义务教育英语课程标准2
义务教育英语课程标准
义务教育英语课程标准义务教育英语课程标准1一、义务教育英语课程标准的总体要求义务教育英语课程标准是根据《中华人民共HG教育法》和《全日制义务教育课程设置实施方案》制定的。
其总体要求为：1.贯彻立德树人的教育方针，培养学生健康成长所需的知识、能力、素质和情感态度。
2.以英语语言文化为基础，以培养学生语言交际能力和跨文化交际能力为主线，注重语境教学和语言表达能力的训练。
3.制定合理的课程设置和课程目标，统筹发展听、说、读、写、译等语言技能，注重培养学生的自主学习能力和创新精神。
4.依托科技手段和多媒体教学手段，创造多元、丰富、有趣的教学环境，引导学生运用英语学科知识解决生活实践问题。
5.遵循人民群众需求，注重教育教学的可持续发展，形成有利于全面发展人的课程结构和内容体系。
二、义务教育英语课程标准的课程设置义务教育英语课程标准的课程设置包括初中和小学两个阶段。
其中，小学英语课程设置为一年级至六年级，每周安排3~4个课时；初中英语课程设置为七年级至九年级，每周安排4~5个课时。
具体课程设置如下：小学英语课程设置：一年级：开展听、说、识字、诵读、写作等基础性英语教育活动。
二年级：强化英语读、写、说和口语表达技能，提高学生的语言水平和语言运用能力。
三年级：继续强化听、说、读、写、译等语言技能的培养和训练。
四年级：加强英语交际技能的训练，使学生能够进行简单的英语日常生活交流。
五年级：借助多媒体手段开展英语教学，注重语境教学和语言环境的创设。
六年级：以英语阅读和写作为主线，注重培养学生的自主学习能力和信息获取能力。
初中英语课程设置：七年级：重点培养学生的英语听、说、读、写和翻译能力，注重培养交际技能和跨文化交际能力。
八年级：加强英语语法、词汇和写作技能的训练，注重英语听力和口语表达技能的提高。
九年级：注重综合能力的训练，加强对英语语言和文化的认识，培养创新思维和学科修养。
三、义务教育英语课程标准的教学内容义务教育英语课程标准的教学内容主要包括以下五个方面：1.听：培养学生正确理解英语口语的能力，注重培养对英语语音、语调、语气、语言节奏等元素的敏感性，注重培养听取信息的能力。
义务教育英语课程标准
义务教育英语课程标准一、前言义务教育英语课程标准（以下简称“课标”）是国家教育部组织编制的一项德智体全面发展的基础性教育课程标准，是中国义务教育阶段英语教学的指导性文件。
本课标应用于全国各地的中小学英语教师、教育教学管理者和学生，旨在培养学生的跨文化交际能力和全球竞争力。
二、课程结构本课标按照年级划分，分为小学、初中和高中三个阶段，逐步实现语言技能的积累和提高。
各年级的课程设置如下：1.小学阶段小学英语教学应注重基础知识和语言技能的建立，培养学生的兴趣，积累常用词汇和语法，提高听说读写综合能力。
学习内容包括：英语语音、字母、数字、基本词汇、简单语句、日常口语、基本交际用语、阅读理解、写作等。
2.初中阶段初中英语教学应注重基础知识巩固和语言技能提高，培养学生语言运用能力、跨文化意识和学习策略。
学习内容包括：英语语音、词汇、语法、口语表达、听力理解、阅读理解、写作、翻译等。
3.高中阶段高中英语教学应注重知识升华和学科发展，提高学生语言运用、跨文化交际和学习能力。
学习内容包括：语音、词汇、语法、口语表达、听力理解、阅读理解、写作、翻译、文化背景、学科拓展等。
三、教学目标本课标的教学目标是培养学生实用英语技能，包括语音、词汇、语法、口语、听力、阅读、写作和翻译，并促进跨文化交流和全球化意识的发展。
具体目标如下：1.语音能准确拼读单词和词组，掌握基本发音规律，流利地朗读短文。
2.词汇掌握常用基础词汇，具备一定的语境推理能力，积累并掌握一定的熟词辟义和常用词语搭配。
3.语法掌握英语基本语法，理解基础句型结构，具备简单的语法演练能力。
4.口语能熟练进行日常口语交际，正确使用基本交际用语和习惯用语，适时开展一定程度的英语辩论、演讲和口语表演。
5.听力能听懂简单、日常英语对话和短文，掌握听取主要信息的技巧，培养自主听取和理解能力。
6.阅读能阅读简单、日常英语对话和短文，理解主旨和关键信息，适当使用阅读技巧，培养自主阅读和理解能力。
义务教育英语课程标准(2022年版)
义务教育英语课程标准（2022年版）
2022年版义务教育英语课程标准
一、宗旨
宗旨是培养良好英语语言技能，培养力求实现自我发展，具有开拓创新思维的中国学生，以及增进学生的国际视野和文化背景。
二、目标
制定本标准的目的是使学生具备英语学习的基本技能，以满足他们的需求和未来发展。
1. 学习方法。
学习方法应该以合理可行的方式组织，有助于学生不断发展英语技能；
2、技能要求。
本标准技能要求应专注于学生对语言及其功能的理解、熟练以及能够以恰当的方式使用英语；
3、语言知识。
学习英语要求学生具备语言知识、认知能力和自学能力，能够使用正确的拼法，理解和使用语法；
4、文化知识。
为了理解语言的使用，学习英语还要学习其中的文化知识。
这种文化知识对学生的学习、交流和发展都是非常重要的。
三、实施策略
1、教学。
本标准的课程实施采用多种教学方法，主要是基于学生的兴趣，以及中国有关语言教学的规定；
2、合作互动。
课堂上要鼓励学生进行合作学习，有时性地让学生互动来进行操练；
3、评价。
学生有效学习和表现应受到评价，并以口头、书面、表现等形式反映出来。
四、终结检测
本标准课程末尾应设定一项终结性检测，以确认学生英语水平的提高。
测试内容包括听、说、读、写4个方面，检查学生的语言技能和英语知识的掌握情况。
五、后期培训
本标准针对学生提出了明确的学习要求，未来培养学生将重点放在综合应用英语这一方面。
所以课程中应推动学生更多地参与实际的应用情境，进行有目的的英语言语操练，以及与其他学科的交叉学习，促进学生英语综合运用能力的全面发展。
义务教育英语课程标准二级词汇量
she pron
sheep (pl. sheep) n
ship n
shirt n
shoe n
shop n
short a
shorts n
river n
road n
room n
ruler n
runv
S〔46个〕
sad a
sayv
school n
schoolbag n
science n
sea n
season n
second num, a & n
seev
September n
seven num
seventeen num
seventh num
fly v & n
food n
foot (pl. feet) n
football n
for prep
Friday n
friend n
from prep
fruit n
G〔〕
game n
getv
girl n
givev
gov
good ( better, best) a
goodbye (bye-bye) interj
cry[kraɪ]n哭；叫喊；要求；大喊& v哭；喊，叫
cup[kʌp]n杯子；
D〔18个〕
dad (daddy) n爸爸
dance[dɑ:ns]v & n跳舞
daughter[ˈdɔ:tə(r)]n女儿
day[deɪ]n一天；白天；
dear[dɪə(r)]a亲爱的；敬爱的；昂贵的；
December[dɪˈsembə(r)]n12月
bread[bred]n面包；食物
义务教育英语课程标准二级词汇量
义务教育英语课程标准》二级词汇表（423个）编者的话：本人在原有初中英语词汇表的基础上，根据2011年版《义务教育英语课程标准》，整理出来了二级词汇表（国家规定：小学阶段应学习600~700个单词。
423个为基本词汇。
）A （21个）（4.21-4.22完成背单词）a (an) 一个about [əˈbaʊt]关于afraid [əˈfred] 害怕的after ['ɑ:ftə(r)]在….以后afternoon [ˌɑ:ftəˈnu:n]下午again [ə'ɡen]又，再all [ɔ:l]全部的，一切的also 英['ɔ:lsəʊ]也，还always 英['ɔ:lweɪz] 总是，永远and [ənd]和，与；而且；于是，然后；因此angry [ˈæŋɡri]生气的，愤怒的animal [ˈænəməl] 动物answer ['ɑ:nsə(r)]回答，答案any ['enɪ] 任何的apple [ˈæpəl] 苹果April ['eɪprəl] 四月arm [ɑ:m]手臂，武器art [ɑ:t]艺术；美术ask [ɑ:sk]问，询问；at [æt,ət] （表示位置）在August [ˈɔ:gəst] 八月（简写为Aug）aunt [ɑ:nt]阿姨；姨母，姑妈；舅妈；婶娘autumn ['ɔ:təm] 秋；秋天；秋天的；秋季的B（39个）（4.23-4.26）baby ['beɪbɪ]n 男孩back [bæk] ad 以前； adj后面的；n 背，背部；背面，反面；bad [bæd] a 坏的，不好的；adv.不好地，非常地& n 坏人，坏事ball [bɔ:l] n 球；棒球, 舞会banana [bə'nɑ:nə] n 香蕉basketball [ˈbɑ:s kɪtbɔ:l] n 篮球；be (is, am, are, was, were) aux vbeach [bi:tʃ] n 海滩，海滨；bear[beə(r)]n 熊；beautiful ['bju:tɪfl] a 美丽的，美好的；极好的because [bɪˈkɔz] conj 因为bed [bed] n 床before [bɪˈfɔ:(r)] prep, ad & conj 在…之前；先前，从前；begin [bɪ'ɡɪn] v 开始；着手；创始；创办behind [bɪˈhaɪnd] prep 表示位置）在…的后面；beside [bɪˈsaɪd] prep （表示排斥）除…之外；（表示位置）在…旁边between [bɪˈtwi:n] prep 在两者之间big [bɪɡ] a 大的；重要的；bike =bicycle [baɪk] = ['baɪsɪkl] n 自行车，脚踏车bird [bɜ:d]n 小鸟，家伙，东西birthday [ˈbɜ:θdeɪ]n 出生，出生日期，诞辰，纪念日期black [blæk] a & n 黑（色）的；黑色人种的；黑暗的；不加牛奶的blackboard [ˈblækbɔ:d] n 黑板blue[blu:]n & a 蓝色；boat [bəʊt] n 小船，小艇；body [ˈbɑdi] n 身体；尸体；团体；物体book [bʊk] n 书vt.& vi.预订box [bɒks]n 盒；箱状物；包厢；哨房vt.把…装入盒中boy [bɔɪ] n 男孩，少年；儿子；小伙子，家伙；服务员bread [bred] n 面包；食物breakfast ['brekfəst] n 早餐，早饭；早餐食物vi.吃早餐bring [brɪŋ] v 带来，引来；brother ['brʌðə(r)] n 兄弟；同事，同胞；brown [braʊn] n & a 褐色的；bus [bʌs] n 公共汽车，busy ['bɪzɪ] a 忙碌的；占线；繁华的；爱管闲事的but [bʌt,bət] conj 但是；而是；除了；buy [baɪ] v 购买，购得by [baɪ] prep 靠，通过；被，由；沿着；按照bye [baɪ] interj再见，回头见C (33个)cake [keɪk]n 蛋糕；call [kɔ:l]v & n 呼叫；打电话can [kæn]n & 能；能够；可以；可能candy ['kændɪ]n 糖果；冰糖；cap [kæp] n 帽子car [kɑ:r] n 小汽车card [kɑ:d] n 卡片；纸牌；明信片；cat [kæt]n 猫chair [tʃeə(r)] n 椅子；chicken ['tʃɪkɪn]n 鸡；鸡肉；胆小鬼；懦夫child [tʃaɪld]孩子(pl. children) ['tʃɪldrən]n 孩子们China ['tʃaɪnə]n 中国；Chinese [ˌtʃaɪˈni:z] a 中国的；中国人的；& n 中国人；中文；汉语cinema ['sɪnəmə]n 电影院；city ['sɪtɪ]n 城市；class [klɑ:s]n 班；班级clean [kli:n] a 清洁的；整齐的； & v 清扫clever ['klevə(r)] a 聪明的，灵巧的；clock [klɑk]n 钟，时钟；close [kləʊz] v 关；结束；关闭& a 紧密的；亲密的；亲近的clothes [kləuðz]n 衣服，衣物；cloudy ['klaʊdɪ] a 多云的；阴天的；coat [kəʊt] n 上衣，外套cold [kəʊld] a 寒冷的；冷淡的 & n 寒冷；感冒，伤风colour [ˈkʌlə(r)] n颜色；肤色；彩色；& v为…着色，变色come [kʌm]v来；开始；int.嗨！computer [kəmˈpju:tə(r)] n 计算机，电脑cook [kʊk] v & n 烹调；编造cool [ku:l] a 冷静的；凉爽的；cousin ['kʌzn]n 堂[表]兄弟姊妹；远亲，同辈cow [kaʊ]n 奶牛，母牛crayon ['kreɪən]n 彩色蜡笔或粉笔cry [kraɪ]n 哭；叫喊；要求；大喊 & v 哭；喊，叫cup [kʌp]n 杯子；D （18个）dad (daddy) n 爸爸dance [dɑ:ns] v & n 跳舞daughter [ˈdɔ:tə(r)] n 女儿day [deɪ] n 一天；白天；dear [dɪə(r)] a 亲爱的；敬爱的；昂贵的；December [dɪˈsembə(r)] n 12月desk n 课桌difficult ['dɪfɪkəlt] a 困难的；dinner [ˈdɪnə(r)] n 正餐，主餐；宴会；晚餐dirty ['dɜ:tɪ] a 脏的；do [du:] v 做，干doctor ['dɒktə(r)] n 医生dog n 狗door [dɔ:(r)] n 门down [daʊn] ad & prep 向下；draw [drɔ:] v 画；dress [dres] n 衣服；& v 给…穿衣；drink [drɪŋk] v & n 饮；喝酒；酒，饮料；driver ['draɪvə(r)] n 驾驶员，司机；duck [dʌk] n 鸭子E （12个）ear [ɪə(r)] n 耳朵；early ['ɜ:lɪ] a & ad 早的；easy ['i:zɪ] a 容易的eat [i:t] v 吃，egg [eɡ] n 鸡蛋elephant ['elɪfənt] n 象，大象E-mail [i: meɪl] n 电子邮件English [ˈɪŋglɪʃ]n & a 英语，英国的；evening ['i:vnɪŋ] n 傍晚；黄昏，晚上every ['evrɪ] a 每一，每一个exercise ['eksəsaɪz] v & n 练习；运动，训练；eye [aɪ] n 眼睛；视力；F （）face n & vfamily nfan nFar a & adfarm nfarmer nfast a & adfat afather nfavourite a & nFebruary nfeel vfilm nfind vfine afish nflower nfly v & nfood nfoot (pl. feet) nfootball nfor prepFriday nfriend nfrom prepfruit nG （）game nget vgirl ngive vgo vgood ( better, best) a goodbye (bye-bye) interjgrandma = grandmother ngrandpa = grandfather ngreat agreen a & nH （27个）hair nhalf a & nhand nhappy ahat nhave ( has, had, had) v he pronhead nhealthy ahear vheavy ahello (hi) interjhelp v & nhen nher pronhere adHi可编辑high ahim pronhis pronhobby nholiday nhome n & adhomework nhorse nhospital nhot ahour nhouse nhow adhungry aI （8个）I pronice-cream nidea nill ain prepinteresting a可编辑it prop.its pronJ （2个）January nJapan nJapanese n & ajob njuice nJuly njump vJune nK （5个）kid nkind n & akitchen nkite nknow vL （16个）lake nlate a & ad lazy aleft a & n leg nlesson nlet (let, let) v letter nlibrary nlight a & n like vlion nlisten vlittle alive vlong alook v . & n love v & nlunch nM （23个）make vman (pl. men) nmany ( more, most) pron & a map nMarch nmaths = mathematics nmay modal vMay nmaybe adme pronmeet vmilk nminute nMiss nmom (mum) nMonday nmoney nmonkey nmonth nmoon nmorning nmother nmouse (pl. mice) nmouth nMr. (mister) nMrs. (mistress) nMs nmuch amusic nmy pronN （）name nnear aneck nnew anext a , ad & n nice anight nnine numnineteen numninety numninth numno ad & anoodle nnose nnot adNovember nnow adnumber nnurse nO （8个）OK adOctober nofoften adold aon prepone num & pron open a & vor conjorange a & n our pronP （）paint npanda n可编辑paper nparent npark n & vparty nPEpear npen npencil npeople nphone v & nphoto = photograph npicture npig nplace n & vplain a & nplan n & vplane nplant v & nplay vplayground nplease vpolice n可编辑policeman (policewoman) n potato npupil npurple a & nput vQquestion nquick a & adquiet aR (9个)rabbit nrain v & nrainy aread vred a & nrice nright n & ariver nroad nroom n可编辑ruler nrun vS （46个）sad asay vschool nschoolbag nscience nsea nseason nsecond num, a & n see vSeptember nseven numseventeen numseventh numseventy numshe