-
英语课程标准
英文版
New English Curriculum
for Chinese Primary Schools and Junior/Senior
Middle Schools
Experimental
Version drafted by the Education Ministry of the
PRC
Note on this
translation
This English
version of China?s new curriculum for English is
intended
for VSO volunteers
who would like to feel better informed
about a document that is central to our work.
However, it should in no way be
regarded as an official translation. In fact, it
is neither a
word for word translation
nor a summary. The appendix to the original, which
includes lists
of specific language
items to be mastered, has been omitted, as have
some level
descriptors and sample
learning activities. Despite trying to make it
more readable, this
version reflects
the repetitive nature of the original, with the
same key words cropping up
over and
over again. Volunteers should also refer to the
more official (but still not
completely
official!) translation of the new English
curriculum specifically for senior middle
schools available from the Programme
Office. Any feedback on this version would be
welcome.
Tim
Martin
Shaanxi Institute of
Education, October 2005
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? ability 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 serve 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 students? 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
Deve
loping 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? healthy 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? lives
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
Grade 3
Grade 4
Grade 5
Grade 6
Work
towards:
Notes
Level 1
Level 1
Level 2
Level 2
Students
should start studying English in Grade 3
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
Senior 2
Senior
3
Level 6
Level 7
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
their learning and development
l
Successful
le
arning 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
2
Descriptors
for Language Skills
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
Students 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
Students
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 150 000 words
Writing
Students
can:
1.
Gather and organize material according
to the purpose of the
writing
2.
Ddraft
short letters and passages independently, editing
them
with the teacher?s guidance
3.
Use
common linking devices to express oneself fluently
and
logically in writing
4.
Write simple
descriptions of people or things
5.
Wwrite simple
paragraphs, instructions and explanations
according to prompts given in pictures
or tables
Table 2: Level
Descriptors for Language Skills Objective
N.B. The original includes
Language Skills descriptors for Levels 1,3,4,6,7,8
and 9
Level
Knowledge
2
Descriptors for Language Knowledge
Pronunciation
Students can
1.
Know incorrect pronunciation can affect
communication
2.
Know how to say the alphabet
3.
Understand simple spelling rules
4.
Understand words have stress patterns
5.
Pronounce clearly with natural
intonation
Vocabulary
Students can:
1.
Learn the 600-700
words and 50 or so common expressions
associated with the topics for this
unit
2.
Uunderstand words are formed from
letters
Grammar
Students
can:
1.
Know nouns have singular and plural
forms
2.
Know the difference between the main
pronouns
3.
Know verbs can change forms in
different situations
4.
Understand prepositions to express
time, place and position
5.
Understand the basic forms and
functions of simple English
sentences
Functions
Students can understand the basic forms
for expressing simple
communicative
functions such as greetings, farewells, thanks,
accepting apologies, introductions,
requests, etc.
Topics
Students can understand and
express simple information about the
following topics: numbers, colours,
time, weather, food, clothes,
toys,
plants and animals, the body, personal and family
circumstances, school, friends, hobbies
and sports, festivals, etc.
5
Phonetics
Students can:
1.
Understand the
significance of phonetics within language
learning
2.
Uunderstand English phonetics includes
pronunciation,
stress, linking,
intonation and rhythm
3.
Speak with basically accurate, natural
and fluent
pronunciation and intonation
in daily communication
4.
Understand and express different
intentions by altering stress
and
intonation appropriately
5.
Spell words and phrases according to
their pronunciation
Vocabulary
Students can:
1.
Understand English vocabulary includes
such items as words,
phrases,
expressions and collocations
2.
Understand and
distinguish between the basic meanings of
words and their meanings in special
situations
3.
Use vocabulary to describe things,
behaviour and
characteristics, explain
principles, etc.
4.
Learn and use 1500-1600 words and
200-300 expressions
and collocations
Grammar
Students can:
1.
Understand common forms and structures
and their functions
2.
Llearn and distinguish between the
functions of different
forms and
structures during real language use
3.
Understand and
master how to describe of people and things
4.
Understand and master how to describe
specific factual and
behavioural
phenomena and develop the ability to describe
processes
5.
Begin to master how to describe time,
place and position
6.
Understand and master how to compare
people, objects and
things
Functions
Students can:
1.
Understand and suitably express
everyday communicative
functions such
as greetings, farewells, thanks, introductions and
so
on
2.
Effectively express themselves in
everyday communication
with others
Topics
Students are:
1.
Familiar with topics closely related to
themselves, their
families and school
life
2.
Ffamiliar with topics related to
everyday life, hobbies and
interests,
social customs, science and culture, etc.
Table 3: Level Descriptors
for Language Knowledge Objective
Level
Descriptors for Attitudes to Learning
2
1.
Students listen to and speak English,
recite rhymes, sing songs, tell stories
and play games with interest.
2.
Students imitate happily, open their
mouths bravely, participate actively and
ask for help autonomously.
5
1.
Students have clear learning objectives
that can be met through
communication.
2.
Students have an interest in and desire
to learn English, happily taking part
in a variety of language practice
activities.
3.
Students have the self-confidence to
learn English well and the courage to
use English to express themselves.
4.
Students can actively cooperate with
and help others in small groups to
complete learning tasks.
5.
Students can
experience the pleasure of learning English
through contact
with English songs,
reading material, etc.
6.
Students pay attention to and
understand other people?s feelings during
communication.
7.
When students
encounter problems they can take the initiative to
ask for
help from the teacher or their
classmates.
8.
When encountering English during daily
life, students happily investigate its
meaning and try to copy it.
9.
Students have a
deepened understanding of their own culture.
10.
Students
happily get in touch with and understand the
cultures of different
countries.
Table 4: Level Descriptors
for Affective Attitudes Objective
Level
Strategy
Type
Descriptors for
Learning Strategies
2
Basic Learning
Students can:
Strategies
1.
Actively cooperate with others to
complete learning tasks
2.
Take initiative to ask the teacher or
classmates for help
3.
Establish a simple study plan
4.
Independently practice what has been
learnt
5.
Build connections between words and
what they represent
6.
Learn with concentration and focus
7.
Try to
read English stories and other kinds of non-
curricular
reading material
8.
Actively use the
English they have learnt to express
themselves and communicate
9.
Take note of simple
English found in daily life and the media
10.
Begin to use simple students?
English/Chinese dictionaries
5
Cognitive
Strategies
Students can:
1.
Preview material as necessary
2.
Learn
with concentration and focus
3.
Actively think when
learning
4.
Note key points well during learning
5.
Uuse
pictures and other non-linguistic clues well to
understand main ideas
6.
Uuse association to
help learn and remember words
7.
Take the initiative
to review, sort and summarize what they
have learnt
8.
Try to discover language rules and
infer general rules from
single cases
9.
Realize
they have made mistakes when using English and
correct themselves appropriately
10.
Use
knowledge of Chinese when necessary to help them
understand English more effectively
11.
Try to read
English stories and other non-curricular reading
material
Metacognitive
Strategies
Students can:
1.
Know their own
English learning objectives clearly
2.
Know their own
learning needs clearly
3.
Establish simple study plans
4.
Grasp
the main content of what they learn
5.
Pay attention to
understanding and reflecting on their own
progress and shortcomings
6.
Actively explore
learning styles that are suitable for
themselves
7.
Often share studying experiences with
teachers and
classmates
8.
Actively
participate in classroom and extracurricular
English
learning activities
Communication
Students can:
Strategies
1.
Communicate with
others in English during classroom and
extracurricular learning activities
2.
Make
good use of opportunities to communicate in
English
3.
Concentrate on expressing their meaning
when
communicating
4.
Use gestures,
facial expressions and so on to help
communicate when necessary
5.
Ask for help
effectively when they experience
communication problems
6.
Recognize cultural
differences in Chinese and foreign modes
of communication
Resource
Strategies
Students can:
1.
Enrich their
learning through the use of audio visual
materials
2.
Use dictionaries and simple reference
books to find
information
3.
Take note of all
the English used in real life and the media
4.
Begin
to use learning resources available in libraries
or on
the Internet
Table 5: Level Descriptors for Learning
Strategies Objective
Level
Descriptors for Cultural
Awareness
2
Students can:
1.
Know the simple forms of address,
greetings and farewells in English
2.
Rrespond
appropriately to ordinary compliments, requests,
etc.
3.
Know the main international sports and
entertainments
4.
Know the names of the most popular
foods and drinks in English speaking
countries
5.
Know the capitals and flags of the
major English speaking countries
6.
Know the important
symbols of major countries, such as the UK?s Big
Ben
7.
Know the main festivals of English
speaking countries
5
Students can:
1.
Understand common
body language, gestures and facial expressions
used in
English communication
2.
Use
different forms of address, greetings and
farewells appropriately in
English
3.
Know
the difference between male and female names and
common
affectionate forms of address
4.
Know
the names commonly used by family members to refer
to each other in
English speaking
countries
5.
