Novice-Low Target Language Syllabus
1. Instructor Information
Professor: Beijia Liu, Difan Hu
Email: beijia@udel.edu/ Hudifan@udel.edu
Introduction: Beijia Liu, Difan Hu, Master degree of TESL, graduated from Hunan Normal University and University of Delaware
2. Course Description
This course builds on the “Basic English”, the interpretation of textbook and the study of the theory and practice of previous novice English classes in China. The course has been designed for novice English learners especially in China. According to the “Core Competence of English Course”, students are expected to acquire language knowledge like infinitives from Unit 1, relative clauses from Unit 2 and the passive from Unit 3; to improve linguistic ability of listening, speaking, reading and writing in authentic context; to develop cultural understanding and cross-cultural awareness; to cultivate thinking ability like inventive, creative and critical thinking; to optimize learning ability like scanning, skimming, predicting and so on.
3. Learning Outcomes
At the end of this course you will be able to:
● Create a portfolio that includes materials that are useful for future learning.
● Provide and receive critical feedback for yourself and your classmates.
● Listen, read and talk about life choices; learn to use infinitives and -ed / -ing adjectives to express meaning, and also learn how to express likes and dislikes.
● Write a personal email about your new school life.
● Listen, read and talk about sports and fitness; learn to use relative clauses and indefinite pronouns to express meaning, and also learn how to express emotions.
● Write a true story to share with the class.
● Learn how to use the passive and verb phrases to express meaning, and also learn how to congratulate and give thanks appropriately.
● Write a description of an event you experienced before.
4. Learning Resources
● Resources
1. Resources for Writing: Google Documents; Google Slides
2. Resources for Speaking: Flipgrid
3. Resources for Vocabulary: Kahoot; Wordwall
● Textbook
New Beijing Normal University Edition Basic English Book 1
5. Learning Assessment
Entry 1: write a personal email about your new school life
Entry 2: write a true story to share with the class
Entry 3: write a description of an event you experienced before
You will produce three writings according to the unit topic. The writings need to include the vocabulary and grammar you learned in this unit. You must submit writings on time.
30%
In-Class Activities and Other Assessment
You must engage in class. Class participation will effect your grade. Students will be divided into many groups. Students in the highest participation group receive the highest participation grade in class.
You must complete the assignments and questionnaires assigned by the teacher on time.
25%
Attendance
You need to attend every class. Late arrival and early departure are not allowed. If you absent, please contact the professor one day in advance.
5%
Unit Presentation
You will prepare a presentation for every unit. In this presentation, you will report What you learned and what problems you still have.
20%
Final exam
The test consists of questions on listening, reading, writing and oral comprehension, with scores of 20%, 20%, 30% and 30% respectively.
20%
Total
100%
6. Course Calendar
Date
Content
In Class
Major Assignments
3.1
L1: Introduction and Topic Talk of Unit 1
● Teacher and students’ introduction
● Talk about your new school life
● Listen to Dialogue 1, complete the information in the Sentence Builder
● Use the Sentence Builder to write 3–5 sentences about your life in senior secondary school
● Listen to Dialogue 2, read and complete the notes below. Then, take turns to talk about the three people’s life choices
Use the language you learned to talk about your new life in senior secondary school.
3.2
L2: Unit 1 Lesson 1 (1)
● Brainstorm: What activities are a big part of your life?
● Read for General Understanding: I’m a … digital native!
● Read for Deep Understanding: Complete a framework based on the passage
3.3
L3: Unit 1 Lesson 1 (2)
● Recall and Practice
● Focus on Language: Infinitives
Pair Work: Discuss your ideal lifestyle. Give comments to each other.
3.4
L4: Unit 1 Lesson 2
● Brainstorm: Look at the diagram. Talk about how you feel in the situations
● Listen for Understanding
● Recall and Practice: Class Work Recall what you have learned about stress. Complete the summary with the words from the listening
● Focus on Function: Expressing Likes and Dislikes
Group Work: Talk about activities you like or dislike. Give your reasons. Use the expressions in the Talk Builder.
3.7
L5: Unit 1 Lesson 3
● Brainstorm
● Read for General Understanding
● Read for Deep Understanding
● Recall and Practice
● Focus on Language: -ed/-ing Adjectives
Group Work:
Discuss the questions.