pronsheep (pl. sheep) nship nshirt n可编辑shoe nshop nshort ashorts nsick asing vsister nsit vsix numsixteen numsixth numsixty numskate vskirt nsky nsleep nslow a & adsmall asnow v & nsnowy asocks nsome a & pron可编辑sometimes adson nsong nsorry asoup nspeak vsport nspring nstand vstar nstop n & vstory nstreet nstrong astudent nstudy v & nsubject nsummer nsun nSunday nsunny asupermarket n可编辑supper nsweater nsweep vsweet n & aswim vT (38个)table ntable tennis ntake vtalk vtall ataxi ntea nteach vteacher ntell vten numtenth numthank v & nthat a & pronthe art.their pronthem pronthere int, n & ad these pronthey pronthick athin athink vthird numthirteen numthirty numthis a & pronthose a & pronthree numThursday ntiger ntime ntired ato preptoday ad & ntoilet ntomato ntomorrow ad & n too adtooth (pl. teeth) n toy ntrain n & vtravel v & ntree ntrousers ntry vT-shirt nTuesday nturn n & vtwelfth numtwelve numtwentieth numtwenty numtwo numTVU （6个）ugly a可编辑umbrella nuncle nunder prepup ad & prepus pronuse n & vV （3个）vegetable nvery advisit v & nvolleyball nW （33个）wait vwalk v & nwall nwant vwarm awarn v可编辑wash vwatch n & vwater nway nwe pronwear vweather nWednesday nweek nwelcome awell a , ad & nwhat pron & awhen conj & adwhere adwhite a & nwho pronwhose pronwhy ad & intwife nwind nwindow nwindy awinter nwith prepwoman (pl. women) n wonderful aword nwork v & n worker nworld nworry vwrite vwrong aY （7个）year nyellow a & nyes adyesterday n & ad you pronyoung ayour pronZ （1个）zero n & num zoo n.。
义务教育英语课程标准(2023年版)
义务教育英语课程标准(2023年版)
一、课程目标
1. 基本技能
全面提升学生的英语听、说、读、写、译等全方位语言能力，培养学生的英语交际能力。
加强学生的口语和听力训练，注重阅读和写作能力的提高。
2. 文化理解
增强学生对英语国家文化的理解，提升跨文化交际能力，培养具有国际视野的公民。
3. 研究惯
培养学生自主研究、合作研究的惯和能力，激发学生对英语研究的兴趣和热情，使英语研究成为学生终身研究的一部分。
二、课程内容
1. 语言技能
包括听、说、读、写、译等技能训练，注重语言实践，强化语境应用。
2. 文化背景
介绍英语国家的文化背景，比如历史、文学、艺术、风俗等，帮助学生理解并欣赏英语国家的文化。
3. 研究策略
教授有效的研究策略和方法，如信息处理、批判性思维、解决问题等，帮助学生优化英语研究。
三、教学评价
1. 过程评价
强调学生的研究过程，关注学生的研究策略和方法，以及研究
态度和行为，形成性评价和过程评价并重。
2. 结果评价
通过各种形式的考试和测试，如笔试、口试、作文等，评价学
生的英语语言能力，特别是实际运用英语的能力。
3. 综合评价
综合考虑学生的研究进步、研究态度、研究策略等多方面因素，公正、公平、公开地对学生进行评价。
四、课程实施
教师应根据教学大纲、学生的研究情况和需要，灵活调整教学
内容和方法，关注每一个学生，尊重学生的个性和差异，激发学生
的研究兴趣和研究积极性。
义务教育英语课程标准二年级词汇表
义务教育英语课程标准二年级词汇表Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】《义务教育英语课程标准》二级词汇表（423个）根据2011年版《义务教育英语课程标准》，整理出来了二级词汇表（国家规定：小学阶段应学习600~700个单词。
423个为基本词汇。
），但是该表比书上的多列出了词性以及其它等单词，并用红色标记，仅为了方便自己而已，特此说明。
A（21个）a(an)art.aboutprep&ad.afraidaafterad,prep&conjafternoonnagainadalla&pronalsoadalwaysadandconjangryaanimalnanswern&vanypron&aapplenAprilnarmnartnaskvatprepAugustnauntnautumnnB（39个）babynbackad&nbadabagnballnbanananbasketba llnbe(is,am,are,was,were)auxvbear nbeautifula becauseconjbednbeforeprep,ad&conj beginvbehindprep besideprep betweenprepbigabike=bicyclenbirdnbirthdaynblacka&n blackboardnblue n&aboatnbodynbooknboxnboynbreadnbreakfastnbringvbrothernbrownn&abusnbusyabutconjbuyvbyprepbyeinterjC(33个)cakencallv&ncann&modalvcandyncapncarncardncatnchairnchickennchild(pl.children)nChinesea&n cineman cityn classn cleana&v clevera clockn closev&a clothesn cloudya coatncolda&n colourn&v comev computern cookv&n coola cousinn cown crayonn cryn&v cupnD（18个）dad(daddy)n dancev&n daughtern dayndeara Decembern deskn difficulta dinnern dirtyadovdoctorn dogndoorn downad&prep drawv dressn&v drinkv&n drivern ducknE（12个）earlya&ad easyaeatveggnelephantnE-mailn Englishn&a eveningn everya exercisev&n eyenF（）facen&v familynfannFara&adfarmnfarmernfasta&adfatafathern favouritea&n Februarynfeelvfilmnfindvfineafishnfloornflowernflyv&nfoodnfoot(pl.feet)n footballn forprep Fridaynfriendn fromprepfruitnG（）gamengetvgirlngivevgood(better,best)a goodbye(bye-bye)interj grandma=grandmothern grandpa=grandfathern grassngreatagreena&nH（27个）hairnhalfa&nhandnhappyahatnhave(has,had,had)v hepronheadnhealthyahearvheavyahello(hi)interjhelpv&nhennherpronhereadHihighahimpronhispronhobbynholidaynhomen&adhomeworknhorsenhospitalnhotahournhousenhowadhungryaI（8个）Ipronice-creamnideanillainprepinterestingaitprop.itspronJ（2个）JanuarynJapannJapanesen&ajobnjuicenJulynjumpvJunenK（5个）kidnkindn&akitchennkitenknowvL（16个）lakenlatea&adlazyalefta&nlegnlessonnlet(let,let)vletternlibrarynlighta&nlikevlionnlistenvlittlealivevlongalookv.&nlovev&nlunchnM（23个）makevman(pl.men)nmany(more,most)pron&a mapnMarchnmaths=mathematicsn maymodalvMaynmaybeadmepronmeetvmilknminutenMissnmom(mum)n Mondaynmoneynmonkeynmonthnmoonnmorningnmothernmouse(pl.mice)n mouthnMr.(mister)nMrs.(mistress)n MsnmuchamusicnmypronN（）namennearanecknnewanexta,ad&nniceanightnninenum nineteennum ninetynum ninthnumnoad&anoodlennosennotadNovembernnowadnumbernnursenOKadOctobernofoftenadoldaonpreponenum&pronopena&vorconjorangea&nourpronP（）paintnpandanpapernparentnparkn&vpartynPEpearnpennpencilnpeoplenphonev&nphoto=photographn picturenpignplacen&vplaina&nplann&vplanenplantv&nplayvplaygroundnpleasevpolicenpoliceman(policewoman)n potatonpupilnpurplea&nputvQquestionnquicka&adR(9个)rabbitnrainv&nrainyareadvreda&nricenrightn&arivernroadnroomnrulernrunvS（46个）sadasayvschooln schoolbagn sciencenseanseasonn secondnum,a&n seev Septembern sevennum seventeennum seventhnum seventynum shepronsheep(pl.sheep)n shipnshirtnshoenshopnshortashortsnsickasingvsisternsitvsixnum sixteennum sixthnum sixtynumskynsleepnslowa&ad smalla snowv&n snowya socksn somea&pron sometimesad sonnsongnsorrya soupn speakv sportn springn standvstarnstopn&v storyn streetn stronga studentn studyv&n subject n summern sunn Sundayn sunnya supermarketn suppern sweatern sweepv sweetn&a swimvT(38个) tablen tabletennisn takevtalkvtallataxinteantellvtennumtenthnumthankv&nthata&pron theart.theirpron thempron thereint,n&ad thesepron theypronthickathinathinkvthirdnum thirteennum thirtynumthisa&pron thosea&pron threenum Thursdayntigerntimentiredatopreptodayad&ntoiletntomaton tomorrowad&n tooadtooth(pl.teeth)n toyntrainn&vtravelv&ntreentrousersntryvT-shirtn Tuesdaynturnn&v twelfthnum twelvenum twentiethnumTVU（6个）uglya umbrellan unclen underprep upad&prep uspron usen&vV（3个）vegetablen veryad visitv&n volleyballn W（33个）waitvwalkv&n wallnwantv warma warnv washv watchn&v watern wayn wepron wearv weathern Wednesdayn weekn welcomea wella,ad&n whatpron&a whenconj&ad wheread whitea&n whopron whosepron whyad&int wifenwindn windown windyawoman(pl.women)n wonderfula wordnworkv&nworkernworldnworryvwritevwrongaY（7个）yearnyellowa&nyesad yesterdayn&ad youpronyoungayourpronZ（1个）zeron&numzoon。
义务教育英语新课程标准(2022年)
义务教育英语新课程标准(2022年)一、课程目标义务教育英语课程的总目标是全面提高学生的英语综合运用能力，为学生的终身学习和全面发展奠定基础。
具体目标包括：1. 语言能力：学生能够听、说、读、写英语，并能用英语进行简单的交流，理解和表达基本的英语信息。
2. 文化意识：学生能够理解英语国家的基本文化知识，尊重不同文化，具有跨文化交际的意识。
3. 学习策略：学生能够掌握基本的英语学习策略，如自主学习、合作学习、探究学习等，提高英语学习效率。
4. 情感态度：学生能够对英语学习产生兴趣，具有积极的学习态度，能够克服学习中的困难。
5. 价值观：学生能够树立正确的价值观，具有社会责任感，能够用英语表达和传播社会主义核心价值观。
二、课程内容义务教育英语课程内容主要包括语言知识、语言技能、情感态度、学习策略和文化意识五个方面。
具体内容如下：1. 语言知识：包括语音、词汇、语法、功能意念等，学生需要掌握基本的英语语言知识。
2. 语言技能：包括听、说、读、写四个方面，学生需要通过大量的实践，提高英语语言技能。
3. 情感态度：包括对英语学习的兴趣、动机、自信心等，学生需要树立正确的情感态度，积极面对英语学习。
4. 学习策略：包括自主学习、合作学习、探究学习等，学生需要掌握基本的英语学习策略，提高英语学习效率。
5. 文化意识：包括对英语国家的基本文化知识、跨文化交际的意识等，学生需要理解英语国家的基本文化，尊重不同文化。
义务教育英语新课程标准(2022年)三、教学建议1. 创设情境：教师应创设生动、有趣的英语学习情境，激发学生的学习兴趣，提高学生的英语运用能力。
2. 互动教学：教师应鼓励学生积极参与课堂活动，通过互动教学，提高学生的英语交际能力。
3. 分层教学：教师应根据学生的英语水平和学习需求，进行分层教学，确保每个学生都能在适合自己的学习环境中取得进步。
4. 多样化评价：教师应采用多样化的评价方式，如口头评价、书面评价、过程性评价等，全面了解学生的学习情况，及时调整教学策略。
义务教育英语课程标准二级词汇
义务教育英语课程标准（2011年版）附录 3 词汇表（小学）中华人民共和国教育部二级词汇表说明1．根据本标准的语言知识目标要求，二级应学习600～700个单词。
本词汇表列出423 词，为小学二级基本词汇。
各地可根据当地具体情况自行选择其他200～300词（选自五级词汇表）。
2．为体现在具体语境中学习和使用单词的理念，本词汇表不标注单词的词性和中文释义。
3．本词汇表不列词组和短语。
4．名词复数特殊变化、动词人称变化、美式英语等，采用括号形式标注，如child （pl．children），be（am，is，are），colour（AmEcolor）。
5．数字（含基数词、序数词）、星期、月份等，按类别整体学习，故不按单词收入本词汇表。
6．本词汇表不列语法术语。
7．可根据构词法推导出的部分名词、形容词、副词等不单列。