Understand dress codes for formal and
informal occasions in English
speaking
countries
6.
Understand eating and drinking customs
in English speaking countries
7.
Respond
appropriately to other people?s compliments,
requests, etc.
8.
Use appropriate forms to give
compliments, make requests, etc.
9.
Begin to understand
the geographical position, climate, history and so
on of
English speaking countries
10.
Understand
the cultural significance of common plants and
animals in English
speaking countries
11.
Understand
that natural phenomena possibly have cultural
significance in the
English language
12.
Understand
the traditional leisure and sporting activities of
English speaking
countries
13.
Understand the main
holidays and festivals of English speaking
countries and
how they are celebrated
14.
Deepen
their knowledge of Chinese culture
Table 6: Level Descriptors for Cultural
Awareness
Part 4:
Guidelines for Implementation
1.
Suggestions for
Teaching and Learning
1.1
Lay the groundwork fo
r
students? all
-round and lifelong
development
Teaching and
learning should meet the diverse needs of all
students, ensuring the healthy
development of their mind and body. In
particular the teacher should pay attention to the
following:
l
Encourage students to use English
bravely, taking a lenient attitude towards
mistakes
they make during the learning
process.
l
Provide students with ample
opportunities to collaborate with others and to
become
autonomous learners.
l
Give students plenty
of space for self-development.
l
Encourage students to
develop their language skills in an integrated way
through
experiential, practical,
cooperative and inquiry-based learning.
l
Create
conditions that allow students to explore
questions they are personally
interested in and solve problems by
themselves.
1.2
Create a relaxed, democratic and
harmonious learning environment
Positive attitudes are an essential
condition for effective learning. Negative
attitudes can
not only reduce the
effectivene
ss of study but also
adversely affect students? long
-term
development. In particular, teachers
should heed the following:
l
Respect each
individual student, actively encouraging everyone
to try and
safeguarding their self-
esteem and enthusiasm.
l
Integrate students? English education
with their emotional education. Develop
cooperative spirit by organizing
learning activities that let students work
together, help
each other and
experience group recognition and achievement.
l
Pay
particular attention to introverted students or
weak learners, trying to give them
as
many language practice opportunities as possible.
l
Establish
a friendly and democratic channel of communication
between students and
teacher,
frequently reflecting on the learning process and
results together, and offering
mutual
help and support.
1.3
Use task-based learning methods to
promote students comprehensive language
competence
Teachers should try to adopt task-based
learning methods as much as possible. Teachers
should
creatively design
learning activities that are relevant to the
students? real lives,
according to the
overall curriculum objectives and content.
Teachers should engage
students?
interest in the activity and organize them
effectively so that they participa
te
actively and complete the tasks,
learning and using English through thinking,
carrying out
surveys, discussing,
communicating and cooperating. Attention should be
paid to the
following points when
designing tasks:
l
Activities must have clear and
achievable aims and objectives.
l
Activities must be
relevant to students? life experiences and
interests; the content and
style should
be as true to life as possible.
l
Activities must
benefit the development of students? language
knowledge, lang
uage
skills
and ability to use language for real
communication.
l
Activities should be of a cross-
curricular nature, promoting the integrated
development of students? thinking and
imagination, aesthetic and artistic sense,
cooperative and creative spirit.
l
Activities
should make students gather, process and use
information, using English to
communicate with others in order to
develop their ability to use English to solve real
problems.
l
Activities should not purely be limited
to the classroom but also extend to out of school
learning.
N.B. In July 2005 VSO?s
curriculum advisor, Professor Zhang Lianzhong,
mentioned that
this section of the
curriculum will be revised such that “we will take
the TBL (Task
-Based
Learning) approach as one of the useful
tools within the big box of Communicative
Language Learning.”
1.4. Provide increased guidance about
learning strategies
Helping
students to adopt good study habits and effective
learning strategies is one of the
important tasks of the new curriculum.
Teachers should consciously give students
guidance about learning strategies so
that, through learning and using English, they are
learning how to learn. To this end the
teacher should observe the following:
l
Give students chances
to establish their own study targets and the means
of fulfilling
these.
l
Help students to use
inference, research and inquiry style methods to
carry out their
learning.
l
Develop students?
practical abilities and creative thinking by
designing inquiry base
d
activities.
l
Encourage students to use observation,
discovery and induction to acquire language
knowledge and grasp language functions.
l
Help
students to carry out self-assessment during the
learning process and adjust
their own
learning objectives and strategies appropriately
according to the results.
1.4
Develop students?
awareness of and ability in
cross
-cultural communication
Language and culture are
closely related, language being the main
transmitter and carrier
of culture.
Teachers should work hard to help students achieve
the following during the
English
learning process:
l
Understand foreign cultures, especially
those of English speaking countries
l
Use English
appropriately
l
Constantly broaden their cultural
horizons
l
Deepen their understanding of their own
culture
l
Develop an awareness of and ability in
cross-cultural communication
1.5
Use modern teaching
technology and expand learning opportunities
In order to increase the
effectiveness of teaching and learning, teachers
should make good
use of modern
technology, expand the range resources and
opportunities through which
students
can learn, thereby modernizing learning ways.
Conditions permitting, teachers
should
try t
l
Use
audiovisual material and the Internet to enrich
the learning content and form and
improve outcomes.
l
Use computer and
multi-media software to explore new teaching and
learning
methods and promote more
individualized study.
l
Create conditions for students to study
more independently through sensible use of a
variety of learning resources, such as
broadcasts, print media, libraries and the
Internet.
1.6
Organize lively and active
extracurricular activities to promote students?
English
learning
Teachers should arran
ge a
variety of extracurricular activities according to
the students?
age and interests to help
them expand their knowledge, broaden their
horizons, strengthen
their intellect
and individuality and use their talents. The
content and form of these
carefully
planned activities should be rich and varied.
Suggestions include:
l
Recitals
l
Songs
l
Story telling
l
Speeches
l
Performances
l
English corner
l
English wall displays
l
Cclass discussions
l
Exhibitions
The
t
eacher should be good at leading these
activities to maintain students? interest and
foster their creativity and initiative.
1.7
Continue to
develop professionally
Teachers should aim t
l
Familiarize themselves
with the principles, objectives, content, teaching
and learning
methods, psychological
theories and language learning research findings
of this curriculum
l
Select and adjust English teaching and
learning strategies according to their students?
psychological characteristics
l
Develop
their ability to organize and monitor activities
l
Use a
variety of teaching skills and methods flexibly
l
Master the
use of modern educational technology, using it
increasingly in their own
continuing
study and real classroom practice
l
Consciously deepen
their knowledge of Chinese and foreign cultures
l
Actively
and creatively explore which teaching and learning
methods best suit their
students?
needs, local conditions and the objectives
l
Continuously reflect on their own
practice, endeavouring to become a creative and
research driven teacher
1.8
Follow high frequency
principles to ensure effective teaching and
learning
In Grades 3-6
there should be a minimum of four teaching and
learning periods per week,
with shorter
periods for the younger years. For Grades 5 and 6
classes should not exceed
two periods
in length. In order to ensure the effectiveness of
teaching and learning, class
sizes
should not exceed 40 at primary level. Grades 7
–
9 and senior school
students should
have a minimum of four
lessons a week.
N.B. The
original provides five sample learning activities
here that have not been
translated.
2.
Suggestions for Assessment and
Evaluation
Assessment and
evaluation is an important component of the new
curriculum. Assessment
should be
carried out according to the requirements of the
curriculum standards, focusing
not only
on the results but also the process of learning.
The primary purposes of
assessment are
t
l
Let
students continuously experience progress and
success during the learning
process
l
Let
students know their own progress and build
confidence
l
Promote all aspects of students?
comprehensive language competence
l
Provide the teacher
with feedback on the teaching and learning process
l
Help the
teacher reflect on their own teaching practice and
adjust it accordingly
l
Help the teacher continuously improve
the quality of their teaching
l
Provide the school
with prompt feedback on the implementation of the
curriculum
l
Help improve educational management
l
Inform the
ongoing development and perfection of the new
English curriculum
The
assessment system should diversify both the
subjects and forms of assessment.
Assessment should focus on students?
comprehensive
language competence,
combining
both formative assessment
(concentrating on the study process) and summative
assessment (concentrating on the
learning outcomes).
2.1
Ensure that students are the subjects
(not objects) of assessment
Students are at the centre of learning.
The development of their comprehensive language
competence should be the starting point
for both teaching and learning and assessment.
l
Assessment
should help students know their own progress,
develop self-confidence,
reflect on and
adjust their own study process, thereby ensuring
the continuous
development of their
language ability.
l
Teachers should help students carry out
self-assessment.
l
Students should be active participants
and collaborators in a variety of assessment
activities.
l
Assessment should be an organic part of
teaching and learning activities.
l
Assessment should help
students to analyse their own successes and
shortcomings,
clarifying the direction
in which they need to work.