3.8
L6: Unit 1 Writing Workshop (1)
● Brainstorm (Pair work): Write an email to one of your junior secondary school classmates about your new school life
● Read for Writing
● Focus on Text Structure & Language
Write an email to your former classmate.
3.9
L7: Unit 1 Writing Workshop (2)
● Review Text Structure & Language
● Compose writing
● Read and comment the assignment by yourself and peers
Watch the video of
an interview with Dr.
Laura Baker to prepare for next class
3.10
L8: Unit 1 Viewing Workshop & Reading Club 1
● Brainstorm; talk about the video
● Read for Information
● Read for Critical Thinking
Some question in book to check progress
3.11
L9: Unit 1 Reading Club 2 & Summary
● Read for Information
● Read for Critical Thinking
● Summary of Unit 1
Some question in book to check unit 1
3.12
Unit Presentation
3.14
L10: Unit 2 Topic talk & Lesson 1(1)
● Talk about sports and fitness
Brainstorm: What is an underdog?
● Read for General Understanding
● Read for Deep Understanding
3.15
L11: Unit 2 Lesson 1 (2)
● Recall and Practice
● Focus on Language: Relative Clauses
Role Play: Act out the scene in Part 2 (p. 31)
3.16
L12: Unit 2 Lesson 2
● Brainstorm:Read the sports rules
● Listen for Understanding
● Recall and Practice
● Focus on Function: Expressing Emotions
Writing and Speaking:
What would you say in the following situations?
3.17
L13: Unit 2 Lesson 3
● Brainstorm: What are the advantages of exercising regularly?
● Read for General Understanding
● Read for Deep Understanding
● Recall and Practice
● Focus on Language: Indefinite Pronouns
Group Work: List some ways to get fit and stay healthy. What are the possible benefits and challenges?
3.18
L14: Unit 2 Writing Workshop (1)
● Brainstorm: Pair Work You are going to write a true story to share with the class
● Read for Writing
● Focus on Text Structure & Language
Write a true story
3.21
L15: Unit 2 Writing Workshop (2)
● Review the Text Structure & Language
● Compose Your Writing
● Read and comment the assignment by yourself and peers
3.22
L16: Unit 2 Viewing Workshop & Reading Club 1
● Brainstorm(What is brain food?)
● View for Understanding
● Read for Information
● Read for Critical Thinking
Reflect on your own food choices. Is your diet good for the brain? If not, are you going to change your choice of food in the future? How and why?
3.23
L17: Unit 2 Reading Club 2 & Summary
● Read for Information
● Read for Critical Thinking
● Summary Unit 2
Some question in book to check Unit 2
3.24
Unit Presentation
3.25
L18: Unit 3 Topic Talk
● Pair Work: Choose a festival or a special occasion that you like. Talk about when and how it is celebrated.
● Listen to Dialogue 1. Complete the information in the Sentence Builder
● Use the Sentence Builder to write 3–5 sentences about your favorite festival/ occasion. Then read aloud to other students
● Listen to Dialogue 2. What surprise are the speakers going to give Jenny? Why do they want to give her a surprise?
Use what you learned to introduce a festival to a foreign friend.
3.26
L19: Unit 3 Lesson 1 (1)
● Brainstorm: What does Spring Festival mean to you? What words immediately come to your mind for describing its meaning? How do you and your family celebrate Spring Festival? Use the phrases to help you.
● Read for General Understanding
Pair Work: Choose one of the people above and talk about his/ her experience of the Spring Festival.
3.28
L20: Unit 3 Lesson 1 (2)
● Read for Deep Understanding: What central meaning underlies Xu Gang’s and Li Yan’s accounts? What does it mean in Chinese culture?
● Recall and Practice:
● Pair Work: Find at least three descriptions from the accounts which provide you with a vivid picture of the scenes of the Spring Festival. Share with your partners.
● Complete the summary with the information you have learned.
● Focus on Language: The Passive
Group Work: Where and with whom did you spend the last Spring Festival?
What preparations did you do? What activities did you enjoy? How do you feel about the festival?
3.29
L21: Unit 3 Lesson 2
● Brainstorm
● Listen for Understanding:
● (1) Listen to an interview about parties. Complete the diagram about party advice in Activity 1.
● (2) Pair Work Listen again. Discuss the questions with the help of the diagram in Activity 1.
● Recall and Practice (Class Work): Recall the information you have learned about special occasions.Answer the questions.
