unit 3 The National English Curriculum.ppt

The National English CurriculumUNIT￿￿￿￿33.1 A brief history of foreign language teaching in China§Foreign language teaching before 1978§Starting from the early 1900s --- not achieve very much§1949-1965 Russian---the predominant foreign language §Early 1960s--- transfer from Russian to English due to the diplomatic breakdown between China and the former USSR.§1966-1976 the Cultural Revolution--- a much more decentralized situation of foreign language teaching, as materials were developed by some local schools or agencies.§There was only a sporadic teaching of foreign language, mainly English.§The materials were usually simple and often The materials were usually simple and often contained political elements.contained political elements.§In the early 1970’s, schools resumed In the early 1970’s, schools resumed teaching and English replaced Russian as teaching and English replaced Russian as the required foreign language in secondary the required foreign language in secondary schools and was later formally restored into schools and was later formally restored into the national curriculum in 1978.the national curriculum in 1978. §The development of ELT since 1978: Restoration§Rapid Development§Reform§ Innovation3.1 A brief history of foreign language teaching in China§ §A phase of restoration (1978-1985)A phase of restoration (1978-1985)§ §The issue of the national syllabus by MOE in 1978: The issue of the national syllabus by MOE in 1978: § §Aims and requirements: the focus was on the Aims and requirements: the focus was on the study of basic phonetics and grammar, as well as study of basic phonetics and grammar, as well as a certain amount of words. Students should be able a certain amount of words. Students should be able to read simplified reading materials on general to read simplified reading materials on general topics with the help of dictionaries and were topics with the help of dictionaries and were expected to develop a preliminary ability in expected to develop a preliminary ability in listening, speaking, writing and translation.listening, speaking, writing and translation.§Time allocation: 656 hours§Textbooks were published by PEP, the only recognised publisher then under the State Education Committee to publish textbooks for schools in China.§Teaching method: audiolingualism§Two parts in each lesson:Two parts in each lesson:§Oral and written drills of sentence patternsOral and written drills of sentence patterns§Reading texts to be learned through Reading texts to be learned through grammar-translationgrammar-translation§The grammar of the textbooks followed the The grammar of the textbooks followed the graded sequence of tenses and other graded sequence of tenses and other grammatical items advocated by Zhang grammatical items advocated by Zhang DaozhenDaozhen in in A Practical of English Grammar A Practical of English Grammar which was based on Soviet practices which was based on Soviet practices prevalent in the PRC during the 1950’s. prevalent in the PRC during the 1950’s. (Adamson, 1997)(Adamson, 1997)3.1 A brief history of foreign language teaching in China§1978-19821978-1982§ English was gradually restored into the English was gradually restored into the secondary curriculum and teaching quality secondary curriculum and teaching quality began to be given much attention.began to be given much attention.§ The establishment of NFLTRA (The The establishment of NFLTRA (The National Foreign Language Teaching and National Foreign Language Teaching and Research Association), a teachers’ Research Association), a teachers’ organization organization § §The publication of two journals: Foreign Language Teaching in Schools by Beijing Normal University and English Teaching and Research at Primary and Secondary Schools by East-China Normal University.§--- providing a forum for different ideas and methods to be exchanged and challenged.3.1 A brief history of foreign language teaching in China§In 1983, a foreign language became a requirement for admission into the university.§1985 survey on secondary school English teaching led by the State Education Commission.Problems found in the survey:§School leavers were unable to use even very simple language to express themselves after spending almost 900 hours in learning the language.§Causes:§A grammar-based audio-lingual teaching method, rigid written examination requirements, shortage of qualified teachers and extremely limited resources.3.1 A brief history of foreign language teaching in China§A phase of rapid development (1986-1992)A phase of rapid development (1986-1992)§1986--- a revised English syllabus for 1986--- a revised English syllabus for secondary schools based on the experiences secondary schools based on the experiences of teaching in the past years and on the of teaching in the past years and on the integration of the current international theories integration of the current international theories on language teaching and learning.on language teaching and learning.