小學(xué)英語(yǔ)課標(biāo)英文版

NewEnglishCurriculumforChinesePrimaryandVersiondraftedbytheEducationMinistrythePRConthistranslationThisforEnglishforVSOtobetterinformedadocumenttoourwork.itshouldnowayasofficialInfact,itforwordnorasummary.Thetooriginal,whichoflanguageitemstobehasomitted,asdescriptorssamplelearningtomakeitmorereadable,reflectstherepetitivenatureoforiginal,withsamekeycroppingupoverandoveragain.shouldtheofficial(butcompletelytranslationofnewforseniorfromtheProgrammefeedbackonwouldbewelcome.TimMartinofOctober2005Part1:WiththeoftheinformationglobalEnglishhasincreasinglyimportant.Englishisthecarrierofinformationmostwidelylanguageintheworld.haveacornerstoneofqualityeducationwhenforbasiceducation.SinceChinareformopening,theofEnglishhascontinuallygrown,byinlearning.However,Englishinformisfailingmeettheofcontemporarydevelopment.Thecurrentofreformstoaimtoendthefollowingpractices:Over-emphasizingtransmissionofknowledgevocabularytostudents’abilitytolanguageforrealInplace,aimtoacurriculumthat:’comprehensivecompetenceisrelevanttheirexperiencesandtask-basedteachingmethodsinparticipatorylearningstudentsabilities,culturalawarenessautonomythelanguagelearningprocess1

1.NatureoftheNewCurriculumTheEnglishcurriculumstrivestoaccomplishthanjustEnglish.AtlearningEnglishhelpingstudentsto:ofcomprehensivecompetenceabilitytouselanguagerealMastercertainknowledgeMasterlistening,speaking,writingskillsshouldalsostudents’all-roundprovidingthemopportunitiesto:theirinGrowinself-discipline,perseveranceandself-confidenceImprovecooperative,thinkingabilitiesimaginationandAdoptstudylearningandlifelonglearnersintegrityandlifeEstablishanofandforculturaldifferencesBroadentheirenrichtheirlifeinculturallifeindividuals2.PrinciplesofCurriculumThepromotesquality(aseducation)andtheall-roundofstudentsqualitybeto:eachstudent’sstudentsinasenseofachievementandself-confidenceThemustgobeyonddeveloping’competencetoincludeImproving’abilitytosociallife’abilitiesFostering’creativityTheandThefundamentalaimofnewEnglishtodevelop’Thisaimisdownfiveobjectives.arenineabilitywithdescriptorsprovidedlevel.Thefiveobjectives1.Skills2.3.toLearning4.Strategies2

5.Awarenesstosystematicallylevelwhilstmeetingthefullrangeofthecurriculumdemands.StudentsareputattheofcurriculumandindividualdifferencesStudentstheofcurriculum.example,theirneedscentraldeveloping:CurriculumobjectivesTheteachingandlearningprocessTheassessmentprocessTeachingandlearningresourcesWhenimplementingthestudentmustbetodevelopindividuallyunderoftheteacher:Thepromotesactivity-basedmethods,experientialandparticipatorylearningThetheofthegainasenseofachievementbyreachingthegoalsofcompletionwillthefollowingtypesof‘Hands’/practicalParticipatoryInordertoabilitytolanguageforrealcommunication,shouldalsoableto:controltheirFormThecurriculumtheimportantofformativeassessmentinpromotingdevelopmentThesystemcombinewithassessment.ThepurposesofassessmentbecomprehensivecompetencemotivatestudentsHelplearnersstudentspersonaldevelopmentGiveusefulfromtoInformdevelopmentandperfectionofFormativeshouldanoftheEnglishteachingandlearningprocesswithon:EncouragingstudentsactiveparticipationinImproving’self-confidencefocuson:Testing’integratedlanguageTesting’use3