● Focus on Function: Congratulating and Giving Thanks
Group Work Take turns to make your speech in front of your group.
3.30
L22: Unit 3 Lesson 3 (1)
● Brainstorm: What do people in the West do to celebrate Christmas? Use the pictures and phrases to help you.
● Read for General Understanding
Group Work Discuss the questions.
3.31
L23: Unit 3 Lesson 3 (2)
● Read for Deep Understanding;
● Recall and Practice (Group Work): What do you remember about the story? Use the timeline in Activity 4 to help you. Read the story again if necessary.
● Focus on language: Verb Phrases (1)
● Look at the Word Builder. Match the words (1–9) with the endings (a–i) to form verb phrases.
● Use the correct form of the phrases in the Word Builder to fill in the blanks.
Pair Work Discuss the following. 1. Tell your partner about your festival memories. 2. Read the last paragraph. 3. Why does the writer think Christmas is “magical”?
4.1
L24: Unit 3 Writing Workshop (1)
● Pair Work: You are going to write about an event of celebration you had before. Discuss with your partner.
● Read for Writing: Read the description. Answer the following questions.
● Focus on Text Structure & Language: Read the text again. Complete the structure of the text by putting parts in the correct order. Then add details.
Describing the Spring festival
4.4
L25: Unit 3 Writing Workshop (2)
● Review the Text Structure & Language;
● Compose Your Writing;
● Read and comment the assignment by yourself and peers.
Watch Traditional Chinese Festivals
4.5
L26: Unit 3 Viewing Workshop & Reading Club 2
● View for Understanding: Watch the first part of the video about the Lantern Festival. Find out what aspects are mentioned.
● Watch the second part of the video about the Mid-Autumn Festival. Write T (true) and F (false).
Now you are going to introduce a traditional Chinese festival to a group of senior secondary school students from other countries. What would you like to include in your presentation?
Prepare your talk and present it.
4.6
L27: Unit 3 Reading Club 1 & Summary
● Read for Information;
● Read for Critical Thinking;
● Summary Unit 3
Some question in book to check Unit 3
4.7
Unit Presentation
4.15
Final exam
7. Course Policy Document
After each class, students will be offered the questionnaire to assess teacher’s work, while teacher need to assess students’ performance with the another questionnaire.
After receiving the questionnaires, both teacher and students need to make a feedback and reflection for them. The questionnaires needed to put on the bulletin board, and all the class members have to read them carefully. The questionnaires are as follows.
1. Instructor Information
Professor: Beijia Liu, Difan Hu
Email: beijia@udel.edu/ Hudifan@udel.edu
Introduction: Beijia Liu, Difan Hu, Master degree of TESL, graduated from Hunan Normal University and University of Delaware
2. Course Description
This course builds on the “Basic English”, the interpretation of textbook and the study of the theory and practice of previous novice English classes in China. The course has been designed for novice English learners especially in China. According to the “Core Competence of English Course”, students are expected to acquire language knowledge like infinitives from Unit 1, relative clauses from Unit 2 and the passive from Unit 3; to improve linguistic ability of listening, speaking, reading and writing in authentic context; to develop cultural understanding and cross-cultural awareness; to cultivate thinking ability like inventive, creative and critical thinking; to optimize learning ability like scanning, skimming, predicting and so on.
3. Learning Outcomes
At the end of this course you will be able to:
● Create a portfolio that includes materials that are useful for future learning.
● Provide and receive critical feedback for yourself and your classmates.
● Listen, read and talk about life choices; learn to use infinitives and -ed / -ing adjectives to express meaning, and also learn how to express likes and dislikes.
● Write a personal email about your new school life.
● Listen, read and talk about sports and fitness; learn to use relative clauses and indefinite pronouns to express meaning, and also learn how to express emotions.
● Write a true story to share with the class.
● Learn how to use the passive and verb phrases to express meaning, and also learn how to congratulate and give thanks appropriately.
● Write a description of an event you experienced before.