§Rewriting of textbooks by PEPRewriting of textbooks by PEP§new aims and requirements: English is not only new aims and requirements: English is not only instrumental but also communicative and instrumental but also communicative and educational.educational.§English teaching should not only focus on developing students’ knowledge about the language, but also developing students’ cognitive ability, positive attitudes as well as personality.§As far as pedagogy is concerned, it was stated that teaching should focus more on the use of the language to improve the quality of learning.3.1 A brief history of foreign language teaching in China§ §A phase of reform (1993-2000)A phase of reform (1993-2000)§ §Social and economic development/the development in Social and economic development/the development in the policy of nine year compulsory educationthe policy of nine year compulsory education§ §The introduction of communicative approach in The introduction of communicative approach in language teaching language teaching § §The 1993 syllabusThe 1993 syllabus --- “communication” was used --- “communication” was used in the objective of teaching for the first time.in the objective of teaching for the first time.§A list of phrases for 30 situations, labeled A list of phrases for 30 situations, labeled “Daily Expressions in Communication” was “Daily Expressions in Communication” was also included together with the discrete also included together with the discrete phonetic and grammatical and lexical items phonetic and grammatical and lexical items specified, reflecting a synthesis of the new specified, reflecting a synthesis of the new and the old approaches.and the old approaches.§A shift of paradigm from grammar A shift of paradigm from grammar translation and the audio-lingual method translation and the audio-lingual method toward a more communication-oriented toward a more communication-oriented language teaching.language teaching.Achievements as a result of the application of the new syllabus§A large scale English language teaching and learning investigation led by Professor Zhang Zhengdong et al in 1999 to the first group of senior secondary school leavers that used Junior English for China and Senior English for China:§The English proficiency levels of senior secondary school leavers in 1990 had improved by a big margin compared to a simple study done in 1985 by MOE.3.1 A brief history of foreign language teaching in China§ §A phase of innovation from 2000A phase of innovation from 2000 This phase is characterized by a firm and urgent call from the This phase is characterized by a firm and urgent call from the government for quality-oriented education. government for quality-oriented education. § §Problems needed to be addressed:Problems needed to be addressed:§ §An overemphasis on the delivery of knowledge about the An overemphasis on the delivery of knowledge about the language while ignoring the development of students’ language language while ignoring the development of students’ language ability.ability.§ §A lack of connection between different stages of schooling.A lack of connection between different stages of schooling.§ §Little allowance was made for catering individual learner Little allowance was made for catering individual learner differences.differences.§ §Assessment was done mainly using paper-and-pencil tests Assessment was done mainly using paper-and-pencil tests focusing mainly on language knowledge, giving little attention to focusing mainly on language knowledge, giving little attention to the assessment of language ability, and affective gains. Both the assessment of language ability, and affective gains. Both teachers and students felt overburdened by examinations.teachers and students felt overburdened by examinations.§ § Curriculum innovation projects§Following the government’s Strategic Plans for Reviving Education for the 21st Century issued in early 1999 and the Third National Conference on Education in June the same year, the Ministry of Education launched the nationwide curriculum innovation project. Four steps were taken to ensure a smooth transition to the New National English Curriculum in 2005:§First, start the design of a new national First, start the design of a new national English curriculum which is to be extended English curriculum which is to be extended to primary education;to primary education;§Second, to revise the 1993 syllabus for Second, to revise the 1993 syllabus for immediate implementation in 2001 in junior immediate implementation in 2001 in junior and senior high schools on the same and senior high schools on the same rationale for the new curriculum without rationale for the new curriculum without