-
English Curriculum Standards for compulsory
Education (2017-year Edition).
Ministry of Education of
the people's Republic of China.
Directory.
Part one Preface
II. Basic concepts of the
curriculum
III. Ideas for curriculum
design
Part II
Curriculum objective
I.
overall objective
II.
Hierarchical objectives
Part III grading criteria
I. language skills
II. Language
knowledge
III. Emotional
attitudes
4. Learning
strategies
V
. Cultural awareness
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
I. nature of the
curriculum
.
Part IV implementation of
recommendation
I.
pedagogical recommendations
II. Evaluation
recommendations
Appendix
III. Recommendations for the
preparation of teaching materials
Appendix 1 list of speech items
Appendix 2
Grammar item Table
Appendix 3 Glossary
Part I Preface.
Nowadays, the world is in the period of
great development and great adjustment, showing
the development trend of
world
multi-polarization,
economic
globalization
and
informatization.
As
a
big
country
with
peaceful
development,
China bears an
important historical mission and international
responsibilities and obligations. English is one
of the most
widely
spoken
languages
in
the
world.
It
has
become
an
important
tool
for
international
exchanges
and
scientific,
technological
and cultural exchanges. Learning and using English
plays an important role in absorbing the
achievements
of
human
civilization,
drawing
lessons
from
advanced
foreign
science
and
technology,
and
enhancing
the
mutual
understanding
between China
and
the
world. Offering
English
courses
in
the
compulsory
education
stage
can
lay
the
foundation
for
improving
the
whole
national
literacy
of
our
country,
cultivating
the
talents
with
creative
ability
and
cross-cultural
communicative
ability,
and
improving
the
international
competitiveness
of
the
country
and
the
international
communication ability of the people.
The establishment of
English courses in compulsory education is of
great significance to the future development of
young
people.
Learning
English
will
not
only
help
them
better
understand
the
world,
learn
advanced
scientific
and
cultural knowledge,
spread Chinese culture, and enhance their mutual
communication and understanding with the young
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people
of
other
countries.
It
can
also
provide
them
with
more
opportunities
for
education
and
career
development.
Learning
English
can
help
them
to
form
an
open
and
tolerant
character,
to
develop
the
awareness
and
ability
of
cross-
cultural
communication,
to
promote
the
development
of
thinking,
to
form
a
correct
outlook
on
life,
values
and
good
humanities.
Learning
English
can
provide
students
with
the
ability
to
participate
in
knowledge
innovation
and
scientific
and
technological
innovation
in
the
future,
as
well
as
lay
the
foundation
for
them
to
better
adapt
to
the
multi-polarization of the world,
economic globalization and informationization in
the future.
I. the nature
of the curriculum.
The English curriculum at the stage of
compulsory education is of the dual nature of
instrumentality and humanism.
As
far
as
instrumentality
is
concerned,
English
curriculum
undertakes
the
task
of
cultivating
students'
basic
English
literacy
and
developing
their
thinking
ability,
that
is,
students
can
master
basic
knowledge
of
English
language
and
develop basic skills of
listening, speaking, reading and writing in
English through English courses. Form the ability
to
communicate with others in English,
further promote the development of thinking
ability, for the future to continue to
learn English and other relevant
scientific and cultural knowledge in English to
lay the foundation. As far as humanity is
concerned,
English
curriculum
undertakes
the
task
of
improving
students'
comprehensive
humanistic
quality,
that
is,
students
can
broaden
their
horizons,
enrich
their
life
experiences,
form
cross-cultural
consciousness,
enhance
their
patriotism and develop
their innovative ability through English courses.
Form a good character and a correct outlook on
life
and
values.
The
integration
of
instrumental
and
humanistic
English
curriculum
is
conducive
to
the
lifelong
development of students to lay the
foundation.
II.
The basic idea of Curriculum.
(1) pay attention to
quality-oriented education and embody the value of
language learning to students' development;
The main
purpose of English curriculum in compulsory
education is to lay a foundation for students to
develop their
comprehensive language
ability and to create favorable conditions for
them to continue to learn English and to develop
in the future. Language is not only a
tool for communication, but also a tool for
thinking. Learning a foreign language
can
promote
people's
mental
development,
help
students
to
understand
the
diversity
of
the
world,
experience
the
similarities and
differences between Chinese and foreign cultures
to form cross-cultural awareness, enhance
international
understanding,
and
carry
forward
the
spirit
of
patriotism.
Form
the
sense
of
social
responsibility
and
innovation
consciousness, improve humanities
accomplishment.
(2) for all students, pay attention to
the different characteristics and individual
differences of language learners.
Compulsory education is an
important part of education for all. The English
curriculum at the stage of compulsory
education
should
be
open
to
all
students
and
embody
the
student-centered
thinking.
The
development
needs
of
all
students should be taken into account
in the aspects of teaching objectives, teaching
contents, teaching process, teaching
evaluation and the utilization and
development of teaching resources. English
curriculum should be a process in which
students
construct
their
knowledge,
develop
their
skills,
broaden
their horizons,
enliven
their
thinking
and
show
their
individuality under the guidance of
their teachers. Due to the differences in age,
personality, cognitive style and living
environment, students have different
learning needs and characteristics. Only to meet
individual needs to a large extent,
it
is possible to obtain the maximum overall teaching
efficiency.