4. Learning Resources
● Resources
1. Resources for Writing: Google Documents; Google Slides
2. Resources for Speaking: Flipgrid
3. Resources for Vocabulary: Kahoot; Wordwall
● Textbook
New Beijing Normal University Edition Basic English Book 1
5. Learning Assessment
Entry 1: write a personal email about your new school life Entry 2: write a true story to share with the class Entry 3: write a description of an event you experienced before | You will produce three writings according to the unit topic. The writings need to include the vocabulary and grammar you learned in this unit. You must submit writings on time. | 30% |
In-Class Activities and Other Assessment | You must engage in class. Class participation will effect your grade. Students will be divided into many groups. Students in the highest participation group receive the highest participation grade in class. You must complete the assignments and questionnaires assigned by the teacher on time. | 25% |
Attendance
| You need to attend every class. Late arrival and early departure are not allowed. If you absent, please contact the professor one day in advance. | 5% |
Unit Presentation | You will prepare a presentation for every unit. In this presentation, you will report What you learned and what problems you still have. | 20% |
Final exam | The test consists of questions on listening, reading, writing and oral comprehension, with scores of 20%, 20%, 30% and 30% respectively. | 20% |
Total |
| 100% |
6. Course Calendar
Date | Content | In Class | Major Assignments |
3.1 | L1: Introduction and Topic Talk of Unit 1 | ● Teacher and students’ introduction ● Talk about your new school life ● Listen to Dialogue 1, complete the information in the Sentence Builder ● Use the Sentence Builder to write 3–5 sentences about your life in senior secondary school ● Listen to Dialogue 2, read and complete the notes below. Then, take turns to talk about the three people’s life choices | Use the language you learned to talk about your new life in senior secondary school.
|
3.2 | L2: Unit 1 Lesson 1 (1) | ● Brainstorm: What activities are a big part of your life? ● Read for General Understanding: I’m a … digital native! ● Read for Deep Understanding: Complete a framework based on the passage |
|
3.3 | L3: Unit 1 Lesson 1 (2) | ● Recall and Practice ● Focus on Language: Infinitives | Pair Work: Discuss your ideal lifestyle. Give comments to each other. |
3.4 | L4: Unit 1 Lesson 2 | ● Brainstorm: Look at the diagram. Talk about how you feel in the situations ● Listen for Understanding ● Recall and Practice: Class Work Recall what you have learned about stress. Complete the summary with the words from the listening ● Focus on Function: Expressing Likes and Dislikes | Group Work: Talk about activities you like or dislike. Give your reasons. Use the expressions in the Talk Builder. |
3.7 | L5: Unit 1 Lesson 3 | ● Brainstorm ● Read for General Understanding ● Read for Deep Understanding ● Recall and Practice ● Focus on Language: -ed/-ing Adjectives | Group Work: Discuss the questions. |
3.8 | L6: Unit 1 Writing Workshop (1) | ● Brainstorm (Pair work): Write an email to one of your junior secondary school classmates about your new school life ● Read for Writing ● Focus on Text Structure & Language | Write an email to your former classmate.
|
3.9 | L7: Unit 1 Writing Workshop (2) | ● Review Text Structure & Language ● Compose writing ● Read and comment the assignment by yourself and peers | Watch the video of an interview with Dr. Laura Baker to prepare for next class
|
3.10 | L8: Unit 1 Viewing Workshop & Reading Club 1 | ● Brainstorm; talk about the video ● Read for Information ● Read for Critical Thinking | Some question in book to check progress |
3.11 | L9: Unit 1 Reading Club 2 & Summary | ● Read for Information ● Read for Critical Thinking ● Summary of Unit 1 | Some question in book to check unit 1 |
3.12 | Unit Presentation |
|
|
3.14 | L10: Unit 2 Topic talk & Lesson 1(1) | ● Talk about sports and fitness Brainstorm: What is an underdog? ● Read for General Understanding ● Read for Deep Understanding |
|
3.15 | L11: Unit 2 Lesson 1 (2) | ● Recall and Practice ● Focus on Language: Relative Clauses | Role Play: Act out the scene in Part 2 (p. 31) |
3.16 | L12: Unit 2 Lesson 2 | ● Brainstorm:Read the sports rules ● Listen for Understanding ● Recall and Practice ● Focus on Function: Expressing Emotions | Writing and Speaking: What would you say in the following situations? |
3.17 | L13: Unit 2 Lesson 3 | ● Brainstorm: What are the advantages of exercising regularly? ● Read for General Understanding ● Read for Deep Understanding ● Recall and Practice ● Focus on Language: Indefinite Pronouns | Group Work: List some ways to get fit and stay healthy. What are the possible benefits and challenges? |
3.18 | L14: Unit 2 Writing Workshop (1)
| ● Brainstorm: Pair Work You are going to write a true story to share with the class ● Read for Writing ● Focus on Text Structure & Language | Write a true story |
3.21 | L15: Unit 2 Writing Workshop (2)
| ● Review the Text Structure & Language ● Compose Your Writing ● Read and comment the assignment by yourself and peers |
|
3.22 | L16: Unit 2 Viewing Workshop & Reading Club 1
| ● Brainstorm(What is brain food?) ● View for Understanding ● Read for Information ● Read for Critical Thinking | Reflect on your own food choices. Is your diet good for the brain? If not, are you going to change your choice of food in the future? How and why?