making dramatic changes to the basic making dramatic changes to the basic structure of the syllabus;structure of the syllabus;§Thirdly, to design a Basic Requirement for Primary School English and start introducing primary school English step by step nationwide from 2001;§Fourthly, to pilot the new curriculum for nine-year compulsory education from 2001 to 2004 and implement it in 2005.3.2 Designing principles for the National English Curriculum§ §Curriculum and syllabusCurriculum and syllabus§ § A syllabus is a specification of what takes place in A syllabus is a specification of what takes place in the classroom, which usually contains the aims and the classroom, which usually contains the aims and contents of teaching and sometimes contains contents of teaching and sometimes contains suggestions of methodology.suggestions of methodology.§ §A curriculum, however, provides (1) general A curriculum, however, provides (1) general statements about the rationale about language, statements about the rationale about language, language learning and language teaching, (2) language learning and language teaching, (2) detailed specification of aims, objectives and detailed specification of aims, objectives and targets learning purpose, and (3) implementations targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a of a program. In some sense, a syllabus is part of a curriculum.curriculum.§ §Syllabus is often used to refer to something similar Syllabus is often used to refer to something similar to a language teaching approach, whereas to a language teaching approach, whereas curriculum refers to a specific document of a curriculum refers to a specific document of a language program developed for a particular language program developed for a particular country or region.country or region.1. Aim for educating all students, and emphasize quality-oriented education.§ § The English curriculum aims education for all The English curriculum aims education for all students and stresses quality-oriented education. students and stresses quality-oriented education. The new standards particularly show concerns The new standards particularly show concerns over students’ affective needs as well as other over students’ affective needs as well as other learning needs in order to stimulate their interests learning needs in order to stimulate their interests in learning, help them experience the sense of in learning, help them experience the sense of success, and gain self-confidence in learning. Its success, and gain self-confidence in learning. Its overall objective is to develop students’ overall objective is to develop students’ comprehensive abilities in using the language and comprehensive abilities in using the language and to improve their cultural quality, to develop their to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative practical skills, as well as to cultivate their creative spirit.spirit.2. Promote learner-centeredness, and respect individual differences.§ § Students’ overall development is the motivation and Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as teaching process, the assessment procedures as well as the development of teaching resources should all reflect the development of teaching resources should all reflect the principle of learner-centered approach. Classroom the principle of learner-centered approach. Classroom teaching should become a process during which students teaching should become a process during which students are guided by the teachers in constructing knowledge, are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating developing skills, being active in thinking, demonstrating personal characters, developing intelligence and personal characters, developing intelligence and broadening their views and visions. Teaching should take broadening their views and visions. Teaching should take full consideration of students’ individual differences in full consideration of students’ individual differences in learning process and their learning styles and teaching learning process and their learning styles and teaching should be flexible in using teaching methods, resources should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial and ways of assessment so as to make teaching beneficial to all kinds of students.to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.§ § The overall aim of the curriculum or nine-year compulsory The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school compulsory education together with the related senior high school English curriculum divide the English teaching objectives into English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and school education so as to ensure the integrity, flexibility and openness of the curriculum.openness of the curriculum.4. Pay close attention to the learning process, and advocate experiential learning and participation.