课标英语
《高中英语新课标》
《高中英语新课标》《高中英语新课标》是针对中国高中阶段学生英语教学的指导性文件,旨在提高学生的英语综合应用能力,培养跨文化交际意识,以及提升学生的国际视野。
以下是对《高中英语新课标》的概述:# 课程目标1. 语言知识:掌握基础的英语词汇、语法结构和功能用语。
2. 语言技能:提高听、说、读、写四项基本语言技能。
3. 学习策略:培养自主学习的能力,包括时间管理、信息处理等。
4. 文化意识:了解不同文化背景下的交际方式,尊重文化差异。
5. 情感态度:激发学习英语的兴趣,培养积极的学习态度。
# 课程内容1. 听力:通过多种听力材料,如对话、短文、新闻等,提高学生对英语口语的理解能力。
2. 口语:鼓励学生参与讨论、角色扮演等活动,提升口语表达能力。
3. 阅读:广泛阅读各类英文材料,包括文学作品、科普文章、新闻报道等,培养阅读理解和批判性思维。
4. 写作:练习写作不同类型的文本,如记叙文、议论文、说明文等,提高书面表达能力。
5. 语法:系统学习英语语法规则,能够正确运用于语言实践中。
6. 词汇:扩展词汇量,学习词汇的多种用法和搭配。
# 教学方法1. 任务型教学:通过完成具体任务来学习语言,提高实际应用能力。
2. 合作学习:鼓励学生在小组中合作,共同解决问题,培养团队精神。
3. 情景教学:创设真实或模拟的交际情景,让学生在实际语境中使用英语。
4. 信息技术:利用多媒体和网络资源,丰富教学内容,提高学习效率。
# 评价方式1. 形成性评价:通过课堂表现、作业、小组活动等,持续跟踪学生的学习进展。
2. 终结性评价:通过期中、期末考试等,全面评估学生的英语水平。
3. 自我评价:鼓励学生进行自我反思,了解自己的学习状态和进步空间。
# 课程资源1. 教材:使用符合新课标要求的教材,确保内容的系统性和实用性。
2. 辅助材料:包括课外读物、在线资源、影视作品等,拓宽学习渠道。
3. 教师培训:定期对教师进行专业培训,更新教学理念和方法。
2024小学英语新课标及解读-1英文版
2024小学英语新课标及解读-1英文版2024 Primary School English New Curriculum Standards and Interpretation The 2024 Primary School English New Curriculum Standards have been introduced to enhance the quality of English education in primary schools. The new standards focus on improving students' English language proficiency through a more interactive and practical approach.The curriculum emphasizes the importance of developing students' listening, speaking, reading, and writing skills. It also includes components that encourage critical thinking, creativity, and cultural awareness.Teachers are encouraged to use a variety of teaching methods, such as group activities, role-playing, and multimedia tools, to engage students and make learning more enjoyable. The goal is to create a stimulating learning environment that motivates students to actively participate in lessons.The new curriculum also places a strong emphasis on integrating technology into English language learning. Teachers are encouraged to use online resources, educational apps, and interactive whiteboards to enhance students' learning experience.Overall, the 2024 Primary School English New Curriculum Standards aim to equip students with the necessary skills to communicate effectively in English and to develop a deeper understanding and appreciation of the language and culture. It is a step towards creating a more dynamic and engaging English learning environment for primary school students.。
新课标高中英语单词全(按字母顺序)
新课标英语单词表注: 本表共收约3300个单词和360个短语或词组Aa (an) art.一(个、件……)ability n.能力;才能able a.能够;有能力的about ad.大约;到处;四处prep.关于;在各处;四处above prep.在……上面a.上面的ad.在……之上abroad ad.到(在)国外absence n.不在, 缺席absent a.缺席, 不在accent n.口音, 音调accept vt.接受accident n.事故, 意外的事according to ad.按照, 根据account n.账目;描述ache vi.& n.痛, 疼痛achieve vt.达到, 取得across prep.横过, 穿过act n.法令, 条例 v.(戏)表演, 扮演(角色), 演出(戏);行动, 做事action n.行动active a.积极的, 主动的activity n.活动actor n.男演员actress n.女演员actual a.实际的;现实的AD n.公元ad (缩) =advertisementn.广告addvt.添加, 增加addition n.增加;(算数用语)加address n.地址admire v.钦佩;羡慕admission n.准入, 接纳admit vt.承认, 准许(入场, 入学, 入会)adult n.成年人advance v.推进, 促进;前进advantage n.优点;好处adventure n.冒险;奇遇advertise vt.为……做广告advertisement n.广告advice n.忠告, 劝告, 建议advise vt.忠告, 劝告, 建议aeroplane n.(英)飞机affair n.事, 事情affect vt.影响afford vt.负担得起(……的费用);抽得出(时间);提供afraid a.害怕的;担心Africa* n.非洲African a.非洲的, 非洲人的n.非洲人after ad.在后;后来prep.在……之后;在……后面 conj.在……以后 afternoon n.下午, 午后afterwards ad.后来again ad.再一次;再, 又against prep.对着, 反对age n.年龄;时代aggression n.侵略aggressive a.侵略的;咄咄逼人的ago ad.以前 agree v.同意;应允agreement n.同意, 一致;协定, 协议agricultural a.农业的agriculture n.农业, 农学ahead ad.在前, 向前aid n.援助;救护;辅助器具AIDS aim n.n.艾滋病目的;目标 v.计划, 打算;瞄准;针对air n.空气;大气aircraft n.飞机 (单复数同)airline n.航空公司;航空系统airmail n.航空邮件airplane n.(美)飞机airport n.航空站, 飞机场alarm n.警报alive a.活着的, 存在的all ad.全部地a.全(部);所有的;总;整pron.全部;全体人员allow vt.允许, 准许almost ad.几乎, 差不多alone a.单独的, 孤独的along ad.向前;和……一起;一同prep.沿着;顺着aloud ad.大声地already ad.已经also ad.也although conj.虽然, 尽管altogether ad.总共always ad.总是;一直;永远am v.be的人称形式之一a.m./am,A.M./AM n.午前,上午amaze v.惊奇, 惊叹;震惊ambulance n.救护车America* n.美国;美洲American a.美国的;美国人的n.美国人among prep.在……中间;在(三个以上)之间amuse vt.(使人)快乐, 逗乐amusement n.娱乐ancient a.古代的, 古老的ancestor n.祖宗;祖先and conj.和;又;而anger n.怒, 愤怒angry a.生气的, 愤怒的animal n.动物announce vt.宣布, 宣告announcement n.通告, 通知annoy vt.(使)烦恼another a.再一;另一;别的;不同的 pron.另一个answer n.回答, 答复;回信;答案 v.回答, 答复;回信;(作出)答案ant n.蚂蚁Antarctic a.南极的the Antarctic 南极Antarctica* n.南极洲antique n.古董anxious a.忧虑的, 焦急的any pron.(无论)哪一个;哪些任何的;(用于疑问句、否定句)一些;什么anybody pron.任何人, 无论谁anyhow ad.不管怎样anyone pron.任何人, 无论谁anything pron.什么事(物);任何事(物)anyway ad.不管怎样anywhere ad.任何地方apartment n.(美)楼中单元房, 一套房间;房间apologize vi.道歉, 谢罪apology n.道歉;歉意appear vi.出现appearance n.出现, 露面;容貌apple n.苹果application n.申请apply v.申请appointment n.约会appreciate v.欣赏;感激April n.4月Arab* a.阿拉伯的 n.阿拉伯人Arabic a.阿拉伯语的 n.阿拉伯语Arctic a.北极的 the Arctic 北极the Arctic Ocean 北冰洋area n.面积;地域, 地方, 区域;范围, 领域argue vi.争辩, 争论argument n.争论, 辩论arise (arose, arisen) vi.起来, 升起;出现arithmetic n.算术arm1 n.臂, 支架arm2 v.以……装备, 武装起来n.(美)武器, 武力armchair n.扶手椅army n.军队around ad.在周围;在附近prep.在……周围;大约arrange v.安排, 布置arrangement n.安排, 布置arrival n.到来, 到达arrive vi.到达;达到arrow n.箭;箭头art n.艺术, 美术;技艺article n.文章;东西,物品;冠词artistn.艺术家as ad.& conj.像……一样;如同;因为 prep.作为, 当做ash n.灰;灰末ashamed a.惭愧;害臊Asia* n.亚洲Asian a.亚洲的, 亚洲人的n.亚洲人aside ad.在旁边ask v.问, 询问;请求, 要求;邀请asleep a.睡着的, 熟睡assistant n.助手, 助理astonish vt.使惊讶astronaut n.宇航员astronomy n.天文学at prep.在(几点钟);在(某处)athlete n.运动员Atlantic a.大西洋的the Atlantic Ocean大西洋atmosphere n.大气;气氛atom n.原子, 微粒attack vt.攻击, 袭击attempt vt.试图, 尝试attend v.看护, 照料, 服侍;出席, 参加attention n.注意, 关心attentively ad.注意地attitude n.态度, 看法attract v.吸引, 引起attractive a.迷人的, 有吸引力的audience n.观众, 听众author n.作者, 作家August n.8月aunt n.伯母;舅母;婶;姑;姨Australia* n.澳洲;澳大利亚Australian a.澳洲的, 澳大利亚人的 n.澳大利亚人autumn n.秋天, 秋季avenue n.大道average a.平均的;普通的 n.平均数avoid v.避免, 躲开, 逃避awake (awoke, awo ken) v.唤醒醒着的ward n.奖品, 奖励away ad.离开;远离Bbaby n.婴儿back ad.回(原处);向后a.后面的n.背后, 后部;背backache n.背痛background n.背景backward(s) ad.向后bacon n.咸猪肉;熏猪肉bacterium (复bacteria) n.细菌bad (比较级worse, 最高级 worst) a.坏的;有害的, 不利的;严重的badly ad.坏, 恶劣地badminton n.羽毛球bag n.书包;提包;袋子baggage n.行李bake v.烤;烘(面包)bakery n.面包店balance n.平衡balcony n.阳台;楼座ball1 n.球ball2 n.舞会ballet n.芭蕾舞balloon n.气球ballpoint = ballpoint pen n.圆珠笔bamboo n.竹ban n.禁令 v.禁止;取缔banana n.香蕉bandage n.绷带bang int.砰bank1 n.(河、海、湖的)岸, 堤 bank2 n.银行 bank account n.银行账户bar1 n.条;(长方)块, 棒, 横木〖〗 bar2 n.(酒店的)买酒柜台;酒吧;(卖东西的)柜台barbecue n.烤肉野餐barber n.(为男人理发的)理发师barbershop n.理发店bargain n.(经讨价还价之后)成交的商品;廉价货 v.讨价还价bark v.狗叫 n.狗叫声basen.根据地, 基地;(棒球)垒baseball n.棒球basement n.地下室basic a.基本的basin n.水盆, 脸盆basket n.篮子basketball n.篮球bat1 n.(棒球、板球的)球棒 bat2 n.蝙蝠bath n.洗澡;浴室;澡盆bathe vi.洗澡;游泳bathrobe n.浴衣bathroom n.浴室, 盥洗室bathtub n.澡盆battery n.电池battle n.战斗;战役battleground n.战场bay n.湾;海湾BC n.公元前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beam n.平衡木bean n.豆, 豆科植物beancurd n.豆腐bear1 v.承受, 负担, 承担;忍受;容忍 bear2 n.熊beard n.(下巴上的)胡须beast n.野兽;牲畜beat (beat, beaten) v.敲打;跳动;打赢 n.(音乐)节拍beautiful a.美的, 美丽的, 美观的beauty n.美丽, 美人because conj.因为become (became, be come) v.变得;成为bed n.床bedclothes n.铺盖(被褥等)bedroom n.寝室, 卧室bee n..蜜蜂beef n.牛肉beehive n.蜂箱beer n.啤酒before prep.在……以前;在……前面 ad.以前 conj.在……之前 beg v.请求, 乞求, 乞讨begin(began,begun) v.开始, 着手beginning n.开始, 开端behave v.守规矩, 行为behaviour n.行为, 举止behind prep.(表示位置)在……后面 ad.在后面;向后Beijingn.北京being n.物;生物;人Belgium* n.比利时belief n.信条, 信念believe v.相信, 认为bell n.钟, 铃;钟(铃)声;钟形物belly n.肚子 belong vi.属, 附属below prep.在……下面 belt n.(皮)带bench n.长凳;工作台bend (bent, bent) vt.使弯曲beneath prep.在……下方(面)bent a.弯的beside prep.在……旁边;靠近besides prep.除……以外(还有) ad.还有, 此外best(good, well的最高级) a.& ad.最好的;最好地, 最 n.最好的(人或物)best seller n.畅销书better (good, well的比较级) a.& ad.较好的, 更好的;好些;更好地;更, 更多n.较好的事物;较优者 v.改善;胜过between prep.在(两者)之间;在……中间beyond prep.(表示位置) 在……的那边bicycle n.自行车 big a.大的 bike = bicyclen.自行车bill n.账单;法案, 议案;(美)钞票, 纸币billion num.十亿, 百亿biology n.生物(学)bird n.鸟birdcage n.鸟笼birth n.出生;诞生birthday n.生日birthplace n.出生地;故乡biscuit n.饼干bit n.一点, 一些, 少量的bite (bit, bitten) v.咬;叮bitter a.有苦味的;痛苦的, 难过的;严酷的black n.黑色 a.黑色的blackboard n.黑板blame n.& v.责备;责怪blank n.& a.空格, 空白(处);空的;茫然无表情的blanket n.毛毯, 毯子bleed vi.出血, 流血bless vt.保佑, 降福blind a.瞎的block n.大块;(木、石等)块;街区;路障 vt.阻塞;阻挡blood n.血, 血液blouse n.宽罩衫;(妇女、儿童穿的)短上衣blow n.击;打击blow (blew, blown) v.吹;刮风;吹气blue1 n.蓝色 a.蓝色的 blue2 a.悲伤的;沮丧的board n.木板;布告牌;委员会;(政府的)部 v.上(船、火车、飞机)boat n.小船, 小舟boat race n.划船比赛boating n.划船(游玩), 泛舟 body n.身体body building n.健美boil v.沸腾;烧开;煮……bomb n.炸弹 v.轰炸bone n.骨头, 骨质(复数bones骨骼;骨骸)book n.书;本子 v.预定, 定(房间、车票等)bookcase n.书橱bookmark n.书签bookshelf n.书架bookshop n.书店bookstore n.书店boot n.长统靴;靴booth telephone booth n.岗;(为某种用途而设的)亭或小隔间亭border n.边缘;边境, 国界boring a.乏味的, 无聊的born a.出生borrow v.(向别人)借用;借boss n.领班;老板botany n.植物;植物学both a.两;双 pron.两者;双方bottle n.瓶子bottom n.底部;底bound1 a.被束缚的;被绑的;有义务的bound2 v.& n.跳跃bow v.& n.鞠躬, 弯腰行礼bowl n.碗box n.盒子, 箱子boxing n.拳击(运动)boy n.男孩brain n.脑(子)brake n.闸 vi.刹车branch n.树枝;分枝;分公司, 分店;支部brave a.勇敢的bravery n.勇气bread n.面包break n.间隙break (broke, bro ken) v.打破(断, 碎);损坏, 撕开breakfast n.早餐breath n.气息;呼吸breathe vi.呼吸brick n.砖;砖块bride n.新娘bridegroom n.新郎bridge n.桥brief a.简洁的bright a.明亮的;聪明的bring (brought, brought) vt.拿来, 带来, 取来Britain* n.英国;不列颠British a.英国的;大不列颠的;英国人的the British n.英国国民;大不列颠人broad a.宽的, 宽大的broadcast n.广播节目broadcast(broadcast, broadcast或ed,ed) vt.广播broken a.弄坏了的broom n.扫帚brother n.兄;弟brotherhood n.兄弟般的关系brown n.褐色, 棕色 a.褐色的, 棕色的brunch n.早午饭(晚早饭)brush v.刷;擦 n.刷子bucket n.铲斗;桶Buddhism n.佛教Buddhist n.佛教徒build (built, built) v.建筑;造building n.建筑物;房屋;大楼 bun n.馒头;小甜面包burial n.埋葬burn (ed, ed 或 burnt, burnt) v.燃, 烧, 着火;使烧焦;使晒黑 n.烧伤;晒伤burst v.突然发生;突然发作bury vt.埋;葬bus bus stop n.n.公共汽车公共汽车站bush n.灌木丛, 矮树丛business n.(本分)工作, 职业;职责;生意, 交易;事业businessman n.商人(男);男企业家businesswoman n.商人(女);女企业家busy a.忙(碌)的but conj.但是, 可是prep.除了, 除……外butcher n.vt.肉店;屠夫屠宰(动物);残杀(人)butter n.黄油, 奶油butterfly n.蝴蝶the butterfly蝶泳button n.纽扣;(电铃等的)按钮 v.扣(纽扣)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Ccab n.(美)出租车cabbage n.卷心菜, 洋白菜cafe n.咖啡馆;餐馆cafeteria n.自助餐厅cage n 笼;鸟笼cake n.蛋糕, 糕点;饼call n.喊, 叫; , 通话 v.称呼;呼唤;喊, 叫calm a.镇静的;沉着的 v.镇静;沉着camel n.骆驼camera n.照相机;摄像机camp n.(夏令)营 vi.野营;宿营can1 (could) can't = can not modal v.可能;能够;可以不能can2 a garbage can a can opener n.(美)罐头;罐子(美)垃圾桶开罐器Canada* n.加拿大Canadian a.加拿大的;加拿大人的 n.加拿大人canal n.运河;水道cancel vt.取消cancer n.癌candle n.蜡烛candy n.糖果canteen n.餐厅;食堂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capital n.首都, 省会;大写;资本captain n.(海军)上校;船长, 舰长;队长car n.汽车, 小卧车〖〗carbon card n.n.