Aa（an）aboutafraidafterafternoonagainallalsoalwaysandangry animal answeranyapplearmartaskataunt autumnBbabybackbadbagball banana basketballbe（am，is，are）bearbeautifulbedbeforebeginbehindbesidebetweenbigbike（=bicycle）birdbirthdayblack blackboardblueboatbodybookboxboybreadbreakfastbringbrotherbrownbusbusybutbuybyCcakecallcancandycapcarcardcatchairchickenchild（pl．children）ChinaChinesecinemacityclasscleancleverclockcloseclothescloudycoatcoldcolour（AmEcolor）comecomputercookcoolcousincowcrayoncryDdaddancedaydeardesk difficult dinner dirtydodoctor dogdoor down draw dress drink driver duckEearearly easyeateggelephantemailEnglisheveningeveryexerciseeyeFfacefamilyfanfarfarmfarmerfastfatherfavourite（AmEfavorite）feelfilmfindfinefloorflowerflyfoodfoot（pl.feet）footballforfriendfromfruitGgamegetgirlgivegogoodgoodbye（bye）grandfather（grandpa）grandmother（grandma）grassgreenHhairhalfhand happyhave（has）hehead healthy hear heavyhellohelpherherehihighhimhisholidayhomehorse hospital hothourhousehowhungryIIicecream ideaillin interesting ititsJjuicejumpKkidkind kitchen kite knowLlake late left leg lesson let library light like listen little live long look love lunchMmakeman（pl．men）manymapmaths（AmEmath）memeetmilkminuteMissmonkeymonthmoonmorningmothermouthMrMrsMsmuchmum（AmEmom）musicmyNname near new next nice night no noodle nose not now nurse Oof often oldon open ororangeourPpandaparentparkpartyPE（=physicaleducation）penpencilpeoplephotopicturepigplaceplaneplantplayplaygroundpleasepolicepotatopupilputRrainreadredriceright river roomrulerrunSsadsay school schoolbag science season seeshe sheepshipshirt shoe shop short shorts sing sistersitskirt sleep slow small snowsock some sometimes song sorry soup speak sportspringstandstarstopstorystreet strong study subject summersunsunny supermarket sweater swimTtabletaketalktalltaxiteateachertell thank that the their them then there these they thin think this those tiger time tired to today toilet tomatotomorrowtootoytrain travel tree trousers tryturnTVUumbrella uncle underupususeV vegetable veryvisitWwaitwalk want warm wash watch water waywewear weather week welcome well what when where white who whose why windowwindywinterwithwoman（pl．women）wonderfulwordworkworkerworrywritewrongYyearyellowyesyesterdayyouyoungyourZzoo2014-04-30 人教网。
义务教育英语课程标准
英语学习目标分级我国英语学习目标共分为9级，在九级目标体系中，一至五级为义务教育阶段（相当于3～9年级）的目标要求。
其中，一级为起始级别，二级为6年级结束时应达到的基本要求，五级为9年级结束时应达到的基本要求。
六至九级为普通高中(相当于10～12年级)的目标要求。
其中，七级为高中毕业的基本要求，八级和九级是为愿意进一步提高英语综合语言运用能力的高中学生设计的目标。
语言知识和语言技能的分级目标小学阶段语言知识目标（二级）知识目 标 描 述 语音 1．正确读出26个英文字母；个英文字母；2．了解简单的拼读规律；．了解简单的拼读规律； 3．了解单词和句子有重音；．了解单词和句子有重音； 4．了解英语语音包括重音、连读、语调、节奏、停顿等现象。
奏、停顿等现象。
词汇 1. 1. 知道单词是由字母构成的；知道单词是由字母构成的；知道单词是由字母构成的； 2．知道要根据单词的音、义、形来学习词汇； 3．学习有关本级话题范围的700个左右的单词和50个左右的习惯用语。
并能初步运用40 0个左右的单词表达二级规定的相应话题。
语法理解以下语法项目的表意功能并能在特定语境中运用：境中运用：1．名词的单复数形式；．名词的单复数形式；2．主要人称代词和形容词性物主代词；3．一般现在时，现在进行时，一般过去时，一般将来时等时态；一般将来时等时态；4．表示时间、地点和位置的常用介词；5．简单句的基本形式。
．简单句的基本形式。
功能了解和运用表示问候、告别、感谢、邀请、致歉、介绍、喜好、建议、祝愿、情感、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。
话题理解和表达有关下列话题的简单信息：个人情况、家庭与朋友、身体与健康、学校与日常生活、文体活动、节假日、饮食、服装、季节与天气、颜色、动物、数量、时间等相关意念内容。
容。
初中阶段语言知识目标（五级）知识目标描述语音1．了解语音在语言学习中的意义；．了解语音在语言学习中的意义；2．在日常生活会话中做到语音、语调基本正确、自然、流畅；确、自然、流畅；3．根据重音和语调的变化理解和表达不同的意图和态度；意图和态度；4．根据读音拼写单词和短语。
义务教育英语课程标准
英语学习目标分级
我国英语学习目标共分为9级，在九级目标体系中，一至五级为义务教育阶段（相当于3～9年级）的目标要求。
其中，一级为起始级别，二级为6年级结束时应达到的基本要求，五级为9年级结束时应达到的基本要求。
六至九级为普通高中(相当于10～12年级)的目标要求。
其中，七级为高中毕业的基本要求，八级和九级是为愿意进一步提高英语综合语言运用能力的高中学生设计的目标。
语言知识和语言技能的分级目标
小学阶段语言知识目标（二级）
知
识
目标描述
语音1．正确读出26个英文字母；
2．了解简单的拼读规律；
3．了解单词和句子有重音；
4．了解英语语音包括重音、连读、语调、节奏、停顿等现象。
词汇1. 知道单词是由字母构成的；
2．知道要根据单词的音、义、形来学习词汇；3．学习有关本级话题范围的700个左右的单。
《义务教育英语课程标准》二级词汇表
v1.0可编辑可修改《义务教育英语课程标准》二级词汇表（423个）根据2011年版《义务教育英语课程标准》，整理出来了二级词汇表（国家规定：小学阶段应学习600~700个单词。
423个为基本词汇。
），但是该表比书上的多列出了词性以及其它等单词，并用红色标记，仅为了方便自己而已，特此说明。
A （21 个）a （an） art.about prep & ad.afraid aafter ad , prep & conjafter noon naga in adall a & pronalso adalways adand conjangry aanimal nan swer n & vany pron & aapple nApril narm nart nask vat prepAugust naunt nautu mn nB (39 个)baby nback ad & nbad abag nball nbanana nbasketba II nbe (is, am, are, was, were) aux vbeach nbear nbeautiful abecause conjbed nbefore prep, ad & conjbegin vbeh ind prepbeside prepbetwee n prepbig abike =bicycle nbird nbirthday n black a & n blackboard n blue n & a boat n body n book n box n boy n bread n breakfast nbring v brother n brow n n & a bus n busy a but conj buy v by prep bye in terjC （33 个）cake ncall v & n can n & modal v candy n cap n car n card n cat n chair n chicke n n child (pl. childre n) n Chi na n Chin ese a & n cin ema n city n class n clea n a & v clever a clock n close v & a clothes n cloudy a coat n cold a & n colour n & v come v computer n cook v & n cool a cous in n cow n cray on ncry n & vcup nD （18 个）dad （daddy） n dance v & n daughter n day n dear a December n desk n difficult a dinner n dirty a do v doctor n dog n door n dow n ad & prep draw v dress n & v drink v & n driver n duck nE （12 个）ear nearly a & ad easy a eat vegg n elepha nt n E-mail nEn glish n & a evening n every a exercise v & n eye nF ()face n & v family n fan nFar a & adfarm n farmer n fast a & ad fat a father n favourite a & n February n feel v film n find vfine afish nfloor nflower n fly v & nfood nfoot (pl. feet) n football n for prep Friday n frie nd n from prep fruit nG ()game nget v girl ngive v go vgood ( better, best) agoodbye (bye-bye) in terj gra ndma = gran dmother n gra ndpa = gran dfather n grass n great agree n a & nH (27 个)hair nhalf a & nhand nhappy ahat nhave ( has, had, had) v he pronhead nhealthy ahear vheavy ahello (hi) in terjhelp v & nhen nhere adHihigh ahim pronhis pron hobby n holiday n home n & ad homework n horse n hospital n hot ahour n house nhow ad hungry aI （8 个）I pronice-cream n idea nill ain prepin teresti ng a it prop.its pronJanuary nJapan nJapanese n & ajob njuice nJuly njump vJune nK （5 个）kid n kind n & a kitche n n kite n know vL ( 16 个) lake n late a & ad lazy a left a & n leg n less on n let (let, let) v letter n library n light a & n like v lion n listen v little a live v long a look v . & n love v & n lunch nM ( 23 个)make vman (pl. men) nmany ( more, most) pron & amap nMarch nmaths = mathematics nmay modal vMay nmaybe adme pronmeet vmilk nMiss nmom (mum) nMon day nmoney nmon key nmonth nmoon nmorni ng nmother nmouse (pl. mice) nmouth nMr. (mister) nMrs. (mistress) nMs n much a music n my pronN ()n ame nn ear a n eck n new an ext a , ad & n nice a ni ght n nine num nin etee n num ninety num nin th num no ad & a no odle n nose n not ad November n now ad nu mber n nurse nO (8 个)OK adOctober nofofte n ad old a on prep one num & pron open a & v or conj orange a & n our pronpai nt n panda n paper n pare nt n park n & v party nPEpear n pen n pen cil n people n phone v & n photo = photograph n picture n pig nplace n & vplai n a & npla n n & vpla ne npla nt v & nplay vplaygro und nplease vpolice npolicema n (policewoma n) npotato npupil npurple a & nput vQquestio n nquick a & adquiet aR (9 个)rabbit nrain v & nread vred a & nrice nright n & ariver nroad nroom nruler nrun vS (46 个)sad asay vschool n schoolbag nscie nee nsea nseason nsec ond num, a & n see vSeptember nseve n numseve ntee n num seve nth numseve nty numshe pronsheep (pl. sheep) nshirt n shoe n shop n short a shorts n sick a sing v sister n sit v six num sixtee n num sixth num sixty num skate v skirt n sky n sleep n slow a & ad small a snow v & n snowy a socks n some a & pron sometimes ad son n song n sorry a soup n speak v sport n spri ng n sta nd v star n stop n & v story n street n stro ng a stude nt n study v & n subject n summer n sun n Sunday n sunny a supermarket n supper n sweater n sweep v sweet n & a swim vT （38 个） table n table tennis ntake vtalk v tall a taxi n tea n teach v teacher n tell v ten num ten th num thank v & n that a & pron the art. their pron them pron there int, n & ad these pron they pron thick a thin a thi nk v third num thirtee n num thirty num this a & pron those a & pron three numThursday ntiger n time n tired a to prep today ad & n toilet n tomato n tomorrow ad & n too adtooth (pl. teeth) n toy ntrain n & v travel v & n tree n trousers n try vT-shirt nTuesday n turn n & v twelfth num twelve num twen tieth num twenty num two numTVU （6 个）ugly a umbrella n un cle n un der prep up ad & prep us pron use n & vV （3 个）vegetable n very ad visit v & n volleyball nW （33 个）wait v walk v & n wall n want v warm a warn v wash v watch n & v water n way n we pron wear v weather n Wedn esday n week n welcome a well a , ad & n what pron & a whe n conj & ad where ad white a & n who pron whose pron why ad & int wife n wind n win dow n wi ndy a wi nter n with prep woma n (pl. wome n) n won derful a word n work v & n worker n world n worry vv1.0可编辑可修改write vwrong aY （7 个）year nyellow a & nyes adyesterday n & adyou pronyoung ayour pronZ （1 个）zero n & numzoo n11。
义务教育英语课程标准二级词汇表