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(C) overall design
objectives, taking full account of the
progressivity and continuity of language learning.
English
learning has obvious characteristics of
progressiveness and continuity. Language learning
lasts a long time
and needs to
accumulate gradually. The English Curriculum
Standard for compulsory Education (hereinafter
referred to
as
Standard
and
the
English
Curriculum
Standard
for
Senior
High
Schools,
which
converge
with
it,
set
the
objectives
of
the
English
curriculum
for
the
basic
education
stage
at
nine
levels.
The
aim
is
to
embody
the
organic
cohesion of primary,
junior middle and senior middle school courses and
the gradual development of students' English
language
competence,
so
as
to
ensure
the
integrity,
progressiveness
and
continuity
of
English
curriculum.
English
teaching
and
evaluation
activities
should
be
organized
in
accordance
with
the
students'
language
proficiency
and
the
corresponding grade requirements.
(4) emphasizing
the process of learning and paying attention to
the practicality and application of language
learning.
Modern foreign language education pays
attention to the process of language learning,
emphasizes the practicality
of language
learning, advocates that students should contact,
experience and understand the real language in the
context,
and learn and use language on
this basis. English curriculum advocates the
adoption of language teaching approaches
and methods that both emphasize the
language learning process and improve the
students' learning effectiveness, so as to
create as
many opportunities
as possible for
the students to use the
language in the real context. Encourage students,
under
the
guidance
of
teachers,
to
discover
language
laws
through
experience,
practice,
participation,
inquiry
and
cooperation,
to gradually
master
language knowledge and
skills,
to
constantly
adjust
their
emotional
attitudes,
and
to
form effective learning strategies,
Develop the ability of autonomous learning.
(5) to optimize
the evaluation method, with emphasis on the
evaluation of students' comprehensive language
ability.
The
evaluation system of English curriculum should be
conducive to the development of students'
comprehensive
language
use
ability.
It
should
be
evaluated
by
adopting
multiple
and
optimized
evaluation
methods
to
assess
the
development level of students'
comprehensive language use ability, and stimulate
students' interest in learning by means
of
evaluation.
Promote
the
development
of
students'
autonomous
learning
ability,
thinking
ability,
cross-cultural
awareness and
healthy personality. The evaluation system should
include formative evaluation and summative
evaluation.
The evaluation in daily
teaching focuses on formative assessment, focusing
on the performance and progress of students
in
the
learning
process;
the
final
assessment
focuses
on
the
students'
comprehensive
language
use
ability.
Including
language skills, language knowledge,
emotional attitude, learning strategies and
cultural awareness and so on.
(6) enriching curriculum
resources and expanding English learning channels.
Language
learning requires a great deal of input. Rich and
diverse curriculum resources are especially
important for
English learning.
According to the needs of teaching and learning,
English curriculum should provide English learning
resources
that
are
close
to
students,
life
and
times.
We
should
creatively
develop
and
make
use
of
the
fresh
English
learning resources in real life, and
actively use audio-visual, radio, television,
books, newspapers, magazines, Internet
information, and so on, to expand the
channels for students to learn and use English.
Ⅲ
. The idea of
curriculum design.
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The general idea of English
curriculum design is: under the guidance of the
scientific concept of development and
advanced
foreign
language
curriculum
concept,
based
on
the
national
conditions,
comprehensive
consideration
of
the
current
situation
of
English
education
in
China,
starting
from
the
stage
of
compulsory
education;
To
establish
a
student-oriented,
systematic
and
progressive
English
curriculum
system.
This
curriculum
system
aims
at
fostering
students'
comprehensive
language
application
ability,
according
to
the
law
of
language
learning
and
the
development
needs of
students in the compulsory education stage. From
the language skills, language knowledge, emotional
attitude,
learning
strategies
and
cultural
awareness
of
the
five
aspects
of
the
design
of
the
overall
curriculum
objectives
and
grading goals. These five aspects are
interrelated and complement each other, which
makes English curriculum attach
importance not only to the cultivation
of students' basic language knowledge and basic
skills, but also to the optimization
of
the
learning
process,
so
as
to
guide
students
to
form
effective
learning
strategies
and
certain
cultural
awareness.
Cultivate positive emotional attitudes
and values.
According to the above design idea, the
compulsory education stage English curriculum take
the elementary school
3
grades
as
the
starting
point,
take
the
junior
middle
school
graduation
as
the
end
(namely
compulsory
education
9
grades), and with the
senior middle school stage English curriculum
links up. The English curriculum of the entire
basic
education
stage
(including
compulsory
education
and
senior
high
school)
is
divided
into
nine
levels
according
to
the
ability
level, forming a gradual and sustainable
development of the curriculum. The aim of setting
graded courses is to
reflect the
learning needs and cognitive characteristics of
students of different ages, and to make English
courses with
integrity, flexibility and
openness, using the international grading methods
for reference.