§ Modern foreign language teaching emphasizes Modern foreign language teaching emphasizes the learning process and advocates the use of the learning process and advocates the use of different teaching approaches and methods for the different teaching approaches and methods for the purpose of facilitating students’ language purpose of facilitating students’ language development. development. § During the process of learning English in During the process of learning English in nine-year compulsory education, students nine-year compulsory education, students should be encouraged to discover rules of the should be encouraged to discover rules of the language, master gradually language language, master gradually language knowledge and skills, constantly monitor the knowledge and skills, constantly monitor the affective demands, develop effective learning affective demands, develop effective learning strategies and autonomous learning abilities by strategies and autonomous learning abilities by means of experiencing, practicing, means of experiencing, practicing, participating, exploring and cooperating under participating, exploring and cooperating under the teacher’s guidance.the teacher’s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.§ The assessment for the nine-year The assessment for the nine-year compulsory education should be geared to compulsory education should be geared to stimulating students’ interests and cultivating stimulating students’ interests and cultivating their autonomy in learning. The system should their autonomy in learning. The system should include both formative and summative include both formative and summative assessment with formative assessment playing assessment with formative assessment playing a primary role, paying special attention to a primary role, paying special attention to students’ language performance and students’ language performance and achievements during the learning process. achievements during the learning process. §Assessment should be made facilitative to Assessment should be made facilitative to developing students’ interests and self-developing students’ interests and self-confidence in learning. Summative confidence in learning. Summative assessment should focus on assessing assessment should focus on assessing students’ overall language ability and the students’ overall language ability and the ability to use the language. Assessment ability to use the language. Assessment should function positively for students to should function positively for students to develop language abilities and healthy develop language abilities and healthy personalities; for teachers to improve their personalities; for teachers to improve their teaching qualities and for the development teaching qualities and for the development and improvement of the English curriculum.and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.§ English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning. §Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.3.3 Goals and objectives of English language teaching§There is an obvious difference in the emphasis of goals in each of the syllabuses.§The 1978 Syllabus emphasized reading and self-study abilities with some listening, speaking, writing and translating ability.§The 1980 Syllabus stressed the practice of The 1980 Syllabus stressed the practice of listening, speaking, reading, writing and listening, speaking, reading, writing and translating as the general aim within which translating as the general aim within which reading and self-learning ability should be reading and self-learning ability should be the main focus.the main focus.§This indicates the change of attention given This indicates the change of attention given to all the skills as a basis for developing to all the skills as a basis for developing reading and self-learning capabilities reading and self-learning capabilities instead of over-emphasizing reading and instead of over-emphasizing reading and self-study abilities.self-study abilities.§ §In the 1986 Syllabus, besides stressing the practice In the 1986 Syllabus, besides stressing the practice of the skills with listening, speaking, reading and of the skills with listening, speaking, reading and writing, using English in spoken and written forms writing, using English in spoken and written forms is added and translation is deleted.is added and translation is deleted.