碳卡片;名片;纸牌card games纸牌游戏care n.照料, 保护;小心v.介意……, 在乎;关心careful a.小心的, 仔细的, 谨慎的careless a.粗心的, 漫不经心的carpet n.地毯carriage n.四轮马车;(火车)客车厢carrier carrot n.n.搬运者;媒介;(自行车等的)置物架;(车的)货架胡萝卜carry vt.拿, 搬, 带, 提, 抬, 背, 抱, 运等cartoon n.动画片,卡通;漫画carvevt.刻;雕刻case1n.情况;病例;案件;真相case2 n.箱;盒;容器cash n.现金, 现钞 v.兑现cast (cast, cast) v.扔, 抛, 撒castle n.城堡cat n.猫]catch(caught,caught) v.接住;捉住;赶上;染上(疾病)cathedral n.大教堂(天主教)cattle n.牛(总称), 家畜cause n.原因, 起因 vt.促使, 引起, 使发生cave n.洞,穴;地窖CD光盘(compact disk的缩写)CD ROM信息储存光盘(compact disk read only memory的缩写)ceiling n.天花板, 顶棚celebrate v.庆祝celebration cell n.n.庆祝;庆祝会(监狱的)单人牢房;(修道院等的)单人小室;(蜂巢的)小蜂窝, 蜂房;[生物]细胞cellar n.地窖;地下储藏室cent n.美分(100 cents = 1 dollar)centigrade a.摄氏的centimetre (美 cen timeter) n.公分, 厘米central a.中心的, 中央的;主要的centre (美 center ) n.中心, 中央century n.世纪, 百年certain a.(未指明真实名称的)某……;确定的, 无疑的;一定会……certainly ad.当然, 是的;一定, 无疑certificate n.证明, 证明书chain n.链;链条chain store(s)连锁店chair n.椅子chairman n.主席, 会长;议长chairwoman n.女主席, 女会长;女议长chalk n.粉笔challengen.挑战(性)challenginga.具有挑战性的championn.冠军, 优胜者chance n.机会,可能性changablea.易变的, 变化无常的changen.零钱;找头v.改变,变化;更换;兑换channeln.频道;通道;水渠character n.(汉)字, 字体;品格charge v.要求收费;索价;将(电池)充电 n.费用;价钱chapter n.章chart n.图表;航海图chat n.& vi.聊天, 闲谈cheap a.便宜的, 贱cheat n.& v.骗取, 哄骗;作弊check n.检查;批改 vt.校对, 核对;检查;批改cheek n.面颊, 脸蛋cheer n.& vi.欢呼;喝彩Cheer up振作起来!提起精神!cheerfula.兴高采烈的, 快活的Cheersint.干杯, (英口语)谢谢, 再见cheese n.奶酪chemical a.化学的 n.化学品chemist n.药剂师;化学家chemistry n.化学cheque (美check) n.支票chess n.棋chest n.箱子;盒子;胸部chew vt.咀嚼chick n.小鸡chicken n.鸡;鸡肉chief a.主要的;首要的 n.领导, 头child (复children) n.孩子, 儿童childhood n.幼年时代, 童年chimney n.烟囱, 烟筒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chips n.(pl.)炸土豆条(片)chocolate n.巧克力choice n.选择;抉择choke n.& v.窒息choose (chose, cho sen) vt.选择chopsticks n.筷子Christian n.基督教徒和天主教徒的总称 Christmas n.圣诞节(12月25日)Christmas card圣诞卡Christmas tree圣诞树Christmas Eve圣诞(前)夜church n.教堂;教会cigar n.雪茄烟cigarette n.纸烟, 香烟cinema n.电影院;电影circle n.vt.圆圈将……圈起来circus n.马戏团citizen n.公民;居民city n.市, 城市, 都市civil a.国内的;平民(非军人)的;民用的clap vi.拍手;鼓掌class n.(学校里的)班;年级;课classical a.传统的;古典的classmate n.同班同学classroom n.教室clean vt.弄干净, 擦干净 a.清洁的, 干净的cleaner n.清洁工;清洁器;清洁剂clear a.清晰的;明亮的;清楚的clearly ad.清楚地, 无疑地clerk n.书记员;办事员;职员clever a.聪明的, 伶俐的click v.点击(计算机用语)climate n.气候climb v.爬, 攀登clinic n.诊所clock clone n.n.钟克隆(无性繁殖出来的有机体群)close1 a.亲密的;近, 靠近 ad.近, 靠近 close2 vt.关, 关闭 cloth n.布clothes n.衣服;各种衣物clothing n.(总称) 衣服cloud n.云;云状物;阴影cloudy a.多云的, 阴天的club n.俱乐部;纸牌中的梅花coach n.教练;马车;长途车coal n.煤;煤块coast n.海岸;海滨coat n.外套;涂层;表皮;皮毛 vt.给……穿外套;涂上cock n.公鸡cocoa n.可可粉coffee n.咖啡coin n.硬币Coke n.可口可乐cold a.冷的, 寒的 n.寒冷;感冒, 伤风cold blooded a.(动物) 冷血的collar n.衣领;硬领colleague n.同事collect vt.收集, 搜集collection n.收藏品, 收集物college n.学院;专科学校colour (美color) n.颜色 vt.给……着色, 涂色comb n.梳子 v.梳combine vt.使联合;使结合come (came, come) vi.来, 来到comedy n.喜剧comfort n.安慰;慰问comfortable a.舒服的;安逸的;舒服自在的comma n.逗号command n.& v.命令comment n.评论common a.普通的, 一般的;共有的communicate v.交际;传达(感情, 信息等)communication n.交际;交往;通讯communism n.共产主义communist n.共产主义者 a.共产党的;共产主义的companion n.同伴;同事company n.公司compare vt.比较, 对照compete vi.比赛, 竞赛competition n.比赛, 竞赛competitor n.竞赛者, 比赛者complete a.完成的 vt.完成, 结束composition n.作文;作曲compressed a.压缩的computer n.电子计算机computer game 电子游戏comrade n.同志conceited a.骄傲自满的concert n.音乐会;演奏会conclude v.完成, 结束conclusion n.结论;结束condition n.条件, 状况conduct vt.引导, 带领conductor n.管理人;指导者;(车上的)售票员, 列车员;乐队指挥conference n.(正式的)会议;讨论congratulate vt.祝贺congratulation n.祝贺, 庆贺connect vt.连接, 把……联系起来connection conservation n.n.连接物;接触, 联系保存;(自然资源的)保护, 管理 conservative a.n.保守的, 守旧的;保守主义的;谨慎的保守的人, 保守主义consider vt.考虑considerate a.体贴的consideration n.考虑;关心consist v.包含, 组成, 构成constant a.经常的, 不断的construct v.构筑;建造, 建设construction n.建造, 建设;建筑物contain v.包含;包括;能容纳container n.容器content1 a.甘愿的, 满意的content2 n.内容continent n.大陆, 大洲;陆地continue vi.继续contrary n.a.相反相反的contribution n.贡献control vt.& n.控制convenience n.便利convenient a.便利的, 方便的conversation n.谈话, 交谈cook n.炊事员, 厨师 v.烹调, 做饭cooker n.炊具(锅、炉灶、烤炉等)cookie n.小甜饼cool a.凉的, 凉爽的;酷cop n.(美俚)警察copy n.抄本, 副本;一本(份, 册……) v.抄写;复印;(计算机用语)拷(备份盘)coral n.珊瑚;珊瑚虫cordless a.无线的corn n.玉米, 谷物corner n.角;角落;拐角correct v.改正;纠正 a.正确的, 对的;恰当的correction n.改正correspond vi.一致;与……相当;(与人)通信, 有书信往来cost n.价格cost (cost, cost) v.值(多少钱);花费cottage n.(郊外的)小屋, 村舍;别墅cotton n.棉花 a.棉花的cough n.& vi.咳嗽could modal v.(can的过去式)可以……;(表示许可或请求)可以……, 行count vt.数, 点数counter n.柜台, 结账处country n.国家;农村, 乡下countryside n.乡下, 农村couple n.夫妇, 一对courage n.勇气;胆略course n.过程;经过;课程coursebook n.课本court n.法庭;法院courtyard n.庭院, 院子cousin n.堂(表)兄弟, 堂(表)姐妹cover n.盖子;罩 v.覆盖, 遮盖;掩盖cow n.母牛, 奶牛cowboy n.(美国)牛仔;牧场骑士co worker.n.合作者;同事crayon n蜡笔;蜡笔画crazy a.疯狂的cream n.奶油, 乳脂create vt.创造;造成credit n.信用;信赖;信誉crime n.(法律上的)罪, 犯罪criminal n.罪犯crew n.全体船员crop n.庄稼;收成cross1 a.脾气不好的, 易怒的cross2 n.十字形的东西 vt.越过;穿过crossing n.十字路口, 人行横道crossroads n.交叉路口crowd n.人群 vt.拥挤, 群聚crowded a.拥挤的cruel a.残忍的, 残酷的;无情的cry n.叫喊;哭声 v.喊叫;哭cubecubic n.a.立方体立方体的, 立方形的culture n.文化cup n.茶杯cupboard n.碗柜;橱柜cure n.& vt.治疗;医好curious a.好奇的;奇异的currency n.货币;现金curtain n.窗帘cushion n.垫子custom n.习惯, 习俗, 风俗习惯customer n.(商店等的)顾客, 主顾customs n.海关, 关税cut (cut, cut) v.n.切, 剪, 削, 割伤口cycle vi.骑自行车cyclist n.骑自行车的人Ddad = daddy n.(口语)爸爸, 爹爹daily a.每日的;日常的 ad.每天 n.日报dam n.水坝, 堰堤damage n.& vt.毁坏, 损害damp a.& n.潮湿(的)dance n.& vi.跳舞danger n.危险dangerous a.危险的dare v.& aux.(后接不带to的不定式;主要用于疑问, 否定或条件句)敢, 敢于dark n.黑暗;暗处;日暮 a.黑暗的;暗淡的;深色的darkness n.黑暗, 阴暗dash v.& n.快跑, 冲刺, 短跑data n.资料, 数据database n.资料库, 数据库date1 n.日期;约会date2n.枣daughtern.女儿dawn n.黎明, 拂晓day n.(一)天, (一)日;白天daylight n.日光, 白昼;黎明dead a.死的;无生命的deadlinen.最后期限, 截止日期deafa.聋的 deal n.量, 数额;交易dear1 int.(表示惊愕等)哎呀!唷!dear2 a.亲爱的;贵的death n.死debate n.& v.讨论, 辩论debtn.债务;欠款December n.12月decide v.决定;下决心decision n.决定;决心declare vt.声明;断言decoratevt.装饰……, 修饰……decorationn.装饰, 修饰deedn.行为;事迹deep a.深 ad.深;深厚deeply ad.深深地deer n.鹿defeat vt.击败;战胜defence (美defense) n.& v.防御;防务defend vt.防守;保卫degree n.程度;度数;学位delay delete v.& n.v.拖延, 延误, 延迟, 延期;耽搁删去delicious a.美味的, 可口的delight n.快乐;乐事delighted a.高兴的, 快乐的deliver vt.投递(信件, 邮包等)demand vt.要求dentist n.牙科医生department(缩Dept.) n.部门;(机关的)司, 处;(大学的)系department store n.百货商场departure n.离开, 启程depend vi.依靠, 依赖, 指望;取决于depth n.深, 深度 describe vt.描写, 叙述description n.描述, 描写desert1 n.沙漠 desert2 vt.舍弃;遗弃design n.& vt.n.设计, 策划图案, 图样, 样式desire vt.& n.要求;期望desk n.书桌, 写字台dessert n.甜点destroy vt.破坏, 毁坏detective n.侦探determination n.决心determine vt.决定;决心develop v.(使)发展;(使)发达;(使)发育;开发 vt.冲洗(照片)development n.发展, 发达, 发育, 开发devote vt.把……奉献;把……专用(于)devotion n.奉献, 奉献精神diagram n.图表, 图样dial vt.拨(号码)dialogue (美 dialog) n.对话diamond n.钻石, 金刚石;纸牌中的方块diary n.日记;日记簿dictation n.听写dictionary n.词典, 字典 die v.死diet n.饮食differ v.相异, 有区别difference n.不同different a.不同的, 有差异的difficult a.难的;艰难的;不易相处的difficulty n.困难, 费力dig (dug, dug) v.挖(洞、沟等);掘digest digital v.a.消化;领会数字的, 数码的dine v.吃饭;(尤指正式地)进餐dining room 食堂, 饭厅dinner n.正餐, 宴会dip vt.浸, 蘸;把……放入又取出diploma n.毕业文凭;学位证书direct a.vt.直接的;直达的;直截了当的指挥;指导;监督;管理;指挥(演奏);导演(电影)direction n.方向;方位director n.所长, 处长, 主任;董事;导演directory n.姓名地址录dirt n.污物;脏物dirty a.脏的disability n.残疾;无能disabled a.残废的, 残疾的disadvantage n.不利条件;弱点disagree vi.意见不一致, 持不同意见disagreement n.意见不一致;相违;争论disappear vi.消失disappoint vt.使失望disappointment n.失望;沮丧disaster n.灾难;祸患discount n.折扣discourage vt.(使)气馁;打消(做……的念头)discover vt.发现discovery n.发现discrimination n.歧视discuss vt.讨论, 议论discussion n.讨论, 辩论disease n.病, 疾病dish n.盘, 碟;盘装菜;盘形物disk =disc n.磁盘dislike vt.不喜爱;厌恶dismiss vt.让……离开;遣散;解散;解雇disobey vt.不服从distance n.距离distant a.远的, 遥远的district n.区;地区;区域disturb vt.扰乱;打扰dive vi.跳水divide vt.分, 划分division n.(算术用语)除dizzy a.头眩目晕的do (did, done) don't=do not v.& aux.做, 干(用以构成疑问句及否定句。
高中英语课程标准_新课标_英文版
高中英语课程标准_新课标_英文版The English Version of the High School English Curriculum Standards for National Compulsory EducationIntroduction:The high school English curriculum standards, also known as the new curriculum standards (2017 version), serve as a guideline for English education in Chinese high schools. These standards aim to promote students' comprehensive English language proficiency, including listening, speaking, reading, and writing skills. In this article, we will explore the details of the high school English curriculum standards for national compulsory education.1. Overall Goal of the High School English CurriculumThe high school English curriculum standards aim to cultivate students' ability to understand and use English effectively. It emphasizes the integration of language knowledge, skills, and strategies. The curriculum is designed to help students become competent language users who can communicate confidently in English and develop a deep understanding of various cultures.2. Curriculum ObjectivesThe high school English curriculum standards define specific objectives for students, focusing on four main areas: listening, speaking, reading, and writing skills.2.1 ListeningStudents should be able to comprehend various listening materials, such as conversations, lectures, and speeches. They should develop the ability to extract information accurately, understand main ideas, and grasp the speaker's intent. Additionally, students should enhance their listening strategies, such as note-taking and predicting.2.2 SpeakingStudents should develop communication skills, including fluency, clarity, and accuracy in spoken English. This involves expressing ideas, opinions, and arguments effectively in both formal and informal contexts. Students should also develop intercultural communicative competence and engage in meaningful interactions with others.2.3 ReadingStudents should become proficient readers, capable of comprehending a wide range of texts, including fiction, non-fiction, and academic literature. They need to employ various reading strategies to understand the main ideas, infer meanings, and analyze textual structures. Furthermore, students should develop critical thinking skills through reading and demonstrate an understanding of different cultures.2.4 WritingStudents should possess the ability to produce coherent and well-organized written texts in English. They should master different writing genres, including narratives, descriptions, argumentative essays, and research reports. Writing skills should also encompass grammar accuracy, vocabulary richness, and logical development of ideas.3. Key CompetenciesThe high school English curriculum standards highlight seven key competencies that students