In the nine-level target system, the
first to the fifth level is the goal requirement
of the compulsory education stage.
Level two is the basic requirement to
be met at the end of the sixth grade, and grade
five is the basic requirement to be
reached at the end of the ninth grade.
Grades 6 to 9 are the target requirements for
ordinary high schools. Among them,
level 7 is the basic requirement for
high school graduates, and levels 8 and 9 are
designed for high school students who
are
willing
to
further
improve
their
English
proficiency.
Of
the
nine
levels
of
targets,
levels
I,
III,
IV
and
VI
are
transitional levels. The
setting of grading objectives is conducive to
teaching and evaluation in the implementation of
the
curriculum, but also provides a
basis for the flexibility and openness of the
curriculum.
The
levels in the curriculum grading objectives are
not entirely equivalent to the grades in the basic
education stage.
However, the grading
goal provides the instruction requirements for the
teaching and evaluation of grades 3, 6, 7, 9 and
senior high school, and the compilation
of teaching materials, which is conducive to the
overall implementation of the
curriculum.
In
the
period
of
compulsory
education,
schools
offering
English
courses
from
the
third
grade,
the
fourth
grade should complete the first level
goal, the sixth grade should complete the second
level goal, the schedule of classes
should
reflect
the
principle
of
short
time
and
high
frequency
as
far
as
possible,
and
guarantee
three
or
four
teaching
activities per
week; The total weekly class time shall not be
less than 80 ~ 90 minutes. Grades 7, 9 and 9
completed the
goals of levels III, IV
and V respectively, and the weekly class hours
were carried out in accordance with the national
curriculum plan.
Considering
the
fact
that
our
country
has
a
vast
territory,
numerous
nationalities
and
unbalanced
economic
and
educational development, each region
can formulate its own curriculum implementation
plan according to the situation
of
teachers' condition and resource allocation, etc.
To determine the starting grade of English
teaching in primary schools
and the
grade requirements to be reached when graduating
from primary and junior high schools, the factors
such as the
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availability of teachers and the
teaching conditions should be fully taken into
account in the establishment of English
curriculum
in
primary
schools.
Local
teaching
and
research
departments
should
strengthen
the
classification,
stratification guidance and evaluation
of teaching, help schools to implement the local
curriculum implementation plan
in
accordance with local conditions, and pay
attention to the coordination and convergence
between the good learning
sections. In
particular, we should do a good job in the smooth
transition between primary and junior high school,
and
promote the balanced development of
regional English education.
Part II Curriculum objectives.
I. overall
objectives.
The
general
goal
of
English
curriculum
in
compulsory
education
stage
is
to
make
students
form
the
initial
comprehensive
language
using
ability,
promote
the
mental
development,
and
improve
the
comprehensive
humanities
accomplishment through English
learning. The formation of comprehensive language
competence is based on the overall
development
of
language
skills,
language
knowledge,
emotional
attitudes,
learning
strategies
and
cultural
awareness.
Language
skills
and
language
knowledge
are
the
basis
of
comprehensive
language
use
ability,
cultural
awareness
is
conducive
to
the
correct
understanding
of
language
and
proper
use
of
language,
effective
learning
strategies
are
conducive to improving
learning efficiency and developing autonomous
learning ability; A positive emotional attitude is
conducive
to
active
learning
and
sustainable
development.
These
five
aspects
complement
each
other
and
jointly
promote the formation and development
of students' comprehensive language ability.
Language
skills, language knowledge, emotion and attitude,
learning strategies and cultural awareness
constitute the
overall goal of English
curriculum, which not only embodies the
instrumentality of English learning, but also
embodies
its
humanism.
It
is
not
only
conducive
to
the
development
of
students'
language
ability,
but
also
conducive
to
the
development of students' thinking
ability, so as to comprehensively improve
students' comprehensive humanistic literacy.
II. Graded objectives.
The
objectives
of
English
curriculum
at
all
levels
in
compulsory
education
stage
refer
to
the
students'
comprehensive
performance in five aspects: language skills,
language knowledge, emotional attitudes, learning
strategies
and cultural awareness.
Table 1 provides a description of the first to
fifth level goals.
Level
Target description
Curious about English, like to listen
to others speak English.
Ability to perform actions, play games,
and do things (such as painting) according to
the teacher's simple instructions.
One
Color,
line). Can do simple role-playing. Can sing simple
English songs,
Speak simple English
ballads. Be able to understand and read easily
with the help of
pictures.
A
little
story.
Ability
to
communicate
simple
personal
information
and
express
simple feelings and emotions.
Can write words and phrases
according to examples.
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Willing to
imitate in learning, dare to express, have a
certain sense of English.
Ability.
Be interested in the foreign culture
and customs that I come into contact with in my
study.
Interested in continuing to learn
English.
Ability to exchange greetings in simple
English and to change personal, family and
friends and be able to make short
statements on topics of daily life. Can be in the
picture.
To
understand, read and tell simple stories with the
help of teachers.