2.2
Make sure formative
assessment plays a role in student development
Formative assessment is an
important component and driving element of
teaching and
learning. Formative
assessment should check the students? learning
outcomes, attitudes
and strategies
during the everyday learning process. The purpose
of formative assessment
is to encourage
students, help students adjust the learning
process effectively, help
students gain
a sense of achievement, strengthen their self-
confidence, and improve their
cooperative spirit. Formative
assessment helps students develop from passive
objects of
assessment to active
participants in the assessment process. In order
to let formative
assessment become an
organic part of the study process its important t
l
Establish
an open and relaxed atmosphere for assessment
l
Use both
tests and other methods
l
Use a combination of individual and
small group assessment
l
Encourage students, classmates,
teachers and parents to collectively participate
in
assessment, thereby diversifying the
subjects of assessment
Formative assessment can take many
forms, such as:
l
Comparison and assessment of classroom
learning activities
l
Self assessment of learning outcomes
l
A learning
portfolio
l
Questionnaires
l
Interviews
l
Feedback from parents
l
Everyday quizzes and
tests
Formative assessment
can be recorded in the form of descriptions,
levels or marks. No
matter what method
is used, the role of assessment in encouraging
learners must not be
forgotten.
According to the assessment results, teachers
should give students individual
feedback, ensuring their steady
progress and encouraging them to reflect on and
better
themselves.
2.3
Make sure assessment
methods are varied and flexible
Teachers must select assessment methods
suitable for the age of the students and the
learning conditions. During formal
assessment teachers should permit students to
select
assessment methods that suit
their characteristics or strengths. If students
get
unsatisfactory results during a
certain test they should be allowed to negotiate
with the
teacher to retake the test
after sufficient preparation.
2.4
Make sure assessment
feedback is used to increase the effectiveness of
teaching and
learning
The teacher should ask themselves the
following questions:
l
Does the assessment help promote
autonomous learning and self-confidence?
l
Does the
assessment reflect the students? achievements?
l
Does the
assessment reflect the teachers? strengths and
weaknesses?
l
Do
es the assessment reflect
problems in the students? learning process?
Teachers should promptly
adjust their teaching methods and plans according
to
assessment feedback.
2.5
Summative assessment
should focus on checking students? comprehensive
language
competence
Summative assessment (such as end of
term exams and graduation exams) is the main
means of measuring the level of
students? comprehensive language competence. It
also
reflects the effectiveness of the
teaching and learning process and is a major
indicator of
the schools? quality in
managing teaching and learning. Summative
assessment must have
the target of
assessing students? comprehensive language
competence, striving to
scientifically
and comprehensively check students? language level
at the e
nd of a particular
stage of learning. The following should
be observed:
l
Exams should include oral, listening
and writing amongst other components in
assessing students? comprehensive
language competence.
l
Listening tests must account for a
minimum of twenty percent of termly, yearly and
graduation exams.
l
Listening tests should
check students? understanding and ability to gain
information
rather than asking them to
distinguish between different pronunciations.
l
Writing
exams should avoid testing knowledge of phonetics
or grammar in isolation.
l
There should be an increase in
questions that require students to use English in
a
specific language context.
l
Objective
questions with a single correct answer should be
reduced in favour of more
subjective
questions with several correct answers.
l
Exam
results should not be publicly displayed nor
students ranked in order of their
results.
2.6
Recognize the special characteristics
of assessment for Grades 3
–
6
The main
purpo
se of assessment at primary level
should be to encourage students? interest
and active participation in learning
English. Assessment methods should be varied and
choice should be offered. Formative
assessment should be the main type, focusing
mainly
on stu
dents?
performance and ability to cooperate during a
variety of everyday teaching
and
learning activities.
l
In Grades 3 and 4 end of term or end of
year assessment should use assessment
activities similar to normal teaching
and learning activities. T
hrough
observing students?
behaviour and
discussing with them teachers should assess their
ability to use English to do
things.
l
For end of
term or year assessment in Grades 5 and 6 a
combination of oral and written
tests
can be used. Oral tests shou
ld check
students? ability to use language to communicate
about content close to their real
lives. Written tests should focus on checking
their listening
and reading skills,
using methods that are as active and lively as
possible.
2.7
Pay attention to the relationship
between assessment and teaching and learning
Pay attention to the
proportion of teaching and learning time spent on
assessment. Only
carry out assessment
that has useful results. Avoid over-elaborate and
time-consuming
assessment processes.
Don?t let assessment become the sole
end of teaching and learning.
2.8
The assessment of each
level should be founded on the general objectives
The general objectives
should be the basis for all assessment. Since the
assessment of
Level 2 will be organized
by individual places and schools, formative
assessment should be
the main means.
The same applies to all other levels apart from
Levels 5 and 8, whose
assessment is
organized by national and provincial education
bodies. Selection exams
should unite
the requirements of this curriculum with those of
local conditions to establish
suitable
levels and test demands.
N.B. Six examples of assessment
documents are provide in the original. They are
just listed
here.
Example 1: Self assessment
questionnaire for Grade 7-9 students about
learning
strategies
Includes statements such as:
l
I can
concentrate during study.
l
During communication I use gestures and
facial expressions to help express myself.
l
I often
use associations to help study and remember new
words
Students choose
between ?never?, ?rarely?, ?sometimes?, ?often?
and ?always?.
Example 2:
Assessment reference sheet for Grade
3-
6 for English ?playing, performing,
watching, speaking and listening?
Example 3: Formative
assessment scheme for Grade 3-6 listening at Level
2
Example 4: Guidelines for
using student portfolios
Portfolios might include:
l
Some kind of baseline
assessment
l
A record of the students? classroom
performance –
e.g. participation in
role-plays,
volunteering to read
something aloud, etc.
l
Examples of the students? best written
homework, as selected by themselves
l
Teachers? and parents?
observations on the students? study situation
l
Results of
tests and quizzes marked by the teacher,
stude
nt or students? classmates,
either as grades or written comments
l
Students?
self
-assessments and reflections on
their own attitude, methods and
outcomes
Example
5: Guidelines for oral tests
End of term or end of year oral tests
should test students
? real ability to
express themselves
orally. Students can
be tested in groups of two, three or four.
According to a situation or
topic (that
might be presented through words or pictures),
students discuss and
communicate.
Teachers should assess their oral expression,
communicative ability and
effectiveness. The following questions
may be useful:
l
Is information coherent and easily
expressed? (Students may make grammar and
vocabulary mistakes that affect the
accuracy but the basic information is still
transmitted
effectively.)
l
Are the pronunciation,
intonation and rhythm natural? Can the speaker be
understood?
l
Does the speaker use appropriate
communication strategies, such as repetition,
clarification, using expressions and
gestures, to complete the activity successfully?
Example 6: Reference sheet
for the assessment of writing for Levels 3
–
8.
3.
Exploitation and
Use of Curricular Resources
4.
The compilation of
teaching materials and guidelines for their use
N.B. A full translation of
these final two sections is incorporated in the
translation of the
senior English
curriculum available from the Programme Office.
