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Teaching English in China

Exploring curriculum reform, Holistic English methodology, and the culture of higher education in China.

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China Holistic English is a resource hub for ESL educators working in China and those interested in Chinese education policy. The site publishes articles on teaching strategies, curriculum reform, and the Holistic English approach — a methodology that integrates language learning with broader cultural and academic development.

With over 107 posts on teaching English in China, plus dedicated categories covering culture, politics, Chinglish, and teaching with movies, the site serves as both a practical guide and a forum for discussion among educators.

Topics range from classroom techniques to analysis of higher-education policy, including exam materials from institutions such as Harbin Institute of Technology.

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Mastering English Adverbs of Frequency Through Daily Routines

English adverbs of frequency help speakers explain how often an action happens. Words such as always, usually, often, sometimes, rarely, and never make everyday conversations more precise. They are especially useful when describing work, study, meals, exercise, travel, and household responsibilities.

For English learners in Australia, daily routines offer practical material for learning. You might talk about catching a tram in Melbourne, commuting across Sydney, shopping at a local supermarket, or meeting friends for a weekend barbecue. By connecting grammar with familiar activities, frequency adverbs become easier to remember and use naturally.

The Meaning Behind Frequency Adverbs

Each adverb expresses a different level of regularity. Always means every time or nearly every time, while usually describes something that happens regularly but not without exceptions. Often suggests frequent activity, although it is less definite than usually. Sometimes indicates an occasional action, and rarely or seldom describes something that does not happen very much. Never means that an action does not happen at all.

These words can be placed on a simple frequency scale:

  • Always — 100 per cent of the time
  • Usually — around 80–90 per cent
  • Often — around 60–70 per cent
  • Sometimes — around 40–50 per cent
  • Rarely — around 10–20 per cent
  • Never — 0 per cent

The percentages are approximate rather than strict grammar rules. A speaker may say, “I often go for a walk,” even if the activity occurs three times a week or only during some months. Context and personal intention affect the meaning.

Positioning Adverbs in Everyday Sentences

With most main verbs, an adverb of frequency comes before the verb. For example, “I usually eat breakfast at seven” and “She often studies after dinner.” The same pattern works with routine activities such as “We sometimes shop online” or “They rarely watch television during the week.”

The verb be follows a different pattern. The adverb usually comes after am, is, are, was, or were: “I am always early,” “He is often tired after work,” and “They are never late for class.” With auxiliary verbs and modal verbs, the adverb generally comes after the first helping verb: “I can usually finish by five” or “She has never visited Perth.”

In questions, frequency adverbs normally appear after the subject: “Do you often take the train?” and “Does he usually cook dinner?” In a more formal style, how often can begin a question: “How often do you practise pronunciation?” Short answers can repeat the adverb: “I usually do,” or “No, I rarely do.”

Building Routines That Sound Natural

A daily routine becomes more engaging when frequency adverbs are combined with exact times and linking expressions. “I usually leave home at 8 a.m., but I sometimes work from home on Fridays” gives both a general pattern and a specific exception. “We often have lunch at our desks, although we occasionally eat at a café” sounds more informative than a list of isolated actions.

Australian routines provide useful examples. A person in Melbourne may say, “I usually check the tram timetable before leaving,” while someone in Sydney might say, “I often listen to a podcast during my commute.” Many households sometimes shop at Coles or Woolworths during the week and usually prepare a larger meal on the weekend. These sentences reflect ordinary habits while reinforcing word order.

Cultural expressions can add variety to routine conversations. Learners who enjoy food vocabulary may find food idioms explained useful, then practise sentences such as “I often grab a quick bite” or “We sometimes have a feast when relatives visit.” The idiom should support the message, not replace clear wording when a simple expression is more suitable.

Avoiding Common Grammar Mistakes

A frequent error is placing the adverb in the wrong position: “I go usually to work” is incorrect in standard English. The natural form is “I usually go to work.” However, adverbs can move for emphasis or style, especially in longer sentences. “Usually, I take the bus” is acceptable, although the comma and front position give the sentence slightly more emphasis.

Another problem is using two negative ideas together. “I don’t never exercise” is not standard Australian English because don’t and never create a double negative in this context. Use “I never exercise” or “I don’t exercise very often.” Similarly, rarely already has a negative meaning, so “I rarely eat takeaway” is correct without adding not.