Two
Act out short stories or short plays
and sing simple English songs and ballads. Can.
Write a short description
according to the pictures, words or examples.
Willing to
participate in the study, active cooperation,
initiative to consult, the initial
formation of the good apperception of
English and good study habits.
I'd like to know more about
foreign culture and customs.
To
English study displays the enthusiasm and the
preliminary self-confidence.
Be able to understand
paragraphs and short stories about familiar
topics. Ability to
change
information
with
teachers
or
classmates
on
familiar
topics
(e.g.,
school,
family life). Ability to read short
stories and simple written materials in other
styles.
Can
use
phrases
or
sentences
to
describe
a
series
of
pictures,
abbreviated
simple
Three
story.
Be
able
to
briefly
describe
an
event,
participate
in
simple
role-
playing
activities, etc., according to
the tips.
Can
try
to
use
the
appropriate
learning
methods
to
overcome
the
difficulties
encountered in
learning.
Be
aware of the cultural differences in language
communication.
Have clear
learning needs and goals, and show strong self-
confidence in English
learning.
Be
able
to
understand
conversations
and
short
stories
in
the
context
of
everyday
communication.
Can
use
simple
language
to
describe
their
own
or
others'
Four
experience,
can
express
a
simple
point
of
view.
Ability
to
read
short
essays
of
common
styles
and
corresponding
levels
of
English
newspaper
articles.
Ability
to
cooperate in drafting and revising
short narratives, instructions, rules, etc. Can
try to
make.
Using
different
educational
resources,
extract
information
from
oral
and
written
materials, expand
knowledge, solve simple problems, and describe the
results.
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Can
help
each
other
in
learning,
overcome
difficulties.
Can
reasonably
plan
and
arrange the study task,
positively explores the study method which suits
oneself.
In
the
study
and
daily
communication
can
pay
attention
to
the
similarities
and
differences between Chinese and foreign
cultures.
Have
a clear motivation for English learning, a
proactive attitude to learning and
self-confidence.
Ability to understand
presentations on familiar topics and participate
in discussions.
Ability
to
exchange
information
with
others
and
present
their
opinions
on
topics
related
to
everyday
conversation.
Can
read
the
corresponding
level
of
reading
materials and newspapers, magazines, to
overcome the obstacles of new words, to
understand the main idea.
Five
Ability
to
use
appropriate
reading
strategies
according
to
the
purpose
of
reading.
Ability to draft and revise essays
independently according to instructions.
Ability
to
cooperate
with
others,
solve
problems
and
report
results,
and
work
together
to
accomplish
learning
tasks.
To
be
able
to
evaluate
their
own
learning,
summarize learning methods. Can use
many kinds of education resources to carry on
the study.
To further enhance the understanding
and understanding of cultural differences.
Part III grading standards.
In
accordance
with
the
general
objectives
of
the
compulsory
education
English
curriculum,
this
standard
puts
forward
the
requirements
of
language
skills,
language
knowledge,
emotional
attitude,
learning
strategies
and
cultural
awareness respectively in five aspects:
language skills, language knowledge, emotional
attitude, learning strategies and
cultural awareness. Among them, the
language skills of listening, speaking, reading,
writing and other skills put forward
five
different
levels
of
goal
requirements,
language
knowledge,
emotional
attitude,
learning
strategies
and
cultural
awareness put
forward the target requirements of two and five
levels.
I.
language skills.
Language skills is an important part of
language skills, mainly including listening,
speaking, reading, writing and
other
skills and the comprehensive use of these skills.
Listening and reading are skills of understanding,
speaking and
writing
are
skills
of
expression.
They
complement
and
promote
each
other
in
language
learning
and
communication.
Students
should
form
comprehensive
language
competence
through
a
large
number
of
special
and
comprehensive
language
practice activities to lay a solid foundation for
real language communication. Therefore, listening,
speaking,
reading
and
writing
are
not
only
the
contents
of
learning,
but
also
the
means
of
learning.
The
main
content
of
the
language skill standard
is what the students can do at a certain level,
which not only helps to arouse the students'
learning
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enthusiasm
and
promote
the
improvement
of
the
students'
language
application
ability,
but
also
helps
to
evaluate
the
students' learning
results scientifically and rationally.
Level
Skill
words
you hear.
2.
Ability
to
understand
and
respond
to
short
instructions
in
One
Listen and do
class.
3.
Ability
to
do
things
as
directed,
such
as
pictures,
colors,
drawings, actions, etc.
4. Be able to understand and respond to
simple short stories with
picture and
action cues.
1. Can mimic speech
according to the recording.
2. Can send simple greetings to each
other.
3.
Ability
to
communicate
simple
personal
information
such
as
name,
age, etc.
4. Can express
simple emotions and feelings, such as likes and
Speak and sing
dislikes.
5.
Can
guess
the
meaning
and
say
the
words
according
to
the
performance.
6.
Can learn to sing English children's songs and
ballads about
15.
7. Can say the word or short sentence
according to the picture or
the text.
Play and act
1.
Ability to play games and communicate in English
under the
guidance of teachers.
2. Can do simple role-
playing.
