英语高中英语新课标
高中新课标英语目录
高中新课标英语目录
高中新课标英语课程旨在培养学生的综合语言运用能力，提高学生的语言素养，同时注重文化意识和跨文化交际能力的培养。
以下是高中新课标英语的目录内容：
1. 课程目标
- 语言知识与技能
- 语言学习策略
- 文化意识与跨文化交际
2. 课程内容
- 词汇学习
- 语法知识
- 听说读写能力培养
- 语言实践与应用
3. 教学方法与学习策略
- 任务型教学法
- 合作学习
- 自主学习与反思
- 信息技术在英语教学中的应用
4. 课程资源
- 教材选择与使用
- 多媒体教学资源
- 网络资源与在线学习平台
5. 课程评价
- 形成性评价
- 终结性评价
- 学生自我评价与同伴评价
6. 课程实施
- 教学计划与安排
- 教学活动的设计与实施 - 教学环境与条件
7. 课程标准与要求
- 语言知识标准
- 语言技能标准
- 文化意识与交际能力标准
8. 课程拓展与深化
- 英语文学欣赏
- 英语国家文化研究
- 英语辩论与演讲
9. 课程与高考
- 高考英语考试要求
- 高考英语备考策略
- 高考英语题型解析
10. 附录
- 词汇表
- 语法点汇总
- 常用短语与句型
11. 参考文献
- 英语教学理论书籍
- 英语教学实践案例
- 英语教育研究论文
此目录为高中新课标英语课程的框架性内容，具体课程实施时，各学校和教师会根据实际情况进行调整和补充。
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.。
2024高中英语新课标解读
2024高中英语新课标解读2024年高中英语新课标解读随着2024年高中英语新课标的颁布，广大教育工作者和学生们对其进行了深入研究和解读。
本文将从教育、考试和学生发展三个方面，对新课标进行全面解读，以期为广大教育工作者和学生对新课标的理解提供参考。
一、教育方面的解读1、教育理念：新课标强调培养学生的英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。
这一教育理念旨在让学生在掌握英语基础知识的同时，提高综合运用能力，培养跨文化交流意识，形成独立思考和终身学习的能力。
2、课程内容：新课标对高中英语课程内容进行了全面改革，包括主题、语篇、语言技能、文化知识等方面。
课程内容的多样化为学生提供丰富的学习资源，有利于开阔视野，提高综合素质。
3、教学方法：新课标提倡启发式、探究式、合作式和情境式教学方法，鼓励学生积极参与，自主发现和解决问题，培养团队合作精神和实际运用能力。
二、考试方面的解读1、考试形式：新课标要求英语考试形式多样化，包括笔试、口试、听力、口语表达等形式，全面考查学生的英语能力。
2、考试内容：新课标强调考试内容与课程内容的衔接，考查学生对主题、语篇、文化知识等内容的理解和运用能力。
同时，注重考查学生的阅读、写作、听说等综合技能。
3、考试评价：新课标提倡形成性评价和终结性评价相结合的考试评价方式，关注学生的学习过程和成绩进步，同时重视学生的自我评价和同伴评价的作用。
三、学生发展方面的解读1、兴趣培养：新课标强调培养学生的英语学习兴趣，通过丰富多彩的课程内容和活动设计，激发学生的学习热情和积极性。
2、学习能力：新课标重视学生的学习能力培养，通过启发式、探究式教学方法，帮助学生形成独立思考、自主学习的能力。
3、实践运用：新课标强调英语的实践运用，通过情境式、合作式教学方法，培养学生的团队合作精神和实际运用能力。
四、总结与建议通过对2024年高中英语新课标的解读，我们可以看到新课标在教育、考试和学生发展方面提出了许多新的理念和方法。
北师大新课标高中英语
北师大新课标高中英语北师大新课标高中英语课程旨在培养学生的英语语言综合运用能力，包括听、说、读、写四个方面。
课程内容涵盖了语言知识、语言技能、文化意识、学习策略和情感态度等多个维度。
语言知识：课程强调词汇、语法、句型结构等基础知识的掌握。
学生需要通过不断学习和练习，扩大词汇量，理解并正确使用各种语法规则，以及熟悉不同的句型结构。
语言技能：课程注重学生听、说、读、写四项基本技能的均衡发展。
听力训练包括对英语口语和书面材料的理解能力；口语训练则侧重于流利表达和交际能力；阅读训练旨在提高学生的阅读理解速度和深度；写作训练则关注学生准确、得体地表达思想的能力。
文化意识：课程融入了跨文化交际的内容，鼓励学生了解不同文化背景下的英语使用习惯，培养国际视野和跨文化交流能力。
学习策略：课程提倡学生掌握有效的学习策略，如预习、复习、笔记、提问等，以提高学习效率和自主学习能力。
情感态度：课程鼓励学生建立积极的学习态度，培养对英语学习的兴趣和热情，以及面对困难和挑战时的坚持和毅力。
教学方法：北师大新课标高中英语采用多种教学方法，如情景教学、任务型教学、合作学习等，以激发学生的学习兴趣，提高参与度。
评价方式：课程评价不仅关注学生的语言知识掌握程度，也重视学生的语言实际运用能力。
评价方式包括平时成绩、期中期末考试、口语测试、写作作业等多种形式。
课程资源：北师大新课标高中英语提供了丰富的教学资源，包括教科书、练习册、多媒体教学材料、在线学习平台等，以满足不同学生的学习需求。
通过这一课程的学习，学生不仅能够提高英语语言能力，还能够培养批判性思维、创新能力和终身学习的能力，为未来的学术和职业生涯打下坚实的基础。
高中英语人教版新课标新课程标准
高中英语人教版新课标新课程标准第一部分前言当前我国社会发展和经济建设对公民的外语素质提出了更高的要求。
高中阶段的外语教育是培养公民外语素质的重要过程，它既要满足学生心智和情感态度的发展需求以及高中毕业生就业、升学和未来生存发展的需要，同时还要满足国家的经济建设和科技发展对人才培养的需求。
因此，高中阶段的外语教育具有多重的人文和社会意义。
英语是高中阶段外语教育的主要语种。
高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设置和课程内容具有时代性、基础性和选择性；建立灵活的课程目标体系，使之对不同阶段和不同地区的英语教学更具有指导意义；建立多元、开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。
根据普通高中课程总体改革的精神和要求，在义务教育英语课程标准(实验稿)的基础上，特制订本标准。
一、课程性质语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件。
语言对促进人的全面发展具有重要意义。
当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本素养之一。
因此，学习和掌握外语，特别是英语，具有重要意义。
高中英语课程是普通高中的一门主要课程。
高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。
开设英语课程有利于提高民族素质，有利于我国对外开放和国际交往，有利于增强我国的综合国力。
二、基本理念(一)重视共同基础，构建发展平台普通高中英语课程是义务教育阶段课程的自然延伸，是基础教育阶段课程的重要组成部分。
因此，普通高中英语课程要在义务教育英语课程的基础上，帮助学生打好语言基础，为他们今后升学、就业和终身学习创造条件，并使他们具备作为21世纪公民所应有的基本英语素养。
高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
新课标高中英语1必修全册教案
新课标高中英语1必修全册教案一、教学内容1. Unit 1 My First Day at Senior High详细内容：描述了学生在高中的第一天，通过对话和阅读了解校园生活。
2. Unit 2 My New Teachers详细内容：介绍了几位不同风格的老师，学习如何描述人物特点。