§ §In the 1992 and 1993 Syllabuses, listening, In the 1992 and 1993 Syllabuses, listening, speaking, reading, and writing become the means speaking, reading, and writing become the means for developing the ability to use the language for for developing the ability to use the language for communication. Communication is first stated in communication. Communication is first stated in the syllabus. At the same time, arousing students’ the syllabus. At the same time, arousing students’ interest in learning, helping them form good study interest in learning, helping them form good study habits, integrate moral education, citizenship and habits, integrate moral education, citizenship and socialism education as well as developing socialism education as well as developing students’ thinking skills are also included in the students’ thinking skills are also included in the objectives.objectives.§The 2001 Curriculum, instead of putting first The 2001 Curriculum, instead of putting first the linguistic aims, puts students’ interests, the linguistic aims, puts students’ interests, confidence, study habits and learning confidence, study habits and learning strategies first.strategies first.§Students cognitive ability, cross-cultural Students cognitive ability, cross-cultural awareness and moral values are also stressed, awareness and moral values are also stressed, directing the goal of language teaching to the directing the goal of language teaching to the education of the whole person just instead of education of the whole person just instead of teaching the language for language’s sake.teaching the language for language’s sake.§Regarding the role of English language Regarding the role of English language teaching, there is a gradual shift from the teaching, there is a gradual shift from the previous syllabuses such as 1978, 1980 and previous syllabuses such as 1978, 1980 and 1986 syllabuses stressing the instrumental 1986 syllabuses stressing the instrumental aspect of learning a foreign language to the aspect of learning a foreign language to the 1992 and 1993 syllabuses giving more 1992 and 1993 syllabuses giving more emphasis to the humanistic aspect of foreign emphasis to the humanistic aspect of foreign language teaching. And this is reflected more language teaching. And this is reflected more thoroughly and explicitly in the 2001 New thoroughly and explicitly in the 2001 New National English Curriculum.National English Curriculum.§ §Task 3Task 3§ §The new curriculum is designed to promote the The new curriculum is designed to promote the students’ students’ overall language abilityoverall language ability, which is composed of , which is composed of five interrelated componentsfive interrelated components, namely, language skills, , namely, language skills, language knowledge, affects, learning strategies and language knowledge, affects, learning strategies and cultural understanding. Each component is further cultural understanding. Each component is further divided to a few subcategories as shown in the divided to a few subcategories as shown in the diagram. diagram. Language teaching is no longer aimed only Language teaching is no longer aimed only for developing language skills and knowledge, but for developing language skills and knowledge, but expanded to developing learners’ positive attitude, expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, learning along with cross-cultural knowledge, awareness and capabilitiesawareness and capabilities§3.4 Design of the National English Curriculum§Task 4§Before 2001, the English syllabus did not include the primary phase but only the junior phase and the senior phase.§Task 5§The design of the new National English The design of the new National English Curriculum unifies both primary and secondary Curriculum unifies both primary and secondary school English into one continuum of school English into one continuum of development and divides English language development and divides English language teaching and learning into nine competence-teaching and learning into nine competence-based levels. Overall performance objectives based levels. Overall performance objectives for each level are given in addition to detailed for each level are given in addition to detailed description of abilities regarding language description of abilities regarding language knowledge, language skills, affect, learning knowledge, language skills, affect, learning strategies as well as cross-cultural awareness strategies as well as cross-cultural awareness for relevant levels.for relevant levels.§3.5 Performance standards for different levels of competence§Task 63.6 Challenge facing English language teachers§ §Task 7Task 7§ §For any educational change, teachers are the crucial For any educational change, teachers are the crucial factors as they are the agents for implementing the factors as they are the agents for implementing the new ideas. Their contribution to and participations in new ideas. Their contribution to and participations in the innovation are essential. Without their willingness, the innovation are essential. Without their willingness, understanding, cooperation and participation there can understanding, cooperation and participation there can be no changes (Brown, 1980, White, 1988). However, be no