exploration of the global landmarks. As they mingled and shared, the room was filled with a buzz of excitement and anticipation, laying a solid foundation for the subsequent in-depth discussions and revelations about the wonders of the world's landmarks.
Subsequently, I proceeded to deliver a concise yet comprehensive lecture on the topic of "Landmarks Around the World". I regaled the students with tales of the historical significance, architectural marvels, and cultural importance associated with each landmark. Through vivid descriptions and illustrative examples, I painted a vivid picture in their minds, transporting them from the classroom to the far reaches of the globe where these iconic structures stand as testaments to human achievement and the passage of time. My lecture aimed to not only impart knowledge but also kindle a sense of wonder and curiosity within the students, inspiring them to further explore and appreciate the rich tapestry of global landmarks.
Thereafter, I introduced an exciting and challenging game of Hangman, featuring a selection of hard words related to renowned landmarks such as "pyramid." The students were tasked with deducing the letters and ultimately the entire word, their minds racing as they attempted to crack the code. It was a mental workout that surely added an element of thrill and suspense to the learning process.
For the easier words, I organized the students into groups and directed them to engage in a lively game of "Taboo" centered around well-known landmarks like "square." In this game, they had to describe the landmark without using specific restricted words, which led to animated discussions, creative explanations, and bursts of laughter as they strived to communicate effectively within their teams.
Following that, I presented the students with a task of geographical exploration. They were instructed to attempt to match various landmarks with their corresponding countries on a world map. It was a test of their knowledge and intuition, and although most of them did not achieve a perfect score, it sparked their curiosity and encouraged them to expand their understanding of global geography and cultural heritage.
Subsequently, I assigned the students to specific groups and challenged them to conduct research on a famous landmark in each of the regions of Northern China, Eastern China, Southern China, and Western China. This activity not only deepened their knowledge of their own country's diverse landmarks but also promoted teamwork and information-sharing among the groups.
Finally, to culminate the event, I invited the students to let their creativity soar by designing and creating their very own unique landmark. They then had the opportunity to present their imaginative creations to the class, sharing the inspiration and concepts behind their designs. This exercise not only allowed them to showcase their individual talents but also fostered a sense of innovation and pride in their work.
Although this event did not conclude in an ideal manner as the majority of the students exhibited a certain reluctance to actively participate verbally, it was nonetheless a valiant attempt. Despite the less-than-optimal outcome, the endeavor itself was a step forward, a chance to introduce novel concepts and activities, and an opportunity to plant the seeds of knowledge and inspiration. Even if the students were initially hesitant, perhaps in the long run, the experience will have subtly influenced their perspectives and kindled a latent interest that may surface and flourish in the future.
Regrettably, even though I was the host of this event, not a single photograph was taken. It's quite disappointing because photos could have served as wonderful mementos, capturing the various engaging moments, the enthusiasm on everyone's faces, and the unique atmosphere that filled the venue. Despite all the efforts put into making the event a success, the absence of visual records means we can't visually revisit the occasion. Now, all we have are the memories, which, while precious, would have been beautifully complemented by some pictures. The eighth and final event of Christmas that I hosted during the Autumn Semester 2024, took place on 17th December 2024, was a truly delightful and memorable occasion. At the very start, I initiated the event by delivering a brief yet informative lecture about Christmas. I delved into its historical roots, the significance of various traditions, and the cultural impact it has had around the world. This was followed by a quiz that aimed to test the students' existing knowledge about this festive season. It was fascinating to witness the range of responses, from the well-known facts to some rather interesting and unexpected answers, which led to engaging discussions and a deeper exploration of the subject matter.
Afterwards, I encouraged the students to tap into their creative side and create some charming Christmas-themed items. They crafted beautiful stars that seemed to twinkle with a festive glow, origami balloons that added a touch of whimsy, adorable Santa faces that brought a jolly presence, and delicate holly leaves that lent an air of authenticity to the overall decorations. The end results were truly remarkable and contributed to a warm and inviting atmosphere.