TherangeoflearningandavailableThestrivetoandwhosecontentis:ClosetolivesContemporaryHealthyRichvariedActiveusebemadeof:AudiovisualPrintTheshouldbeencouragedtotakefinding,developing3.CurriculumThetheofobjectivesintodifferentabilityWhentheselevelsconsiderationwasgiventofollowing:ThenatureofThedifferentgroupsTheneedsofgroupsandTheimbalancesinChinaTheaimistohavedesignedathatholisticandflexible.ThecorrespondencebetweenthelevelsystemandthegradesystemisinthefollowingPrimaryWorkGrade3Level1StudentsshouldstartinGrade3Grade4Level1Grade5Level2Grade6Level2requiredfortheofprimaryschoolJuniorMiddleSchoolNotesGrade7Junior1)3Grade8Junior2)4Grade9Junior3)5TherequiredforofjuniorschoolMiddleSchool1Level62Level73Level8Therequiredforschoolgraduation9AnextensionlevelablestudentsDiagram1:TheLevelsandtheGrades4

PartGeneralObjectivesThefundamentaloftheistodevelopstudentslanguagecompetencethroughthefiveobjectivesasinthefollowingdiagram:2.LanguageKnowledge3.AttitudesLearningGrammar

Motivation1.Language

Functionsinterest

ReadingWriting

Topics

Self-confidenceandperseverancespiritawarenessLANGUAGECOMPETENCE5.CulturalStrategiesCulturalCulturalunderstandingofabilityincross-cultural

CognitivestrategiesMetacognitivestrategiesCommunicativeResourcestrategiesDiagram2:TheGeneralObjectivesAfurthercomprehensiveofnewcurriculumtheNewCurriculumLanguageLanguageKnowledgeOldCurriculum

AttitudesLearningCulturalKnowledgeStrategiesAwarenesvocabularygrammar

LanguageSkillsLanguageCompetenceDiagram3:ComparisonofOldNew5

skillsandformthebasisofcomprehensivecompetenceThestudentstostronglytheirdevelopmentSuccessfullearningstrategiesimprovetheof’learningawarenessensuresstudentsappropriatelyTheoveralldescriptorsforacombinationallfivegeneralobjectives)for1presentedbelow:Level1areaboutpeoplespeakingEnglish.Playgames,activities(e.g.colouring,joiningsimpleinstructionsfromteacherPerformsimplesimpleEnglishsimpleandsimplebywithofsimpleinformationsimplefeelingsWriteinterestinculturalcustomsmet2ainterestinandenjoymentoflearningTheysimpleexchangepersonalinformationinformationfamilyfriendsPerformdialogues,songs,contenthavesimplestoriesofpicturesWritesimplesentenceswiththeaidofpromptscooperateactivelyandhappilytheinitiativeaskforEnjoylearningother’customs3apositivethebeginningsofself-confidencetowardslearningEnglish.Theyshortandstoriesfamiliarthathearinformationfamiliartopics(e.g.school,familywiththeteacherclassmatesunderstandstoriesandotherwrittenWritesimplesentenceswiththeaidofpicturespartinsimpleroleAttempttosuitablelearningtodifficultiesduringstudyIdentifydifferencesthatcommunicatinginforeignlanguage4

canidentifytheirneedsfairlyEnglish.understanddialoguesandstoriesincommunicationinformationsimplefamiliareverydayWritesimplelettersAttempttodifferentinformationfromoralandwrittenmaterialstotheirsimple6

5678

todifficultiesduringlearningPlansensibleActivelyexplorefornoteofculturaldifferencesbetweenotherduringcommunicationshowpositive,activelearningTheycan:tounderstandtheteacherfamiliarandindiscussionswithothersandopinionstopicsinunderstandnewspapersandsuitable–thewordstotheappropriatereadingstrategiestoofDrafteditshortaccordingwithofCooperatewithtoproblemsandreportAssessMakeofwidevarietyofFurtherincreasetheirunderstandingandculturaldifferencesfurthermotivationtostudyoflearning.inoralorstatetheirownvieworalorwrittenlanguagedescribeexperiencePlan,rmation,askgiveawideoftopicsunderstandnewspapersthatbeenforseniormiddleShowskillwritingcompositionssuchaslettersinformationtheinitiativeplan,oflanguagepracticeactivitiesforavarietyoflearningresourcestostudyMonitorcontinuetolearningsuitableforculturalincommunicationandfurtherformculturalawarenessstrongandabilitytoautonomously.Theycan:withotherabouttopicsevaluativecommentsthecontentofwrittenmaterialsWritefullystructuredcompositionsforplanning,organizingcarryingoutaoflanguagepracticeactivitiesasdecisionmaking,reportingsurveyresultstheinternetvariousresourcestogatherprocesseffectivelyConsciouslyevaluatelearningoutcomesandformEnglishlearning7