changes (Brown, 1980, White, 1988). However, to many teachers, change is a rather painful and to many teachers, change is a rather painful and stressful experience as they are bound to “cope with stressful experience as they are bound to “cope with both the mental and emotional demands of relearning both the mental and emotional demands of relearning aspects of their professional culture in order to be aspects of their professional culture in order to be recognized as a competent professional using the new recognized as a competent professional using the new approach” (approach” (WedellWedell, 2001:3), 2001:3)Changes required to be made of teachers§Language view: a system of linguistic knowledge / a Language view: a system of linguistic knowledge / a means for communication means for communication§Teacher roles: Teacher roles: §a knowledge transmitter / a multi-role educator---- a knowledge transmitter / a multi-role educator---- caring for students’ affective needs, developing caring for students’ affective needs, developing their learning strategies, widening up their cultural their learning strategies, widening up their cultural horizons and horizons and establishing international perspectives through establishing international perspectives through the process of language learning the process of language learning §Classroom activities: Teachers are expected to Classroom activities: Teachers are expected to use task-based activities and put the students use task-based activities and put the students in the center of learning.in the center of learning.§Assessment: Teachers are expected to use Assessment: Teachers are expected to use more formative assessment in addition to using more formative assessment in addition to using tests.tests.§The use of teaching resources: Teachers are The use of teaching resources: Teachers are expected to use modern technology in expected to use modern technology in teaching, creating more effective resources for teaching, creating more effective resources for learning and for using the language.learning and for using the language.Problems and difficulties identified by some English teachers§Teaching ideas and methods are out of date§Inappropriate textbooks§Wrong expectation from the public§Lack of language environment§Lack of interest on the part of learners§Teaching for the purpose of testing§Teacher’s lack of training§Too many students in one classToo many students in one class§Student’s high scores vs. low abilitiesStudent’s high scores vs. low abilities§One’s own language proficiency as an One’s own language proficiency as an important source of confidenceimportant source of confidence§Already over-loaded work and responsibilitiesAlready over-loaded work and responsibilities§Lack of support and encouragement from the Lack of support and encouragement from the school principals and school principals and colleguescollegues§Lack of professional training on theories and Lack of professional training on theories and practice of education and on ELTpractice of education and on ELTTips for teachers to deal with changes and challenges§Have an open mind towards different kinds of Have an open mind towards different kinds of ideas about and approaches to teaching.ideas about and approaches to teaching.§Be willing to try out new ideas and find out if Be willing to try out new ideas and find out if they work or not. If not, why not. Be prepared they work or not. If not, why not. Be prepared to share with colleagues your difficulties or to share with colleagues your difficulties or successes.successes.§Try to find opportunities to attend training, Try to find opportunities to attend training, seminars on language teaching and seminars on language teaching and observations of teaching.observations of teaching.§Use the resources available to help you with Use the resources available to help you with teaching and self-learning.teaching and self-learning.§Reflect on your own teaching and beliefs about Reflect on your own teaching and beliefs about teaching.teaching.The New Curriculum for English §Curriculum---syllabus ---lesson plan §A Teacher has a lesson plan for a class, and a syllabus for a whole course; a college or school has a curriculum for ALL their courses. Questions §Why there is a New Curriculum?§What are the changes to how teachers teach and how students learn in the New Curriculum?Activity: Pictures of Change§Answer questions (pair work)§Example A: Who is the most important person? § Example B: Who is the most important person? Activity: Pictures of ChangeIdentify the key change in teaching/learning method for each Identify the key change in teaching/learning method for each picture.picture.