二、教学目标1. 掌握本单元的重点词汇和短语，并能灵活运用到实际情景中。
2. 提高学生的听说读写能力，尤其是描述人物和事件的能力。
3. 培养学生学会尊重和理解不同的教学风格，增强团队合作意识。
三、教学难点与重点1. 教学难点：描述人物特点的词汇和句型，以及如何运用到实际情景中。
2. 教学重点：听说读写技能的培养，尤其是口语表达能力的提高。
四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、录音机、卡片等。
2. 学具：课本、练习本、字典、笔等。
五、教学过程1. 导入：通过展示一组学生在高中第一天的照片，引发学生讨论，导入新课。
2. 新课内容展示：讲解Unit 1 My First Day at Senior High 的重点词汇和句型，进行角色扮演活动。
3. 例题讲解：针对Unit 2 My New Teachers，讲解如何描述人物特点，给出示例。
4. 随堂练习：让学生运用所学知识，描述自己的老师，进行小组讨论。
5. 口语练习：模拟情景，让学生进行对话练习，提高口语表达能力。
六、板书设计1. Unit 1 My First Day at Senior High重点词汇：nervous, excited, confused, helpful, friendly等。
重点句型：I felt when; The teacher is and he/she等。
2. Unit 2 My New Teachers描述人物特点的词汇：strict, patient, humorous, knowledgeable等。
描述人物特点的句型：My teacher is; He/She always等。
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 level l 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 learning The curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l 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 curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in 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 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 followingDiagram 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 developmentl Successful learning strategies improve the effectiveness of 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 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 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 communication Language and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countries l Use English 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 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 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 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 accordingly l Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculum l Help improve educational managementl Inform the ongoing development and perfection of the new English curriculum The assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of 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 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 learningThe 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 onstudents’ 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 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 themselves l 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.。
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。
高中英语新课标人教版教案必修一
高中英语新课标人教版教案必修一一、教学内容本节课选自高中英语新课标人教版必修一，具体章节为Unit 1 "My First Day at Senior High"。
教学内容主要包括：了解并描述学生在高中第一天的生活和感受；学会使用一般过去时描述过去的事件；掌握本节课的核心词汇和短语。
二、教学目标1. 能够听懂并准确说出与高中生活相关的词汇和短语。
2. 能够运用一般过去时描述过去的事件，提高语言运用能力。
3. 能够通过小组合作，交流并分享自己在高中第一天的经历和感受。
三、教学难点与重点1. 教学难点：一般过去时的运用，特别是动词过去式的变化规则。
2. 教学重点：核心词汇和短语的掌握，以及运用一般过去时进行简单的叙述。
四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔、单词卡片。
2. 学具：英语课本、笔记本、字典。
五、教学过程1. 导入：通过播放一段关于高中生活的视频，引导学生关注本节课的主题。
2. 新课内容展示：展示本节课的核心词汇和短语，让学生跟读并模仿。
3. 例题讲解：以"Yesterday was my first day at senior high. I"为例，讲解一般过去时的用法。
4. 随堂练习：让学生运用一般过去时，描述自己在高中第一天的经历。
5. 小组活动：学生分成小组，互相交流并分享自己的经历，提高语言表达能力。
六、板书设计1. 核心词汇和短语：写在黑板的左边，方便学生查看。
2. 一般过去时的结构：写在黑板的右边，突出教学重点。
七、作业设计1. 作业题目：请用一般过去时描述你昨天的一天。
2. 答案示例：Yesterday was my busy day. I got up at 6:00, had breakfast and went to school. In the morning, I had four classes. After lunch, I played basketball with my friends. In the evening, I did my homework and watched TV.八、课后反思及拓展延伸1. 课后反思：本节课学生对于一般过去时的掌握程度较好，但仍有个别学生动词过去式变化不准确，需加强练习。