1. Can read pictures and
recognize words.
2. Be able
to read the words under the premise of identifying
the
Read and write
object.
3. Can read simple stories
with the help of pictures.
4. Ability to write letters and words
correctly.
5. Can write
words and phrases according to examples.
Be
able
to
read cartoons
in simple
English
or
English
teaching
Visual and
auditory
programs
of
equivalent
degree,
the
audiovisual
time
in
class
is
no less than 10 hours per
school year (average 20 to 25 minutes
per week).
1.
Be
able
to
understand
simple
words
or
recordings
with
the
help of pictures, images
and gestures.
Two
Listen
2. Be able to
understand simple stories with pictures.
3. Be able to understand
simple questions in class activities.
4. Ability to understand and respond to
common instructions and
requirements.
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8
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34
Standard description
1. Be able to identify or identify
pictures or objects based on the
1.
Ability
to
articulate
clearly
in
oral
expression,
intonation
is
essential to achieve
meaning.
2.
Be
able
to
have
short
conversations
about
familiar
personal
and family
situations.
Speak
3.
Ability
to
use
some
of
the
most
common
daily
expressions
(e.g. greetings, goodbyes, thanks,
apologies, etc.).
4. Can
make brief narration on the topic of daily life.
5. Can describe or tell a
simple story with the help of a teacher
and the help of a picture.
read the words I have learned.
2. Can read simple words according to
the rules of spelling.
3.
Ability to read short requirements or instructions
in textbooks.
Read
4. Ability to read simple messages such
as greeting cards.
5.
Can
read
simple
story
or
short
passage
with
the
help
of
pictures,
and
develop
the
habit
of
reading
according
to
the
meaning group.
6. Can read the story or passage
correctly.
1.
Can
use
the
uppercase
and
lowercase
letters
and
common
Write
punctuation marks correctly.
2. Can write simple
greetings and greetings.
3.
Write short sentences based on pictures, words, or
examples.
1. Ability to play games in
simple English as required.
2.
Can
perform
short
stories
or
short
plays
with
the
help
of
Play and act
Visual and
auditory
teachers.
3. Can learn to sing simple
English songs and ballads about 30
(including a requirement).
4. Able to read English cartoons and
English teaching festivals,
classroom
audio and visual time per school year no less than
10
hours (an average of 20 minutes per
week, 25 minutes).
1.
Can
recognize
the
intonation
of
different
sentence
patterns,
such
as
declarative
sentences,
interrogative
sentences
and
commands.
2. Can realize the change of sentence
meaning according to the
change of
intonation.
3. I can feel
the rhythm in a ballad.
Three
Listen
4.
Ability
to
identify
connections
between
sentences
in
a
paragraph.
5.
Ability
to
understand
and
respond
to
successive
instructions
and questions in learning activities.
6. Be able to understand
the sentences about familiar topics.
7.
Be
able
to
understand
the
teacher's
story
with
the
help
of
prompts.
Speak
1.
Ability
to
communicate
in
short
English
in
classroom
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9
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activities.
2.
Ability to communicate easily on familiar topics.
3. Ability to play simple
roles under the guidance of a teacher.
4. Be able to describe a thing simply
with the help of a given tip
(such as a
picture, slide show, food, text, etc.).
5.
Can
provide
information
about
personal
circumstances
and
personal experiences.
6. Can tell simple little stories.
7. Can recite a certain
number of English poems or ballads, can
sing some English songs.
8.
Be
able
to
make
pronunciation
and
intonation
correct
in
the
above oral
activities.
1. Can read the text
correctly.
2. Ability to
understand and implement short written
instructions
on learning activities.
Read
3. Ability
to read simple stories and essays and grasp the
main
idea.
4. Be
able to start using simple reference books.
5. The total amount of
extracurricular reading should reach more
than 40,000 words.
1.
Ability to use common punctuation marks correctly.
2. Ability to convey
information in simple forms such as charts
and posters.
Write
3. Ability to write or
respond to simple greetings and invitations
by reference to examples.
4. Can use phrases or sentences to
describe a series of pictures,
write
simple stories.
1.
The
ability
to
understand
close
to
natural
speech
speed,
familiar with the
topic of simple paragraphs, identify the topic,
access to the main information.
2. Be able to understand
the plot development of a simple story,
Listen
and understand the
main characters and events.
3.
Ability
to
follow
continuous
instructions
and
perform
tasks
accordingly.
Four
4.
Can
understand
the
radio,
television
and
other
media
in
the
primary
English teaching programs.
1. Be able
to give coherent, simple instructions based on
cues.
2. To get to the
point and have a few rounds of conversation.
3. Be able to describe your
own or others' experiences in simple
Speak
words with the help of
a teacher or according to a picture.
4. Under the guidance of teachers can
participate in the role of
performance
and other activities.
5.
Be
able
to
use
correct
pronunciation
and
intonation
in
the
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above oral activities.
1. Ability to read the text coherently
and fluently.
2. Ability to
understand the sequence of events and the behavior
of characters in easy-to-read books.
3.