§From this…… to thisFrom this…… to this§ From this…… to this§The first picture of each pair represents The first picture of each pair represents something about traditional teaching and something about traditional teaching and learning in China; the second picture learning in China; the second picture represents how the New Curriculum changes represents how the New Curriculum changes this. this. § T The New Curriculum changes from teacher-he New Curriculum changes from teacher-centered learning to student-centered centered learning to student-centered learning.learning. Pictures § §[OLD] Teacher is Centre of Class[OLD] Teacher is Centre of Class. .§ §[NEW][NEW] Student is Centre of Class. Student is Centre of Class.§ §[OLD] Students learn/memorize from books. [OLD] Students learn/memorize from books. § §[NEW][NEW] StdsStds. practice and use knowledge.. practice and use knowledge.§ §[OLD] T. “pours” knowledge into Sts. [OLD] T. “pours” knowledge into Sts. § §[NEW][NEW] Sts to ask Qs and search for answers. Sts to ask Qs and search for answers.§ §[OLD] Sts. work alone.[OLD] Sts. work alone.§ §[NEW][NEW] Sts. share, discuss, and work together. Sts. share, discuss, and work together.§ §[OLD] T. has total control.[OLD] T. has total control.§ §[NEW][NEW] Sts. Have freedom, teacher helps them. Sts. Have freedom, teacher helps them.§Questions:§Which way do you prefer to learn?§Which way do you think is more effective? The 3 “Goals” of the National Curriculum §To make learning more enjoyable and less stressful§To give students qualities they need such as creativity, imagination, critical thinking skills, the ability to apply knowledge§To help students use English for real communicationFramework of objectives in the new National English Curriculum§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方面的综合行为表现为基础进行总体描述。

§overall language ability(综合语言应综合语言应用能力用能力): language skills, language, affect, learning strategies & cultural awareness.All-round Language Ability/ Comprehensive Language Competence§1. Good Language Skills§2. Good Language Knowledge §3. Suitable Attitudes that Affect Learning§4. Effective Learning Strategies§5. Strong Cultural AwarenessNational Curriculum StandardsCultural Consciousness·Knowledge of cultures·Understanding of cultures·Communications across cultures ·Consciousness and abilityLanguage Knowledge·Phonetics·Vocabulary·Grammar·Functions·TopicsComprehensive Comprehensive abilities to use abilities to use the languagethe languageLearning Strategies·Cognitive strategy·Adaptive strategy·Communications strategy·Resource strategyLanguage Skills·Listening·Speaking·Reading·WritingEmotions and Attitudes·Motives and interest·Confidence·Team spirit·Patriotism·International viewLanguage Knowledge·Phonetics·Vocabulary·Grammar·Functions·TopicsComprehensive Comprehensive abilities to use abilities to use the languagethe languageLanguage Skills·Listening·Speaking·Reading·WritingLearning Strategies·Cognitive strategy·Adaptive strategy·Communications strategy·Resource strategyEmotions and Attitudes·Motives and interest·Confidence·Team spirit·Patriotism·International viewCultural Consciousness·Knowledge of cultures·Understanding of cultures·Communications across cultures ·Consciousness and ability英语课程分级目标结构英语课程分级目标结构§一级(3/4(3/4年级时的要求年级时的要求) ) → → 二级(6(6年级结年级结束时的要求束时的要求) )→→三级→→四级→→五级(9(9年级年级结束时的要求结束时的要求) ) →→六级→→七级→→八级( (普普通高中毕业要求通高中毕业要求) ) →→九级( (外国语学校和外语外国语学校和外语特色学校高中毕业课程目标级特色学校高中毕业课程目标级) )目 标 总 体 描 述 §级别级别 (三级 ):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，克服学习中遇到的困难能意识到语言交际中存在文化差异 §级别级别 (四级 ):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内容标准 §一、语言技能一、语言技能 §语言技能包括语言技能包括听、说、读、写四个方面的技能听、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解的技能，说和写是表达的技能; ;这四种技能在这四种技能在语言学习和交际中相辅相成、相互促进学生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，又是因此，听、说、读、写既是学习的内容，又是学习的手段学习的手段§language skills: listening, speaking, language skills: listening, speaking, reading & writingreading & writing语言技能三级目标 听：听：§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；3.能辨认歌谣中的韵律； 4.能识别语段中句子间的联系；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 §说说：：§1.能在课堂活动中用简短的英语进行交际；2.能就熟悉的话题进行简单的交流；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；5.能提供有关个人情况和个人经历的信息；6.能讲述简单的小故事；7.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。

语言技能三级目标§读：读：§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；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 §写：写：§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；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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 §Language: phonetics, grammar, vocabulary, functions, topics. 语言知识二级目标语言知识二级目标 §语音：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.了解单词有重音；5.语音清楚，语调自然§词汇：词汇：§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.了解单词是由字母构成的 语言知识二级目标语言知识二级目标§语法：语法：语法：语法：§1 1. .知道名词有单复数形式；知道名词有单复数形式；2 2 . .知道主要人称代知道主要人称代词的区别；词的区别；3 3 . .知道动词在不同情况下会有形式知道动词在不同情况下会有形式上的变化；上的变化；4 4 . .了解表示时间、地点和位置的介了解表示时间、地点和位置的介词；词；5 5 . .了解英语简单句的基本形式和表意功能。