高中英语课程实用标准 新课标 英文版
实用文档文案大全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 skills However, 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-confidence l Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategies l 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 life实用文档文案大全l Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed toexam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid t l Valuing each student's feelingsl Stimulating students' interest in studying Englishl Helping students gain a sense of achievement andself-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 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 Cooperative实用文档文案大全In order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotions l 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 participation 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 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:实用文档文案大全Grade 5 Level 2Grade 6 Level 2 The required standard for the end of primary school Junior Middle School Work towards: NotesGrade 7 (= Junior 1) Level 3Grade 8 (= Junior 2) Level 4Grade 9 (= Junior 3) Level 5 The required standard for the end of junior middleschoolSenior Middle School Work towards: NotesSenior 1 Level 6Senior 2 Level 7Senior 3 Level 8 The required standard for senior middle school graduationLevel 9 An extension level for specialist schools and able studentsDiagram 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 languageappropriatelyThe overall descriptors for comprehensive language competence (i.e.a combination of all five general objectives) for Levels 1 to 9 are presented below:实用文档文案大全实用文档文案大全实用文档文案大全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实用文档文案大全实用文档文案大全Table 2: Level Descriptors for Language Skills Objective实用文档文案大全Functions Students can:1. Understand and suitably express everyday communicative functions such as greetings, farewells, thanks, introductions and so on2. Effectively express themselves in everyday communication with othersTopics Students are:1. Familiar with topics closely related to themselves, their families and school life2. Ffamiliar with topics related to everyday life, hobbies and interests, social customs, science and culture, etc.Table 3: Level Descriptors for Language Knowledge Objective实用文档文案大全Table 4: Level Descriptors for Affective Attitudes ObjectiveLevel Strategy TypeDescriptors for Learning Strategies2Basic LearningStrategiesStudents can:1. Actively cooperate with others to complete learning tasks2. Take initiative to ask the teacher or classmates for h3. Establish a simple study plan4. Independently practice what has been learnt5. Build connections between words and what they repres6. Learn with concentration and focus7. Try to read English stories and other kinds of non-curricular readingmaterial8. Actively use the English they have learnt to express themselves andcommunicate9. Take note of simple English found in daily life and the me10. Begin to use simple students' English/Chinese dictionaries5CognitiveStrategiesStudents can:1. Preview material as necessary2. Learn with concentration and fo3. Actively think when learning4. Note key points well during learning5. Uuse