全日制义务教育英语课程标准
第一部分
前
言
社会生活的信息化和经济的全球化，使英语的重要性日益突出。英语作为最重要的信息载体之
一，
已成为人类生活各个领域中使用最广泛的语言。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，<
/p>
培养创新精神。
（二）整体设计目标，体现灵活开放
基础教育阶段英语课程的目标是以
学生语言技能、语言知识、情感态度、学习策略和文化意识的发
展为基础，培养学生英语
综合语言运用能力。
《全日制义务教育普通高级中学英语课程标准（实验稿）
》
（以下简称《标准》
）
，将课程目标设定为九个级别并以学生
能够做某事
具体描述各级别的要求，这种
设计旨在体现基础教育
阶段学生能力发展循序渐进的过程和课程要求的有机衔接，保证国家英语课程标
准的整体
性、灵活性和开放性。
（三）突出学生主体，尊重个体差异
学生的发展是英语课程的出发点和归宿。英语课程在目标设定
。教学过程、课程评价和教学资源的
开发等方面都突出以学生为主体的思想。课程实施应
成为学生在教师指导下构建知识、提高技能、磨砺
意志、活跃思维、展现个性、发展心智
和拓展视野的过程。
（四）采用活动途径，倡导体验参与
本课程倡导任务型的教学模式，让学生在教师的指导下，通过
感知、体验、实践、参与和合作等方
式，实现任务的目标，感受成功。在学习过程中进行
情感和策略调整，以形成积极的学习态度，促进语
言实际运用能力的提高。
（五）注重过程评价，促进学生发展
建立能激励学生学习兴趣和自主学习能力发展的评价体系。该
评价体系由形成性评价和终结性评价
构成。在英语教学过程中应以形成性评价为主，注重
培养和激发学生学习的积极性和自信心。终结性评
价应着重检测学生综合语言技能和语言
应用能力。评价要有利于促进学生综合语言运用能力和健康人格
的发展；促进教师不断提
高教育教学水平；促进英语课程的不断发展与完善。
（六）开发课程资源，拓展学用渠道
英语课程要力求合理利用和积极开
发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的
内容健康和丰富的课程资
源；要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学
习和运用英
语的渠道；积极鼓励和支持学生主动参与课程资源的开发和利用。
三、设计思路
《标准》采用国际通用的分级方式，将英语课程目标按照能力
水平设为九个级别。该设计遵循了语
言学习的规律和不同年龄段学生生理和心理发展的需
求和特点，也考虑到我国民族众多，地域辽阔，经
济和教育发展不平衡的实际，旨在体现
国家英语课程标准的整体性、灵活性和开放性。
国家英语课程要求从
3
年级起开设英语课程。
《标准》
第二级为
6
年级结束时应达到的基本要求；
第
五级为
9
年级结束时应达到的基本要求；第八级为高
中毕业的基本要求。第三、四、六、七级为第二、
五、八级之间的过渡级。过渡级别的设
置既有利于对各层次教学的指导，又为课程的灵活性和开放性提
供了依据。
英语课程分级目标结
构如图
1
所示：
课程目标的级别不完全等同于基础
教育阶段的各个年级。但是，分级目标对
3
～
< br>6
年级、
7
～
< br>9
年级和高
中各学段或年级的教学和评价以及教材编写提
供了循序渐进、稳步上升的指导性要求，有利于课程的整
体实施。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；
7
～
9
年
级分
别完成三、四、五级目标；高中阶段完成六、七、八级目标。第九级为外国语学校和外语特色学校
高中毕业课程目标的指导级，该级别也可以作为部分学校少数英语特长学生基础教育阶段的培养方向。<
/p>
各地区可
以根据国家课程三级管理的有关政策规定，根据当地的条件和需要，适当调整相应学段英
语课程的目标。教育基础和师资条件暂不具备的地区或学校，以及把英语作为第二外语开设的学校，可
以适当降低相应学段英语课程目标的要求。英语教育基础和条件较好的（如从
1
年级起就开设英语课程
的地区或学校）
，在不加重学生负担的前提下，可以适当提高相应学段级别的要求。
*
备注：高中阶段英语课程的目标
要求将可能在教育部新的高中课程计划确定之后作相应的调整。
第二部分
课程目标
基础教育阶段英语课程的总
体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学
生语言技能、
语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技
能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重
要因素，学习策略是提高学习效率、发展自主学习能力的保证。这五个方面共同促进综合语言运用能 力
的形成。课程目标结构如图
2
所示。
基础教育阶段英语课程目标的各个
级别均以学生语言技能、语言知识、情感态度、学习策略和文化意识
五个意识五个方面的
综合行为表现为基础进行总体描述。以下是本课程一级至九级应达到的综合语言运
用能力
目标。如表
1
表一
组别
目标总体描述
一级
<
/p>
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。
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
二级
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。
对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段和简短的故
事。能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。能读懂小故事及
三
级
其他文体的简单书面材料。
能参照
范例或借助图片写出简单的句子。
能参与简单的角
色扮演等活动
。能尝试使用适当的学习方法，克服学习中的困难。能意识到语言交际
中存在文化差异。
明确自己的学习需要和目标，
对英语
学习表现出较强的自信心。
能在所设日常交际情
景中听懂对话和
小故事。
能就熟悉的生活话题交流信息和简单的意见。
能读懂短
篇故
事。
能写便条和简单的书信。
能尝
试使用不同的教育资源，
从口头和书面材料中提取
四级
信息，
扩展知识，
解
决简单的问题并描述结果。
能在学习中相互学习帮助，
克服困难
。
能合理计划和安排学习任务，
积极探索适合自己的学习方法。
在学习和日常交际中能
注意到中外文化的差异。
五级
有较明确的英语学习
动机和积极主动的学习态度。
能听懂教师有关熟悉话题的陈述并
参与讨论。能就日常生活的各种话题与他人交换信息并陈述自己的意见。能读懂供
7~9
年级学习阅读的简单读物和报刊、杂志，克服生词障碍，理解大意。能根据阅
读目的运用适当的阅读策略。
能根据提示起草和修改小作文。
能与他人合作，
解决问
题并报告结果，共同完成学习
任务。能对自己的学习进行评价，总结学习方法。能利
用多种教育资源进行学习。进一步
增强以文化差异的理解与认识。
进一步增强英语学习动机，<
/p>
有较强的自主学习意识。
能理解口头或书面材料中表达的
观点并发表自己的见解。
能有效地使用口头或书面语言描述个人经历。<
/p>
能在教师的帮
六级
助下计划、
组织和实施各种英语学习活动。能主动扩展和利用学习资源，
从多渠道获
取信息。
能根据自我评价结果调整学习
目标和策略。
能体会交际中语言的文化内涵的
背景。
有明确和持续的学习动机及自主学习意识。
能就
较广泛的话题交流信息，
提出问题并
陈述自己的意见和建议。<
/p>
能读懂供高中学习阅读的英言语原著改写本及英语报刊。
具
七级
有初步的实用写作能力，如通知、邀请
活动。有主动利用多种教育资源进行学习。具
有较强的自我调控能力，
< br>初步形成适合自己的学习策略。
理解交际中的文化差异，
初
步形成跨文化交际意识。
有较强的
自信心和自主学习能力。
能就熟悉的话题与讲英语的人士进行比较自然的交
流。
能就口头或书面材料的内容发表评价性见解。能写出连贯且结构完整的短
文。
自
八级
自主策划、
组织和实施各种语言实践活动，
如商讨和制订计划、
报告实验和调查结果。
能有效利用网络等多种教育资源获取和处
理信息。
能自觉评价学习效果，
形成有效的
英语学习策略。了解交际中的文化内涵和背景，对异国文化采取尊重和包容的态度。
有自主学习能力。能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。能就
国内普遍关心的问题如环保、人口、
和平
与发展等用英语进行交谈，表明自己的态
九级
度和观点。
能做到日常生活的口头翻译。能利用各种机会用英语进行真实交际。
能借
助字典阅读题材较为广泛的科普文章和文学作品。
能用常见应用文体完成一般的写作
任务，并具有初步使用文献的能力。能
自主开拓学习渠道，丰富学习资源。具有较强
的世界意识。
第三部分
内容标准
按照基础教育阶段英语课程
分级总体目标的要求，本课程标准对语言技能、语言知识、情感态度、学习
策略和文化意
识等五个方面分别提出了相应的具体内容标准，其中对语言技能中的听、说、读、写四个
技能提出九个级别的目标要求
(
根据
学生生理和心理特点以及他们的认知发展水平和情感需要，
在一级、
二级提出了更为具体的语言技能目标要求
)
；对语言知识中