theculturalconnotationsbackgroundduringcommunicationatoleranttowardsculturesof9StudentsTheycan:understandthecontentspeeches,discussions,reportsonfamiliarandattitudesandtopicsofimportanceoutsideChina,astheenvironment,peace,development,etcActasanineverydayMakeofavarietyofuseEnglishforliteraturearticleswithwidesubjectsofcommongenres/texttypestocompletewritingtasksandhaveabilityinaliteraryandenrichDisplaystrongawarenessTableOverallDescriptorsforLanguage8

SpeakingWritingOtherPartTheGeneralDetailSpeakingWritingOtherdescriptorsfor5ofeachoffiveobjectivesinfollowingtables.referthetheseniorEnglishcurriculumfromVSOforLevel6–9Level25

forSmon1.clearpronunciationandintonation2.Takeinsimpledialoguesaboutfamiliarfamilyinformation3.Usecommondailygreetings,4.Trmationexpressedinsimpletextslikecards5.simplestoriesshortwiththeaidformthehabitofforoverallcomprehension6.aloudallstudied1.examplesentences2.Writesimplegreetings3.Writeshortanddescriptionsfit4.Usepunctuationbasic1.Useto2.Performstoriesorfairywiththeshelp3.30-404.PerformEnglish5.Englishcartoonsandofweek)1.’rmationviewpointsfromtalkaboutfamiliartopics3.themainideas,dealwithwords4.atnearnaturalspeed,includingtheircauseeffectstructures5.inasuitablewaytowhatis6.Takewhatis9

SpeakingWritingcanVocabularySpeakingWritingcanVocabulary1.Prmationandcooperatewithcompletetasks3.oneselfappropriately4.Inquireforforhelpeffectively5.Carryoutsituationaldialoguesaccordingtodifferenttopics6.Performin7.Uuseanappropriateduringtheaboveactivities1.Inferofnewfromandwordformation2.logicalrelationshipsin3.outthemaininunderstandinstories,predictingitsandpossibleendings4.ofdifferentgenres/text5.Useappropriatereadingfindinformation6.Use7.Hhavereadmaterialthatincludedinthetextbook,over1.Gatherandtothepurposeofthewriting2.Ddraftshortlettersandindependently,editingwiththeguidance3.Usecommonlinkingdevicestoexpressoneselffluentlyandlogicallyinwriting4.Writesimpleof5.Wwriteparagraphs,instructionspromptsgiveninpicturestablesTable2:LevelDescriptorsforLanguageSkillsObjectiveN.B.originalLanguageSkillsLevels1,3,4,6,7,8and9Level

for2

Pronunciation1.affectcommunication2.tosay3.simplespellingrules4.wordsstresspatterns5.clearlywithnatural1.Learnthewordsorsocommonexpressionsassociatedwithtopicsforthisunit2.wordsarefromletters10