pictures and other non-linguistic clues well to understand mainideas6. Uuse association to help learn and remember words7. Take the initiative to review, sort and summarize what they have learnt8. Try to discover language rules and infer general rules from single cases9. Realize they have made mistakes when using English and correct themselves appropriately10. Use knowledge of Chinese when necessary to help them understand English more effectively11. Try to read English stories and other non-curricular reading materialMetacognitive Strategies Students can:1. Know their own English learning objectives clearly实用文档文案大全2. Know their own learning needs clea3. Establish simple study plans4. Grasp the main content of what they learn5. Pay attention to understanding and reflecting on their own progressand shortcomings6. Actively explore learning styles that are suitable for themsel7. Often share studying experiences with teachers and classma8. Actively participate in classroom andextracurricular Englishlearning activities CommunicationStrategiesStudents can:1. Communicate with others in English during classroom and extracurricular learning activities2. Make good use of opportunities to communicate in Engl3. Concentrate on expressing their meaning when communicat4. Use gestures, facial expressions and so on to help communicatewhen necessary5. Ask for help effectively when they experience communicationproblems6. Recognize cultural differences in Chinese and foreign modes ofcommunicationResourceStrategiesStudents can:1. Enrich their learning through the use of audio visual materials2. Use dictionaries and simple reference books to findinformat3. Take note of all the English used in real life andthe me4. Begin to use learning resources available in librariesor on theInternetTable 5: Level Descriptors for Learning Strategies ObjectiveLevel Descriptors for Cultural Awareness2 Students can:1. Know the simple forms of address, greetings and farewellsin English2. Rrespond appropriately to ordinary compliments, requests, etc.3. Know the main international sports and entertainments4. Know the names of the most popular foods and drinks in English speaking countries5. Know the capitals and flags of the major English speaking countries6. Know the important symbols of major countries, such as the UK's Big Ben7. Know the main festivals of English speaking countries5 Students can:1. Understand common body language, gestures and facial expressions used in English communication2. Use different forms of address, greetings and farewells appropriately in English3. Know the difference between male and female names and common affectionate forms of address实用文档文案大全4. Know the names commonly used by family members to refer to each other inEnglish speaking countries5. Understand dress codes for formal and informal occasions in English speakingcountries6. Understand eating and drinking customs in English speaking countries7. Respond appropriately to other people's compliments, requests, etc.8. Use appropriate forms to give compliments, make requests, etc.9. Begin to understand the geographical position, climate, history and so on of Englishspeaking countries10. Understand the cultural significance of common plants and animals in Englishspeaking countries11. Understand that natural phenomena possibly have cultural significance in the Englishlanguage12. Understand the traditional leisure and sporting activities of English speaking countries13. Understand the main holidays and festivals of English speaking countries and howthey are celebrated14. Deepen their knowledge of Chinese cultureTable 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.