Sentence examples for teaching syllabus from inspiring English sources

The scaled descriptors generally correspond to what the teaching syllabus has stipulated.

We also included some A1 and A2 descriptors, mainly referring to writing letters and notes, in order to match those from the current English teaching syllabus (2000).

More importantly, it was found that "Can Do" descriptors were too narrowly focused to be useful for teachers to reflect on teaching and construct teaching syllabus.

During the process of the scale construction, various sources were made use of, including mainly, the TEM test syllabus, the teaching syllabus, and relevant CEFR descriptors.

In this sense, TEM is expected to facilitate the implementation of the teaching syllabus and to improve the quality of language teaching and learning for English majors across China NACFLT (2004a) and NACFLT (2004b).

The inclusion of some CEFR descriptors was meant to enrich the descriptor pool, as the descriptors from the TEM test syllabus and the teaching syllabus were mainly academic study-oriented.

The researchers examined 42 documents in both English and Chinese, including proficiency scales, teaching syllabuses, curriculum requirements, test specifications and rating scales, resulting in 1240 descriptors.

Through documentation, we collected a wide range of existing documents such as English proficiency scales (e.g. CEFR, Canadian Language Benchmark), teaching syllabuses, curriculum requirements (e.g. College English Curriculum Requirements), test specifications and rating scales (totally 42 documents, both in English and Chinese) which may contain descriptors of listening ability.

Descriptors are collected from both teachers' description of students' listening ability (with a sample of 159 teachers and 475 students at different educational stages and 119 professionals) and existing documents, both in English and Chinese, such as proficiency scales, teaching syllabuses, curriculum requirements, test specifications and rating scales.

The questions reflected the taught syllabus and emphasized the cultural context of clinical psychiatry in Malawi.

In the end of the study it is suggested that teachers' needs should be taken into consideration as much as students' needs during the design and implementation process of the language teaching curriculum and syllabus.