should acquire throughout their English learning journey. These competencies include linguistic competence, sociolinguistic competence, pragmatic competence, socio-cultural competence, strategic competence, intercultural competence, and aesthetic competence.3.1 Linguistic CompetenceLinguistic competence refers to students' knowledge of English language systems, including grammar, vocabulary, and pronunciation. It enables students to understand and produce English accurately.3.2 Sociolinguistic CompetenceSociolinguistic competence focuses on students' understanding of language variations, registers, and styles. It enables students to use appropriate language in different social contexts.3.3 Pragmatic CompetencePragmatic competence involves students' ability to use English appropriately in different communicative functions and situations. It encompasses comprehension of idiomatic expressions, indirect speech acts, and cultural norms in English communication.3.4 Socio-cultural CompetenceSocio-cultural competence refers to students' understanding of the cultural aspects embedded in English language and its varied communities.It enables students to become culturally sensitive and develop cross-cultural communication skills.3.5 Strategic CompetenceStrategic competence involves students' ability to apply effective learning strategies and problem-solving skills in English learning. It includes the use of context clues, inferencing, and self-regulation strategies.3.6 Intercultural CompetenceIntercultural competence focuses on students' understanding and appreciation of diverse cultures. It enables students to communicate and interact with people from different backgrounds respectfully and effectively.3.7 Aesthetic CompetenceAesthetic competence involves students' appreciation and interpretation of different literary texts, such as poems, short stories, and novels. It enhances their language proficiency and cultural understanding.Conclusion:The high school English curriculum standards for national compulsory education provide a comprehensive framework for English language teaching and learning in Chinese high schools. By following these standards, students can develop their language proficiency, intercultural competence, and critical thinking skills. With a solid English foundation, students will be better prepared for future academic pursuits and global communication.。
新课标高中英语
新课标高中英语
新课标高中英语课程是高中阶段的重要学科之一,旨在培养学生的英语语言能力、思维品质、文化意识和自主学习能力。
以下是一些关于新课标高中英语的主要内容和特点:
1. 课程目标:新课标高中英语课程的总目标是培养和发展学生的学科核心素养,包括语言能力、文化意识、思维品质和学习能力等方面。
2. 课程内容:新课标高中英语课程包括必修课程、选择性必修课程和选修课程。
必修课程是全体学生必须学习的内容,包括语言知识与技能、语言运用和跨文化交际等方面;选择性必修课程和选修课程则是根据学生的兴趣和特长进行选择学习的内容。
3. 课程实施:新课标高中英语课程提倡以学生为中心的教学方式,注重培养学生的自主学习能力。
教师需要设计多种教学活动,引导学生积极参与、合作探究,提高英语实际运用能力。
4. 课程评价:新课标高中英语课程的评价方式多样化,包括过程性评价和终结性评价。
过程性评价关注学生的学习过程,及时反馈学生的学习情况,帮助学生发现问题并改进学习方法;终结性评价则是对学生学业成就的全面检测,包括书面考试、口语测试和听力测试等。
5. 课程资源:新课标高中英语课程鼓励教师利用多种资源进行教学,如教材、教辅、多媒体、网络等。
教师需要积极开发课程资源,为学生提供丰富的学习素材,提高教学效果。
总之,新课标高中英语课程注重培养学生的核心素养,注重学生的主体地位,提倡多样化的教学方式和评价方式,鼓励学生自主学习和合作学习。
2024年义务教育初中英语新课标《英语新课程标准》解读PPT课件
The new curriculum standard for junior high school English in comprehensive education in 2024 aims to improve students' English proficiency, cultivate their cross cultural communication ability, and enhance their international competitiveness
The implementation of the new current standard will help to improve the quality of English teaching, enhance students' interest in learning English, and improve their English proficiency and comprehensive quality
03
Changes in course content and requirements
Adjustment of vocabulary and grammar knowledge points
Increase in vocabulary size
Background and Objectives of the Development of the New Curriculum Standards
With the continuous development of society and economy, the demand for English talents in China is increasing day by day Therefore, it is necessary to further strengthen English education in comprehensive education to cultivate more excellent English talents
英语课标1600个单词和300条短语
初中英语课标词汇共收1600个单词和300条短语。
Aaa (an)art. 一(个、件……)a bit (of) 有一点,一会儿a few 有些,几个a kind of 一种a little 有点儿,一点儿a lot (of)许多,大量a number of 一些,许多a pair / piece / set of 一双/ 张(块,根,片,只)/ 套(副)able a.能够,有能力的aboard adv, prep 在船(或飞机、火车、公共汽车)上(里)about ad.大约,到处,四处;prep.关于,在各处,四处above prep.在……上面;a.上面的;ad. 在之上abroad ad.到(在)国外absent a.缺席,不在accept v.接受accident n.事故,意外的事according to根据……,按照ache vi.& n.痛,疼痛a chieve vt.完成, 达到across prep.横过,穿过act v.(戏)表演,扮演(角色),演出(戏),行动,做事action n.行动active ad .积极的,主动的activity n, 活动actor n. 男演员actress n.女演员actual a.实际的actually ad.实际上ad (缩) = advertisement n.广告AD n.公元add v.添加,增加add…to…把……加到……上address n.地址adult n. 成年人advance n. & v. 推进、促进、前进advantage n.优点, 好处adventure n.冒险, 奇遇advice n. & vt.忠告,劝告,建议aeroplane = airplane =plane n. 飞机affair n.事,事情afford vt. 负担得起(……的费用),抽得出(时间),提供afraid a.害怕的,担心Africa n.非洲African a.非洲的,非洲人的;n.非洲人after ad.在后,后来;prep. 在……之后,在…后面;conj.在…以后after all 毕竟afternoon n.下午,午后again ad.再一次,再,又against prep.对着,反对age n.年龄,时代ago ad. 以前agree v.同意;应允agree with同意ahead ad. 在前,向前,提前ahead of time 提早aim v.瞄准,打算n.目的;打算aim at 瞄准,针对air n.空气,大气airport n.航空站,飞机场alike a. 相像的;ad. 同样地alive a.活着的,存在的all ad.全部地;a.全部,所有的,总,整;pron.全部,全体人员all kinds of 各种各样的all over 遍及all right 行了,好吧,(病)好了allow v.允许,准许almost ad. 几乎,差不多alone a.单独的,孤独的along ad.向前;和……一起;一同prep.沿着;顺着aloud ad.出声地;高声地already ad.已经also ad.也although conj.虽然,尽管always ad.总是;一直;永远a.m./am,A.M./AM n.午前,上午amaze v. 惊奇、惊叹、震惊amazing a. 令人惊异的,了不起的ambulance n.救护车America n.美国;美洲American a.美国的;美国人的n.美国人among prep.在(三个以上)之间ancient a.古代的,古老的and conj.和;又;而and so on 等等anger n.怒,愤怒angry a.生气的,愤怒的animal n.动物announce v.宣布,宣告annoy v. (使)烦恼another a.再一;另一;别的;pron.另一个answer n.回答,答复;回信;答案v.回答,答复;回信;(作出)答案anxious a.忧虑的,焦急的any pron.(无论)哪一个;哪些任何的;(用于疑问句/否定句)一些;什么anybody pron.任何人,无论谁anyhow ad.不管怎样anymore ad.再;还;今后anyone pron.任何人,无论谁anything pron.什么事(物);任何事(物)anywhere ad.任何地方appear v.出现,露面; (公开)演出apple n.苹果appointment n.约会April n. 4月area n.面积;地方,区域;范围,领域argue vi.争辩,争论arm n.臂, 支架army n.军队around ad.在周围;在附近prep. 在……周围;大约arrive vi.到达;达到arrive at / in 到达art n. 艺术,美术;技艺article n. 文章;东西,物品;冠词artist n.艺术家as ad.& conj.像……一样;如同;因为prep.作为,当做as a result (作为)结果as ... as 像,如同as for 至于as soon as 一……就as usual 和往常一样as well as 也;还;而且ashamed a.惭愧;害臊Asia n.亚洲Asian a.亚洲的,亚洲人的n. 亚洲人ask v.问,请求,要求;邀请ask for 请求asleep a.睡着的,熟睡astronaut n.宇航员at prep.在(几点钟);在(某处)at first首先at home 在家at last 最后at least 至少at most 最多at noon /night 在正午/在晚上at the age of 在......岁的时候athlete n.运动员Atlantic n.大西洋a.大西洋的Attention n. 注意, 关心, 关注,注意力, (口令)立正!August n.8月aunt n.伯母;舅母;婶;姑;姨Australia n.澳洲;澳大利亚Australian a.澳洲的,澳大利亚人的n.澳大利亚人author n.作者,作家autumn n.秋天,秋季avoid v.避免, 消除awake (awoke, awoken)v.唤醒醒着的 a. 醒着的away ad.离开;远离awful a.很坏的;糟糕的B bbaby n.婴儿back ad.回(原处);向后a.后面的n.背后,后部;背backpack n.双肩背包bad (worse, worst) a.坏的;有害的,不利的;严重的badly ad.坏,恶劣地bag n.书包;提包;袋子baggage n.行李bake v.烤;烘(面包)balance n.平衡ball n. 球balloon n.气球banana n. 香蕉band n.乐队bank n.(河/海/湖的)岸,堤;银行bar n.(酒)吧barber n.(为男人理发的)理发师base n.根据地,基地;(棒球)垒baseball n.棒球basket n.篮子basketball n.篮球bat n.(棒球、板球的)球棒bath n. 洗澡bathroom n. 浴室BC n.公元前be v.是(原形),其人称和时态形式有am, is, are, was, were, being, been;be able to 能够......;得以……be afraid of害怕……be amazed at 惊异于be angry with 对......生气be ashamed of 因……而感到惭愧be born 出生;出世be busy with 忙于……be careful with小心;当心be famous for 因…著名be fit for 适合…be friendly to 对……友好be fond of喜爱be full of 充满be good at 擅长;在…方面做得好be good for对……有益处be interested in 对……感兴趣be late for 迟到be mad at 生气be made from 由…制成,由…构成be proud of 为……感到骄傲、自豪be strict with 对……要求严格be supposed to 被期望或被要求…be surprised at 惊奇beach n.海滨,海滩bear n.熊beat (beat, beaten) v.敲打;跳动;打赢n.(音乐)节拍beautiful a.美的,美丽的,美观的because conj.因为because of 因为become (became, become) v.变得;成为bed n.床bedroom n.寝室,卧室bee n.. 蜜蜂beef n.牛肉beer n.啤酒before prep. 在…以前;在…前面ad.以前conj. 在……之前begin(began, begun) v.开始,着手begin with 以……开始behave v. 守规矩,行为v.表现behind prep. (表示位置)在……后面ad.在后面;向后believe v.相信,认为bell n. 钟,铃;钟(铃)声;钟形物belong vi.属于belong to属于below prep.在……下面bench n.长凳;工作台beside prep. 在……旁边;靠近besides prep. 除……以外(还有)ad.还有,此外between prep. 在(两者)之间;在…中间beyond prep.在(到)...较远的一边, 超过, 那一边ad.在远处n.远处big a.大的bike = bicycle n.自行车bill n.帐单, 钞票, 票据, 清单biology n.生物(学)bird n.鸟birthday n.生日biscuit n.饼干bit n.一点,一些,少量的bitter a.苦的, 痛苦的, 怀恨的black n.黑色a.黑色的blackboard n.黑板blind a.瞎的block n.街区:街段blood n.血,血液blow(blew, blown) v.吹;刮风;吹气blue n.蓝色a.蓝色的board n木板,布告牌boat n. 小船,小舟body n.身体boil v.沸腾;烧开;煮……book n. 书;本子v.预定,定(房间、车票等)bookcase n.书橱bored a. 厌烦的;厌倦的boring a. 乏味的,无聊的born ( bear的过去分词之一) a.出生borrow v.(向别人)借用;借borrow… from 向……借……boss n. 领班;老板both a.两;双pron.两者;双方both…and 两者都,既……又……bottle n.瓶子bottom n. 底, 底部, 末端a. 底部的bow v.鞠躬;弯腰bowl n.碗box n.盒子,箱子boy n.男孩brain n.脑(子)brave a. 勇敢的bread n.面包break (broke, broken) v.打破(断,碎);损坏,撕开n. 间隙break down 损坏; 坏掉break out(战争、火灾等)突然发生,爆发breakfast n.早餐breath n.呼吸breathe v.呼吸bridge n.桥bright a.明亮的;聪明的bring (brought, brought) vt.拿来,带来bring up 教育,培养Britain n.英国;不列颠British a.英国的;英国人的brother n.兄;弟broadcast (broadcast, broadcast或-ed, -ed) v.广播brown n.褐色,棕色 a.褐色的,棕色的brush n.刷子,毛刷,画笔v.刷, 掸, 拂build(built, built) v.建筑;造building n.建筑物;房屋;大楼burn (-ed, -ed 或burnt, burnt) v.燃,烧;使烧焦;使晒黑bus n.公共汽车business n.(本分)工作,职业;生意,交易;事业busy a.忙(碌)的but conj.但是,可是prep.除了butter n.黄油, 牛油buy (bought, bought) vt.买by prep.靠近,在……旁;在……时间;不迟于;被;用;由;乘(车)by accident / chance偶然; 意外by air / bus / train / ship乘坐飞机/公共汽车/火车/轮船by mistake 错误地by the way 顺便;附带说说C c cabbage n. 卷心菜cafe n.咖啡馆;餐馆cage n.笼子cake n.蛋糕,糕点;饼call n. 喊,叫;电话,通话v.称呼;喊,叫call on 拜访call up 打电话给……,打电话calm a.镇静的;沉着的v.镇静;沉着camera n.照相机;摄像机camp n.(夏令)营v.野营;宿营can(could) modal v.可能;能够;可以n. 罐头can’t helping doing禁不住做某事;忍不住去做某事Canada n. 加拿大Canadian a.加拿大的;加拿大人的n. 加拿大人cancer n.癌, 毒瘤candle n. 蜡烛candy n.糖果cap n. 帽子;盖;笔套capital n.首都,省会;大写captain n.(海军)上校;船长,舰长;队长;球队(的)主将car n.汽车,小卧车card n. 卡片;名片;纸牌care n.照料,保护;小心v.介意……,在乎;关心care for / about 喜欢,照顾careful a.小心的,仔细的,谨慎的careless a.粗心的, 漫不经心的carry vt. 搬运,带,提,抬,背,抱,cartoon n.动画片,卡通;漫画case n.箱;盒;容器cat n.猫catch (caught, caught)v.接住;捉住;赶上;染上(疾病)catch up with 赶上;追上cause n. 原因,起因;因其vt.使发生,促使celebrate v.庆祝cent n.美分(100 cents = 1 dollar)centre (美center ) n. 中心,中央century n.世纪,百年certainly ad. 当然,是的;一定,无疑chair n.椅子chairman (chairwoman) n.主席chance n. 机会,可能性change v. 改变;兑换n.零钱;找头change into 转换成,把......变成channel n.频道chat n. & vi.聊天,闲谈cheap a.便宜的,贱check n.检查;批改vt.校对,核对;检查;批改cheer n.愉快, 欢呼vi.(使)快活, (对)欢呼cheer up 使振奋;使高兴起来cheese n.