重点高中英语课程标准新课标英文版

重点高中英语课程标准新课标英文版

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New Course Syllable for English

Part 1: Introduction

With the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.

Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.

The current round of reforms to the English curriculum aim to end the following practices:

l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary

l Neglecting to develop students’ ab ility to use language for real

In their place, the reforms aim to establish a curriculum that:

l Develops students’ comprehensive language competence

l Motivates students, is relevant to their life experiences and cognitive level

l Promotes task-based teaching methods

l Involves students in experiential, practical, participatory and cooperative learning

l Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process

1. The Nature of the New Curriculum

The new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students t

l Develop a certain level of comprehensive language competence and the ability to use language for real communication

l Master certain basic language knowledge

l Master listening, speaking, reading and writing skills

However, at another level the curriculum should also serv e students’ all-round development, providing them with opportunities t

l Strengthen their interest in studying English

l Grow in self-discipline, perseverance and self-confidence

l Improve their cooperative, investigative and thinking abilities

l Develop their memory, imagination and creativity

l Adopt good study habits and effective learning strategies

l Develop as autonomous and lifelong learners

l Build moral integrity and a healthy outlook on life

l Establish both national spirit and an awareness of and respect for cultural differences

l Broaden their horizons and enrich their life experience

l Take part in cultural life

l Develop as individuals

2. Basic Principles of the New Curriculum

2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the students

To promote quality education particular attention must be paid t

l Valuing each student’s feelings

l Stimulating stude nts’ interest in studying English

l Helping students gain a sense of achievement and self-confidence

The curriculum must go beyond developing students’ comprehensive language competence to include areas such as:

l Improving students’ ability to contribute to cultural and social life

l Developing students’ practical abilities

l Fostering students’ creativity

2.2The curriculum objectives are holistic and flexible.

The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:

1. Language Skills

2. Language Knowledge

3. Attitudes to Learning

4. Learning Strategies

5. Cultural Awareness

This design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.

2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:

l Curriculum objectives

l The teaching and learning process

l The assessment process

l Teaching and learning resources

When implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:

2.4The curriculum promotes activity-based methods, experiential and participatory learning

The curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:

l Sensory

l Experiential

l ‘Hands on’/practical

l Participatory

l Cooperative

In order to improve their ability to use language for real communication, students should also be able t

l Adjust their learning strategies and control their emotions

l Form positive attitudes towards learning

2.5The curriculum recognizes the important role of formative assessment in promoting student’ development

The assessment system should combine formative with summative assessment. The purposes of assessment should be t

l Promote students’ comprehensive language competence

l Encourage and motivate students

l Help students become more autonomous learners

l Benefit students’ heal thy personal development

l Give teachers useful feedback from which to develop teaching and learning

l Inform the ongoing development and perfection of the English curriculum

Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:

l Encouraging students’ active participation in learning

l Improving students’ self-confidence

Summative assessment should focus on:

l Testing students’ integrated language skills

l Testing students’ ability to use language

2.6The curriculum expands the range of learning resources and opportunities available

The curriculum should strive to use and develop resources whose content is:

l Realistic

l Close to the students’ l ives

l Contemporary

l Healthy

l Rich and varied

Active use should be made of:

l Audio visual material

l Print media

l The Internet

Students should be encouraged to take responsibility for finding, using and developing learning resources themselves.

3. The Curriculum Design

The curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:

l The nature of language development

l The different needs of different age groups

l The needs of different ethnic groups and areas

l The economic imbalances that exist in China

The aim is to have designed a system that is holistic and flexible.