GrammarPhoneticsVocabularyGrammarGrammarPhoneticsVocabularyGrammar5

1.nounssingularandplural2.thebetweenthe3.canchangein4.prepositionstoexpresstime,position5.thebasicofsimplecanformsforexpressingsimplesuchasgreetings,acceptingapologies,introductions,etc.canexpresssimpleinformationthefollowingcolours,weather,plantsanimals,familycircumstances,school,friends,sports,festivals,etc.1.thesignificanceofphonetics2.Englishincludespronunciation,stress,linking,intonationandrhythm3.accurate,fluentpronunciationandintonationincommunication4.anddifferentbyintonation5.Spellandtotheir1.vocabularysuchitemswords,expressionsand2.distinguishofwordsinspecial3.Usevocabularytobehaviourcharacteristics,etc.4.Lmontheir2.distinguishbetweentheofformsduringrealuse3.howtodescribeofpeople4.howtodescribespecificbehaviouralphenomenadevelopabilitytodescribe5.Begintohowtodescribeposition6.howtocomparepeople,objects1.expressassoon2.Effectivelyincommunicationothersare:1.Familiarwithcloselyrelatedtothemselves,theirfamiliesandschoollife2.withtolife,socialcustoms,andculture,etc.Table3:LevelDescriptorsforLanguageKnowledgeObjective11

Level

forto25

1.Studentslistentoandsingsongs,tellstoriesplaywith2.Studentsimitatehappily,opentheirbravely,participateactivelyforhelpautonomously.1.Studentshaveclearlearningcanbemetcommunication.2.Studentshaveaninterestinanddesiretolearnhappilytakingpartinvarietyofactivities.3.Studentshavetheself-confidencewellthecouragetousetoexpressthemselves.4.Studentsactivelycooperatewithandothersin5.StudentsexperiencetheoflearningEnglishwithEnglishmaterial,etc.6.Studentsattentiontounderstandfeelings7.Whenstudentsproblemscantakeaskforhelpfromtheortheirclassmates.8.WhenEnglishduringdailylife,studentshappilyitstrytocopy9.Studentshaveadeepenedunderstandingof10.Studentsgetintouchwithandtheculturesofcountries.Table4:LevelDescriptorsforAffectiveAttitudesObjective12

StrategiesStrategiesactivitie

forStrategies25

1.Activelycooperatewithtolearning2.Takeinitiativetotheclassmatesforhelp3.simplestudy4.Independentlywhatbeen5.Buildbetweenwhatthey6.Learnwithandfocus7.TrytoreadEnglishofreadingmaterial8.Activelyusehavelearntcommunicate9.TakenoteofEnglishin10.tostudentsdictionaries1.Previewmaterialnecessary2.Learnwithandfocus3.ActivelythinkwhenlearningCognitiveStrategies4.Notekeypointswell5.Uusepicturesothercluestounderstandideas6.Uusehelpwords7.Taketheinitiativereview,sortandtheylearnt8.Trytoinfergeneralfromsingle9.have10.Useofwhentothemeffectively11.TryreadstoriesandreadingmaterialStrategies1.theirownEnglishlearning2.theirownneedsclearly3.simpleplans4.Graspthemaincontentofwhat5.attentionunderstandingandreflectingonownprogressand6.Activelylearningthatarefor7.Oftenstudyingwithclassmates8.ActivelyclassroomextracurricularEnglishlearning1.CommunicatewithothersinEnglishduringclassroomextracurricularStrategies2.goodofopportunitiescommunicatein3.onwhen4.Useexpressionsandsoonhelpcommunicatewhen5.foreffectivelywhenexperiencecommunicationproblems6.Recognizeculturalinmodesof13

Enrichthroughuseofvisual2.Usebookstofindinformation3.TakenoteofalltheEnglishusedinlife4.BegintolearningresourcesavailableinlibrariesonTableforLearningObjectiveLevel

forCultural25

1.thesimpleofandfarewellsinEpliments,3.themaininternationalsportsand4.theofthemostinEnglishcountries5.theflagsoftheEnglish6.thesymbolsofmajorasUKsBen7.themainfestivalsofEmonbodygesturesexpressionsincommunication2.UsedifferentoffarewellsappropriatelyinEnglish3.thebetweennamesof4.thecommonlyusedbyfamilymemberstorefereachotherinEnglish5.forformalandinformaloccasionsEnglish6.eatinganddrinkingcustomsinEnglish7.Respondtootherpeoplescompliments,8.Useformstocompliments,etc.9.Begintounderstandthegeographicalclimate,historyandon10.theculturalofinEnglishspeaking11.thatnaturalhaveculturalsignificance12.thetraditionalleisureactivitiesofEnglish13.mainholidaysfestivalsofcountrieshowarecelebrated14.DeepentheirofTableforCulturalAwareness14