|
3.23 | L17: Unit 2 Reading Club 2 & Summary | ● Read for Information ● Read for Critical Thinking ● Summary Unit 2 | Some question in book to check Unit 2 |
3.24 | Unit Presentation |
|
|
3.25 | L18: Unit 3 Topic Talk | ● Pair Work: Choose a festival or a special occasion that you like. Talk about when and how it is celebrated. ● Listen to Dialogue 1. Complete the information in the Sentence Builder ● Use the Sentence Builder to write 3–5 sentences about your favorite festival/ occasion. Then read aloud to other students ● Listen to Dialogue 2. What surprise are the speakers going to give Jenny? Why do they want to give her a surprise? | Use what you learned to introduce a festival to a foreign friend. |
3.26 | L19: Unit 3 Lesson 1 (1) | ● Brainstorm: What does Spring Festival mean to you? What words immediately come to your mind for describing its meaning? How do you and your family celebrate Spring Festival? Use the phrases to help you. ● Read for General Understanding | Pair Work: Choose one of the people above and talk about his/ her experience of the Spring Festival. |
3.28 | L20: Unit 3 Lesson 1 (2) | ● Read for Deep Understanding: What central meaning underlies Xu Gang’s and Li Yan’s accounts? What does it mean in Chinese culture? ● Recall and Practice: ● Pair Work: Find at least three descriptions from the accounts which provide you with a vivid picture of the scenes of the Spring Festival. Share with your partners. ● Complete the summary with the information you have learned. ● Focus on Language: The Passive | Group Work: Where and with whom did you spend the last Spring Festival? What preparations did you do? What activities did you enjoy? How do you feel about the festival? |
3.29 | L21: Unit 3 Lesson 2 | ● Brainstorm ● Listen for Understanding: ● (1) Listen to an interview about parties. Complete the diagram about party advice in Activity 1. ● (2) Pair Work Listen again. Discuss the questions with the help of the diagram in Activity 1. ● Recall and Practice (Class Work): Recall the information you have learned about special occasions.Answer the questions. ● Focus on Function: Congratulating and Giving Thanks | Group Work Take turns to make your speech in front of your group. |
3.30 | L22: Unit 3 Lesson 3 (1) | ● Brainstorm: What do people in the West do to celebrate Christmas? Use the pictures and phrases to help you. ● Read for General Understanding | Group Work Discuss the questions. |
3.31 | L23: Unit 3 Lesson 3 (2) | ● Read for Deep Understanding; ● Recall and Practice (Group Work): What do you remember about the story? Use the timeline in Activity 4 to help you. Read the story again if necessary. ● Focus on language: Verb Phrases (1) ● Look at the Word Builder. Match the words (1–9) with the endings (a–i) to form verb phrases. ● Use the correct form of the phrases in the Word Builder to fill in the blanks. | Pair Work Discuss the following. 1. Tell your partner about your festival memories. 2. Read the last paragraph. 3. Why does the writer think Christmas is “magical”? |
4.1 | L24: Unit 3 Writing Workshop (1) | ● Pair Work: You are going to write about an event of celebration you had before. Discuss with your partner. ● Read for Writing: Read the description. Answer the following questions. ● Focus on Text Structure & Language: Read the text again. Complete the structure of the text by putting parts in the correct order. Then add details. | Describing the Spring festival |
4.4 | L25: Unit 3 Writing Workshop (2) | ● Review the Text Structure & Language; ● Compose Your Writing; ● Read and comment the assignment by yourself and peers. | Watch Traditional Chinese Festivals |
4.5 | L26: Unit 3 Viewing Workshop & Reading Club 2 | ● View for Understanding: Watch the first part of the video about the Lantern Festival. Find out what aspects are mentioned. ● Watch the second part of the video about the Mid-Autumn Festival. Write T (true) and F (false). | Now you are going to introduce a traditional Chinese festival to a group of senior secondary school students from other countries. What would you like to include in your presentation? Prepare your talk and present it. |
4.6 | L27: Unit 3 Reading Club 1 & Summary | ● Read for Information; ● Read for Critical Thinking; ● Summary Unit 3 | Some question in book to check Unit 3 |
4.7 | Unit Presentation |
|
|
4.15 | Final exam |
|
|
7. Course Policy Document
After each class, students will be offered the questionnaire to assess teacher’s work, while teacher need to assess students’ performance with the another questionnaire.