The correspondence between the level system and the grade system is shown in the following diagram:

Primary School Work towards: Notes

Grade 3 Level 1 Students should start studying English in Grade 3

Grade 4 Level 1

Grade 5 Level 2

Grade 6 Level 2 The required standard for the end of primary school Junior Middle School Work towards: Notes

Grade 7 (= Junior 1) Level 3

Grade 8 (= Junior 2) Level 4

Grade 9 (= Junior 3) Level 5 The required standard for the end of junior middle

school

Senior Middle School Work towards: Notes

Senior 1 Level 6

Senior 2 Level 7

Senior 3 Level 8 The required standard for senior middle school

graduation

Level 9 An extension level for specialist schools and able

students

Diagram 1: The Levels and the Grades

Part 2: Introduction to the General Objectives

The fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:

Diagram 3: Comparison of the Old and New Curriculums

l Language skills and knowledge form the basis of comprehensive language competence

l The students’ attitudes to learning strongly influence th eir learning and development

l Successful learning strategies improve the effectiveness of students’ learning

l Cultural awareness ensures students use language appropriately

The overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:

Level Descriptors

1 Students are curious about English and enjoy listening to people speaking English. They

can:

l Play games, do actions and activities (e.g. colouring, joining lines) according to

simple instructions from the teacher

l Perform simple role plays

l Sing simple English songs

l Say simple rhymes and chants

l Understand simple stories by with the aid of pictures

l Communicate simple personal information

l Express simple feelings and attitudes

l Write letters and words

l Take interest in foreign cultural customs met during learning English

2 Students show a sustained interest in and enjoyment of learning English. They can:

l Use simple English greetings and exchange personal information and information about family and friends

l Perform dialogues, songs, rhymes and chants about content they have studied

l Understand and narrate simple stories with the aid of pictures

l Write simple sentences with the aid of pictures or prompts

l Participate and cooperate actively and happily

l Take the initiative to ask for help

l Enjoy learning about other countries’ cultures and customs

3 Students show a positive attitude and the beginnings of self-confidence towards learning

English. They can:

l Understand short and simple stories about familiar topics that they hear

l Exchange information about familiar topics (e.g. school, family life) with the teacher or classmates

l Read and understand short stories and other simple written material

l Write simple sentences with the aid of examples or pictures

l Take part in simple role plays and activities

l Attempt to use suitable learning strategies to overcome difficulties encountered

during study

l Identify cultural differences that are present when communicating in a foreign

language

4 Students can identify their own learning needs and targets and are fairly self-confident

about learning English. They can:

l Listen to and understand dialogues and short stories in everyday communication

l Communicate information and simple opinions about familiar everyday topics

l Write brief and simple letters

l Attempt to use different educational resources

l Gain information from oral and written materials to extend their knowledge, solve simple problems and describe results

l Help each other to overcome difficulties encountered during learning

l Plan and arrange sensible learning activities

l Actively explore learning strategies suitable for themselves

l Take note of cultural differences between China and other countries during study and communication

5 Students show clear motivation and a positive, active attitude towards learning English.

They can:

l Listen to and understand the teacher’s statements about familiar topics and take part in discussions

l Exchange information with others and express opinions about various topics in daily life

l Read and understand texts, newspapers and magazines suitable for Grades 7 – 9,

overcoming the barrier of unknown words to understand the main ideas

l Use appropriate reading strategies according to the purpose of reading

l Draft and edit short compositions according with the aid of prompts

l Cooperate with others to complete tasks, solve problems and report results

l Assess their own learning and summarize their own learning style

l Make use of a wide variety of resources

l Further increase their understanding and awareness of cultural differences

6 Students show further motivation to study English and a growing awareness of

autonomous learning. They can:

l Understand the viewpoints expressed in oral or written materials and state their own view

l Effectively use oral or written language to describe personal experience

l Plan, organize and carry out a variety of English learning activities with the teacher’s assistance

l Take the initiative to exploit a range of learning resources and gain information

through multiple channels

l Adjust their own learning objectives and strategies according to the results of

self-assessment

l Understand the cultural background to and connotations of language during

communication

7 Students show clear and sustained motivation to study English and a clear awareness of

autonomous learning. They can:

l Exchange information, ask questions, give opinions and advice about a fairly wide range of topics

l Read and understand original texts and newspapers that have been adapted for senior middle school students

l Show nascent skill in writing compositions such as notices and letters of information l Take the initiative to plan, organize and carry out a range of language practice

activities

l Take responsibility for using a wide variety of learning resources to promote study l Monitor their own learning to continue to form learning strategies suitable for

themselves

l Understand cultural differences in communication and further form wide cultural awareness