义务教育英语课程标准二级词汇表Aa (an) art.一（个、件……）about ad.大约；到处；四处prep.关于；在各处；四处afraid a.害怕的；担心after ad.在后；后来prep.在……之后；在……后面conj.在……以后afternoon n.下午，午后again ad.再一次；再，又all ad.全部地a.全（部）；所有的；总；整pron.全部；全体人员also ad.也always ad.总是；一直；永远and conj.和；又；而angry a.生气的，愤怒的animal n.动物answer n.回答，答复；回信；答案v.回答，答复；回信；（作出）答案any pro n.（无论）哪一个；哪些任何的；（用于疑问句、否定句）一些；什么apple n.苹果April n.4月arm n.臂, 支架art n.艺术，美术；技艺ask v.问，询问；请求，要求；邀请at prep.在（几点钟）；在（某处）August n.8月aunt n.伯母；舅母；婶；姑；姨autumn n.秋天，秋季Bbaby n.婴儿back ad.回（原处）；向后a.后面的n.背后，后部；背bad (比较级worse, 最高级worst) a.坏的；有害的，不利的；严重的bag n.书包；提包；袋子banana n.香蕉baskeball n.篮球be v.是（原形），其人称和时态形式有am, is, are, was, were, being, been；成为beach n.海滨，海滩bear n.熊beautiful a.美的，美丽的，美观的because conj.因为bed n.床before prep.在……以前；在……前面ad.以前c onj.在……之前begin(began,begun) v.开始，着手behind prep.(表示位置)在……后面ad.在后面；向后beside prep.在……旁边；靠近between prep. 在……之间big a.大的bike = bicycle n.自行车birthday n.生日black n.黑色 a.黑色的blackboard n.黑板blue1 n.蓝色 a.蓝色的blue2 a.悲伤的；沮丧的boat n.小船，小舟body n.身体book n.书；本子box n.盒子，箱子boy n.男孩bread n.面包breakfast n.早餐bring (brought, brought) vt.拿来，带来，取来brother n.兄；弟brown n.褐色，棕色 a.褐色的，棕色的bus n.公共汽车busy a.忙（碌）的but conj.但是，可是buy(bought,bought) vt.买by prep.靠近，在……旁；在……时间；不迟于；被；用；由；乘（车）bye int. 再见Ccake n.蛋糕，糕点；饼call n.喊，叫；电话，通话v.称呼；呼唤；喊，叫can (could) can't = can not modal v.可能；能够；可以不能candy n.糖果cap n.（无檐的或仅在前面有檐的）帽子；（瓶子的）盖；（钢笔等的）笔套car n.汽车，小卧车card 纸牌cat n.猫chair n.椅子chicken n.鸡；鸡肉child (复children) n.孩子，儿童China n.中国Chinese a.中国的；中国人的；中国话的，汉语的n.中国人；中国话，汉语，中文cinema n.电影院；电影city n.市，城市，都市class n.（学校里的）班；年级；课clean vt.弄干净，擦干净 a.清洁的，干净的clever a.聪明的，伶俐的clock n.钟close1 a.亲密的；近，靠近ad.近，靠近close2 vt.关，关闭clothes n.衣服；各种衣物cloudy a.多云的，阴天的coat n.外套；涂层；表皮；皮毛cold a.冷的，寒的n.寒冷；感冒，伤colour (美color) n.颜色vt.给……着色，涂色come (came, come) vi.来，来到computer n.电子计算机cook n.炊事员，厨师v.烹调，做饭cool a.凉的，凉爽的；酷cousin n.堂（表）兄弟，堂（表）姐妹cow n.母牛，奶牛crayon* n蜡笔；蜡笔画cry n.叫喊；哭声v.喊叫；哭cup n.茶杯Ddad = daddy n.（口语）爸爸，爹爹dance n.&vi.跳舞daughter n.女儿day n.（一）天，（一）日；白天dear1 int. （表示惊愕等）哎呀！唷！dear2 a.亲爱的；贵的December n.12月desk n.书桌，写字台difficult a.难的；艰难的；不易相处的dinner n.正餐，宴会dirty a.脏的do (did, done) don't=do not v.&aux. 做，干（用以构成疑问句及否定句。
2024义务教育《英语课程标准》(2022年最新修订版)原版
2024义务教育《英语课程标准》(2022年最新修订版)原版一、课程性质英语是当今世界经济、政治、科技、文化等活动中广泛使用的语言，是国际交流与合作的重要沟通工具，也是传播人类文明成果的载体之一，对中国走向世界、世界了解中国、构建人类命运共同体具有重要作用。
《义务教育英语课程》体现工具性和人文性的统一具有基础性、实践性和综合性特征。
学习和运用英语有助于学生了解不同文化，比较文化异同，汲取文化精华，逐步形成跨文化沟通与交流的意识和能力，学会客观、理性看待世成正确的世界观、人生观和价值观，为学生终身学习、适应未来社会发展奠定基础。
二、课程理念(一)发挥核心素养的统领作用《英语课程》以落实立德树人根本任务，以培养有理想、有本领、有担当的时代新人为 发点和落脚点。
围绕核心素养确定课程目标，选择课程内容，创新教学方式改进考试评价，指导教材建设，开展教师培训。
(二)构建基于分级体系的课程结构遵循外语学习规律，借鉴国际经验，立足我国义务教育阶段英语教育实际，充立 循 序 渐 进 、 可 持 续 发展 的 九 年 义 务 教育英 语 分 级 体 系 由低 到 高 明 确 学 习 内 容 与 要求 。
课 程 以分级 体 系 为 依 据 ， 因地 制 宜 ， 因 材 施 教 ， 确 定 起 始 年级 和 学习内 容 要 求 ， 灵 活 安 排 教 学 进 度 。
(三)以 主 题 为 引 领 选 择 和 组 织 课 程 内容《 英 语 课 程 内 容 》 的 选 取 遵 循 培 根 铸魂 、 启 智 增 慧 的 原 则 ， 紧 密 联 系 现 实生活 ， 体 现 时 代 特 征 ， 反 映 社 会 新 发展 、科 技 新 成 果 ， 聚 焦 人 与 自 我 、 人 与 社 会和人 与 自 然 等 三 大 主 题 范 畴 。
内 容 的 组织之主题为引领， 以 不 同 类 型 的 语 篇 为 依托 ， 融 入 语 言 知 识 、 文 化 知 识 、 语 言 技能 和 学 习策 略 等 学 习 要 求 ， 以 单元的 形式呈现 。
义务教育英语课程标准2022版电子版2篇
义务教育英语课程标准2022版电子版2篇义务教育英语课程标准2022版电子版（一）编者按：本文为2022年新修订的义务教育英语课程标准电子版的介绍。
本文将从课程内容、教学目标和教学方法三个方面对课程标准进行阐述。
一、课程内容根据2022年义务教育英语课程标准，学生需要学习的主要内容包括：基本词汇、基本语法、听力、口语、阅读和写作等方面的知识和技能。
其中，基本词汇的学习是学生语言能力发展的基础，基本语法的学习有助于学生理解和运用语言规则，听力、口语、阅读和写作的学习则是提高学生语言实际运用能力的关键。
二、教学目标义务教育英语课程标准旨在培养学生的英语交际能力和综合语言运用能力。
具体来说，教学目标包括：1. 培养学生具备一定的英语听、说、读、写的能力，能够进行基本的交际活动。
2. 培养学生对英语学习的兴趣和自信心，激发学生学习英语的欲望。
3. 培养学生的跨文化交际能力，使他们能够理解和尊重不同文化背景的人。
三、教学方法为了实现上述教学目标，教师在教学中可以采用以下方法：1. 任务型教学法：通过情境创设和任务设计，引导学生积极参与语言交际活动，提高学生的语言运用能力。
2. 合作学习法：鼓励学生合作学习，通过小组合作、角色扮演等方式，培养学生的团队合作意识和交际技能。
3. 情感教育法：注重培养学生的学习兴趣和自信心，通过激励和奖励，调动学生的积极性和主动性。
4. 多媒体教学法：利用多媒体技术，丰富课堂教学内容，提高学生的学习兴趣和学习效果。
总之，义务教育英语课程标准2022版的电子版对学生的英语学习提出了具体要求，通过合理的课程设置和教学方法，有助于提高学生的英语综合能力和跨文化交际能力，培养他们成为具有全球视野和国际竞争力的综合型人才。
义务教育英语课程标准2022版电子版（二）编者按：本文是第二篇关于义务教育英语课程标准2022版电子版的介绍。
本文将从教材选用、评价标准和教师培训三个方面对课程标准进行阐述。
义务教育英语课程标准2022解读
义务教育英语课程标准2022解读
国家教育部于2021年12月20日发布了《义务教育英语课程标准2022解读》，标准可谓是十几年来义务教育英语课程的重要规定和指导思想，为深入贯彻义务教育英语教学改革和发展，开创义务教育英语教学新格局提供了重要依据和指导。
《义务教育英语课程标准2022解读》明确指出，以服务义务教育英语教育实现高中阶段英语学习的培养目标为准则，通过英语学习活动，培养学生英语运用能力和英语学习兴趣，实现英语学习的普及化、提高化，加快义务教育阶段英语学习能力的提高。
此外，本标准还指出，英语课程应积极发挥非英语国家背景学生的英语学习现状，拓宽学生语言学习视野，建立跨文化交流新模式，不断提高学生跨文化交际和跨文化意识。
在标准指出的课程设计中，新标准强调了开展以语境环境为核心的英语用语实践课程，促进学生获得日常生活中运用英语的能力，以利于学生拓宽英语学习的空间，深入探索和体验英语文化，增强学生的英语素养。
此外，本标准还要求在义务教育阶段引入英语考试，以考核学生英语学习情况，避免英语教学常见的过程化和表面化，还可以有效地提高学生参加比赛和其他形式的英语活动的积极性。
同时，本标准也重点提出了学生英语学习的能力发展，既要加强对学生的英语能力的训练，也要建立学生参加社会实践的机会，丰富学生英语应用的能力，培养学生的社会能力和创新能力，这有助于培养学生的运用英语的能力和激发学生的爱好。
总之，《义务教育英语课程标准2022解读》是近十年来义务教育英语改革和提高的重要思路、核心维度和重要指导，旨在以更加系统全面的思路和有效的措施，推动义务教育英语教学的深入改革与发展，努力确保义务教育英语教学的质量和效能。
义务教育英语课程标准(英文版)
义务教育英语课程标准(英文版)English Curriculum Standards for compulsory Education (2017-year Edition).Ministry of Education of the people's Republic of China.Directory.Part one Preface .I. nature of the curriculum .II. Basic concepts of the curriculum .III. Ideas for curriculum design .Part II Curriculum objective .I. overall objective .II. Hierarchical objectives .Part III grading criteria .I. language skills .II. Language knowledge .III. Emotional attitudes .4. Learning strategies .V. Cultural awareness .Part IV implementation of recommendation .I. pedagogical recommendations .II. Evaluation recommendations .III. Recommendations for the preparation of teaching materials .Appendix .Appendix 1 list of speech items .Appendix 2 Grammar item Table .Appendix 3 Glossary .Part I Preface.Nowadays, the world is in the period of great development and great adjustment, showing the development trend of world multi-polarization, economic globalization and informatization. As a big country with peaceful development, China bears an important historical mission and international responsibilities and obligations. English is one of the most widely spoken languages in the world. It has become an important tool for international exchanges and scientific, technological and cultural exchanges. Learning and using English plays an important role in absorbing the achievements of human civilization, drawing lessons from advanced foreign science and technology, and enhancing the mutual understanding between China and the world. Offering English courses in the compulsory education stage can lay the foundation for improving the whole national literacy of our country, cultivating the talents with creative ability andcross-cultural communicative ability, and improving the international competitiveness of the country and the international communication ability of the people.The establishment of English courses in compulsory education is of great significance to the future development of young people. Learning English will not only help them better understand the world, learn advanced scientific and cultural knowledge, spread Chinese culture, and enhance their mutual communication and understanding with the young people of other countries. It can also provide them with more opportunities for education and career development. Learning English can help them to form an open and tolerant character, to develop the awareness and ability of cross-cultural communication, to promote the development of thinking, to form a correct outlook on life, values and good humanities. Learning English can provide students with the ability to participate in knowledge innovation and scientific and technological innovation in the future, as well as lay the foundation for them to better adapt to the multi-polarization of the world, economic globalization and informationization in the future.I. the nature of the curriculum.The English curriculum at the stage of compulsory education is of the dual nature of instrumentality and humanism. As far as instrumentality is concerned, English curriculum undertakes the task of cultivating students' basic English literacy and developing their thinking ability, that is, students can master basic knowledge of English language and develop basic skills of listening, speaking, reading and writing in English through English courses. Form the ability to communicate with others in English, further promote the development of thinking ability, for the future to continue to learn English and other relevant scientific and cultural knowledge in English to lay the foundation. As far as humanity is concerned, English curriculum undertakes the task of improving students' comprehensive humanistic quality, that is, students can broaden their horizons, enrich their life experiences, form cross-cultural consciousness, enhance their patriotism and develop their innovative ability through English courses. Form a good character and a correct outlook on life and values. The integration of instrumental and humanistic English curriculum is conducive to the lifelong development of students to lay the foundation.II. The basic idea of Curriculum.