奶酪chemistry n.化学chess n.棋chicken n.鸡;鸡肉child (pl. children) n.孩子,儿童China n.中国Chinese a.中国的;中国人的;汉语的n.中国人;汉语,中文chocolate n.巧克力choose (chose, chosen) vt.选择chopsticks n. 筷子chore n.杂务;杂事;Christmas n. 圣诞节(12月25日)Christmas Eve圣诞(前)夜church n.教堂;教会cinema n.电影院;电影circle n. v. 圆圈将……圈起来city n.市,城市,都市class n.(学校里的)班;年级;课classical a. 传统的;古典的classmate n.同班同学classroom n. 教室clean vt.弄干净,擦干净a.清洁的,干净的cleaner n.清洁工;清洁器;清洁剂clear a.清晰的;明亮的;清楚的clearly ad.清楚地,无疑地;明朗的clerk n.书记员;办事员;职员clever a.聪明的,伶俐的climb v.爬,攀登clock n. 钟close a. 亲密的;近,ad. 近,靠近vt.关,关闭close to 靠近clothes n. 衣服;各种衣物cloud n.云;云状物;阴影cloudy a. 多云的,阴天的club n. 俱乐部;纸牌中的梅花coat n.外套;涂层cock n.公鸡code n.代码;代号coffee n. 咖啡coin n. 硬币coke n.可口可乐cold a.冷的,寒的n.寒冷;感冒,collect vt.收集,搜集college n.学院;专科学校colorful a.颜色鲜艳的;多姿多彩的;colour (美color) n.颜色v.给……着色,涂色come(came, come) v.来,来到come from 来自come true 实现;达到come up with 提出;想出comfortable a.舒服的;common a.普通的,一般的;共有的;公共的company n.公司;伙伴compare vt.比较,对照compare with / to 与……相比competition n.比赛,竞赛complain v. 抱怨;控诉complain about 抱怨complete a.完成的v.完成,结束computer n.电子计算机concentrate v.集中(注意力、思想等)concentrate on集中在,专心于concern n关切的事; 感兴趣的事concert n.音乐会;演奏会confident a.自信的;有把握的confuse v.混淆;辨不清;使困惑congratulation n.祝贺,庆贺connect vt. 连接; 关联connect to / with连接,与……相连consider vt.考虑;细想continue vi.继续control vi.& n.控制conversation n. 谈话,交谈cook n. 炊事员,厨师v. 烹调,做饭cool a.凉的,凉爽的;酷copy n. 抄本,副本;一本(份,册 (v)抄写;复印;(计算机用语)拷(备份盘)corner n.角;角落;拐角correct v. 改正;纠正a.正确的,对的;恰当的cost (cost, cost) v.值(多少钱)花费cough n.& v.咳嗽count v.数,点数n.球场country n.国家;农村,乡下cousin n. 堂(表)兄弟,堂(表)姐妹cover n. & v.盖子,罩;覆盖,掩盖cow n..母牛,奶牛crazy a.疯狂的cream n.奶油,乳脂creative a. 有创造力的creature n.生物;动物crime n.犯罪; 罪行cross n.十字形的东西vt.越过;穿过crossing n.十字路口,人行横道crowded a.拥挤的cry n.叫喊;哭声v.喊叫;哭culture n.文化cup n.茶杯;一杯的容量customer n.顾客;消费者cut (cut, cut) v. & n.切,剪,削,割,伤口cut in 插入D ddad = daddy n.(口语)爸爸,爹爹dance n.& v.跳舞danger n.危险dangerous a.危险的dare v. & aux.敢,敢于dark n.& a.黑暗(的);暗(的)date n.日期;约会;枣daughter n.女儿day n.(一)天,(一)日;白天dead a.死亡的; 无生命的deaf a.聋的deal v. 处理;应付deal with安排;处理dear int.(表示惊愕等)哎呀!唷!a.亲爱的;贵的December n. 12月decide v.决定;下决心decision n.决定;决心deep a. & ad.深;深厚deer n.鹿defeat vt.击败,战胜defend vt.防守,保卫degree nt.程度,度数,学位delete v.删除delicious a.美味的,可口的delight n.快乐;乐事dentist n.牙科医生department n.部; 局; 部门depend v.依靠,依赖,指望;取决于depend on / upon 视…而定;决定于describe v.描绘;描述desk n.书桌,写字台dessert n.甜点destroy v. 破坏,毁坏develop v.(使)发展;(使)发达;(使)发育;开发;冲洗(照片)dialogue (美dialog) n.对话diary n.日记;日记簿dictionary n. 词典,字典die v.死;死亡difference n.不同different a.不同的,有差异的different from 不同于difficult a.难的;艰难的;不易相处的difficulty n.困难digital a.数字的.数字显示的dinner n. 正餐,宴会direct a. 直接的;直达的;直截了当的;vt. 指导;指挥(演奏);导演dirty a.脏的disabled a.残废的,残疾的disappear v.消失disappointed a.感到失望discover vt.发现discuss v. 讨论,议论disease n. 疾病dish n.盘,碟;盘装菜;盘形物disk =disc n.磁盘distance n.距离district n.区;地区;区域divide vt.分.分开divide…into 把…分成…do(does, did, done) v. & aux.做,干do well in ……做得好do some cleaning / 清扫do some shopping买东西doctor (缩Dr.)n.医生,大夫;博士dog n. 狗doll n.玩偶,玩具娃娃dollar n.元(美国、加拿大、澳大利亚等国货币单位)door n.门double a.两倍的;双的n. 两个;双v. 是……的两倍,使加倍down prep.沿着,沿…而下ad.向下downstairs ad.在楼下;到楼下downtown n.(城镇的)商业区,中心区dozen n. 十二个;几十,许多draw (drew, drawn) v.绘画;绘制;拉,拖;提取(金钱)drawer n.抽屉dream (dreamt, dreamt 或-ed, -ed) n.& vt.梦,梦想dress n.女服,连衣裙;(统指)服装;童装v. 穿衣;穿着drink n.饮料;喝酒 v. 喝,饮drive (drove, driven) v.驾驶,开(车);驱赶driver n.司机,驾驶员drop n. 滴v. 掉下,落下;投递;放弃drop in 顺便走访dry v. 使……干;弄干;擦干a.干的;干燥的duck n. 鸭子dumpling n. 饺子during prep. 在…期间;在…过程中duty n.责任,义务E eeach a.& pron.每人,每个,每件each other 互相ear n.耳朵;耳状物;听力,听觉early a.早的ad.早地earn v. 赚得;挣得earth n.地球;土,泥;大地east a. 东方的;东部的,ad.在东方;向东方;从东方n.东,东方;东部eastern a.东方的;东部的easy a.容易的,不费力的easy-going a.随和的eat (ate, eaten) v. 吃education n. 教育,培养effort n.努力,艰难的尝试egg n. 蛋;卵eight num.八eighth num.第八eighty num. 八十either a.两方任一方的;二者之一conj.二者之一;要么……either…or 或者……或者electric a.电的elephant n.象elevator n.电梯eleven num. 十一else ad.别的,其他的e-mail n.&. v. 电子邮件发电子邮件embarrassed a.窘迫的; 尴尬的; 局促不安的empty a.空的encourage vt.鼓励end n. 末尾;终点;结束v.结束,终止energy n.活力; 力量engineer n.工程师;技师England n. 英格兰English a.英国的,英国人的,英语的n.英语enjoy v.欣赏;享受…之乐趣;喜欢enjoy oneself 玩得愉快,享受enough n.足够;充足a.足够的;充分的ad. 足够地;充分地enter v.进入entrance n.入口;入场;入学许可envelope n.信封environment n环境eraser n.橡皮擦;黑板擦especially ad.特别,尤其Europe n. 欧洲European a.欧洲的,欧洲人的n.欧洲人even ad.甚至,连(……都);更even if即使,尽管evening n.傍晚,晚上event n.事件,大事, (运动)项目ever ad.曾经;无论何时every a.每一,每个的everybody pron. 每人,人人everyday a.每日的;日常的everyone pron.每人,人人everything pron.每件事,事事everywhere ad.到处exam = examination n.考试;检查;审查example n.例子;榜样excellent a. 极好的,优秀的except prep. 除……之外excited a.对…感到兴奋/激动exciting a.令人激动的;振奋人心的excuse n. 借口;辩解v. 原谅;宽恕exercise n.锻炼,做操;练习,习题vi.锻炼exhibition n.展览;展览会expect v.预料;盼望;认为expensive a.昂贵的experience n.经验;经历expert n.专家,能手explain vt.解释,说明express vt.表达,表示,表情n.快车,特快专递eye n. 眼睛F fface n.脸vt.面向;面对fact n.事实,现实factory n. 工厂fail v.失败;不及格;衰退fall(fell, fallen) v.落(下),降落;n. (常用p1. ) 瀑布fall asleep 入睡fall ill 患病,病倒false a.不正确的;假的familiar a.熟悉的family n.家庭;家族;子女famous a. 著名的fantastic . a. (口语)极好的,美妙的,很棒的far (farther, farthest 或further, furthest) a.& ad.远的;远地far from远离farm n.农场;农庄farmer n.农民,农场主fast a.快的;紧密的ad.快地fat n.脂肪a.胖的;肥的father n. 父亲favourite (美favorite) a.喜爱的n.特别喜爱的人(或物)fear n.害怕;恐惧;担忧feather n.羽毛February n. 2月feed (fed, fed) v.喂(养);饲养n.饲料;牧草feel(felt, felt) v.感觉,觉得;摸,触feeling n.感情;感觉female a.女的;女性的;雌性的festival a.节日的,喜庆的;n.节日fetch v.接来,取来fever n.发烧few pron.不多;少数不多的;少数的field n.田地;牧场;场地fifteen num.十五fifth num. 第五fifty num.五十fight(fought, fought) v.& n.打仗(架),争论fill v.填空,装满fill in /out 填充fill…with 用……填充film n.电影;影片;胶卷finally ad.最后地;最终find (found, found) vt.找到,发现,感到find out 寻找;查找fine a.细的;晴朗的;美好的;(身体)健康的finger n.手指finish v.结束;做完fire n.火;火炉;火灾vi.开火,开(枪,炮等),射击first num.第一a.& ad.第一;首次;最初n. 开始;开端first of all首先fish n. 鱼;鱼肉v. 钓鱼;捕鱼fit v.适合, 安装, 使合格a.合适的, 恰当的, 健康的, 准备好的five num.五fix v.修理;安装;确定,决定flag n.旗; 旗帜flash n.闪;闪光;转瞬间;动画编辑工具flat a.平的n.楼中一套房间;公寓(常用pl.)flight n.航班floor n. 地面,地板;(楼房的)层flower n.花fly (flew, flown) v.(鸟、飞机)飞,放(风筝等)fog n.雾folk at.民间的follow vt.跟随;仿效;跟得上fond a.喜爱的,爱好的food n.食物,食品fool n.傻子,蠢人v.愚弄; 欺骗foot(pl. feet) n.足,脚;英尺football n.(英式)足球;(美式)橄榄球for prep.为了conj.因为,由于for example 例如foreign a.外国的foreigner n.外国人forever ad. 永远forest n.森林;森林地带forget (forgot, forgotten) v.忘记;忘掉fork n.叉; 餐叉form n.表格;形式;结构forty num.四十four num.四fox n.狐狸France n.法国free a.自由的,空闲的;免费的freedom n.自由French n.法语a. 法国的;法国人的;法语的French fries 炸马铃薯条;薯条fresh a. 新鲜的,生的;无经验的Friday n.星期五fridge = refrigerator n.电冰箱friend n.朋友friendly a.友好的friendship n.友谊,友情from prep.从;从…起;距;来自from now / then on 从今以后/那时起from…to 从……到front a.前面的;前部的n.前面;前部;前线fruit n. 水果;果实fry vt.用油煎;用油炸full a.满的,充满的;完全的fun n.有趣的事,娱乐,玩笑a.(口)供人娱乐的;有趣的;令人愉快的funny a.有趣的,滑稽可笑的furniture n.家具future n.将来G ggame n.游戏;运动;比赛garden n.花园,果园,菜园gas n.煤气gate n.大门gentleman n.绅士,先生;有身份、有教养的人geography n.地理学get(got , got)v.成为;得到;具有;到达get along /on with 与……相处get back 回来get in进入,收获,达到get into trouble 陷人困境;因做某事而招致不幸或处罚等get off 下车get on上车get through通过,拨通(电话)get together聚会,联欢get up 起来gift n.赠品;礼物girl n.女孩give(gave, given) vt.给;递给;付出;给予give away / out 赠送; 分发give in 屈服,让步give up 放弃; 抛弃glad a.高兴的;乐意的glass n.玻璃杯;玻璃;(复)眼镜go(went, gone) v.去;走;驶;通到;go ahead先走;干吧,干下去go for a walk 散步go home 回家go off (闹钟) 闹响go on继续go out出去,熄灭go to a movie 去看电影go to bed / school / hospital / church去睡觉/上学/看病/做礼拜go over复习,仔细检查go through浏览,通过gold n.黄金a. 金的,黄金的good (better, best) a.好;良好good-bye = bye-bye = bye int.再见;government n.政府grade n.等级;(中小学的)学年;成绩,分数graduate v.毕业n. 毕业生grandchild n.(外)孙或孙女,孙辈grandma = grandmother n.奶奶;外婆grandpa = grandfather n.爷爷;外公grandparent n.祖父/母,外祖父/母grandson n.(外)孙子granny n.老奶奶;祖母;外婆grass n.草;草场;牧草great a.伟大的;重要的;好极了ad.(口语)好极了,很好green a.绿色的;青的n. 绿色greet v.问候,招呼greeting n.问候,招呼grey / gray a.灰色的;灰白的ground n.地面group n.组,群grow (grew, grown) v.生长;发育;种植;变成grow up 成长,长大guess vi. 猜guest n.客人,宾客guide n.向导,导游者guitar n.吉他,六弦琴gym =gymnasium n.体操;体育馆;健身房H hhabit n.习惯,习性hair n.头发half a.& n.半,一半,半个hall n.大厅,会堂,礼堂hamburger n.汉堡包hand n.手;指针v.递;给;交付交上hand in 上交,交纳hand out 分发; 发放handbag n. 女用皮包,手提包handsome a. 英俊的handwriting n.书法hang (hanged,hanged) v.绞刑;上吊;(hung, hung) v. 悬挂,吊着;把…吊起hang up 挂断电话happen vi.(偶然)发生happen to 发生happy a.幸福的;快乐的,高兴的hard ad.努力地;使劲;猛烈地;a.硬的;困难的;艰难的hardly ad.几乎不hat n.帽子(一般指有边的);礼帽hate v.& n.恨,讨厌have(has, had, had) v. & aux.有;吃;喝;进行;经受had better 最好have a cold / headache 患感冒/头疼have a fight with 与……打仗(架)have a good time 玩得高兴;过得愉快have a look / talk 看一看/谈一谈have a party / classes 举行晚会/上课have breakfast / lunch / supper /dinner用早餐/中餐/ 晚餐/ 晚餐(正餐)have fun 玩得高兴;过得愉快have to 不得不;必须he pron.他head n.头;头脑(像);头部headache n.头疼headteacher n.中小学班主任;校长health n.健康,卫生healthy a.健康的,健壮的hear (heard, heard) v.听见,听说,得知hear about / of 听说hear from 收到……的来信heart n.心; 心脏heavy a.重的height n.高,高度hello = hi int.喂;你好(表示打招呼,问候或唤起注意)help n. & vt.帮助,帮忙help oneself to 请随便吃点help… with 帮助……做helpful a.有帮助的,有益的hen n.母鸡her pron.她(宾格), 她的here ad.这里,在这里,向这里hero n.英雄,勇士;男主角hers pron.她的(名词性物主代词)herself pron.她自己hide (hid, hidden) v.把……藏起来,隐藏high a.高的;高度的;ad.高地hike n.远足;徒步旅行hill n.小山;丘陵;土堆;斜坡him pron.他(宾格)himself pron.他自己his pron.他的history n.历史;历史学hit (hit, hit)n.& vt. 打,撞,击中hobby n.业余爱好,嗜好hold (held, held) vt. 拿;抱;握住;举行;进行hold on 等一等(别挂电话)hole n.洞,坑holiday n.假日;假期home n.家ad. 到家;回家homeland n.祖国hometown n.故乡homework n.家庭作业honest a.诚实的,正直的hope n.& v.希望horse n. 马hospital n. 医院host n. 主人;节目主持人v. 做主人招待hostess n.女主人; 女房东hot a.热的hotdog热狗(红肠面包)hotel n.旅馆,饭店,宾馆hour n.小时house n. 房子;住宅housewife n.家庭主妇housework n. 家务劳动how ad. 怎样,如何;多少;多么how about …怎么样?(用以询问消息、提供建议或征询意见)how far 多远how long 多久how many 多少how much 多少how often 多久一次how old 多大年纪;几岁however ad.可是conj. 然而,可是,尽管如此huge a.巨大的,庞大的human n.人类;人,hundred num.百hungry a. (饥)饿的hurry vi.赶快;急忙hurry up 赶快,快点hurt (hurt, hurt)vt.伤害,受伤;伤人感情husband n.丈夫I iI pron.我ice n.冰ice-cream n.冰淇淋idea n.主意,意见,打算,想法if conj.如果,假使;是否,是不是ill a.有病的;不健康的illness n.疾病imagine v.想像,设想immediately ad.立即important a.重要的impossible a.不可能的improve v.改进,更新in prep.在…之内(上), 在…期间in a hurry 匆忙in a word 一句话;简言之in fact 事实上;实际上in front of 在…前面in class /hospital 上课/住院in order to 为了……in public 当众;公开的in the end 最后in the morning /afternoon / evening 在早晨,在上午/在下午/在晚上inch n.英寸include vt.包括increase v. 增加; 增长India n.印度Indian a.(美洲)印地安人的;印度人的n. 印地安人;印度人industry n.工业influence n.& v.影响information n.信息inside prep.在…里面ad. 在里面instead ad.代替,顶替instead of 代替;而不是……interest n.兴趣,趣味;利息;利益interested a.感兴趣的interesting a.有趣的international a.国际的Internet n.互联网,英特网interview n.& vt. 采访,会见,面试into prep.到……里;向内;变成introduce v.介绍invent v. 