8 Students show strong self-confidence and ability to learn autonomously. They can:

l Communicate fairly naturally with other English speakers about familiar topics

l Express evaluative comments about the content of oral or written materials

l Write coherent and fully structured short compositions

l Take responsibility for planning, organizing and carrying out a range of language practice activities such as discussion, decision making, and reporting experiment and

survey results

l Use the internet and various other resources to gather and process information

effectively

l Consciously evaluate learning outcomes and form effective English learning

strategies

l Understand the cultural connotations and background during communication and

adopt a respectful and tolerant attitude towards cultures of different countries

9 Students are autonomous learners. They can:

l Listen to and understand the main content of speeches, discussions, debates and

reports on familiar topics

l Discuss and express their attitudes and opinions about topics of universal importance inside and outside China, such as the environment, population, peace, development, etc

l Act as an interpreter in everyday life

l Make the most of a variety of opportunities to use English for real communication

l Read popular science and literature articles with fairly wide ranging subjects with the aid of a dictionary

l Use common genres/text types to complete ordinary writing tasks and have nascent

ability to write in a literary way

l Expand and enrich learning resources autonomously

l Display strong global awareness

Table 1: The Overall Descriptors for Comprehensive Language Competence

Part 3: The General Objectives in Detail

Detailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.

Level Skill Descriptors for Language Skills

2 Listening Students can:

1. Understand simple live or recorded speech with the aid of pictures and

images

2. Understand simple stories with the aid of pictures

3. Understand simple questions during classroom activities

4. Understand common instructions and respond appropriately

Speaking Students can:

1. Speak with clear pronunciation and can convey intonation

2. Take part in simple dialogues about familiar personal and family

information

3. Use some common daily expressions (e.g. greetings, farewells, thanks,

apologies, etc.)

4. Tell simple stories with the teacher’s help

Reading S tudents can:

1. Read and recognize all words studied

2. Read aloud simple words according to spelling rules

3. Understand short and simple instructions in textbooks

4. Understand information expressed in simple texts like greetings cards

5. Understand simple stories or short passages with the aid of pictures and

form the habit of reading for overall comprehension

6. Read aloud accurately all the stories and passages studied

Writing Students can:

1. Copy example sentences

2. Write simple greetings

3. Write short and simple headings and descriptions to fit pictures or objects

4. Use capitalization and punctuation with basic accuracy

Other Students can:

1. Use simple English to play games

2. Perform short stories or fairy tales with the teacher’s help

3. Say 30-40 simple nursery rhymes or chants

4. Perform 30-40 English songs

5. Understand English cartoons and programmes of a suitable level (on

average 20-25 minutes per week)

5 Listening Students can:

1. Understand speakers’ intentions according to their stress and intonation

2. Understand and extract information and viewpoints from talk about

familiar topics

3. Understand the main ideas, using contextual clues to deal with unfamiliar

words

4. Understand stories and narratives spoken at near natural speed, including

their cause and effect structures

5. React in a suitable way to what is heard

6. Take simple notes about what is heard

Speaking Students can:

1. Provide information, express simple views and opinions and take part in

discussions about simple topics

2. Exchange information and cooperate with others to complete tasks

3. Correct oneself appropriately during speech

4. Inquire for information and ask for help effectively

5. Carry out situational dialogues according to different topics

6. Perform short plays in English

7. Uuse natural pronunciation and intonation and an appropriate tone during

the above activities

Reading S tudents can:

1. Infer the meaning of new words from the context and word formation rules

2. Uunderstand the logical relationships between each sentence in a paragraph

3. Pick out the main ideas in texts and understand the plot in stories,

predicting its development and possible endings

4. Understand reading material of different common genres/text types

5. Use appropriate reading strategies to find information according to

different reading purposes

6. Use dictionaries and other reference material to carry out learning

7. Hhave read material other than that included in the textbook, totaling over

中小学英语课程标准英文版

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(2018)英语 新课标试题与答案

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英语课程标准英文版

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许多国家在基础教育发展战略中，都把英语教育作为公民素质教育的重要组成部分，并将其摆在突出的地位。 改革开放以来，我国的英语教育规模不断扩大，教育教学取得了显著的成就。然而，英语教育的现状尚不能适应我国经济建设和社会发展的需要，与时代发展的要求还存在差距。此次英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣。生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。 一、课程性质 外语是基础教育阶段的必修课程，英语是外语课程中的主要语种之一。 英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。 基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。 二、基本理念 （一）面向全体学生，注重素质教育 英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，

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四是对课程试验中意见比较集中的“任务型语言教学”和“教学评价”等内容做了重点调整，更符合当前多数地区的教学实际，案例和评析更加具体详尽，在实际教学中的可操作性更强。 变化【2】 一、“前言”部分 修订版课标中，从“提高国民素质”、“促进学生发展”、“培养跨文化交际能力”的角度来阐释基础教育英语课程的意义。删去了实验稿课标中“英语课程改革的重点是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程”一段内容。 二、“课程性质”部分 删去实验稿课标中“基础教育阶段英语课程的任务是......”一段有关兴趣、自信心、学习策略、自主学习、合作精神和综合语言运用能力等内容；保留了掌握基础语言知识、发展基本交际技能和跨文化意识、促进思维发展、提高人文素养、为终身发展奠定基础等要点；进一步明确了外语课程工具性和人文性的统一，有助于课程实施者更清晰准确地认识英语课程的性质和价值。

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小学英语新课程标准【最新修订版】 英语组教研活动（2018.9.14） 从3年级开设英语课程的学校，3、4年级应完成一级目标，5、6年级完成二级目标； 以下是本课程一、二级应达到的综合语言运用能力目标: 一级：对英语有好奇心，喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。能做简单的角色扮演。能唱简单的英文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息，表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。 二级：对英语学习有持续的兴趣和爱好。能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话或歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。乐于了解异国文化、习俗。 语言技能目标 一级： 听做： 1.能根据听到的词语识别或指认图片或实物； 2.能听懂课堂简短的指令并做出相应的反应； 3.能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等； 4.能在图片和动作的提示下听懂简单的小故事并做出反应。 说唱： 1.能根据录音模仿说英语； 2.能相互致以简单的问候;

3.能相互交流简单的个人信息，如:姓名、年龄等; 4.能表达简单的情感和感觉，如:喜欢和不喜欢; 5.能够根据表演猜测意思、说词语， 6.能唱英语儿童歌曲15一20首，说歌谣15一20首; 7.能根据图、文说出单词或短句。 玩演： 1.能用英语做游戏并在游戏中用英语进行简单的交际; 2.能做简单的角色表演； 3.能表演英文歌曲及简单的童话剧，如(小红帽)等。 读写： 1.能看图识字；2、能在指认物体的前提下认读所学词语； 3.能在图片的帮助下读懂简单的小故事; 4、能正确书写字母和单词。 视听： 1.能看懂语言简单的英语动画片或程度相当的教学节目； 2.视听时间每学年不少于10小时(平均每周20一25分钟)。 语言技能二级目标 听： 1.能在图片、图像、手势的帮助下，听懂简单的话语或录音材料； 2.能听懂简单的配图小故事； 3.能听懂课堂活动中简单的提问； 4.能听懂常用指令和要求并做出适当反应。 说： 1.能在口头表达中做到发音清楚、语调达意； 2.能就所熟悉的个人和家庭情况进行简短对话； 3.能运用一些最常用的日常套语(如问候、告别、致谢、致歉等)；