(1) pay attention to quality-oriented education and embody the value of language learning to students' development;The main purpose of English curriculum in compulsory education is to lay a foundation for students to develop their comprehensive language ability and to create favorable conditions for them to continue to learn English and to develop in the future. Language is not only a tool for communication, but also a tool for thinking. Learning a foreign language can promote people's mental development, help students to understand the diversity of the world, experience the similarities and differences between Chinese and foreign cultures to form cross-cultural awareness, enhance international understanding, and carry forward the spirit of patriotism. Form the sense of social responsibility and innovation consciousness, improve humanities accomplishment.(2) for all students, pay attention to the different characteristics and individual differences of language learners.Compulsory education is an important part of education for all. The English curriculum at the stage of compulsory education should be open to all students and embody the student-centered thinking. The development needs of allstudents should be taken into account in the aspects of teaching objectives, teaching contents, teaching process, teaching evaluation and the utilization and development of teaching resources. English curriculum should be a process in which students construct their knowledge, develop their skills, broaden their horizons, enliven their thinking and show their individuality under the guidance of their teachers. Due to the differences in age, personality, cognitive style and living environment, students have different learning needs and characteristics. Only to meet individual needs to a large extent, it is possible to obtain the maximum overall teaching efficiency.(C) overall design objectives, taking full account of the progressivity and continuity of language learning.English learning has obvious characteristics of progressiveness and continuity. Language learning lasts a long time and needs to accumulate gradually. The English Curriculum Standard for compulsory Education (hereinafter referred to as "this Standard") and the English Curriculum Standard for Senior High Schools, which converge with it, set the objectives of the English curriculum for the basic education stage at nine levels. The aim is to embody the organic cohesion of primary, junior middle and senior middle school courses and the gradual development of students' English language competence, so as to ensure the integrity, progressiveness and continuity of English curriculum. English teaching and evaluation activities should be organized in accordance with the students' language proficiency and the corresponding grade requirements.(4) emphasizing the process of learning and paying attention to the practicality and application of language learning.Modern foreign language education pays attention to the process of language learning, emphasizes the practicality of language learning, advocates that students should contact, experience and understand the real language in the context, and learn and use language on this basis. English curriculum advocates the adoption of language teaching approaches and methods that both emphasize the language learning process and improve the students' learning effectiveness, so as to create as many opportunities as possible for the students to use the language in the real context. Encourage students, under the guidance of teachers, to discover language laws through experience, practice, participation, inquiry and cooperation, to gradually master language knowledge and skills, to constantly adjust their emotional attitudes, and to form effective learning strategies, Develop the ability of autonomous learning.(5) to optimize the evaluation method, with emphasis on the evaluation of students' comprehensive language ability.The evaluation system of English curriculum should be conducive to the development of students' comprehensive language use ability. It should be evaluated by adopting multiple and optimized evaluation methods to assess the development level of students' comprehensive language use ability, and stimulate students' interest in learning by means of evaluation. Promote the development of students' autonomous learning ability, thinking ability, cross-cultural awareness and healthy personality. The evaluation system should include formative evaluation and summative evaluation. The evaluation in daily teaching focuses on formative assessment, focusing on the performance and progress of students in the learning process; the final assessment focuses on the students' comprehensive language use ability. Including language skills, language knowledge, emotional attitude, learning strategies and cultural awareness and so on.(6) enriching curriculum resources and expanding English learning channels.Language learning requires a great deal of input. Rich and diverse curriculum resources are especially important forEnglish learning. According to the needs of teaching and learning, English curriculum should provide English learning resources that are close to students, life and times. We should creatively develop and make use of the fresh English learning resources in real life, and actively use audio-visual, radio, television, books, newspapers, magazines, Internet information, and so on, to expand the channels for students to learn and use English.Ⅲ. The idea of curriculum design.The general idea of English curriculum design is: under the guidance of the scientific concept of development and advanced foreign language curriculum concept, based on the national conditions, comprehensive consideration of the current situation of English education in China, starting from the stage of compulsory education; To establish a student-oriented, systematic and progressive English curriculum system. This curriculum system aims at fostering students' comprehensive language application ability, according to the law of language learning and the development needs of students in the compulsory education stage. From the language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the design of the overall curriculum objectives and grading goals. These five aspects are interrelated and complement each other, which makes English curriculum attach importance not only to the cultivation of students' basic language knowledge and basic skills, but also to the optimization of the learning process, so as to guide students to form effective learning strategies and certain cultural awareness. Cultivate positive emotional attitudes and values.According to the above design idea, the compulsory education stage English curriculum take the elementary school 3 grades as the starting point, take the junior middle school graduation as the end (namely compulsory education 9 grades), and with the senior middle school stage English curriculum links up. The English curriculum of the entire basic education stage (including compulsory education and senior high school) is divided into nine levels according to the ability level, forming a gradual and sustainable development of the curriculum. The aim of setting graded courses is to reflect the learning needs and cognitive characteristics of students of different ages, and to make English courses with integrity, flexibility and openness, using the international grading methods for reference.In the nine-level target system, the first to the fifth level is the goal requirement of the compulsory education stage. Level two is the basic requirement to be met at the end of the sixth grade, and grade five is the basic requirement to be reached at the end of the ninth grade. Grades 6 to 9 are the target requirements for ordinary high schools. Among them, level 7 is the basic requirement for high school graduates, and levels 8 and 9 are designed for high school students who are willing to further improve their English proficiency. Of the nine levels of targets, levels I, III, IV and VI are transitional levels. The setting of grading objectives is conducive to teaching and evaluation in the implementation of the curriculum, but also provides a basis for the flexibility and openness of the curriculum.The levels in the curriculum grading objectives are not entirely equivalent to the grades in the basic education stage. However, the grading goal provides the instruction requirements for the teaching and evaluation of grades 3, 6, 7, 9 and