发明invention n.发明; 创造invitation n.邀请,请帖invite v.邀请,招待island n.岛it pron. 它its pron. 它的itself pron.它自己J jjacket n. 短上衣,夹克衫January n. 1月Japan n. 日本Japanese a. 日本的,日本人的,日语的n. 日本人,日语jeans n. 牛仔裤job n. (一份)工作join v. 参加,加入;连接;会合join in 参加joke n. 笑话journey n. 旅行,路程joy n. 欢乐,高兴,乐趣juice n. 汁、液July n. 7月jump n. 跳跃;跳变v.跳跃;惊起;猛扑June n. 6月junior a. 初级的;年少的junk n. (口语)废品,破烂货junk food垃圾食品,没营养的食品just ad. 刚才;恰好;不过;仅just now 刚才K kkeep(kept, kept) v. 保持;保存;继续不断;培育,饲养keep doing 继续做某事keep fit 保持健康keep off 勿踏,勿踩keep one’s word守信key n. 钥匙;答案;键;关键keyboard n. 键盘kid n. 小孩v. 欺骗;戏弄kill vt. 杀死,弄死kilo n. 千kilogram n. 千克kilometre n. 千米(公里)kind n. 种;类a.善良的;友好的kind of 有点儿;稍微king n. 国王kiss n.& vt.吻,亲吻kitchen n. 厨房kite n. 风筝knife (pl. knives) n.小刀;匕首;刀片knock n.& v. 敲;打;击knock on /at 敲know (knew, known)v.知道,了解;认识;懂得knowledge n.知识,学问L llab = laboratory n.实验室lady n.女士,夫人lake n.湖lamp n.灯,油灯land n.陆地,土地, 国家; v.登岸(陆),降落language n.语言large a.大的;巨大的last a.最近刚过去的;最后的ad.最近刚过去;最后地n.最后v.持续late a.晚的,迟的ad.晚地,迟地later on 以后;随后laugh n.& v.笑,大笑;嘲笑laugh at 笑话;取笑(某人)law n. 法律,法令;定律lawyer n. 律师lay (laid, laid) vt. 放,搁lazy a. 懒惰的lead (led, led) vt. 领导,带领leaf (pl. leaves) n. (树,菜)叶learn(learnt, learnt;或learned, learned) vt.学,学习,学会learn from向……学习leave(left, left) v. 离开;把……留下,剩下leave a message 留口信lecture n.讲课,演讲left a.左边的ad. 向左n.左,左边leg n. 腿;腿脚;支柱lend (lent, lent) vt. 借(出),把…借给l end…to把……借给less than 少于lesson n. 课;功课;教训let (let, let) vt. 让letter n. 信;字母library n. 图书馆,图书室license = licence n. 执照许可证lie (lay, lain) v. 躺;卧;平放;位于life (pl. lives) n. 生命;生涯;生活;人生;生物lift v.举起,抬起n. 电梯light n.光,光亮;灯,灯光vt.点(火),点燃a.明亮的;轻的;浅色的lightning n.闪电like prep. 像,跟……一样vt.喜欢,喜爱line n.绳索,线,排,行,线路v. 画线于,(使)成行lion n.狮子list n. 一览表,清单listen vi. 听,仔细听listen to 听litter v. 乱丢杂物little (less, least) a. 小的,少的ad. 很少地, 稍许n. 没有多少,一点live vi. 生活;居住;活着a.活的,活着的;实况,现场(直播)的lively a. 活泼的;充满生气的living a.活着的n. 生计local adj.地方的; 当地的lock n.锁v.锁,锁上London n.伦敦lonely a.孤独的,寂寞的long a.长的,远ad.长久look vi. 看,观看; 看起来n.看,瞧; 面容; 外表look after 照顾;照看look at 看look for 寻找look forward to 期望,盼望look like 看起来像look out 留神,当心look through 浏览look up 查找lose(lost, lost)vt.丢失;遗失lot n.许多,好些lots of 许多, 大量loud a.大声的love n. & v. 爱;热爱;很喜欢lovely a. 美好的,可爱的low a.& ad. 低;矮luck n.运气,好运lucky a.运气好,侥幸lunch n.午餐,午饭M mmachine n. 机器mad a. 发疯的;生气的madam/ madame n. 夫人,女士magazine n.杂志main adj.主要的:重要的make (made, made)vt. 制造,做;使得make a face做鬼脸make a living 谋生make friends with 与……交友make mistakes 犯错;出错make progress 取得进步make up 编造,组成;构成make up one’s mind下决心male a. 男(性)的;雄的mall n.商业街;商业区man (pl. men) n. 成年男人;人,人类many (more, most) a.许多的pron. 许多人(或物)map n.地图March n. 3月mark n. 标记vt.标明,作记号于market n. 市场,集市marry v. (使)成婚,结婚match vt.使相配,使成对n. 比赛,竞赛,火柴material a.物质的;实体的n. 材料;原料math = maths = mathematics n.数学matter n. 要紧事,要紧;问题v. 要紧,有重大关系may(might) modal v.可以;也许,可能May n. 5月maybe ad.可能,大概,也许me pron.我(宾格)meal n. 一餐(饭)mean (meant, meant) vt. 意思是,意指meaning n.意思,含意meat n. (猪、牛、羊等的)肉medical a. 医学的;医疗的medicine n. 药;医学medium a. 中等的n. 媒体meet (met, met) vt.& n.遇见,见到会;集会meeting n.会;集会;会见;汇合点member n.成员;一分子,会员memory n. 回忆,记忆mend v. 修理,修补mention n. & vt. 提及;记载menu n.菜单merry a.高兴的,愉快的message n.消息,音信metal n. 金属a.金属制成的metre (美meter) n. 米,公尺middle n.中间;当中;中级的mild a. 温和的,暖和的,凉爽的mile n. 英里milk n.牛奶v.挤奶million num.百万n.百万个(人或物)mind v.介意,关心mine pron. 我的〈名词性物主代词〉minus prep. & a.负的,减去的minute n.分钟;一会儿,瞬间Miss n. 小姐,女士(称呼未婚妇女) miss v.失去,错过,缺;想念;思念mistake (mistook, mistaken) v. 弄错n. 错误mix v.混合,搅拌mobile a.活动的,可移动的mobile phone手提电话,手机model n.模型,原形;范例;模范modern a. 现代的modest a. 谦虚的;谦逊的Mom =Mum= mommy = mummy n.妈妈moment n. 片刻,瞬间Monday n. 星期一money n. 钱;货币monkey n.猴子month n. 月,月份moon n. 月球;月光;月状物more than 多于morning n. 早晨,上午mother n. 母亲motherland n. 祖国mountain n. 山,山脉mouse (pl. mice) n. 鼠,耗子;鼠标mouth n.嘴,口move v.移动,搬动,搬家; 被感动movie n.电影Mr. (mister) n.先生(用于姓名前)Mrs. (mistress) n.夫人,太太(称呼已婚妇女)Ms. n.女士(用在婚姻状况不明的女子姓名前)much (more,most) n. 许多,大量a.许多的,大量的ad.非常;更加murder v. 谋杀museum n.博物馆,博物院mushroom n. 蘑菇music n.音乐,乐曲musician n. 音乐家,乐师must modal v. 必须,应当;必定是my pron. 我的myself pron. 我自己N nname n. 名字,姓名,名称v. 命名,名叫nation n. 民族,国家national a.国家的,全国性的,民族的nationality n.国籍native a. 本土的,本国的natural a. 自然的nature n.自然, 性质,种类near a. 近的ad. 附近,邻近prep.在……附近,靠近nearby a. 附近的nearly ad. 将近,几乎necessary a.必需的,必要的neat a.整洁的,灵巧的necessary a.必需的,必要的neck n.颈,脖子need n.需要,需求aux.& v.需要,必须neighbour (美neighbor) n. 邻居,邻人neighbourhood (美neighborhood)n. 四邻;邻近地区neither a. (两者)都不;也neither…nor既不……也不nervous a. 紧张不安的net n. 网never ad.决不,从来没有new a. 新的;新鲜的news n. 新闻,消息newspaper n. 报纸next a.紧挨着的,隔壁的;下一次ad.随后,然后,下一步n.下一个人(东西)next to 在……旁边nice a. 令人愉快的;好的,漂亮的night n.夜;夜间nine num. 九ninth num.第九no ad.不,不是 a.没有,无,不no longer 不再no more= not any more 不再No.(缩) = number n. 数字;号码nobody n. 渺小人物pron. 没有人,谁也不noise n. 声音,噪声,喧闹声noisy a. 喧闹的,嘈杂的none pron.无任何东西或人,无一人noodle n. 面条noon n. 中午,正午nor conj.也不normal a.正常的; 正规的north a. 北的;朝北的;ad.向(在、从)北方n. 北;北方;北部northern a. 北方的,北部的nose n. 鼻not ad.不,没not at all 一点也不not only…but also不仅…而且…not till /until直到……才note n. 便条,笔记,注释;短信notebook n. 笔记簿nothing n. 没有东西,没有什么ad. 一点也不;并不notice n. 布告,通告;注意v. 注意,注意到November n. 11月now ad. 现在nurse n.护士;保育员O oo’clock n. 点钟obey v. 服从,顺从,听从ocean n. 大海;海洋October n. 10月of prep. (表示所属, 数量, 其中) ……的of course 当然off prep. 离开,脱离,(走)开ad. 离开;(电、自来水)停了,中断offer n.& v.提供;建议office n. 办公室officer n. 军官;公务员,官员;警察,警官official n. 官员, 公务员a.职务上的, 公务的, 官方的, 正式的often ad. 经常,常常oil n.油OK ad.(口语)好,对,不错old a.老的,旧的Olympic(s) = Olympic Games a. & n. 奥林匹克运动会on prep. 在……上(时),关于ad.(穿,放……)上;接通;进行下去;(电灯)开on business 出差on duty 值日on fire 着火on foot 步行on one’s way 在路上on show展出,上演,放映on the one hand,…on the other hand,…一方面……另一方面……on time 准时on vacation 度假once n.& ad.一次,一度,从前conj.一旦once again / more再一次once upon a time从前,很久以前one pron. 一(个,只……)(pl. ones) num. 一one after another 一个接一个one by one 一个接一个onion n. 洋葱,洋葱头only a.惟一的,仅有的;ad. 仅仅,只,才onto prep. 到……的上面open a. 开着的,开口的vt. 开,打开operate v.做手术,运转;实施,负责,经营operate on 给.......做手术opinion n. 看法,见解opposite n. 相反,对面;a. 相反的,对面的or conj. 或;就是;否则orange n. 橘子,橙子,橘汁a. 橘色的,橙色的order vt. 定购,定货, 点菜n. 顺序organize v. 组织other pron. 别人,别的东西;a. 别的,另外的ought model v.应该,应当ought to应该,应当our pron. 我们的ours pron. 我们的(名词性物主代词) ourselves pron. 我们自己out ad. 出外, 在外, 向外, 熄out of 由…里面向外, 在…之外out of breath/ order/ work上气不接下气/运转不正常,出毛病/失业outgoing a.友好而好交际的,外向的outside n. 外面; ad. 在外面, 向外面;prep. 在……外面over prep. 在……上方, 越过, 遍及; ad.翻倒, 遍布, 越过, 结束over and over again 一再,重复overcoat n. 大衣own a.自己的; v. 拥有,所有owner n.物主,所有人P ppack n.包v.打包P.C. (缩) = personal computer个人电脑P.E. (缩) = physical education n. 体育p.m. / pm, P.M. / PM. 下午,午后page n.页,页码painting n. 油画,水彩画pair n.一双,一对pal n. 同志;朋友pale a. 苍白的,灰白的palace n.宫,宫殿。
最全小学英语新课标
最全小学英语新课标小学英语新课标是指导小学英语教学的重要文件,它规定了小学英语教学的目标、内容、方法和评价标准。
以下是对小学英语新课标的全面介绍:一、课程目标小学英语新课标旨在培养学生的英语基础能力,包括听、说、读、写四个方面,同时激发学生学习英语的兴趣,培养跨文化交际意识和能力。
二、课程内容1. 语言知识:包括语音、词汇、语法、功能和话题。
2. 语言技能:涵盖听、说、读、写四项基本技能。
3. 情感态度:培养学生对英语学习的积极态度和自信心。
4. 学习策略:教授学生有效的学习英语的方法和技巧。
5. 文化意识:介绍英语国家的文化,培养学生的跨文化交际能力。
三、教学方法1. 情景教学法:通过模拟真实情景,让学生在实际语境中学习英语。
2. 任务型教学法:设计各种任务,让学生在完成任务的过程中学习语言。
3. 合作学习:鼓励学生之间的合作,共同完成学习任务。
4. 探究学习:引导学生自主发现问题,探索解决问题的方法。
四、评价方式1. 形成性评价:通过日常的观察、练习、作业等方式,持续跟踪学生的学习进展。
2. 总结性评价:通过期末考试、项目展示等形式,评价学生一个学期的学习成果。
3. 自我评价与互评:鼓励学生自我反思,同时学会评价同伴的学习表现。
五、课程资源1. 教材:选用符合新课标要求的教材,注重实用性和趣味性。
2. 多媒体资源:利用音视频、网络等多媒体资源,丰富教学内容。
3. 课外读物:推荐适合小学生的英语读物,拓宽学生的阅读视野。
六、教学建议1. 注重基础:打好语音、词汇和语法的基础,为后续学习打下坚实基础。
2. 创设语境:尽量在真实的语境中教授语言,提高语言的实用性。
3. 关注个体差异:了解每个学生的特点和需求,实施个性化教学。
4. 培养学习兴趣:通过游戏、歌曲、故事等多种形式,激发学生的学习兴趣。
七、课程实施1. 课时安排:合理安排每周的英语课时,保证学生有足够的时间学习英语。
2. 教学计划:制定详细的教学计划,明确每个学期的教学目标和内容。
英语新课标(英文版)
New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use language forreal communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to: ●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.Part 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:●●The students’attitudes to learning strongly influence their learning and development●Successful learning strategies improve the effectiveness of students’ learning●Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five generalPart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSOPart 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes they makeduring the learning process.●Provide students with ample opportunities to collaborate with others and to become autonomouslearners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in and solveproblems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’English education with their emotional education. Develop cooperative spirit byorganizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as many languagepractice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’ life experiences and interests; the content and style should beas true to life as possible.●Activities must benefit the development of students’ language knowledge, language skills and abilityto use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development of students’thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English to communicatewith others in order to develop their ability to use English to solve real problems.Helping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning.●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledge andgrasp language functions.●Help students to carry out self-assessment during the learning process and adjust their own learningobjectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods and promotemore individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’ psychologicalcharacteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuing studyand real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’ needs,local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and research driventeacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primarySuggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect on andadjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying thedirection in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to:●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment, therebydiversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessing students’comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.●Listening tests should check students’ understanding and ability to gain information rather than askingthem to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specific languagecontext.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’interest and active participation in learning English. Assessment methods should be varied and choice should be offered.Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar tonormal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can beused. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with thoseIncludes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:●Some kind of baseline assessment● A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to readsomething aloud, etc.●Examples of the students’ best written homework, as selected by themselves●Teachers’ and parents’ observations on the students’ study situation●Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades orwritten comments●Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:●Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakesthat affect the accuracy but the basic information is still transmitted effectively.)●Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.Exploitation and Use of Curricular Resources英语课程标准教师读本(修订本),华中师范大学出版社,2003,武汉,ISBN 7-5622-2557-5/G.1317。