Can
find
out
the
information
and
understand
the
main
idea
from
the simple article.
4. You
can guess the meaning of a new word from the
context.
Read
5.
Ability
to
understand
and
interpret
the
information
provided
by the chart.
6.
Be able to read simple personal letters,
illustrations and other
materials in
application style.
7.
Can
use
English-
Chinese
dictionaries
and
other
reference
books to help read and understand.
8. The total amount of
extracurricular reading should reach more
than 100000 words.
1.
Ability to use punctuation correctly.
2.
Can
use
phrases
or
simple
sentences
to
create
their
own
pictures to write instructions.
Write
3. Ability
to write short paragraphs, such as simple
instructions,
rules.
4. Ability to draft and revise essays
with the help of teachers or
in small
group discussions.
1.
Ability
to
understand
the
speaker's
intentions
in
terms
of
intonation and stress.
2.
Be
able
to
understand
conversations
on
familiar
topics
and
extract information and
opinions from them.
3.
With
the
help
of
context,
we
can
overcome
the
obstacles
of
new
words and understand the main idea.
Five
Listen
4. Be
able to understand stories and narratives that are
close to
the
natural
rate
of
speech,
and
understand
the
causality
of
the
story.
5.
Ability
to
respond
in
an
appropriate
manner
during
the
listening process.
6.
Be
able
to
record
simple
information
for
the
content
of
the
listening paragraph.
1.
Ability
to
provide
information
on
simple
topics,
express
simple ideas and
opinions, and participate in discussions.
2. Ability to communicate
information and cooperate with others
Speak
to accomplish tasks.
3. Ability to correct
oneself in oral expression.
4. Can effectively ask for information
and ask for help.
5. Be
able to conduct situational conversations
according to the
topic.
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6. Can act short play in
English.
7.
In
the
above
oral
activities
to
achieve
pronunciation,
intonation natural, tone appropriate.
1.
Ability
to
infer
and
understand
the
meaning
of
new
words
from context and word
formation.
2.
Ability
to
understand
the
logical
relationship
between
sentences in a
paragraph.
3.
Can
find
out
the
theme
of
the
article,
understand
the
plot
of
the
story, predict the development of the story and
the possible
outcome.
Read
4.
Be
able
to
read
books
of
common
genres
at
the
appropriate
level.
5.
Can
use
simple
reading
strategies
to
obtain
information
according to
different reading purposes.
6.
Ability
to
use
dictionaries
and
other
reference
books
for
reading.
7. The total amount of extracurricular
reading should reach more
than 150000
words.
1.
Ability
to
collect
and
prepare
materials
according
to
writing
requirements.
2. Can independently draft
essays, text messages, and other, and
under the guidance of teachers to
modify.
Write
3.
You
can
use
common
conjunctions
to
represent
order
and
logical
relationships.
4. Can
simply describe a person or event.
5. Ability to write simple paragraphs
or instructions according to
diagrams
or tables.
II. Language
knowledge.
The
basic knowledge of the English language that
students should learn and master in the compulsory
education
stage includes pronunciation,
vocabulary, grammar and language forms used to
express common topics and functions.
Language knowledge is an important part
of language application ability and an important
basis for the development of
language
skills.
Level
Knowledge
Standard
description
1. Pronounce 26 letters
correctly.
2. Understand
simple spelling patterns.
Pronunciation
3. Understand
that words are stressed and sentences are
stressed.
Two
4.
Understanding
English
pronunciation
includes
linking,
rhythm,
pause, intonation and so on.
Vocabulary
1. Know that
words are made of letters.
2.
Know
to
learn
vocabulary
according
to
the
sound, meaning
and
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form of the word.
3. Learn 600-700 words and
about 50 idioms about the topic range
of
this
level,
and
can
initially
use
about
400
words
to
express
the
corresponding topic of
the second level regulation.
1.
Understand the meaning and usage of the following
grammatical
items in the context:
The single and compound
forms of nouns and the possessive case of
nouns,
Personal
pronouns and adjective possessive pronouns,
Grammar
The
simple
present
tense,
the
present
continuous
tense,
the
simple
past tense and the simple future tense,
Common prepositions for
time, place, and location;
The basic form of simple sentences.
2. Experience the
ideographic function of the above grammar items
in practical application.
Understand
and
use
language
expressions
related
to
the
following
Function
functions:
greetings,
introductions,
goodbyes,
requests,
acknowledgements,
invitations,
apologies,
emotions,
preferences,
suggestions, wishes, etc.
Understand
and
use
language
expressions
on
the
following
topics:
Topic
personal situation, family and friends,
body and health, school and
daily
life,
sports
activities,
holidays,
food,
clothing,
seasons
and
weather, color, animals and so on.
1. To understand the meaning of
phonetics in language learning.
2.
In
the
daily
conversation
to
achieve
pronunciation,
intonation
is
basically correct,
natural, smooth.
Pronunciation
3.
Understand
and
express
different
intentions
and
attitudes
according to
changes in stress and intonation.
4. Spell the words according to the
pronunciation rules and phonetic
symbols.