PartGuidelines1.forLearning1.1Layforall-rounddevelopmentshouldmeetdiverseofalldevelopmentoftheirmindandbody.Inteachershouldattentiontofollowing:useEnglishtakingaattitudetowardsmistakesduringprocess.ProvidestudentswithcollaboratewithothersbecomeGiveplentyofforself-development.studentstodeveloptheirskillsinanintegratedwaythroughinquiry-basedlearning.Createconditionsallowstudentstoquestionsarepersonallyinterestedinsolvebythemselves.1.2CreateademocraticharmoniousenvironmentPositiveareanessentialforlearning.attitudescannotonlyreducetheeffectivenessofstudybutaffectstudents’Inparticular,shouldthefollowing:eachindividualstudent,activelyencouragingeveryonetotrytheirenthusiasm.’Englishwiththeireducation.Developcooperativespiritbylearningactivitiesthatletworkhelpotherexperiencegrouporlearners,tryingtogivethemmanylanguageopportunitiesEstablishfriendlyofcommunicationbetweenstudentsandfrequentlyonofferinghelpsupport.1.3learningmethodsstudentscompetenceTeachersshouldtoTeachersshouldcreativelythatthe’lives,accordingtooverallcurriculumobjectivesTeachersshouldengage’interestinactivityandthemeffectivelysotheyandusingEnglishthroughcarryingcommunicatingandcooperating.AttentionbepaidtothefollowingdesigningActivitiesmusthaveclearobjectives.Activitiesmustrelevantstudents’lifeinterests;thecontentandstylebeastruetolifeaspossible.Activitiesmustbenefittheof’knowledge,skillsandtolanguageforrealcommunication.15

Activitiesbeapromotingintegrateddevelopmentof’thinkingandimagination,aestheticandartisticsense,creativespirit.ActivitiesmakeusingEnglishtocommunicatewithothersinordertodeveloptheirtoEnglishtorealActivitiesnotpurelybetoclassroombutalsoextendtoofschoollearning.N.B.InJulyVSO’advisor,Professorthatsectionoftheberevised“wetheTBLLearning)asoneoftheusefultoolswithinthebigboxofCommunicativeLanguageLearning.”1.4.increasedaboutlearningstrategiesHelpingstudentstoadoptgoodstudylearningofimportantofTeachersshouldaboutlearningthat,learningandEnglish,aretolearn.theteachershouldfollowing:Givechancestotheirownstudytheoffulfillingthese.Helptoresearchandinquirystylemethodstocarryouttheirlearning.studentsandcreativethinkingdesigninginquirybasedtoobservation,discoveryinductionacquireknowledgeandlanguagefunctions.Helptocarryduringprocessownobjectivesandstrategiesappropriatelytothe1.4ofincommunicationculturearebeingtheofTeachersshouldworkhardtoachievefollowingduringlearningespeciallythoseofspeakingcountriesEnglishConstantlybroadentheirtheiroftheirowncultureanabilityincross-culturalcommunication1.5modernteachingandlearningInordertoincreasetheeffectivenessoflearning,shouldgoodoftechnology,expandtheresourcesopportunitiesthroughstudentscanlearn,therebylearningConditionspermitting,teacherstryto:theenrichlearningcontentformimproveoutcomes.toexplorenewandpromotestudy.Createforstudentsindependentlythroughsensibleuseofavarietyofasprintmedia,and16