(新)高中英语课程标准-新课标-英文版
New Course Syllable for EnglishPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all fiveTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, accor ding to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experie nces and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.” 1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning. l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ aware ness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a varietyof learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creat ively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning processl Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordinglyl Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculuml Help improve educational managementl Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities. l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in theassessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidence?l Does the assessment reflect the students’ achievements?l Does the assessment reflect the teachers’ strengths and weaknesses?l Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive language competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests shoul d check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results. 2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities. l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here. Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself.l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, a s selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomes Example 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3. Exploitation and Use of Curricular Resources4. The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。
英语新课标(英文版)
英语新课标(英文版)New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar andvocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use languagefor real communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to:●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning processwith a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Part 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 2: The General ObjectivesA further diagram illustrates the more comprehensive nature of the new curriculum compared to the old one:●Language skills and knowledge form the basis of comprehensive language competence● The students ’ attitudes to learning strongly influence their learning and development● Successful learning strategies improve the effectiveness of students ’ learning● Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:about learning English. They can:●Listen to and understand dialogues and short stories in everyday communication●Communicate information and simple opinions about familiar everyday topics●Write brief and simple letters●Attempt to use different educational resources●Gain information from oral and written materials to extend their knowledge,simple problems and describe results●Help each other to overcome difficulties encountered during learning●Plan and arrange sensible learning activities●Actively explore learning strategies suitable for themselves●Take note of cultural differences between China and other countries during study andcommunicationStudents show clear motivation and a positive, active attitude towards learningThey can:●Listen to and understand the teacher’s statements about familiar topics and take part indiscussions●Exchange information with others and express opinions about various topics in daily life ●Read and understand texts, newspapers and magazines suitable for Gradesovercoming the barrier of unknown words to understand the main ideas●Use appropriate reading strategies according to the purpose of reading●Draft and edit short compositions according with the aid of prompts●Cooperate with others to complete tasks, solve problems and report results●Assess their own learning and summarize their own learning style●Make use of a wide variety of resources●Further increase their understanding and awareness of cultural differencesStudents show further motivation to study English and a growing awareness of autonomous learning. They can:Part 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Phonetics Students can:1.Understand the significance of phonetics within language learning2.Uunderstand English phonetics includes pronunciation, stress, linking, intonationand rhythm3.Speak with basically accurate, natural and fluent pronunciation and intonation indaily communication4.Understand and express different intentions by altering stress and intonationappropriately5.Spell words and phrases according to their pronunciation Vocabulary Students can:1.Understand English vocabulary includes such items as words, phrases, expressionsand collocations2.Understand and distinguish between the basic meanings of words andmeanings in special situationse vocabulary to describe things, behaviour and characteristics,principles, etc.4.Learn and use 1500-1600 words and 200-300 expressions and collocations Grammar Students can:1.Understand common forms and structures and their functions2.Llearn and distinguish between the functions of different forms and structuresduring real language use3.Understand and master how to describe of people and things4.Understand and master how to describe specific factual and behaviouralphenomena and develop the ability to describe processes5.Begin to master how to describe time, place and position6.Understand and master how to compare people, objects and things Functions Students can:Part 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthydevelopment of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes theymake during the learning process.●Provide students with ample opportunities to collaborate with others and to becomeautonomous learners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in andsolve problems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’ English education with their emotional education. Develop cooperative spiritby organizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as manylanguage practice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’life experiences and interests; the content and styleshould be as true to life as possible.●Activities must benefit the development of students’language knowledge, language skills andability to use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development ofstudents’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English tocommunicate with others in order to develop their ability to use English to solve real problems.●Activities should not purely be limited to the classroom but also extend to out of school learning.1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning. ●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledgeand grasp language functions.●Help students to carry out self-assessment during the learning process and adjust their ownlearning objectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods andpromote more individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age andinterests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’psychological characteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuingstudy and real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’needs, local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and researchdriven teacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.2.Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect onand adjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying thedirection in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to: ●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment,thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’comprehensive language competence, striving to scientifically and comprehensively check students’language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessingstudents’ comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduationexams.●Listening tests should check students’ understanding and ability to gain information rather thanasking them to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specificlanguage context.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similarto normal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written testscan be used. Oral tests should check students’ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2。
(完整版)高中英语课程标准_新课标_英文版
New Course Syllable for EnglishPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:。
初中英语课标标准英文版