的语音、语法、词汇、功能和话题提出二级、
五级和八级的目标要求；对情感态度、学习
策略和文化意识也提出了二级、五级和八级的目标要求。
一、语言技能
语言技
能是构成语言交际能力的重要组成部分。语言技能包括听、说、读、写四个方面的技能以及
这四种技能的综合运用能力。
听和读是理解的技能，
说和写是
表达的技能
;
这四种技能在语言学习和交际
中相辅相成、相互促进。学生应通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真
实语言交际打基础。因此，听、说、读、写既是学习的内容，又是学习的手段。语言技能目标以
学生在
某个级别
能做什么
为主要内容，
这不仅有利于调动学生的学习积极性，
促进学生语言运用能力的提高，
也有利于科学、合理地评价学生
的学习结果。表
2
是语言技能的分级目标。
表
2
级别
技
能
目
标
描
述
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。
1
、
能根据录音模仿说英语；
一级
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
< br>;
说唱
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<
/p>
首
;
7
、能根据图、文说出单词或短句。
1
、
能用英语做游戏并在游戏中用英语进行简单的交际
;
玩演
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。
1
、
能看图识字；
2
、
能在指认物体的前提下认读所学词语；
读写
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。
1
、
能看懂语言简单的英语动画片或程度相当的教学节目；
视听
2<
/p>
、视听时间每学年不少于
10
小时
(
平均每周
20
一<
/p>
25
分钟
)
。<
/p>
级别
技能
听
目
标
描
述
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；
<
/p>
4
、能听懂常用指令和要求并做出适当反应。
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；
二级
说
3
、
能
运用一些最常用的日常套语
(
如问候、告别、致谢、致歉等
)
；
4
、能在教师的帮助下讲述简单的小故事。
1
、
能认读所学词语；
2
、
能根据拼读的规律，读出简单的单词；
读
3
、
能读懂教材中简短的要求或指令；
4
、
能看懂贺卡等所表达的简单信息；
5
、
能
借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；
6
、能正确朗读所学故事或短文。
1
、
能模仿范例写句子；
2
、
能写出简单的问候语；
写
3
、
能根据要求为图片、实物等写出简短的标题或描述；
4
、能基本正确地使用大小写字母和
标点符号。
1
、
能按要求用简单的英语做游戏；
2
、
能在教师的帮助下表演小故事或童话剧；
3
、
能表演歌谣或简单的诗歌
30-40
首
(
含一级要求
)
；
玩演视听
4
、
能
演唱英文歌曲
30-40
首
(
含一级要求
)
：
5
、能看懂英文动画片和程度相当的
英语教学节目，每学年不少于
10
小时
(
平均每周不少于
20-25
分钟
)
。
技
级别
能
1
、
能
识别不同句式的语调，如
:
陈述句、疑问句和指令等；
2
、
能根据语调变化，判断句子意义的变化；
听
3
、
能辨认歌谣中的韵律；
4
、
能识别语段中句子间的联系；
三级
5
、
能听懂学习活动中连续的指令和问题，并做出适当反应；
6
、
能听懂有关熟悉话题的语段；
7
、能借助提示听懂教师讲述的故事。
1
、
能在课堂活动中用简短的英语进行交际；
说
2
、
能就熟悉的话题进行简单的交流；
目
标
描
述
3
、
能在教师的指导下参与简单的游戏和角色扮演活动；
4
、
能
利用所给提示
(
如图片、幻灯片、实物、文字等
)
简单描述一件事情；
<
/p>
5
、能提供有关个人情况和个人经历的信息；
5
、
能讲述简单的小故事；
6
、
能背诵一定数量的英语小诗或歌谣，能唱一些英语歌曲；
8
、能在上述口语活动中语音、语调
基本正确。
1
、
能正确朗读课文；
2
、
能理解简短的书面指令，并根据要求进行学习活动；
读
3
、
能读懂简单故事和短文并抓住大意；
4
、
能初步使用简单的工具书；
5
、除教材外，课外阅读量达到
4
万词以上。
1
、
能正确使用常用的标点符号；
2
、
能使用简单的图表和海报等形式传达信息；
写
3
、
能参照范例写出或回复简单的问候卡和邀请卡；
4
、能用短语或句子描述系列图片，编写简单的故事。
级别
技能
目
标
描
述
1
、
能
听懂接近正常语速、熟悉话题的语段，识别主题，获取主要信息；
2
、
能听懂简单故事的情节发展，理解其中主要人物和事件；
3
、
能根据连续的指令完成任务；
4
、能听懂广播、电视中初级英语教学节目。
1
、
能根据提示给出连贯的简单指令；
四级
2
、
能引出话题并进行几个回合的交谈；
说
3
、
能
在教师的帮助下或根据图片用简单的语言描述自己或他人的经历；
4
、
能在教师的指导下参与角色扮演等活动；
5
、能在上述口语活动中使用正确的
语音、语调。
读
1
、
能连贯、流畅地朗读课文；
听
2
、
能读懂说明文等应用文体的材料；
3
、
能从简单的文章中找出有关信息，理解大意；
4
、
能根据上下文猜测生词的意思；
5
、
能理解并解释图表提供的信息；
6
、
能理解简易读物中的事件发生顺序和人物行为；
7
、
能读懂简单的个人信件；
8
、
能使用英汉词典等工具书帮助阅读理解；
9
、除教材外，课外阅读量应累计达
到
10
万词以上。
1
、
能正确使用标点符号；
写
2
、
能用词组或简单句为自己创作的图片写出说明；
3
、
能写出简短的文段，如简单的指令、规则；
4
、能在教师的帮助下或以小组讨论的方式起草和修改作文。
技
级别
目
标
描
述
能
1
、
能根据语调和重音理解说话者的意图；
听
2
、
能听懂有关熟悉话题的谈话，并能从中提取信息和观点；
3
、
能借助语境克服生词障碍、理解大意；
4
、
能听懂接近正常语速的故事和记叙文，理解故事的因果关系；
5
、
能在听的过程中用适当方式做出反应；
6
、能针对所听语段的内容记录简单
信息。
五级
1
、
能就简单的话题提供信息，表达简单的观点和意见，参与讨论；
2
、
能与他人沟通信息，合作完成任务；
3
、
能在口头表达中进行适当的自我修正；
说
4
、
能有效地询问信息和请求帮助；
5
、
能根据话题进行情景对话；
6
、
能用英语表演短剧；
7
、能在以上口语活动中语音、语调自然，语气恰当。
1
、
能根据上下文和构词法推断、理解生词的含义；
2
、
能理解段落中各句子之间的逻辑关系；
3
、
能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局；
读
4
、
能读懂常见体裁的阅读材料；
5
、
能根据不同的阅读目的运用简单的阅读策略获取信息；
6
、
能利用字典等工具书进行学习；
<
/p>
7
、除教材外，课外阅读量应累计达到
1
5
万词以上
1
、
能根据写作要求，收集、准备素材；
2
、
能独立起草短文、短信等，并在教师的指导下进行修改；
写
3
、
能使用常见的连接词表示顺序和逻辑关系；
4
、
能简单描述人物或事件；
5
、能根据所给图示或表格写出简单的段落或操作说明。
技
级别
目
标
描
述
能
听
1
、
能抓住所听语段中的关键词，理解句子之间的逻辑关系；
六级
2
、
能从听力材料、简单演讲或讨论中提取信息和观点；
3
、
能听懂正常语速的故事或记叙文，了解其中主要人物和事件以及他们之间的关系；
4
、能听懂日常
的要求和指令，并能根据要求和指令完成任务。
1
、
能传递信息并就熟悉的话题表达看法；
2
、
能通过重复、举例、解释等方式澄清意思；
说
3
、
能有条理地描述个人体验和表达个人的见解和想象；
4
、
能用恰当方式在特定场合中表达态度和意愿；
5
、能使用恰当的语调、语气和节奏
表达自己的意图。
1
、
能从一般文字资料中获取主要信息和观点；
2
、
能利用上下文和句子结构猜测词义；
3
、
能根据上下文线索推理、预测故事情节的发展；
读
4
、
能根据阅读目的确定不同的阅读策略；
5
、
能通过不同信息渠道查找所需信息；
6
、除教材外，课外阅读量应累计达到
20
万词以上。
1
、
能用恰当的格式写便条和简单的信函；
2
、
能描述简单的人物或事件，并表达自己的见解；
写
3
、
能以小组为单位把课文改编成短剧；
4
、
能用恰当的语言书写不同的问候卡；
5
、能给朋友、笔友写信，交流信息和情感。
< br>
语言技能七级目标
技
级别
目
标
描
述
能
听
1
、
能识别语段中的重要信息并进行简单的推断；
2
、
能根据所听的内容做笔记；
3
、
能根据话语中的线索把相关事实和信息联系起来；
4
、能听懂故事中对人和物的描写、
情节的发展和结果。
1
、
能用英语进行语言实践活动；
七级
2
、
能根据命题，稍做准备后，作简短的发言；
说
3
、
能针对问题提出解决问题的建议和办法；
4
、
能就一般话题作口头陈述；
5