senior high school, and the compilation of teaching materials, which is conducive to the overall implementation of the curriculum. In the period of compulsory education, schools offering English courses from the third grade, the fourth grade should complete the first level goal, the sixth grade should complete the second level goal, the schedule of classes should reflect the principle of short time and high frequency as far as possible, and guarantee three or four teaching activities per week; The total weekly class time shall not be less than 80 ~ 90 minutes. Grades 7, 9 and 9 completed the goals of levels III, IV and V respectively, and the weekly class hours were carried out in accordance with the nationalcurriculum plan.Considering the fact that our country has a vast territory, numerous nationalities and unbalanced economic and educational development, each region can formulate its own curriculum implementation plan according to the situation of teachers' condition and resource allocation, etc. To determine the starting grade of English teaching in primary schools and the grade requirements to be reached when graduating from primary and junior high schools, the factors such as the availability of teachers and the teaching conditions should be fully taken into account in the establishment of English curriculum in primary schools. Local teaching and research departments should strengthen the classification, stratification guidance and evaluation of teaching, help schools to implement the local curriculum implementation plan in accordance with local conditions, and pay attention to the coordination and convergence between the good learning sections. In particular, we should do a good job in the smooth transition between primary and junior high school, and promote the balanced development of regional English education.Part II Curriculum objectives.I. overall objectives.The general goal of English curriculum in compulsory education stage is to make students form the initial comprehensive language using ability, promote the mental development, and improve the comprehensive humanities accomplishment through English learning. The formation of comprehensive language competence is based on the overall development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Language skills and language knowledge are the basis of comprehensive language use ability, cultural awareness is conducive to the correct understanding of language and proper use of language, effective learning strategies are conducive to improving learning efficiency and developing autonomous learning ability; A positive emotional attitude is conducive to active learning and sustainable development. These five aspects complement each other and jointly promote the formation and development of students' comprehensive language ability.Language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness constitute the overall goal of English curriculum, which not only embodies the instrumentality of English learning, but also embodies its humanism. It is not only conducive to the development of students' language ability, but also conducive to the development of students' thinking ability, so as to comprehensively improve students' comprehensive humanistic literacy.II. Graded objectives.The objectives of English curriculum at all levels in compulsory education stage refer to the students' comprehensive performance in five aspects: language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Table 1 provides a description of the first to fifth level goals.Part III grading standards.In accordance with the general objectives of the compulsory education English curriculum, this standard puts forward the requirements of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness respectively in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Among them, the language skills of listening, speaking, reading, writing and other skills put forward five different levels of goal requirements, language knowledge, emotional attitude, learning strategies and cultural awareness put forward the target requirements of two and five levels.I. language skills.Language skills is an important part of language skills, mainly including listening, speaking, reading, writing andother skills and the comprehensive use of these skills. Listening and reading are skills of understanding, speaking and writing are skills of expression. They complement and promote each other in language learning and communication. Students should form comprehensive language competence through a large number of special and comprehensive language practice activities to lay a solid foundation for real language communication. Therefore, listening, speaking, reading and writing are not only the contents of learning, but also the means of learning. The main content of the language skill standard is what the students can do at a certain level, which not only helps to arouse the students' learning enthusiasm and promote the improvement of the students' language application ability, but also helps to evaluate the students' learning results scientifically and rationally.II. Language knowledge.The basic knowledge of the English language that students should learn and master in the compulsory education stage includes pronunciation, vocabulary, grammar and language forms used to express common topics and functions. Language knowledge is an important part of language application ability and an important basis for the development of language skills.III. Emotional attitudes.Emotional attitude refers to interest, motivation, self-confidence, will and spirit of cooperation and other factors that affect students' learning process and learning results, as well as the gradual formation of national awareness and international vision in the learning process. Maintaining a positive attitude towards English learning is the key to success in English learning. Teachers should constantly stimulate and strengthen students' interest in learning and guide them to gradually transform interest into stable learning motivation, so that they can build up self-confidence, exercise the will to overcome difficulties, and realize the advantages and disadvantages of their own learning. Willing to cooperate with others to develop a harmonious and healthy character. Through the English curriculum, enables the student to enhance the motherland consciousness, expands the international field of vision. Table 4 is a rating scale for affective attitudes of grade two and five.Table 4 rating criteria of affective attitudeⅣ. Learning strategies.Learning strategies refer to the various actions and steps taken by students in order to learn and use English effectively, and the beliefs that guide these actions and steps. English learning strategies include cognitive strategies, regulatory strategies, communicative strategies and resource strategies. Cognitive strategy refers to the steps and methods taken by students in order to accomplish specific learning tasks, while regulatory strategies refer to the actions and steps that students plan, implement, reflect, evaluate and adjust their learning. Communication strategy is the action taken by students in order to gain more communication opportunities, maintain communication and improve communication effect. Resource strategy is the way and method for students to learn and use English reasonably and effectively through a variety of media.Learning strategies are flexible and diverse, the use of strategies varies from person to person, from time to time, from place to place, and from event to event. In English teaching, teachers should consciously help students to form their own learning strategies, and constantly adjust their own learning strategies. In the implementation of English curriculum, helping students to use learning strategies effectivelynot only helps them to grasp the direction of learning, adopt scientific approach and improve learning efficiency, but also helps them to form the ability of autonomous learning. Lay the foundation for lifelong and sustainable learning. Table 5 is a two-level and five-level learning strategy rating standards.Table 5 grading criteria for learning strategiesV. Cultural Awareness.Language has rich cultural connotations. In foreign language teaching, culture refers to the historical geography, local conditions and customs, traditional customs, life