实用文档文案大全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 relevantto the students' real lives, accor ding to the overall curriculum objectives and content. Teachers should engage students' interest in the activity and organize themeffectively 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 tocommunicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO's curriculum advisor, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.”1.4. Provide increased guidance about learning strategies Helping students to adopt good study habits and effective learning strategies is one of theimportant 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 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:实用文档文案大全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 to help them expand their knowledge, broaden their horizons, strengthen theirintellect 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 activities l 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 objectives实用文档文案大全l Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher 1.8 Follow high frequency principles to ensure effective teaching and 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 confidence l 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 formativeassessment (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实用文档文案大全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 assessment l 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 activities l 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 flexible Teachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessmentmethods 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-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 theeffectiveness 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.实用文档文案大全l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests should check students' understanding and ability to gain information rather than asking them to distinguish。
高中英语新旧课程标准对比精选全文完整版
可编辑修改精选全文完整版
高中英语新旧课程标准
对比
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英语新课程标准2017版与旧新课程标准对比
这一变化进一步优化了高中英语课程结构，丰富了课程内容，有利于学生在全面发展的基础上张扬个性，发挥优势。
2017新课标课程结构变化用意非常明显，既希望为学生终身发展奠定学科知
识基础，又希望能为学生适应未来社会生活，接受高等教育和规划职业提供准备。
这种变化体现了新课标尊重学生个性、为学生终身发展负责的教育思想。
成了文化知识。
这种变化表明，今后的英语教学将更加注重真实语境下的语言
教学，语料也将更加丰富多样。
文化知识要求学生在语言学习中理解文化内涵，比较文化异同，汲取文化精华，坚定文化自信。
这就告诉我们，英语教学不单纯是让学生了解外国文化，还应该让学生通过比较与鉴别提升文化自信，传播中华文明，讲好中国故事。
相比之前，这种要求越来越高，越来越由表象
走向内里，由浅显走向深入。
总体而言，2017高中英语课标坚持”时代性、基础性、选择性、关联性”四个原则，始终围绕“核心价值观、立德树人、学科核心素养、中国情怀、国际视野、跨文化沟通能力”等关键词进行整体设计。
四、新旧课标词汇对比分析
我国原计划2017年颁布的高中课程标准英语科对词汇量要求降低，2003年版高中英语课标要求高中毕业生词汇量为3500左右，而新版课标（选修1
课程的要求）累计要求为3000——3200（指在在初中基础到高中毕业累计词汇要求），其中上限的200词指各地可根据实际情况选择增加的200个单词。
11。
2024年高中英语新课标人教版 精彩教案 必修一
2024年高中英语新课标人教版精彩教案必修一一、教学内容本节课选自2024年高中英语新课标人教版必修一，第三章“English Around the World”，具体内容包括：3.1 Introductionto Different English Accents，3.2 Understanding British English and American English，3.3 The Influence of English on Global Communication。
二、教学目标1. 了解世界各地的英语口音，提高学生的英语听力水平。
2. 掌握英式英语和美式英语的基本差异，提高学生的英语表达能力。