1. Understand
English vocabulary including words, phrases,
idioms
and fixed collocations.
Five
Vocabulary
2. To understand and comprehend the
basic sounds and meanings of
words and
their meanings in specific contexts.
3. Use word busy to describe things,
behaviors and characteristics,
explain
concepts, etc.
4. Learn to
use 1500 to 1600 words and 200 to 300 idioms or
fixed
collocations.
1.
Understand the grammar items listed in the
the Appendix and be able to use them in
specific contexts.
Grammar
2.
Understand
the
basic
structure
of
common
language
forms
and
common ideographic
functions.
3. Experience
and comprehend the ideographic function of
language
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form in
practical application.
4.
To
understand
and
use
appropriate
language
forms
to
describe
people
and
things;
to
describe
the
occurrence
and
development
of
specific
events
and
specific
acts;
to
describe
the
time,
place
and
location; to compare
people, objects and things and so on.
Function
Topic
III. Emotional attitudes.
Emotional attitude refers
to interest, motivation, self-confidence, will and
spirit of cooperation and other factors that
affect
students'
learning
process
and
learning
results,
as
well
as
the
gradual
formation
of
national
awareness
and
international vision in
the learning process. Maintaining a positive
attitude towards English learning is the key to
success
in English learning. Teachers
should constantly stimulate and strengthen
students' interest in learning and guide them to
gradually transform interest into
stable learning motivation, so that they can build
up self-confidence, exercise the will to
overcome
difficulties,
and
realize
the
advantages
and
disadvantages
of
their
own
learning.
Willing
to
cooperate
with
others to develop a harmonious and
healthy character. Through the English curriculum,
enables the student to enhance
the
motherland consciousness, expands the
international field of vision. Table 4 is a rating
scale for affective attitudes of
grade
two and five.
Table 4
rating criteria of affective attitude
Level
Standard
description
feel the joy of learning
English.
2. Dare to speak,
not afraid to make mistakes in expression.
3. Willing to feel and
actively try to use English.
Two
4. Actively participate
in a variety of classroom learning activities.
5. Be able to cooperate and
cooperate with other students in group activities.
6. Be bold enough to ask
for help when you are in trouble.
7. Willing to contact with foreign
culture, enhance the awareness of the motherland.
1. Have a clear learning purpose, can
realize that the purpose of learning English is to
communicate.
2.
Have the desire and interest to learn English,
willing to participate in a variety of
English practical activities.
3. Have the confidence to
learn English well, dare to express in English.
Five
4. Be able
to cooperate with others in group activities, help
each other and complete
learning tasks
together.
5.
Be
able
to
experience
the
fun of English
learning,
happy
to
contact
with
English
songs, reading materials and so on.
6.
Be
able
to
pay
attention
to
and
understand
the
feelings
of
others
in
English
communication.
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Appropriate understanding
and use of the language expression of the
functional ideas listed in this level
(see Appendix 4 for details).
Appropriate understanding and use of
language expressions around
the topics
listed at this level (see Appendix 5 for details).
7. When meeting a problem can consult
actively, bravely overcome a difficulty.
8.
When
I
come
into
contact
with
English
in
my
life,
I
am
happy
to
explore
its
meaning and try to
imitate it.
9. To have a
deeper understanding of the culture of the
motherland, with a preliminary
sense of
international understanding.
Ⅳ
. Learning strategies.
Learning
strategies
refer
to
the
various
actions
and
steps
taken
by
students
in
order
to
learn
and
use
English
effectively,
and
the
beliefs
that
guide
these
actions
and
steps.
English
learning
strategies
include
cognitive
strategies,
regulatory
strategies,
communicative
strategies
and
resource
strategies.
Cognitive
strategy
refers
to
the
steps
and
methods
taken by students in order to accomplish specific
learning tasks, while regulatory strategies refer
to the actions
and steps that students
plan, implement, reflect, evaluate and adjust
their learning. Communication strategy is the
action
taken
by
students
in
order
to
gain
more
communication
opportunities,
maintain
communication
and
improve
communication effect. Resource strategy
is the way and method for students to learn and
use English reasonably and
effectively
through a variety of media.
Learning strategies are
flexible and diverse, the use of strategies varies
from person to person, from time to time,
from place to place, and from event to
event. In English teaching, teachers should
consciously help students to form their
own learning strategies, and constantly
adjust their own learning strategies. In the
implementation of English curriculum,
helping
students
to
use
learning
strategies
effectively
not
only
helps
them
to
grasp
the
direction
of
learning,
adopt
scientific approach and improve
learning efficiency, but also helps them to form
the ability of autonomous learning. Lay
the
foundation
for
lifelong
and
sustainable
learning.
Table
5
is
a
two-level
and
five-level
learning
strategy
rating
standards.
Table 5 grading criteria for learning
strategies
Level
Standard description
Basic strategy.
1. Actively cooperate with others to
complete learning tasks together.
2. Ask your teacher or classmate for
advice if you have problems.
3. Will make a simple English learning
plan.
4. Take the
initiative to review and summarize what you have
learned.
Two
5.