style, behavior norms, literature and art, values and so on of the language country. In the process of learning English, contact with and understanding of foreign culture is beneficial to the understanding and use of English, to the deepening of the understanding and love of the excellent traditional culture of the Chinese nation, and to the acceptance of the edification of the advanced culture belonging to all mankind. It's good for international awareness. In teaching, teachers should gradually expand the content and scope of cultural knowledge according to the characteristics of students' age and cognitive ability. In the initial stage, students should have a rough understanding of the similarities and differences between Chinese and foreign cultures, and the foreign cultural knowledge involved in teaching should be closely related to students' study and life, and can stimulate students' interest in learning English. In the higher stage of English learning, we should expand the scope of students' contact with foreign culture, help them to broaden their horizons, improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures, and then improve their intercultural communicative competence.Table 6 grading standard of cultural awarenessPart IV implementation recommendations.I. Teaching suggestions.At the stage of compulsory education, the English curriculum aims to cater to all students, lay a good foundation for the development of students' comprehensive language ability, and at the same time, promote the improvement of students' overall humanistic quality. Teachers should consider language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the curriculum objectives, according to the development of students, the overall planning of each stage of the teaching task; Effectively integrate the curriculum resources, optimize classroom teaching, cultivate students' autonomous learning ability, and lay the foundation for the sustainable development of students. At the same time, teachers should constantly improve their professional level and try to adapt to the new requirements of English curriculum for teachers. To this end, the following teaching recommendations are made:(I) for all students, to lay the foundation for each student to learn English.In teaching, teachers should adhere to student-centered, facing all students, pay attention to individual differences, optimize classroom teaching, improve teaching efficiency, and lay the foundation for students to continue learning.1. Teachers should fully understand the current English level and development needs of all students, choose appropriate teaching methods and methods, grasp the difficulty of learning, mobilize the enthusiasm of all students and make them maintain their confidence in learning English. Experience the fun of learning English, get a sense of success in learning English, and make them progress in all stages of learning.2. Teachers should fully understand students' different learning experiences, learning levels and learning styles, respect students' individual characteristics, fully explore students' different potentials, establish a sincere, understanding and trusting relationship with students, teach students in accordance with their aptitude, and encourage innovation. For students to provide a broader space for thinking and independent development of space. Students should be given targeted guidance on the problems in the process of learning.3. Teachers should arrange the teaching contents and steps reasonably, organize various forms of classroom interaction, encourage students to learn and use English by observing, imitating, experiencing, exploring, presenting, and so on, so as to create as many opportunities for language practice for them as possible. Guide them to learn independent learning and cooperative learning. Teachers strive to create a harmonious atmosphere in the classroom, to take a tolerant attitude towards students' language errors in the process of learning, and choose the right time and appropriate methods to deal with.4. According to the actual situation of the students, the teachers should establish the teaching objectives that are conducive to the gradual improvement of the students' basic language literacy and basic foreign language learning ability.Especially in primary school, teachers need to cultivate students' strong interest in learning, positive learning attitude, good learning habits and awareness of creative use of language.(2) pay attention to language practice and cultivate students' ability of using language.The purpose of this standard is to emphasize the cultivation of students' comprehensive language ability by setting the goals and requirements in the form of "can do things in English". From the perspective of language use, the presentation of knowledge of various languages and brothers should serve to improve students' ability to "do things in English". By creating various contexts close to real life, teachers should adopt progressive language practice activities, as well as various teaching approaches and methods that emphasize both process and result, such as task-based language teaching approach, etc. Develop students' ability to do things in English.Teachers play an important role in students' language learning and practice. Teachers should pay attention to the relationship between knowledge learning and ability development, the relationship between language practice and language use, and the relationship between regular teaching and examination, so as to make teaching activities more effective.1. The activities should have clear communication purposes, real communication meanings and specific operational requirements, and provide students with the opportunity to demonstrate their learning achievements, so that students can develop their language and thinking abilities in individual and cooperative practical activities. And can feel successful in the exhibition activity.2. The content and form of the activities should be close to the students' real life experience and their cognitive level, and should be as close as possible to the actual situation of language use in real life. To enable students to understand and master the real meaning and use of the target language project.3. Activities should include the process of learning language knowledge and developing language skills, so that students can gradually realize the internalization of language knowledge through contact, understanding, practice and application of language in language practice. It should help students to learn to do things in English, especially to acquire, process and transmit information in English, to express simple personal views and feelings, so as to improve their ability to use language in practice.4. Activities are not limited to the classroom, but can also be extended beyond the classroom. Activities should be conducive to the mutual penetration and contact between English and other disciplines, so as to promote the comprehensive development of students' cognitive ability, thinking ability, aesthetic taste, imagination and creativity.(3) to strengthen the guidance of learning strategies and cultivate students' autonomous learning ability.In the stage of compulsory education, it is very important for students to form effective learning strategies step by step in order to improve the learning effect. Developing effective learning strategies is one of the important goals of English curriculum.1. According to the students' experience of learning their mother tongue and the needs of their cognitive。
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喜欢这首歌曲的学生肯定能掌握be doing的语法。
2 min
鲁子问
小结
小学英语字母教学应强调其读音和运用。
小学英语语音教学非常重要，是培养学生语感的重要活动，要尽可能鼓励学生通过模仿课文录音学习语音。语音教学要关注重音、语调、节奏。
这个活动很好地把握了字母表学习的运用目标之一：排序。教学活动的语境很合理：给外教编制学生名单，要求按字母表顺序编制。
这个活动的案例很有趣，学生很喜欢：猪八戒、孙悟空、白骨精等等，又是一个群体。
这组姓名还具有复杂性，孙悟空和沙和尚都是S开头的。
2 min
鲁子问
导入核心问题2：小学英语语音学习目标与教学建议
2 min
鲁子问
导入核心问题4：小学英语语法学习目标与教学建议
雷云萍
语法教学要求
在具体语境中理解以下语法项目的意义和用法：
名词的单复数形式和名词所有格；
—人称代词和形容词性物主代词；
一般现在时，现在进行时，一般过去时和一般将来时；
—表示时间、地点和位置的常用介词；
—简单句的基本形式。
在实际运用中体会以上语法项目的表意功能。
音：教材里的基本读音
形：教材里的基本词形
义：教材里的基本语义，常见语义
用பைடு நூலகம்教材里的基本用法
2 min
鲁子问
词汇教学建议
确定词汇教学的目标：识别词汇、运用词汇、学习词汇
用多种方式真实呈现词汇，在语境中完整呈现词形、读音、语义、语法行为、语用等
同一语境用不同语音、语调反复呈现，同一语境用不同情感、动作反复呈现，在近似语境中反复呈现读音和词形，在最近发展区之内，扩展呈现，在生活相关话题，扩展呈现
结合歌谣、单词进行教学，强化字母的读音，如A for apple, B for boy.或者Make a cake. Make a cake. Make an apple cake.