3. 认识到英语在全球交流中的重要性，激发学生学习英语的兴趣。
三、教学难点与重点1. 教学难点：英式英语和美式英语的发音差异，以及英语在全球交流中的作用。
2. 教学重点：培养学生对不同英语口音的辨识能力，提高学生的英语沟通能力。
四、教具与学具准备1. 教具：录音机、投影仪、PPT、视频资料。
2. 学具：教材、笔记本、字典。
五、教学过程1. 导入：播放一段关于世界各地英语口音的视频，引导学生关注英语的多样性。
2. 新课内容展示：通过PPT展示英式英语和美式英语的基本差异，讲解英语在全球交流中的重要性。
3. 实践情景引入：分组让学生模仿不同英语口音，进行角色扮演，提高学生的听说能力。
4. 例题讲解：讲解教材中的典型例题，引导学生掌握英式英语和美式英语的发音规律。
5. 随堂练习：让学生进行英式英语和美式英语的发音对比练习，提高辨识能力。
六、板书设计1. English Around the World2. 内容：Different English AccentsBritish English vs American EnglishThe Influence of English on Global Communication七、作业设计1. 作业题目：（1）听录音，分辨出英式英语和美式英语，并记录下来。
高中英语新课程标准
高中英语新课程标准第一部分前言当前我国社会发展和经济建设对公民的外语素质提出了更高的要求。
高中阶段的外语教育是培养公民外语素质的重要过程，它既要满足学生心智和情感态度的发展需求以及高中毕业生就业、升学和未来生存发展的需要，同时还要满足国家的经济建设和科技发展对人才培养的需求。
因此，高中阶段的外语教育具有多重的人文和社会意义。
英语是高中阶段外语教育的主要语种。
高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设置和课程内容具有时代性、基础性和选择性；建立灵活的课程目标体系，使之对不同阶段和不同地区的英语教学更具有指导意义；建立多元、开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。
根据普通高中课程总体改革的精神和要求，在义务教育英语课程标准(实验稿)的基础上，特制订本标准。
一、课程性质语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件。
语言对促进人的全面发展具有重要意义。
当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本素养之一。
因此，学习和掌握外语，特别是英语，具有重要意义。
高中英语课程是普通高中的一门主要课程。
高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。
开设英语课程有利于提高民族素质，有利于我国对外开放和国际交往，有利于增强我国的综合国力。
二、基本理念(一)重视共同基础，构建发展平台普通高中英语课程是义务教育阶段课程的自然延伸，是基础教育阶段课程的重要组成部分。
因此，普通高中英语课程要在义务教育英语课程的基础上，帮助学生打好语言基础，为他们今后升学、就业和终身学习创造条件，并使他们具备作为21世纪公民所应有的基本英语素养。
高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
(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.。
2024最新高中英语新课程标准教育部部编版英文版
2024最新高中英语新课程标准教育部部编版英文版2024 New High School English Curriculum Standard Ministry of Education CompilationIn 2024, the Ministry of Education will implement a new high school English curriculum standard. This updated curriculum aims to enhance students' language skills and overall proficiency in English. The curriculum will focus on integrating various language components, such as reading, writing, listening, and speaking, to provide a comprehensive learning experience for students.The new curriculum will also incorporate modern teaching methodologies and resources to engage students effectively. It will emphasize practical language usage and real-life communication scenarios to help students apply their English skills in a practical context. Additionally, the curriculum will align with global English language standards to ensure that students are well-prepared for international communication and opportunities.Teachers will play a crucial role in implementing the new curriculum. They will be provided with training and support to facilitate effective teaching practices and student learning outcomes. The Ministry of Education will also provide updated teaching materials and resources to assist teachers in delivering the curriculum effectively.Overall, the 2024 new high school English curriculum standard by the Ministry of Education aims to elevate the quality of English education in high schools, equip students with essential language skills, and prepare them for future academic and professional endeavors.。
高中英语新课程标准
高中英语新课程标准普通高中英语课程标准（实验）第一部分前言当前我国社会发展和经济建设对公民的外语素质提出了更高的要求。
高中阶段的外语教育是培养公民外语素质的重要过程，它既要满足学生心智和情感态度的发展需求以及高中毕业生就业、升学和未来生存发展的需要，同时还要满足国家的经济建设和科技发展对人才培养的需求。
因此，高中阶段的外语教育具有多重的人文和社会意义。
英语是高中阶段外语教育的主要语种。