初中英语课标标准英文版以下是初中英语课程标准(课标)的一些关键内容的英文版概述:1. Overall Objectives: The curriculum should develop students' comprehensive language proficiency, including listening, speaking, reading, writing, and translating skills.2. Language Knowledge: Students should acquire a solid foundation in vocabulary, grammar, pragmatics, and discourse.3. Language Skills: Emphasis is placed on developing students' listening, speaking, reading, and writing abilities through various activities and tasks.4. Learning Strategies: Students should be encouraged to develop effective learning strategies to enhance their autonomy and metacognitive awareness.5. Cultural Awareness: The curriculum should help students develop an understanding and appreciation of different cultures, and cultivate intercultural communication skills.6. Emotional Attitudes: Students should develop positive attitudes towards learning English, as well as confidence and interest in using the language.7. Assessment and Evaluation: A comprehensive and多元化assessment system should be implemented to evaluate students' language proficiency and progress.It's important to note that the specific details and requirements of the English curriculum standards may vary depending on the educational jurisdiction or region. For the most accurate and up-to-date information, it is recommended toconsult the official educational authorities or refer to the specific curriculum documents provided by your local education board.。
新课标 英语语篇类型
新课标英语语篇类型The new English curriculum standards in China have introduced a variety of text types to help students develop their language skills. 新的英语课程标准在中国引入了多种文本类型,以帮助学生发展语言技能。
One of the key types of text that students will encounter is expository texts, which aim to inform and explain a particular topic. 这些文本中的一种关键类型是说明文,旨在向读者传达某个主题的信息和解释。
Expository texts are important for developing students' critical thinking and analytical skills, as they require students to carefully process and evaluate information. 说明文对于培养学生的批判性思维和分析能力至关重要,因为它们需要学生仔细处理和评估信息。
In addition to expository texts, students will also encounter narrative texts, which tell a story or recount an event. 除了说明文外,学生还会接触到叙述文,这些文本讲述故事或叙述事件。
Narrative texts help students develop their creativity and imagination, as they require students to create vivid and engaging stories. 叙述文有助于学生发展创造力和想象力,因为它们要求学生创造生动吸引人的故事。
英语课标四个核心素养
英语课标四个核心素养The four core competencies of English curriculum standards are language ability, cultural awareness, thinking quality, and learning ability. These four competencies are essential for students to develop their English proficiency and become competent and confident English speakers.Firstly, language ability refers to the ability to use language effectively in different contexts. It involves listening, speaking, reading, writing, and translating skills. Students need to be able to understand and express ideas clearly and accurately in English, and to use the language effectively in real-world situations. Language ability also involves the ability to understand and appreciate literature, poetry, and other forms of creative writing in English.Secondly, cultural awareness refers to the ability to understand and appreciate different cultures and theirvalues. As English is a global language, it is importantfor students to be aware of the cultural differences between different countries and regions. This helps them to communicate effectively with people from different cultures and to avoid misunderstandings and conflicts. Cultural awareness also involves the ability to appreciate and understand the historical and social backgrounds ofliterary works and other cultural expressions in English.Thirdly, thinking quality refers to the ability tothink critically and analytically. Students need to be able to analyze and evaluate information, to identify and solve problems, and to make informed decisions. Thinking quality also involves the ability to use English to express complex ideas and arguments clearly and logically. This helps students to become independent thinkers and effective communicators.Finally, learning ability refers to the ability to learn effectively and independently. Students need to be able to set learning goals, plan and manage their learning, and use different learning strategies to improve theirEnglish proficiency. Learning ability also involves the ability to adapt to new learning situations and to take advantage of new technologies and resources to enhancetheir learning.In conclusion, the four core competencies of English curriculum standards are language ability, cultural awareness, thinking quality, and learning ability. These competencies are essential for students to develop their English proficiency and become competent and confident English speakers. By focusing on these competencies, students can improve their language skills, cultural understanding, thinking abilities, and learning strategies, and become more effective and successful learners and communicators.。
新课标英语知识点总结
新课标英语知识点总结1. Listening skillsListening is a fundamental skill in language learning. It is through listening that learners can acquire and understand new vocabulary, grammatical structures, and cultural nuances. In the new curriculum standards, listening skills are emphasized through a variety of activities such as audio recordings, video clips, and live interactions. Students are encouraged to listen for specific details, main ideas, and attitudes or opinions. They are also expected to demonstrate the ability to understand and interpret different types of spoken language, including formal presentations, interviews, and casual conversations.2. Speaking skillsSpeaking is an essential component of communication, and the new curriculum standards place a strong emphasis on developing students' speaking skills. Students are encouraged to engage in a range of activities that promote oral communication, such as dialogue practice, role-plays, presentations, and debates. They are expected to speak clearly and coherently, use appropriate language and tone, and express themselves confidently and fluently. Moreover, students are encouraged to engage in collaborative speaking tasks to enable them to work effectively with others and express their thoughts and ideas creatively.3. Reading comprehensionReading comprehension is a key aspect of language learning and is vital for students to gain a deep understanding of the language and culture. In the new curriculum standards, students are exposed to a wide range of reading materials, including literary texts, informational texts, and instructional texts. They are expected to demonstrate the ability to understand main ideas, specific details, inferences, and attitudes or opinions expressed in the texts. Moreover, students are required to use various reading strategies to enhance their reading comprehension skills, such as skimming, scanning, predicting, and making inferences.4. Writing skillsWriting is a complex skill that requires students to use their knowledge of vocabulary, grammar, and discourse to effectively communicate their thoughts and ideas. The new curriculum standards emphasize the development of students' writing skills by providing opportunities for them to engage in various writing tasks, such as narrative writing, descriptive writing, expository writing, and argumentative writing. Students are expected to demonstrate the ability to write clearly and coherently, use appropriate language and tone, and organize their ideas effectively. Furthermore, students are encouraged to use a variety of writing strategies, such as planning, drafting, revising, editing, and proofreading, to improve the quality of their writing.5. VocabularyVocabulary acquisition is crucial for language learning, as it helps students understand and use language more effectively. In the new curriculum standards, students are exposed to a wide range of vocabulary through authentic texts, multimedia resources, and explicit vocabulary instruction. They are expected to understand the meaning and use of words and phrases in context, and demonstrate the ability to use vocabulary accurately and appropriately. Moreover, students are encouraged to expand their vocabulary knowledge through activities such as word analysis, word parts, word relationships, and word mapping.6. GrammarGrammar is the structure of a language, and it is important for students to have a solid understanding of grammar rules and principles. In the new curriculum standards, students are provided with opportunities to learn and practice grammar through contextualized activities, explicit instruction, and meaningful language use. They are expected to demonstrate the ability to use grammatical structures accurately and appropriately in their speaking and writing. Moreover, students are encouraged to develop an awareness of grammar rules in order to improve their overall language proficiency.7. Cultural knowledgeUnderstanding the cultural aspects of a language is crucial for effective communication and language learning. In the new curriculum standards, students are exposed to various cultural topics, including customs, traditions, beliefs, and values, from English-speaking countries. They are expected to demonstrate an understanding and appreciation of different cultural perspectives, and develop the ability to communicate effectively with people from diverse cultural backgrounds. Moreover, students are encouraged to make connections between language and culture in order to develop intercultural competence.In conclusion, the new curriculum standards for English place a strong emphasis on developing students' language skills in listening, speaking, reading, writing, vocabulary, grammar, and cultural knowledge. By focusing on these key knowledge points, students are provided with a comprehensive and balanced language learning experience that enables them to communicate effectively and confidently in English.。
22年新课标学科英语
22年新课标学科英语22年新课标学科英语课程旨在培养学生的英语综合应用能力,包括听、说、读、写四个方面。
以下是针对这一课程的一些关键点:1. 课程目标:新课标英语课程致力于提高学生的英语语言能力,使其能够适应全球化背景下的学习和工作环境。
课程目标不仅包括语言技能的培养,还包括文化意识、思维品质和学习能力的提升。
2. 课程内容:- 听力:通过多样化的听力材料,如新闻、对话、讲座等,提高学生的听力理解能力。
- 口语:鼓励学生参与讨论、角色扮演和演讲,以提高口语表达能力。
- 阅读:涵盖广泛的阅读材料,包括文学、科技、社会等主题,培养学生的阅读兴趣和批判性思维。
- 写作:通过写作练习,如记叙文、议论文、说明文等,提高学生的写作技巧和表达能力。
3. 教学方法:采用任务型教学、合作学习、探究学习等多样化教学方法,激发学生的学习兴趣,促进学生主动学习。
4. 评价方式:新课标英语课程的评价方式多样化,包括形成性评价和终结性评价。
形成性评价关注学生的学习过程,终结性评价则侧重于学习成果。
5. 文化意识:课程中融入跨文化交际的内容,帮助学生了解不同文化背景下的交流方式,培养国际视野。
6. 信息技术应用:鼓励学生利用网络资源和多媒体工具辅助英语学习,提高信息素养。
7. 课程资源:提供丰富的教学资源,包括教材、在线课程、学习软件等,以满足不同学生的学习需求。
8. 教师角色:教师不仅是知识的传授者,更是学习的引导者和促进者,需要不断更新教学理念和方法,以适应新课标的要求。
9. 学生发展:注重学生的个性化发展,鼓励学生根据自己的兴趣和特长选择学习内容和方式。
10. 终身学习:培养学生的自主学习能力和终身学习意识,为未来的学习和工作打下坚实的基础。
新课标英语课程的设计体现了对学生全面发展的关注,旨在通过综合性的语言学习,为学生提供一个全面提高英语能力的平台。
高中英语课程标准新课标英文版