Pay attention to register as well. “I hardly ever drink coffee” means almost never, while “I sometimes drink coffee” describes a moderate habit. In a workplace, “I usually submit reports on time” sounds professional. Australian employment conditions are shaped by the Fair Work Act and related workplace rules, so learners may encounter practical sentences about rosters, breaks, attendance, and deadlines. Clear adverb placement helps those messages remain unambiguous.

Practising Frequency With Real-Life Contexts

A useful exercise is to keep a short routine diary for one week. Write five sentences each day, using a different adverb where appropriate: “I always lock the door,” “I usually check my messages after breakfast,” “I often walk in the evening,” “I sometimes buy lunch,” and “I rarely stay up late.” At the end of the week, revise the sentences so they reflect your actual behaviour.

You can also practise by comparing two routines. A university student may often study in a library, whereas a retail employee may usually work late shifts. A parent might always prepare school lunches but sometimes order takeaway. In Australia, weekend habits can include watching sport, visiting a local market, swimming, or having a barbecue. These topics encourage natural conversation instead of mechanical repetition.

Studying how sentence structure carries meaning can sharpen this practice. A short resource on linguistics and communication explains why attention to form supports clearer interaction. Notice how moving an adverb changes emphasis: “I usually call my family at night” presents a routine, while “Usually, I call my family at night” highlights the general pattern before adding possible exceptions.

Adverb Approximate frequency Example about a routine
Always 100% I always check the weather before work.
Usually 80–90% I usually cook dinner at home.
Often 60–70% I often walk to the station.
Sometimes 40–50% I sometimes meet friends after class.
Rarely 10–20% I rarely miss a morning appointment.
Never 0% I never leave rubbish on the beach.

Practise by saying each sentence aloud, then change the adverb to create a new meaning. “I often cycle to work” can become “I rarely cycle to work,” which immediately changes the listener’s understanding. Record yourself, listen for natural stress, and check whether the verb position remains correct.

Use these patterns in messages, conversations, and diary entries throughout the week. Describe one morning, one workday, and one weekend activity with accurate frequency adverbs, then share the sentences in your English practice. Regular use will make the grammar feel automatic and help you speak about everyday life with greater confidence.

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The Holistic English Methodology

Holistic English is an approach to language instruction that treats English learning as inseparable from cultural understanding, critical thinking, and personal development. Rather than isolating grammar drills or vocabulary memorisation, it embeds language acquisition within meaningful academic and social contexts.

The site is the official home of Holistic English and offers workbooks and supporting materials for teachers who want to apply this methodology in their classrooms. Twenty dedicated posts explore its principles in depth, covering everything from lesson planning to assessment design.

Key themes include student-centred curriculum reform — captured in the phrase "Of, By and For the Students" — and the concept of an ESE (Educational and Social Environment) that supports holistic development.

Featured Exam Materials

In 2012, Harbin Institute of Technology (HIT) assigned take-home written final exams that asked students to reflect critically on their educational experience:

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Senior Students (June 19–23, 2012) were asked: "What can the HIT administration do to create an ESE for you?" — prompting a 500-word minimum essay on the educational and social environment.

International Students (June 15–18, 2012) addressed: "What can the HIT administration do to enhance the social culture and the academic culture at HIT to make the educational experience of International Students better?"

These exam prompts exemplify the kind of reflective, student-centred pedagogy that Holistic English advocates.

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EFL Resources & Links

China Holistic English maintains a curated directory of external resources for EFL teachers:

Visit the Downloads page for workbooks and teaching materials related to the Holistic English approach and the Teaching in China book series.

A Comprehensive Resource for Educators

Whether you are a seasoned ESL professional or new to teaching in China, China Holistic English offers a wealth of material to support your work. The site brings together practical classroom strategies, policy analysis, cultural commentary, and a distinctive teaching methodology — all grounded in real experience within Chinese higher education.

From the Lowdown on China's Higher Education series to the China EFL: Curriculum Reform collection, the articles tackle the challenges and opportunities facing English educators in China today. The Teaching in China (Books) section and Holistic English Workbooks provide downloadable resources for classroom use.

To reach the site administrators, email 89bodrum@chinaholisticenglish.org or use the contact form above.