、能对询问和要求做出恰当的反应。
读
1
、
能从文章中获取主要信息并能摘录要点；
2
、
能理解文章主旨、作者意图；
3
、
能提取、筛选和重新组织简单文章中的信息；
4
、
能利用上下文的线索帮助理解；
5
、
能理解和欣赏一些浅显的经典英语诗歌；
6
、除教材外，课外阅读量应累计达
到
30
万词以上。
1
、
能用文字及图表提供信息并进行简单描述；
2
、
能写出常见体裁的短文，如报告或信函；
写
3
、
能描述人物或事件，并表达自己的见解；
4
、
能填写有关个人情况的表格，如申请表、求职表；
5
、能做简单的书面翻译。
技
级别
目
标
描
述
能
1
、
能识别不同语气所表达的不同态度；
听
2
、
能听懂有关熟悉话题的讨论和谈话并记住要点；
3
、
能抓住简单语段中的观点；
4
、
能基本听懂广播、电视英语新闻的主题或大意；
5
、能听懂委婉的建议、劝告等。
1
、
能使用恰当的语调和节奏；
八级
2
、
能根据学习任务进行商讨和制订计划；
3
、
能报告实验和调查研究的过程和结果；
说
4
、
能
经过准备就一般话题作
3
分钟演讲，
5
、
能在日常人际交往中有效地使用语言进行表达，如发表意见、进行判断、责备、投诉
等；
6
、能做一般的生活翻译，如带外宾购物、游览等。
1
、
能理解阅读材料中不同的观点和态度；
2
、
能识别不同文体的特征；
3
、
能通过分析句子结构理解难句和长句；
读
4
、
能在教师的帮助下欣赏浅显的文学作品；
5
、
能根据学习任务的需要从电子读物或网络中获取信息并进行加工处理；
< br>
6
、除教材外，课外阅读量
应累计达到
36
万词以上。
1
、
能写出连贯且结构完整的短文，叙述事情或表达观点和态度；
2
、
能根据课文写摘要；
写
3
、
能在写作中做到文体规范、语句通顺；
4
、能根据用文字及图表提供的信息
写短文或报告。
技
级别
目
标
描
述
能
1
、
能听懂有关熟悉话题的演讲、讨论、辩论和报告；
听
2
、
能听懂国内外一般的英语新闻广播及天气预报；
3
、
能抓住较长发言的内容要点，理解讲话人的观点及目的；
4
、
能从言谈中判断对方的态度、喜恶、立场；
5
、
能理解一般的幽默；
6
、能在听的过程中克服一般性的口音干扰。
九级
1
、
能
就国内外普遍关心的问题如环保、人口、和平与发展等用英语交谈，表明自己的态度
和观
点；
2
、
能把握交谈时的分寸，会用客套语，会提出问题，会结束谈话；
说
2
、
能
经过准备就一些专题作
5-10
分钟演讲并回答有关提问；
3
、
能用英语接受面试；
5
、能作一般性口头翻译；
6
、
能在交际中恰当地表达自己的情感；
7
、能对交际中产生的误会加以澄清或解释。
< br>
1
、
能阅读一般的英文报刊杂志，获取主要信息；
2
、
阅读一般英文原著，抓住主要情节，了解主要人物；
3
、
能读懂各种商品的说明书等非专业技术性的资料；
读
4
、
能根据情景及上下文猜测不熟悉的语言现象；
5
、
能使用多种参考资料和工具书解决较复杂的语言疑难；
6
、
有广泛的阅读兴趣及良好的阅读习惯；
7
、能有效地利用网络等媒体获取和
处理信息。
1
、
能用英文书写摘要、报告、通知、公务信函等；
2
、
能比较详细和生动地用英语描述情景、态度或感情；
3
、
能阐述自己的观点、评述他人的观点，文体恰当、用词准确；
写
4
、
能在写作中恰当地处理引用的资料及他人的原话；
5
、
能填写各种表格、写个人简历和申请书，用语基本正确、得当；
6
、
能作非专业性的笔头翻译；
7
、在以上写作过程中做到文字通顺，格式正确。
二、语言知识
基础教育阶段学
生应该学习和掌握的英语语言基础知识包括语音、词汇、语法、功能和话题等五方
面的内
容。知识是语言能力的有机组成部分，是发展语言技能的重要基础。表
3
是二级、五级和八级语
言知识的分级目标。详细内容参见附录。
表
3
级别
技
目
标
描
述
能
语
音
1
、知道错误的发音会影响交际；
2
、知道字母名称的读音；
3
、了解简单的拼读规律；
4
、
词
1
、学习有关本级话题范围的
600~700
个单词和
50
个左右的习惯用语；
2
、了解单词是由
了解单词有重音；
5
、语音清楚，语调自然。
汇
字母构成的。
二级
语
有形式上的变化；
4
、了解表示时间、地点和位置的介词；
5
、了解英语简单句的基本形式
法
和表意功能。
功
了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式。
能
话
能理解
和表达有关下列话题的简单信息
:
数字、颜色、时间、天气、食
品、服装、玩具、动植
1
、知道名词有单复数形式；
2
、知道主要人称代词的区别；
3
、知道动词在不同情况下会
题
物、身体、个人情况、家庭、学校、朋友、文体活动、节日等。
技
级别
目
标
描
述
能
语
1
、了解语音在语言学习中的意义；
2
、了解英语语音包括发音、重音、连读、语调、节奏等内
音
容；
3
、在日常生活会话中做到语音、语调基本正确、自然、流畅；
4
、根据重音和语调的变化
五级
理解和表达不同的意图和态度；
5
、根据读音拼写单词和短语。
词
1
、了解
英语词汇包括单词、短语、习惯用语和固定搭配等形式；
2
、理
解和领悟词语基本含义以
汇
及在特定
语境中的意义；
3
、
运用词汇描述事物
、
行为和特征，
说明概念等；
3
、
学会使用
1500-1600
个的单词和
200-300
个习惯用语或固定的搭配
。
1
、了解常用语言形式的基本结构
和常用表意功能；
2
、在实际运用中
体会和领悟语言形式的表
语
意功能；
3
、理解和掌握描述人和物的表达方式；
4
、理解和掌握描述具体事件和具体行为的发
法
生、发展过程的表达方式；
5
、初步掌握描述时间、地点、方位的表达方式；
6
、理解、掌握比
较人、物体及事物的表达方式。
功
1
、在日常生活中
恰当理解和表达问候、告别、感谢、介绍等交际功能；
2
、在日常人际交往中
能
有效地进行表达。。
话
1
、熟悉与学生个人、家庭和学校生活密切相关的话题；
2
、熟悉有关日常生活、兴趣爱好、风
< br>题
俗习惯、科学文化等方面的话题。
技
级别
目
标
描
述
能
语
音
1
、在实际交际中逐步做到语音、语调自然、得体、流畅；
2
、根据语音、语调了解和表达隐含的
词
1
、运用
词汇理解和表达不同的功能、意图和态度等；
2
、运用词汇描述比较复杂的事物、行为和
意图和态度；
3
、
了解诗歌中的节奏和韵律；<
/p>
4
、
根据语音
辨别和书写不太熟悉的单词或简单语句。
八级
汇
特征，说明概念等；
3
、学会使用
3000
个单词和
400-500
个习惯用语或固定搭配。
< br>1
、进一步掌握描述时间、地点、方位的表达方式；
<
/p>
2
、进一步理解、掌握比较人、物体及事物的
语
表达方式；
3
、使用适当的语言形式进行描述和表达观点、态度、情感等；
4
、学习、掌握基本语
法
篇知识并根据特定目的有效地组织信息。
功
1
、在更广的语境中恰当理解和表达问候、告别、感谢、
介绍等交际功能；
2
、在日常人际交
往中
能
有效地使用得体的语言进行表
达，如发表意见、进行判断、责备、投诉等；
3
、灵活运用已经学过
的常用功能项目，进一步学习并掌握新的语言功能项目；
4
、在实际生活中较熟练地实现信息
沟通
的目的。。
1
< br>、熟悉个人、家庭和社会交往等方面的话题；
2
、进一步熟悉有关日常生活、兴趣爱好、风俗习
话
惯、科学文化等方面的话题；
3
、熟悉我国一般社会生活的话题：职业、节日、风俗、社交礼仪等；
题
4
、了解
有关英语国家日常生活习惯的话题。
三、情感态度
情感态度指兴趣、动机
、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习
过程中逐
渐形成的祖国意识和国际视野。
保持积极的学习态度是英语学习成功的关键。
教师应在教学中，
不断激发并强化学生的学习兴趣，
并引导他们逐渐将兴趣转化为稳定的学习动机，
以使他们树立自信心，
锻炼克服困难的意志，认识自己学习的优势与不足，乐于与他人合作，养成和谐和健康向上的品格。通<
/p>
过英语课程，增强祖国意识，拓展国际视野。表
4
是二级、五级和八级的情感态度分级目标。
表
4
级别
二级
1<
/p>
、有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等；
2
、乐于模仿，
敢于开口，积极参与，主动请教。
1
、有明确的学习英语目的，能认识到学习英语的目的在于交流
；
2
、有学习英语的
愿望和兴趣，乐于参与各种英语实践活动；
3
、有学好英语的信心，敢于用英语进行
表达；
4
、能在小组活动中积极与他人合作，相互帮助，共同完成学习
任务；
5
、能
五级
体会英语学习中的乐趣，乐于接触英语歌曲、读物等；
6
、能在英语交流中注意并理
解他人的情感；
7
、遇到问题时，能主动向老师或同
学请教，取得帮助；
8
、在生活
中接触英语时，
乐于探究其含义并尝试模仿；
9
、
对祖国文化能有更深刻的了解
；
10
、
乐
于接触并了解异国文化。
1
、保持学
习英语的愿望和兴趣，主动参与有助于提高英语能力的活动；
2
、有正确
八级
的英语学习动机，明确英语学习的目的是为了沟通与表达；
<
/p>
3
、在英语学习中有较强
目
标
描
述
的自信心，敢于用英语进行交流与表达；
4
、能够克服英语学习中所遇到的困难，愿
意主动向他人求
教；
5