New Course Syllable for EnglishPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices: l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive language competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learning l Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curricu lum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differences l Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ inte rest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cul tural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active parti cipation in learningl Improving students’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competence l The students’ attitudes to learning strongly influence their learning and development l Successful learning strategies improve the effectiveness o f students’ learning l Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Table 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experiences and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum advisor, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.”1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning.l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ awareness of and ability in cross-cultural communication Language and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests t o help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include: l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creatively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning process l Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordingly l Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculuml Help improve educational managementl Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment shou ld focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment. l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities.l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individualfeedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidencel Does the assessment reflect the students’ achievementsl Does the assessment reflect the teachers’ strengths and weaknessesl Does the assessment reflect problems in the students’ learning processTeachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive language competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment mus t have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests should check student s’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l Writing exams should avoid testing knowledge of phonetics or grammar in isolation. l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results.2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type,focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learning Pay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself. l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’. Example 2: Assessment reference sheet for Grade 3-6 for Englis h ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance –e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, as selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural Can the speaker be understood l Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3. Exploitation and Use of Curricular Resources4. The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。
教育部新课标英语
教育部新课标英语教育部新课标英语课程标准(New Curriculum Standards for English, 简称NCS)是中国教育部为适应21世纪教育发展需求,培养学生综合素质而制定的一套全新的英语教学指导性文件。
新课标英语强调学生英语能力的全面发展,包括听说读写四个方面,以及跨文化交际能力的提升。
# 课程目标新课标英语的课程目标旨在培养学生的英语语言能力、思维品质、文化意识和学习能力。
具体包括:- 语言知识:掌握基本的词汇、语法和句型结构。
- 语言技能:提高听说读写能力,能够进行日常交流和学术讨论。
- 学习策略:学会自主学习,使用有效的学习方法和技巧。
- 文化意识:了解英语国家的文化,培养跨文化交流能力。
- 情感态度:激发学习英语的兴趣,建立积极的学习态度。
# 教学内容新课标英语的教学内容包括:- 词汇:扩大词汇量,学习常用词汇和短语。
- 语法:掌握基本语法规则,能够正确使用时态、语态等。
- 听力:通过听力练习,提高理解英语口语的能力。
- 口语:鼓励学生参与对话,提高口语表达能力。
- 阅读:通过阅读练习,培养阅读理解和分析能力。
- 写作:学习写作技巧,能够撰写不同类型的文章。
# 教学方法新课标英语倡导以学生为中心的教学方法,包括:- 任务型教学:通过完成具体任务来学习英语。
- 合作学习:鼓励学生之间的合作交流,共同解决问题。
- 探究学习:引导学生自主探究,发现问题并寻求解决方案。
- 信息技术:利用多媒体和网络资源,丰富教学内容和形式。
# 评价方式新课标英语的评价方式更加注重过程评价和综合评价,包括:- 形成性评价:通过课堂表现、作业、小测验等方式,持续跟踪学生的学习进展。
- 终结性评价:通过期末考试、口语测试等方式,综合评价学生的学习成果。
- 自我评价:鼓励学生进行自我反思,评价自己的学习过程和结果。
# 教学资源新课标英语鼓励使用多样化的教学资源,包括:- 教科书:选择符合新课标要求的教科书作为教学基础。
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课标英语.T1[2011·江西卷]阅读下面短文并回答问题,然后将答案写到答题卡相应的位置上(请注意问题后的词数要求)。
[1]It is now possible to watch live sport on television on any day of the week,and the current amount of reporting will undoubtedly increase further in years to come.This is certainly having an influence on the live sp orts events themselves,and there are both benefits and shortcomings to this.[2]Why has there been such growth in televised sport?For one thing,with digital broadcasting,there are now many more TV channels than there were even ten years ago.Moreover,sport has become an important form of entertainment,appealing to both men and women.[来源:学§科§网Z§X§X§K][来源:学&科&网Z&X&X&K][3]What are the benefits of this state of affairs?One obvious advantage to the profession is the addition of money provided by television rge football clubs benefit financially from TV income and the top players can command very large salaries.Less popular sports also receive money that can be used in training and awareness raising.What’s more,there is a health benefit to some of the population,because through televised sport,more people have become interested in actually playing sport.[来源:Z#xx#][4]However,________if so much sport is on television.Considering football again,many sm all clubs have suffered financial losses recently,as they cannot compete with the large ones.There has been a general falling in ticket sales,especially among smaller clubs.Fewer people attend live matches nowadays,preferring to watch from the comfort of their living room.And ticket prices have risen greatly.[5]To sum up,while televised sport has created many opportunities and benefited certain people and clubs very much,it has also been responsible for changing the nature of live sports events for ever.76.What is the main idea of the text?(no more than 8 words)_________________________________________________________________ _______77.Complete the following statement with words from Paragraph 2.(no more than 3 words)There has been a great increase in TV channels in the past few years with the helpof___________________________________________________________________ _____________________________________________________________________________ 78.Point out the advantage of televised sport which does not concern money in Paragraph 3.(no more than 3 words)_________________________________________________________________ _______79.Fill in the blank in Paragraph 4 with proper words.(no more than 6 words)_________________________________________________________________ _______80.Wh at does t he word“it”(Line 2,Paragraph 5)probably refer to?(no more than 3 words)_________________________________________________________________ _______课标英语.T1[2011·江西卷]【要点综述】本文为议论文,主要谈论电视直播体育活动的优点和缺点:优点是促进体育事业的发展,增加受欢迎的俱乐部和运动员的收入,促使人们进行体育锻炼;缺点是使得一些小的体育俱乐部收入下降等。
[来源:]76.Advantages and disadvantages of televised sport本文大意为:讨论电视直播体育活动的优点和缺点:优点是促进体育事业的发展,增加受欢迎的俱乐部和运动员的收入,促使人们进行体育锻炼;缺点是使得一些小的体育俱乐部收入下降等。
77.digital broad casting从第二段中with digital broadcasting, there are now many more TV channels than there were even ten years ago.得知随着数字广播的发展现在有了更多的电视频道。
78.A health benefit从第三段最后一句because through televised sport, more people have become interested in actually playing sport.得知通过直播体育活动使得更多的人对体育活动感兴趣,从而增进健康。
79.there are/will be(some) disadvantages联系后文说的都是直播电视体育活动的缺点可知,这里意思是:然而它也有一些缺点。
80.Televised sport从句意“虽然直播体育活动为人们创造了更多的机会,并受益很多;但它也要为改变了体育盛事的本质负责。
”这里it指的是“直播体育活动”。
[来源:学科网ZXXK]T1Wang Ying is among the 313 college graduates employed by Changxing County of Zhejiang Province.She is now a village official in Gangkou Village.Recently,sh e was awarded the Agricultural Pacemaker’s Prize of Zhejiang Provinc e because she took villagers to a new level in modern agricultural development.[来源:Z|xx|]However,she had a tough time when she first came here.Wang Ying say s,“Our village was mainly based on traditional farming.Villagers had little knowledge about modern agriculture.Almost no one wanted to contract (订合同)the farming land when the new land system was first adopted in 2008 — I thought it was my responsibility to change the situation.”That was not an easy job.Most villagers did not trust her at the beginning because she was a college graduate with no experience in agriculture.She came up with the idea that village officials took the lead to contract part of the farming land. And Wang Ying borrowed 20,000 yuan from her parents to take part in the investment.Her plan worked.Villagers soon contracted the remaining farming land to follow their village officials. They began to set up a vegetable production base and have earned a total of more than 2 million yuan after a year’s hard work.As a result of it,she has won the approval and trust from the villagers.One of the l ocal officials,Sun Genfa,says,“Villagers of GangkouVillage knew nothing about modern agriculture until Wang Ying came here.________,we would not have made such achievements.”When asked about plans for the future,Wang Ying says,“I will stay here.I have the confidence to make life better for the villagers.” Many college-graduate village officials,like Wang Ying, are contributing greatly to the development of China’s rural areas.And they are expected to accomplish more in the future.1.What is the main idea of the text?(no more than 10 words)_________________________________________________________________ _______2.Complete the following statement with proper words.(no more than 3 words )At first,owing to her college graduate identity and inexperience in farming,the majority of the villagers ______________ her.[来源:学_科_网] 3.Fill in the blank in Paragraph 5 with proper words.(no more than 4 words)_________________________________________________________________ _______4.Do you want to be a village official?Give the reasons.(no more than 20 words)_________________________________________________________________ _______5.What does it in the fifth paragraph refer to? (no more than 12 words)_________________________________________________________________ _______[来源:学科网]T1【解析】1.Collegegraduate village officials have contributed greatly to the rural areas.本文主要讲大学生村官对农村地区作出了很大贡献。