To bring the event to a close on a high note, I played a short clip from the renowned movie "Love Actually." This particular clip masterfully illustrated the core message that Christmas is, at its heart, a celebration of love. It resonated deeply with the students and set the perfect mood for the final activity. Subsequently, we all came together to sing several classic Christmas songs. The harmonious voices of the students filled the space, creating a sense of unity and joy. This event served as a wonderful conclusion to the Autumn Semester 2024 of English Corner events at Shanghai University of Engineering Science Hongkou campus. While it's uncertain whether I will have the opportunity to host again in the future, the memories and experiences shared during this Christmas event will surely linger. For now, we can look back fondly and, with a glimmer of hope, anticipate what the next chapter might bring, should the chance to host once more arise. These photos truly reflect the rich tapestry of experiences we had at the English Corner during the Spring Semester 2024 and Autumn Semester 2024. They serve as vivid visual chronicles, freezing in time the multitude of moments that made up our journey. Each photograph is like a window into a specific instance, be it an intense discussion where ideas were passionately exchanged, a laughter-filled game that brought everyone closer together, or a quiet moment of reflection as participants absorbed new knowledge.
They not only document the activities and discussions but also the sense of community and growth that developed among the participants. The images capture the way strangers gradually became friends, sharing not only a love for the English language but also a mutual respect and understanding. We can see in the photos the shy smiles of those who initially hesitated to speak but then found their voices and grew in confidence over the two semesters. The snapshots also show the collaborative efforts during group activities, where different minds came together to create something unique, whether it was a skit, a presentation, or a piece of artwork inspired by the English Corner themes.
These photos are a testament to the power of a shared space and a common interest. They remind us of the countless conversations that ranged from light-hearted banter about pop culture to deep debates on global issues, all conducted in English and helping to expand everyone's vocabulary and communication skills. They are a tangible reminder of the transformation that took place, as students and enthusiasts alike evolved from being mere attendees to active contributors, shaping the very fabric of the English Corner. In essence, these photos are not just pictures; they are a storybook of our collective adventure, a story that will continue to inspire and resonate long after the semesters have ended. Now when the students in the College class of 2022 approach the year of 2025, they will find themselves on the cusp of completing their academic journey. With just one more semester left until they graduate, this period marks a significant milestone in their lives. It is a time for reflection, celebration, and anticipation of what lies ahead. The realization that there is only one more semester left before graduation should serve as a motivation for students to work even harder. This final stretch is an opportunity for them to demonstrate their knowledge, skills, and dedication to their chosen field of study. By putting in extra effort and staying focused on their academic pursuits, students can ensure that they finish strong and achieve the best possible outcomes. For the students who are in the College classes of 2023 who will also approach the year of 2025, they are informed that the Spring Semester 2025 will mark the final opportunity for them to learn English Speaking for Business Communication with a foreign teacher. This may evoke a range of emotions among the students, from excitement to apprehension. It is emphasized that despite potential feelings of excitement, this matter should be taken seriously and not treated lightly. This lack of seriousness is reflected in their behaviour during classroom sessions when teachers are trying to impart knowledge. And as for the students in the College classes of 2024 who will also approach the year of 2025, they have shown commendable effort and improvement in this area, which is a crucial component of their overall language acquisition. This reflection aims to highlight their achievements, the importance of continued practice, and the unique opportunity they have in learning from a foreign teacher. As we look forward to the upcoming semesters, it is vital for students in both College classes of 2024 to recognize that mastering English speaking is an ongoing process. The final opportunity to learn the Speaking course with a foreign teacher will be during the Spring Semester 2026. Therefore, it is imperative that students maintain their momentum and continue to engage with the language actively. For the year 2025 ahead: It is crucial to recognize that improving spoken English skills transcends mere academic requirements; it equips students with vital life skills that will serve them well beyond the classroom walls. I will be returning to this college for my fourth consecutive year. This ongoing journey not only signifies my dedication to my education but also reflects my commitment to enhancing my teaching skills. With each passing year, I aim to build upon my previous experiences and strive for greater effectiveness in imparting knowledge. In preparation for this upcoming academic year, I plan to engage in various professional development opportunities that will allow me to refine my teaching methodologies. By actively seeking feedback from peers and students alike, I hope to identify areas where I can improve and implement new strategies that foster a more engaging learning environment. Additionally, I intend to explore innovative educational technologies and pedagogical approaches that can enhance the learning experience for my students. My goal is not just to teach but to inspire and motivate learners, making the educational process both enjoyable and impactful. Ultimately, as I approach this milestone of returning for a fourth year, I remain optimistic about the progress I will make in my teaching endeavours. Continuous improvement is key, and I am committed to making this next chapter a successful one.