、在英语交流中能理解并尊重
他人的情感；
6
、在学习中有较
强的合作精神，
愿意与他人分享各种学习资源；
7
、
能在交流中用英语介绍祖国
文化；
8
、能了解并尊重异国文化，
体现国际合作精神。
四、学习策略
学习策略指学生为了有效地学习和
发展而采取的各种行动和步骤。英语学习的策略包括认知策略、
调控策略、交际策略和资
源策略等。教师应在教学中，帮助学生形成适合自己的学习策略。认知策略是
指学生为了
完成具体学习任务而采取的步骤和方法；调控策略是指学生对学习进行计划、实施、反思、
评价和调整的策略；交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的各
种策略；资源策略是学生合理并有效利用多种媒体进行学习和运用英语的策略。
< br>
学习策略是灵活多样的，策略的使用因人、因时、因事而异。在英语教学中，教师要有意识地帮助
学生形成适合自己的学习策略，并具有不断调整自己的学习策略的能力。在英语课程实施中，帮助学生
有效地使用学习策略，不仅有利于他们把握学习的方向、采用科学的途径、提高学习效率
，而且还有助
于他们形成自主学习的能力，为终身学习奠定基础。表
5
是二级、五级和八级学习策略分级目标。
级别
策略类别
目
标
描
述
1
、积极
与他人合作，共同完成学习任务；
2
、主动向老师或同学请教；
3
、
制订简单的英语学习计划；
4
、对所学习内容能主动练习和实践；
5
、在词语
基本学习
< br>二级
策略
及其他英语课外读物；
8
、积极运用所学英语进行表达和交流；
9
、注意观察
生活或媒体中使用的简单英语；
10
、能初步使用简单的学生英汉词典。
1
、根据需要进行预习；
2
、在学习中集中注意力，
3
、在学习中积极思考；
4
、
在学习中善于记要点；
5
、
在学习中善于利用图画等非语
言信息理解主题；
五级
认知策略
6
、借助联想学习和记忆词语；
7
、对所学习内容能主动复习并加以整理和归
纳；
8
、注意发现语言的规律并能
运用规律举一反三；
9
、在使用英语
申，能
意识到错误并进行适当的纠正；
10
、
必要时，有效地借助母语知识理解英语；
与相应事物之间建立联想；
6
、在学习中集中注意力；
7
、尝试阅读英语故事
11
、尝试阅读英语故事及其他英语课外读物。
1
、明确自己学习英语的目标；
2
、明确自己的学习需要；
3
、制订简单的英
语学习计划；
4
、把握学习的主要内容；
5
、注意了解和反思自己学习英语中
调
控策略
的进步与不足；
6
、积极探索适合自己的英语学习方法；
7
、经常与教师和同
学交流学习体会；
8
、积极参与课内外英语学习活动。
1
、在课内外学习活动中能够用英语与他人交流；
2
、善于抓住用英语交际的
机会；
3
、在交际中，把注意力集
中在意思的表达上；
4
、在交际中，
必要时
交际策略
借助手势、表情等进行交流；
5
、交际中遇到困难时，有效地寻求帮助；
6
、
在交际申注意到中外交际习俗的差异。
1
、注意通过音像资料丰富自己的学习；
2
、使用简单工具书查找信息；
3
、
资源策略
注意生活中和媒体上所使用的英语；
4
、
能初步利用图书馆或网络上的学习资
源。
1
、借助联想建立相关知识之
间的联系；
2
、利用推理、归纳等逻
辑手段分析
和解决问题；
3
、善于总结所接触语言材料中的语言规律并加以应用；
4
、在
认知策略
学习中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳；
<
/p>
5
、在
听和读的过程中，借助情景和上下
文猜测词义或推测段落大意；
6
、在
学习中
借助图表等非语言信息进行理解或表达。
1
、根据需要制订英语学习的计划；
2
、主动拓宽英语学习的渠道；
3
、善于
八级
调控策略
与教师或同学交流学习英语的体会和经验；
< br>6
、评价自己学习的效果，总结有
效的学习方法，遵循记
忆规律，提高记忆效果。
1
、在课内
外活动中积极用英语与同学交流与沟通；
2
< br>、善于借助手势、表情
等非语言手段提高交际效果；
<
/p>
3
、
交际中，
善
于克服语言障碍，
维持交际；
4
、
交际策略
善于利用各种机会用英语进行真实交际；
5
、
在交际中注意并遵守英语交际的
基本礼仪。
创造和把握学习英语的机会；
4
、学习中遇到困难时知道如何获得帮助；
5
、
通过图书馆、计算机网络、广播、电视等资源获得更广泛的
英语信息，扩展所
资源策略
学知识。
五、文化意识
语言有丰富的文化内涵
。在外语教学申，文化是指所学语言国家的历史地理、风土人情、传统习俗、生
活方式、
文学艺术、行为规范、价值观念等。接触和了解英语国家文化有益于对英语的理解和使用，有
益于加深对本国文化的理解与认识，有益于培养世界意识。在教学中，教师应根据学生的年龄特点和认
知能力，逐步扩展文化知识的内容和范围。在起始阶段应使学生对英语国家文化及中外文化的异
同有粗
略的了解，教学中涉及的英语国家文化知识，应与学生身边的日常生活密切相关并
能激发学生学习英语
的兴趣。在英语学习的较高阶段，要通过扩大学生接触异国文化的范
围，帮助学生拓展视野，使他们提
高对中外文化异同的敏感性和鉴别能力，进而提高跨文
化交际能力。表
6
是二级、五级和八级的文化意
识分级目标。
表
6
级别
目
标
描
述
1
、知道
英语中最简单的称谓语、问候语和告别语；
2
、对一般的赞扬、请求等做出适
当的反应；
3
、知道国际上最重要的文娱和体育活动；
<
/p>
4
、知道英语国家中最常见的
二级
饮料和食品的名称；
5
、知道主要英语国家的首都和国旗；
6
、了解世界上主要国家
的重要标志物
，如：英国的大本钟等；
7
、了解英语国家中重要的节假日。
1
、了解英语交际中常用的体态语，如手势、表情等；
2
、恰当使用英语中不同的称谓
语、问候语和告别语；
3
、了解、区别英语中不同性别常用的名字和亲呢的称呼；
4<
/p>
、
了解英语国家中家庭成员之间的称呼习俗；
5
、了解英语国家正式和非正式场合服饰
和穿戴习俗；
6
、了解英语国家的饮食习俗；
7
、对别人的赞扬、请求等做出恰当的
五级
反应；
8
、用恰当的方式表达赞扬、请求等意义；
9
、初步了解英语国家的地理位置、
气候特点、历史等；<
/p>
10
、了解常见动植物在英语国家中的
文化涵义；
11
、了解自然
现象在英语中可能具有的文化涵义；
12
、
了解英语国家中传统的文娱和体育活动；
13
、
了解英语国家中重要的节假日及
主要庆祝方式；
14
、加深对中国文化的理解。
八级
1
、理
解英语中常见成语和俗语及其文化内涵；
2
、理解英语交际申常用典故或传说；
3
、了解英语国家主要的文学家、艺术家、科学家的经历、成就
和贡献；
4
、初步了解
主要英语国家的政治、经济等方面的情况；
5
、了解英语国家中主要大众传播媒体的
情况；
6
、了解主要英语国家与中国的生活方式的异同；
7
、了解英语国家人们在行
< br>为举止、待人接物等方面与中国人的异同；
8
、了解英语国家主要宗教传统；
<
/p>
9
、通
过学习英语了解世界文化，培养世
界意识；
10
、通过中外文化对比，
加深对中国文化
的理解。
第四部分
实施建议
一、教学建议
(
一
)
面向全体学生，为学生全面发展和终身发展奠定基础
教学设
计要符合学生生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的
需求，使每个学生的身心得到健康的发展。在教学中教师应该注意
:
1
、鼓励
学生大胆地使用英语，对他们学习过程中的失误和错误采取宽容的态度；
2
、要为
学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间；
3
、鼓励
学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能；
4
、创造
条件让学生能够探究他们自己感兴趣的问题并自主解决问题。
(
二
)
关注学生的情感，营造宽松、民主、和谐的教学氛围
学生只有对自己、对英语及其文化
、对英语学习有积极的情感，才能保持英语学习的动力并取得成
绩。消极的情感不仅会影
响英语学习的效果，而且会影响学生的长远发展。因此，在英语教学中教师应
该自始至终
关注学生的情感，努力营造宽松、民主、和谐的教学氛围。
英语教师要做到
:
1
、尊重每个学生，积极鼓励他们在
学习中的尝试，保护他们的自尊心和积极性；
2
、
把英语
教学与情感教育有机地结合起来，
创设各种合作学习的活动，
促
使学生互相学习、互相帮
助，体验集体荣誉感和成就感，发展合作精神；
3
、特别关注性格内向或学习有困难的学生，尽可能多地为他们创造语言实践的机会
；
4<
/p>
、建立融洽、民主的师生交流渠道，经常和学生一起反思学习过程和学习效果，互相鼓励和
帮助，
做到教学相长。
（三）倡导
任务型
的教学途径，培养学生综合语言运用能力
本《标准》以学生
< br>能做某事
的描述方式设定各级目标要求。教师应该避免单
纯传授语言知识的教
学方法，尽量采用
任务型
的教学途径。
教师应依据课程的总体目标并结合
教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织
他们积极参与。学生通过
思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
在设计
<
/p>
任务型
教学活动时，教师应注意以下几点