After receiving the questionnaires, both teacher and students need to make a feedback and reflection for them. The questionnaires needed to put on the bulletin board, and all the class members have to read them carefully. The questionnaires are as follows.
Hi, Beijia and Difan. Applause for you! I really appreciate the way you designed the syllabus to be so detailed and provide students with so much information to understand how the course you teach is. And, your arrangement of how a unit should be delivered, from organizing simple activities for students to complete with scaffolding to finally allowing them to work on their own outputs without scaffolding, is very clever and allows students to gradually strengthen their understanding and improve their language skills. I'm guessing that you have referenced bloom's taxonomy when designing your syllabus, right? Additionally, I saw the "Instructional Unit & Presentation" in your learning assessment part, and I would like to ask how this is assessed, as I did not find the corresponding section in the calendar, so I am very curious. Also, I highly recommend that you add the time of the final exam to the calendar, as it is also part of the syllabus.
ReplyDeleteJingjing
Thanks for your comment. Yes! I use the principle of Bloom’s taxonomy in my syllabus. First, we help students understand, teach students how to learn, and then encourage students to output their own ideas. Instructional Unit & Presentation are part of evaluation for students. Teachers can not only see whether students are keeping up with their learning progress, but also review and help other students to consolidate knowledge through presentations. Presentations is also an opportunity to help students practice speaking. Thanks for the reminder, I admit I did forget to put this part of the schedule on the calendar. My plan is that at the end of each unit, select some of students do presentation in class, and each student has the opportunity each semester. For example, there are 18 students in class and there are 3 unit in one semester. 18 students will be divided into 3 groups that will do different presentation for different units.
DeleteHi! Beijia and Difan! Thank you for sharing your teaching syllabus! Your teaching syllabus is very organized! And you paid attention to students’ development in various aspects, such as developing their reading and writing ability. And also use some strategies such as brainstorm, pair work and group work to help students more engaged in the class. And after learning a new unit, you will summarize this unit. I think this is helpful for students to strengthen their knowledge learned from class. Besides, I think maybe you can create an exam at the end of this semester and also some quizzes between different units will help you be aware of your students’ development. And then help you to improve the design of your next lesson plan or teaching syllabus.
ReplyDeleteZhihan
Hello! Zhihan! Thanks for your encouragement for my syllabus. Our syllabus concludes many activities that students may be feel interesting. Thanks for your advice. We planned to test students after unit and semester but we forgot present them in the calendar. We show the final exam and unit presentation in the evaluation part. I agree with you that test and exam have many advantages which can help students consolidate and give feedback to teachers. I will present them in my calendar in the future.
DeleteHi, Beijia and Difan. I really enjoy reading your well-organized and detailed syllabus. I have learned a lot from it. Your teaching activities are designed to develop learners’ core competence through language learning to create a learner- centered classroom. Also, for the learning assessment, summative assessment and formation share the same emphasis. As language educator, I really value these effective practices for improving language instruction and the differentiated methods to promote engagement and motivation. The thing I want to add is that the final exam seems to be missing in the calendar, so I wonder how you will conduct the final exam to integrate four language skills and develop core competence.
ReplyDeleteThanks,
Yinran
Thanks for your comment! Yinran. Thanks for your reminding. I didn’t present final exam in the calendar. I want to develop students four skills and cultivate students learning ability. The final test consists of questions on listening, reading, writing and oral comprehension. In traditional Chinese exam, it didn’t includes oral part which is very bad for oral English ability. In addition, final exam not only includes grammar and word question, but also cultivate cultural awareness which can develop students core competence.
Delete