了解英语简单句的基本形式和表意功能 §功能：功能：功能：功能：§了解问候、告别、感谢、致歉、介绍、请求等了解问候、告别、感谢、致歉、介绍、请求等交际功能的基本表达形式交际功能的基本表达形式 §话题：话题：话题：话题：§能理解和表达有关下列话题的简单信息能理解和表达有关下列话题的简单信息: :数字、数字、颜色、时间、天气、食品、服装、玩具、动植颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文物、身体、个人情况、家庭、学校、朋友、文体活动、节日等体活动、节日等 三、情感态度 §情感态度指情感态度指兴趣、动机、自信、意志和合作精神兴趣、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在学习过程中逐渐形成的祖国意识和国际视野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，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，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。

通过英语课程，增强成和谐和健康向上的品格通过英语课程，增强祖国意识，拓展国际视野祖国意识，拓展国际视野§Affect: international, perspectives, Affect: international, perspectives, patriotism, confidence, motivation. patriotism, confidence, motivation. 情感态度二情感态度二/五级目标五级目标 二级：二级：§1.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 五级：五级：§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。

四、学习策略四、学习策略 §学习策略指学生为了有效地学习和发展而采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取的各种行动和步骤英语学习的策略包括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、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理并有效利用多种媒体进行学习和运用英语的策略 §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。

§Learning strategies: cognitive, self management, communication, resourcing. 学习策略二级目标学习策略二级目标§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 五、文化意识五、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§文化意识：文化知识，文化理解，跨文化交际，意识和能力§Cultural: knowledge, understanding, awareness. 文化意识五级目标文化意识五级目标 §1 1. .了解英语交际中常用的体态语，如手势、表了解英语交际中常用的体态语，如手势、表情等；情等； §2 2. .恰当使用英语中不同的称谓语、问候语和告恰当使用英语中不同的称谓语、问候语和告别语；别语； §3 3 . .了解、区别英语中不同性别常用的名字和了解、区别英语中不同性别常用的名字和亲呢的称呼；亲呢的称呼； §4 4. .了解英语国家中家庭成员之间的称呼习俗；了解英语国家中家庭成员之间的称呼习俗； §5 5. .了解英语国家正式和非正式场合服饰和穿戴了解英语国家正式和非正式场合服饰和穿戴习俗；习俗； §6 6. .了解英语国家的饮食习俗；了解英语国家的饮食习俗； §7 7. .对别人的赞扬、请求等做出恰当的反应；对别人的赞扬、请求等做出恰当的反应； §8 8. .用恰当的方式表达赞扬、请求等意义；用恰当的方式表达赞扬、请求等意义； §9 9. .初步了解英语国家的地理位置、气候特初步了解英语国家的地理位置、气候特点、历史等；点、历史等； §1010. .了解常见动植物在英语国家中的文化涵了解常见动植物在英语国家中的文化涵义；义； §1111. .了解自然现象在英语中可能具有的文化了解自然现象在英语中可能具有的文化涵义；涵义； §1212. .了解英语国家中传统的文娱和体育活动；了解英语国家中传统的文娱和体育活动； §1313. .了解英语国家中重要的节假日及主要庆了解英语国家中重要的节假日及主要庆祝方式；祝方式； §1414. .加深对中国文化的理解。

加深对中国文化的理解  (How I changed!)§The teacher says:The teacher says:§A:A:I used toI used to make students read long texts make students read long texts individuallyindividually. They always had difficulty . They always had difficulty understanding the meaning and I had to understanding the meaning and I had to spend a long time explaining. spend a long time explaining. NowNow I ask them I ask them to work together in to work together in small groupssmall groups. Each . Each group has a different paragraph that they group has a different paragraph that they must explain to the class. They can must explain to the class. They can understand a lot more now that they understand a lot more now that they help help each othereach other. . (How I changed!)§B: B: I used toI used to teach all the new words at the teach all the new words at the beginning of the lesson. It always took a beginning of the lesson. It always took a long time. long time. NowNow the students learn most of the students learn most of the new words the new words without my helpwithout my help because I because I taught them how to preview lessons, use taught them how to preview lessons, use dictionaries, keep their own vocabulary lists, dictionaries, keep their own vocabulary lists, and test themselves. Of course, they can and test themselves. Of course, they can still ask me questions if they are unclear. still ask me questions if they are unclear. (How I changed!)§C: C: I used toI used to teach new grammar by teach new grammar by giving giving the rulesthe rules and making the students copy and making the students copy them from the blackboard. them from the blackboard. NowNow I first give the I first give the students lots of examples of the new students lots of examples of the new grammar in use and let them try to grammar in use and let them try to find outfind out and explain the rules by themselves. Then I and explain the rules by themselves. Then I check their ideas. At first they found it difficult check their ideas. At first they found it difficult but now they like using their brains! but now they like using their brains! How I changed!§D: D: I used toI used to teach students how to talk teach students how to talk about festivals in English by making them about festivals in English by making them read and memorise a dialogue about Mid-read and memorise a dialogue about Mid-Autumn Day from the textbook. Autumn Day from the textbook. NowNow we we do do an activityan activity where students really where students really useuse English to communicate. They discuss their English to communicate. They discuss their favourite festival in groups and give a favourite festival in groups and give a presentation about it. Then the class votes presentation about it. Then the class votes for the best presentation. for the best presentation. 。