:
1<
/p>
、活动要有明确的目的并具有可操作性；
2
、活动
要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实；
3
、活动
要有利于学生学习英语知识、发展语言技能，从而提高实际语言运用能力；
4
、
活动应积极促进英语学科和其他学科间的相互渗透和联系，
使学生的
思维和想像力、
审美情趣和
艺术感受、协作和创新精神等综合素
质得到发展；
< br>5
、
活动要能够促使学生获取、
处理和使用信息，
用英语与他人交流，发展用英语解决实际问题的能
力；
6
、活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活之中。
(
四
)
加强对学生学习策略的指导，为他们终身学习奠定
基础
使
学生养成良好的学习习惯和形成有效的学习策略是英语课程的重要任务之一。教师要有意识地加
< br>强对学生学习策略的指导，让他们在学习和运用英语的过程中逐步学会如何学习。教师应做到
:
1
、积极创造条件，让学生参与制订阶段性学习目标以及实现目标的方法；
2
、引导
学生结合语境，采用推测、查阅或询问等方法进行学习；
3
、设计探究式的学习活动，促进学
生实践能力和创新思维的发展；
4
、引导学生运用观察、发现、归纳
和实践等方法，学习语言知识，感悟语言功能；
5
、引导学生在学习过程中进行自我
评价并根据需要调整自己的学习目标和学习策略。
(
五
)
拓展学生的文化视野，发展他们跨文化交际的意识和能力
语言与文化有密切的联系，语言是
文化的重要载体。教师应处理好二者的关系，努力使学生在学习
英语的过程中了解外国文
化，特别是英语国家文化；帮助他们提高理解和恰当运用英语的能力，不断拓
展文化视野
，加深对本民族文化的理解，发展跨文化交际的意识和能力。
(
六
)
利用现代教育技术，拓宽学生学习和运用英语的渠道
教师要
充分利用现代教育技术，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高
教学效果。在条件允许的情况下教师应做到
:
1
、利用音像和网络资源等，丰富教
学内容和形式，提高课堂教学效果；
2
、利用计算机和多媒体教学软件，
探索新的教学模式，促进个性化学习；
3
、
合理地
开发和利用广播电视、
英语报刊、
图书馆和网络等多种资源，<
/p>
为学生创造自主学习的条件。
(
七
)
组织生动活泼的课外活动，促进学生的英语学习
根据学生的年龄特点和兴趣爱好，
积极开展各种课外活动有助于学生增长知识、开阔视野、发展智
力和个性、展现才能。教
师应有计划地组织内容丰富、形式多样的英语课外活动，如朗诵、唱歌、讲故
事、演讲、
表演、英语角、英语墙报、主题班会和展览等。教师要善于诱导，保护学生的好奇心，培养
他们的自主性和创新意识。
（八）不断更新知识结构，适应现代社会发展对英语课程的要求
教师应不断更新知识结构，适应现
代社会发展对英语课程的要求。为此，教师应该做到
:
1
、准确把握本课程标准的理念、目
标和内容，运用教育学和心理学理论，研究语言教学的规律。根
据学生的心理特征和实际
情况，选择和调整英语教学策略；
2
、发展课堂教学的调控和组织能力
，灵活运用各种教学技巧和方法；
3
、掌握现代教育技术，并能在自己的继续学习和实际教学之中
加以运用；
4
、自觉加强中外文化修养，拓宽知识面；
5
、要根
据教学目标、学生的需要以及当地客观条件，积极地和有创造性地探索有效的教学方法；
6
、不断
对自己的教学行为进行反思，努力使自己成为具有创新精神的研究型教师。
(
九
)
遵循课时安排的高频率原则，保证教学质量和效果
英语课程从
3
年级起开设，
为保证教学质量和教学效果，
3
一
6
年级英语课
程应遵循长短课时结合、
高频率的原则，每周不少于四次教学活动。
3
、
4
年级以短课时为主；
5
、
6
年级长短课时
结合，长课时不
低于两课时。为了保证教学质量和效果，班容量一般不应超过
40
人
/
班。
7
一
9
年级和普通高中的英语课程建议每周不少于四课时
。为了使广大教师更好地理解上述教学原
则，特提供以下教学案例，仅供参考。
教学案例
1
活动目的
:
学习和运用有关学校场所的英语单词，利用平面图介绍自己学校各种场所。
适合级别
:1
一
2
级
教学过程
1
、
教师事先根据本学校的场所位置画一幅平面图
(
简图
)
，
但不标出场所的名称。
把平面图复印若干份
(
做
活动时每小组一份
)
。
2
、<
/p>
把单词
school
，
< br>playground
，
classroom
，
office
，
art
room
，
music
room
，
multimedia room
< br>，
library
，
langu
agelab
做成约
2cmx3cm
的
小卡片
(
若干套
)
。做活动时每小组一套。
3<
/p>
、借助图片向学生呈现下列单词
:school
< br>，
playground
，
cl
assroom
，
office,art
room,music room
，
multimedia <
/p>
room
，
library
，
languagelab
。要求学生做到
:(1)
看见图片能说出单词；
(2)
给出单词也能说出场所名称，只
要求学生能认读，不要求拼写。
4
、将学生分为<
/p>
4
一
5
人一组<
/p>
(
小组成员必须围成一圈
)
。每组发一张学校平面图和一套单词小卡片。要求
学生根据学校场所的实际位
置把单词贴在平面图上。
5
、让相邻的两个小组对比他们贴好的平面图。
如有不同之处，
学生自己讨论为什么出现不同之处，并进
行适当的修正。
6
、把全班学生分成三个
大组
(
队
)
。
在黑板上贴三幅平面图。给每个大组再发一套单词卡片。每个大组派
两个人到前面，把卡
片贴到平面图上。首先完成且贴得正确的大组获胜。
7
、小组内学生轮流根据贴好的平面图向其他学生介绍自己学校的场所
(
如
:This is the pl
ayground.)
。鼓励
学生使用其他所学语言进行创造性
表达，如
Itis
small
，
but I like it.
8
、
把学生
贴好的平面图贴在班级的墙报上，
或者贴在学校的布告栏或校门入口处，
当作本校场所位置的
英文示意图。
9
、对程度较好的学生，可以让他们
自己设计一个所教学校的平面图，并用英语向他人作介绍。
评述；此项活动结合学生所在学校的实际情况，通过比较真实的任务
(
贴卡片
)
，帮助学生学习语言和
运
用语言，并开展合作学习。
教学案例
2
活动目的
:
学习和巩固表示图形的单词，培养学生的观察能力
。
适合级别
:2
级
教学过程
:
l
、教师事先制作下面的图，复印若干份
(
< br>份数为全班同学人数除以
2
2
、
通过卡片或实物向学生呈现表示形
状的单词
:triangle,rectangle
，
square
，
circle
< br>，
oval
。
要求学生做到
:(1)
看见图片能说出单词；
(2)
给出单词也能说出形状名称，只要求学生能认读，不要求拼写。
3
、
把学生
分为两人一组。
把复印好的图表发给每组学生。
让学生用英语数
一数图表的各种图形的个数并
把数的结果填在图表中
(
用阿拉伯数字
)
。
4
、相邻两组比较他们的结果。
5
、
在黑板
上贴一幅放大的图表。
教师带领全班学生一起逐一数每一种图形的个数。
并把数的结果写在图
表里。学生对照自己的图表，检查是否正确。然后教师提问
，学生回答，例如
:
Teacher:How many triangles?
Students:Five.
6
、把步骤
5
完成的图表贴在班级墙报上
。
7
、<
/p>
用上述表示形状的单词制作简单的单词卡片，
让学生把这些卡片贴
在教室或学校其他场所中与卡片形
状相吻合的物品上。
评述
:
这个
活动把学习英语的教字与形状与培养学生的观察能力有机地结合起来。学生能够学以致用。
教学案例
3
活动目的
:
学生学完有关如何度过业余时间的文章，运用所学语言开展相关话题的讨论。
适合级别
:3
一
4
级
教学过程
:
1
、教师布置任务，学生分组设计调
查表，调查人们是如何安排业余时间的。
< br>2
、学生以
6
—
8
人为一个小组，设计调查表。例如
:
Whatis your favourite past
time?
Playing
Collecting
Watching TV
Reading
tennis
Student l
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
...
stamps
surfing
Internet
swimming
…
3
、各小组在组内用英语进行调查并统计调查结果。
4
、在黑板上设计一个大的调查表。
通过问答形式汇总各小组调查的结果。
5
、学生以小组为单位，根据黑板上汇总统计的结果，设计柱状图、饼圆图、曲线图等。比如下
图
两人
一组首先就所画柱状图或饼圆图进行口头讨论，然后合作写一篇简单的报告。
评述
:
在这
个活动中，教师是参与者、帮助者，学生是活动的主体；学生的任务是开放的。学生以小组为
单位进行调查和统计，
在较为真实的语境中锻炼口、
笔头交
流能力。
该活动有利于培养学生的合作精神，
促进学科之间的渗
透和交融。
教学案例
4
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