按照字母读音进行教学并总结，如a, h, j, k的读音；如w读音的困难
3 min
教学案例
10 min
鲁子问
雷云萍
教学案例讨论
对于唱歌基础较好的学生，可利用唱歌对歌词的节奏的感知，形成对英语节奏的正迁移
6 min
教学案例
10 min
鲁子问
雷云萍
教学案例讨论
这个案例非常好。首先具有明确的语音学习目标：选出本班语音语调较好的学生参加学校的English Show。
语音教学过程很好，语音、语调、节奏都强调了，而且其中的模仿是非常值得肯定的，因为对于小学英语教学来说，这可以让学生直接学习真实的英语。
6 min
教学案例
10 min
鲁子问
雷云萍
教学案例讨论
这个课时四个词汇，采用了Lingling和Gogo两个人物反复呈现真实的和漫画的情境，使学生在语境中学习这些词汇。
每个词汇重复朗读四遍，不是机械重复，而是四个不同语境，教师还可以引导学生用不同的语气读这四个不同的语境的词。
这可以照顾不同学习风格、不同学习兴趣的学生，真正做到面向全体学生。
o《义务教育英语课程标准》小学远程研修脚本
专题二语言知识教学
主持人：鲁子问
嘉宾专家：雷云萍
现场说明：演播室；圆桌；背景
座位要求：正面
设备要求：笔记本电脑、纸笔
内容
主讲人
核心问题/核心观点
时间
鲁子问
介绍本专题核心内容；
介绍参加本专题讨论的嘉宾；
导入核心问题1：小学英语字母学习目标与教学建议
1 min
雷云萍
评价的标准非常明确，这可以引导学生对语音学习的自我评价和自主学习。
2 min
鲁子问
导入核心问题3：小学英语词汇学习目标与教学建议
雷云萍
课程标准规定的词汇教学要求
知道要根据单词的音、义、形来学习词汇；
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。
并能初步运用400个左右的单词表达二级规定的相应话题。
基于运用的词汇讲解
读音：听，体验，跟读，朗读，说
词形：尽可能整体获得，必要时可按音节分解
搭配、连用：教材语境的基本用法
语法行为：教材语境的基本用法
语用：反复呈现课文近似语境
用简单语句强化新学词汇，形成对新学词汇的强刺激，有助于记忆新学词汇，强刺激可以是强烈的语境，如teacher都可以通过强语境形成强刺激，但语句结构一定要简单，才能不影响强刺激的记忆效果，若语句结构过于复杂，则会导致对结构的记忆
情境建构为主，帮助学生形成语感。
整体理解为主，可以不要求理解每一个词。
吟唱朗诵为主，可以不要求说出每一个词。
歌曲的曲调要轻松、易学、节奏感强，不要过于重复。
歌谣要有语境，不要无意义重复。
2 min
教学案例
10 min
鲁子问
雷云萍
教学案例讨论
这个歌曲的学习目标是强化be doing也就是现在进行时，而不是强化语音。内容简单，学生能够完全掌握。所以教学目标很明确。
关注语词重音的一般规律
强化具有特殊重音位置的语词的重音，必要时进行比较，如elephant, exercise -- eraser
将语句重音教学显性化，尤其是结合节奏进行教学
强化节奏教学，特别是多弱拍的节奏感的训练，新建节奏意识
在课文阅读等活动中，不允许拖腔拖调，不能用读书腔朗读，一定要按照正常说话节奏朗读
不激活汉语单元音，直接引导学生新建英语单元音，一旦出现迁移现象，要明确制约
强化直接的英语双元音教学，通过高强度的生理感知，帮助学生在大脑中建构新的语音的接受与产出的神经通路，如高重复率的韵句教学，如Hello, hello, Joe. Let’s go to row the boat.
不激活汉语双元音，一旦出现迁移，就明确制约。若学生有较好的京剧、专业演唱基础，可用于迁移，因为京剧与专业演唱中有很多未被单元音化的汉语双元音
强化词尾辅音教学，新建英语辅音感知与产出系统
明确针对大差异辅音和方言辅音进行强化教学
合理确定小学阶段的连读与弱读教学目标，不作过高要求
通过模仿、开展符号标注等，强化连读
通过模仿，强化弱读教学
强化英语语调教学，特别是与汉语语调不同的语调，鼓励语调模仿活动，引导新建英语语调系统
一旦出现语调负迁移，则尽可能制约，及时进行强化训练
3 min
鲁子问
语法教学建议
强化大差异结构的教学，不强化所谓语句结构变化规则。What’s your name? My name is Sam. /I’m Sam.
在语境中教，在运用中学，不教死。How are you?
不要随意迁移，对于英汉差异很大的结构，不采用语句翻译的方法进行教学。This is a book. Is this a book?
强化功能与用法有差异的语句的显性教学，在真实语境、真实语用中学，This is my book.
准确把握语句结构的运用功能，展示其在真实语境的真实语用功能的呈现，不错误引导。What are they doing? This is a book.
5 min
教学案例
10 min
鲁子问
雷云萍
教学案例讨论
雷云萍
课程标准规定的语音教学要求
了解简单的拼读规律；
了解单词有重音，句子有重读；
了解英语语音包括连读、节奏、停顿、语调等现象。
1 min
鲁子问
语音教学建议
强化直接的英语单元音教学，通过高强度的生理感知，在大脑中建构新的语音的接受与产出的神经通路，如高重复率的韵句教学，如I’m fat black cat in a magic black hat.
这个案例把ing写出红色，对语法的准确性也很有效。
这个案例使用动物图片也符合学生兴趣。
2 min
鲁子问
导入核心问题5：小学英语歌曲歌谣学习目标与教学建议
雷云萍
课程标准规定的小学英语歌曲歌谣学习目标：
能学唱简单的英语歌曲和歌谣30首左右。
1 min
鲁子问
歌曲歌谣教学建议
确定歌曲歌谣学习目标（为了强化语音、语词或者语句结构），准确实现目标。
运用韵句歌谣歌曲强化词汇记忆，时间是小学英语教学的天敌，有限的每周2课时80分钟根本无法抵抗每周10000分钟的非英语教学时间，强化记忆的有效途径是用具有长时记忆优势的韵句、歌谣、歌曲，选择学生真正喜欢、乐于记忆、不宜忘记的内容和曲调，不要总是“两只老虎”，多了就不记得了是老虎还是老鼠了，不要用无语境的韵句，如Red, red, it’s red之类的。
小学英语词汇、语法教学应基于真实语境、为真实语用目的而进行。
小学英语词汇和语法教学应坚持词不离句、句不离篇、篇不离用。
韵句、歌谣、歌曲、短剧都是强化词汇和语句结构记忆的有效途径。
1 min
请下载：
专题一.pptx专题二.pptx专题三.pptx专题四.pptx专题五.pptx
这个案例的语法教学支架非常好：This is Liu Xiang. He likes running. Look, he is running.从He likes running.到He is running.学生一般不会出现新语法错误。
这个语法教学把握了be doing的运用形态之一：介绍照片内容。这是非常重要的。
课程标准规定的字母学习目标：
正确读出26个英文字母
知道单词是由字母构成的
了解简单的拼读规律
掌握元音字母在单词中的基本读音
掌握常见的元音字母组合在重读音节中的读音
掌握常见的辅音字母组合在单词中的基本读音，如th, sh, ch等
2 min
鲁子问
字母教学建议