To establish associations between words and the
corresponding things.
6.
Concentrate on your studies.
7. In classroom communication, pay
attention to listening and positive thinking.
8. Try to read English
stories and other extracurricular reading
materials.
9. Actively use
the English you have learned to express and
communicate.
10. Pay
attention to the simple English used in life or in
the media.
11. Be able to
learn English with the help of a simple reference
book.
Cognitive strategy.
Five
1. Learn as needed.
2. Concentrate on your
studies.
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3. I am good at remembering the main
points in my study.
4.
In
the
study
is
good
at
using
pictures
and
other
non-
verbal
information
to
understand the subject.
5. Learning and memorizing words by
association.
6. Take the
initiative to review what you have learned, sort
it out and sum it up.
7. In
the study of positive thinking, initiative to
explore, good at discovering the laws
of language and the use of laws to draw
inferences from one another.
8. In the use of English, be aware of
errors and make appropriate corrections.
9.
When
necessary,
effectively
use
the
mother
tongue
knowledge
to
understand
English.
10. Try
to read English stories and other extracurricular
reading materials.
Control strategy.
1. Be clear about your goals in
learning English.
2.
Identify your learning needs.
3. Develop a realistic English learning
plan.
4. Grasp the focus
and difficulty of learning content.
5. Pay attention to understand and
reflect on their own progress and shortcomings in
learning English.
6. Actively explore suitable English
learning methods.
7. Often
with teachers and students exchange learning
experience.
8. Actively
participate in English learning activities both in
and out of class.
Communicative strategies.
1. Ability to communicate with others
in English both in and out of class.
2. Good at seizing opportunities to
communicate in English.
3.
In communication, focus on the expression of the
meaning.
4. Use gestures,
expressions and other body language for
communication.
5. When you
meet with difficulties in communication, ask for
help effectively.
6.
Pay
attention
to
the
differences
between
Chinese
and
foreign
communication
customs in
communication.
Resource strategy.
1. Pay attention to enrich their own
learning through audio-visual materials.
2. Use simple reference
books to find information.
3. Pay attention to the English used in
Chinese and the media.
4.
Can make use of the learning resources on the
library or the network initially.
V
. Cultural Awareness.
Language
has
rich
cultural
connotations.
In
foreign
language
teaching,
culture
refers
to
the historical
geography,
local conditions and customs,
traditional customs, life style, behavior norms,
literature and art, values and so on of the
language country. In the process of
learning English, contact with and understanding
of foreign culture is beneficial to
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the understanding and use
of English, to the deepening of the understanding
and love of the excellent traditional culture
of the Chinese nation, and to the
acceptance of the edification of the advanced
culture belonging to all mankind. It's good
for international awareness. In
teaching, teachers should gradually expand the
content and scope of cultural knowledge
according to the characteristics of
students' age and cognitive ability. In the
initial stage, students should have a rough
understanding
of
the
similarities
and
differences
between
Chinese
and
foreign
cultures,
and
the
foreign
cultural
knowledge involved in teaching should
be closely related to students' study and life,
and can stimulate students' interest
in
learning English. In the higher stage of English
learning, we should expand the scope of students'
contact with foreign
culture,
help
them
to
broaden
their
horizons,
improve
their
sensitivity
and
ability
to
distinguish
the
similarities
and
differences between Chinese and foreign
cultures, and then improve their intercultural
communicative competence.
Table 6 grading standard of cultural
awareness
Level
Standard description
1. Know
the simplest forms of address, greeting and
farewell in English.
2.
Respond appropriately to a general compliment,
request, apology, etc.
3.
Know the world's major entertainment and sporting
events.
4. Know the names
of typical foods and beverages in English speaking
countries.
Two
5. Know the capitals and flags of the
major English-speaking countries.
6.
Learn
about
the
important
landmarks
of
major
English-speaking
countries,
such
as
Big Ben in the United
Kingdom.
7. Learn about
important holidays in English speaking countries.
8.
In
the
study
and
daily
communication,
can
initially
pay
attention
to
the
similarities
and differences
between Chinese and foreign cultures.
1.
Understand
the
body
language
commonly
used
in
English
communication,
such
as
gestures,
expressions, etc.
2. The
proper use of English address terms, greetings and
farewell language.
3. To
understand and distinguish the names and intimate
names commonly used by men
and women in
English.
4. Learn about
food customs in English speaking countries.
5. Respond appropriately to
a compliment, a request, an apology, etc.
6. Convey the meaning of a
compliment, a request, etc in a proper way.
Five
7.
A
preliminary
understanding
of
the
geographical
location
of
English-speaking
countries,
climate characteristics, history and so on.
8. Understand the
interpersonal customs in English-speaking
countries.
9. Learn about
the world's major entertainment and sports events.
10. Learn about the major
holidays and celebrations in the world.
11.
Pay
attention
to
the
similarities
and
differences
between
Chinese
and
foreign
cultures, deepen the
understanding of Chinese culture.
12. Be able to introduce the main
festivals and typical cultural customs of our
country in
English.
Part IV implementation recommendations.
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