1.6OrganizelivelyextracurricularactivitiesEnglishlearningTeachersshouldofextracurricularactivitiesthestudents’ageandintereststothemexpandstrengthentheirindividualityusetheirtalents.Thecontentandformofcarefullyplannedactivitiesbevaried.SuggestionsRecitalsSongsStorytellingEnglishEnglishwalldisplaysCclassTheshouldbegoodmaintainstudentsinterestcreativityandinitiative.1.7ContinueTeachersshouldto:withprinciples,teachingtheoriesandlanguagelearningfindingsofEnglishtostudents’psychologicalcharacteristicsabilitymonitoravarietyofskillsflexiblyMasteruseofmoderneducationaltechnology,usingitintheirownrealConsciouslyofculturesActivelyexplorewhichteachingandtheir’theContinuouslyownpractice,endeavouringbecomearesearchdriventeacher1.8FollowhighfrequencyprincipleseffectivelearningIn3-6therebeminimumoffourwithshorterperiodsyears.ForGrades5and6shouldnotexceedperiodsIntoensureofteachingandlearning,sizesshouldnotexceedprimary–9andseniorshouldaminimumoffourlessonsaN.B.originalprovidesfiveactivitiesherethattranslated.17

2.forAssessmentAssessmentevaluationisanimportantofnewAssessmentshouldbeouttoofonlyonbutalsooflearning.primaryofassessmentto:LetcontinuouslyexperienceprogressduringprocessLettheirownprogressandbuildallofstudentscomprehensivelanguagecompetenceProvidewithfeedbackHelpthereflecttheirteachingpracticeitaccordinglyHelpthecontinuouslyqualitytheirProvidewithpromptfeedbackonimplementationofHelpeducationalInformdevelopmentandperfectionofnewEnglishcurriculumTheassessmentshoulddiversifythesubjectsandformsofAssessmentfocusonstudents’competence,bothassessmentonprocess)assessment(concentratingonoutcomes).objects)ofassessmentareatthecentreoflearning.Theoftheircomprehensivelanguagecompetenceshouldbestartingpointforteachingandlearningassessment.shouldstudentsownself-confidence,reflectonownstudycontinuousofability.Teachersshouldstudentsbeparticipantsinavarietyofassessmentactivities.beofactivities.shouldstudentsanalysetheirownshortcomings,clarifyinginwhichneedwork.MakeformativeassessmentastudentdevelopmentFormativeisanelementoflearning.Formativestudentsoutcomes,attitudesstrategiesduringlearningprocess.Theofassessmentistostudents,thelearningprocesshelpgainofstrengthenself-confidence,andtheircooperativespirit.Formativehelpsdevelopofassessmenttoparticipantsinprocess.Inordertoletformativeassessmentanorganicpartofprocessitsimportantto:Establishopenforassessmentbothacombinationofindividualsmallgroupstudents,collectivelyparticipateinassessment,therebydiversifyingsubjectsofFormativemanyforms,Comparisonofclassroomlearningactivitiesassessmentof18

AportfolioInterviewsparentsquizzesandtestsFormativecanberecordedinformoflevelsormarks.Nowhatmethodisused,theroleofinlearnersmustnotbeforgotten.toassessmentshouldgivestudentsindividualensuringtheirprogressreflectthemselves.MakemethodsareflexibleTeachersmustassessmentsuitableforofstudentsandthelearningconditions.DuringformalshouldpermitstudentstoselectassessmentthatsuittheircharacteristicsorIfstudentsunsatisfactorycertaintheybewiththeteacherretakesufficientpreparation.MakeisusedincreaseeffectivenessoflearningTheteachershouldaskfollowingDoeshelppromoteautonomouslearningDoesreflectthe’achievements?DoesreflecttheteachersstrengthsandDoesreflectproblemsinthestudents’learningprocess?Teachersshouldpromptlytheirandtoassessmentassessmentoncheckingcomprehensivecompetenceassessment(suchoftermexamsexams)ismeansofof’languagecompetence.Italsoeffectivenessoftheamajorof’inmanagingteachinglearning.musthavetheof’comprehensivetoscientificallycomprehensivelycheckstudents’leveltheofoflearning.followingshouldbeExamsshouldincludeoral,writingotherinassessing’languagecompetence.ListeningtestsforaminimumtwentypercentofyearlygraduationListeningtestscheckstudents’understandingandgainratherthanaskingthemtobetweendifferentpronunciations.examsshouldavoidtestingknowledgeofinisolation.beincreaseinquestionsrequirestudentstoEnglishinaspecificlang