高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设置和课程内容具有时代性、基础性和选择性；建立灵活的课程目标体系，使之对不同阶段和不同地区的英语教学更具有指导意义；建立多元、开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。
根据普通高中课程总体改革的精神和要求，在义务教育英语课程标准(实验稿)的基础上，特制订本标准。
一、课程性质语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件。
语言对促进人的全面发展具有重要意义。
当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本素养之一。
因此，学习和掌握外语，特别是英语，具有重要意义。
高中英语课程是普通高中的一门主要课程。
高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。
开设英语课程有利于提高民族素质，有利于我国对外开放和国际交往，有利于增强我国的综合国力。
二、基本理念(一)重视共同基础，构建发展平台普通高中英语课程是义务教育阶段课程的自然延伸，是基础教育阶段课程的重要组成部分。
因此，普通高中英语课程要在义务教育英语课程的基础上，帮助学生打好语言基础，为他们今后升学、就业和终身学习创造条件，并使他们具备作为21世纪公民所应有的基本英语素养。
高中英语新课程标准内容
高中英语新课程标准内容高中英语新课程标准内容的制定，是为了适应时代发展的需求，培养学生全面发展的能力，提高学生的综合素质。
新课程标准内容的更新，不仅仅是知识的更新，更是对学生综合素质的培养和提高的一种要求。
下面就高中英语新课程标准内容进行详细介绍。
首先，新课程标准对英语教学的目标进行了重新定位，强调培养学生的语言综合运用能力。
在语言技能方面，注重培养学生的听、说、读、写能力，注重提高学生的语言综合运用能力。
在语言知识方面，注重培养学生的语言知识的系统性和综合性，培养学生对英语语言的理解和运用能力。
在情感态度价值观方面，注重培养学生的跨文化意识，培养学生的国际交往能力，培养学生的自主学习和合作学习的能力。
其次，新课程标准对教学内容进行了重新调整和优化。
在语言技能方面，注重培养学生的听力、口语、阅读、写作能力，注重提高学生的语言综合运用能力。
在语言知识方面，注重培养学生的语言知识的系统性和综合性，注重培养学生对英语语言的深入理解和灵活运用能力。
在情感态度价值观方面，注重培养学生的情感态度和价值观的培养，注重培养学生的国际交往和合作学习的能力。
再次，新课程标准对教学方法进行了重新规划和优化。
在教学方法方面，注重培养学生的自主学习和合作学习的能力，注重培养学生的创新思维和实践能力，注重培养学生的跨文化交际和国际交往的能力。
在教学手段方面，注重培养学生的多媒体和信息技术的运用能力，注重提高学生的学习兴趣和学习动力，注重提高学生的学习效果和学习成果。
最后，新课程标准对教学评价进行了重新设计和优化。
在教学评价方面，注重培养学生的自主学习和合作学习的能力，注重培养学生的创新思维和实践能力，注重培养学生的跨文化交际和国际交往的能力。
在教学评价手段方面，注重培养学生的多元化和全方位的发展，注重提高学生的学习兴趣和学习动力，注重提高学生的学习效果和学习成果。
综上所述，高中英语新课程标准内容的制定，是为了适应时代发展的需求，培养学生全面发展的能力，提高学生的综合素质。
(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:。
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very well
quitewell
OK
a little
little
Knowing the great women who made great achievements
Using adjectives to describe one’s personality and character
4.China Dailyreally has goodaon sports.
5.I went to see aswho found I had too little sugar in my blood.
6.A theme park is a place of_________(娱乐).
7._________（激励）by her teacher,the girl student worked harder and soon made great progress.
Teaching Important and Difficult Points
Help the students learn to assess whether their knowledge about this topic has increased.
Teaching Methods
Question-and-answer activity
非测试性评价
How well do you think you learned about Unit 1?Rank your achievements with the following skills and put a tick in the box.Then work out your percentage.
conjunctions (e.g.either...or)
Knowing which kinds of nouns take singular or plural verbs
Listening to conversations in English
Readingfor gist
Writing a description of a woman
Understanding and using the new vocabulary in the unit
Knowing subject-verb agreement
Identifying the head noun in the subject
Using correct verb forms for subjects with correlative
Ss:It’s about women of achievement,both in our own country and abroad.
T:Terrific.
Step 3 Assessment
T:Today we are going to see how hard you worked and how much more you know about women of achievement home and abroad.
Teaching Procedures
Step 1 Greetings
T:Good morning,my boys and girls.
Ss:Good morning,Miss.
Step 2 Revision
T:So far we have finished this unit which is about...?
Pair work and group work to make the students work in class.
Teaching and Learning Aids
A multimedia
A blackboard
Three Dimensional Teaching Aims
Knowledge and Skills
Period 6Assessment
The General Idea of This Period
In this period we aim to help the students to elevate their acquisition of Unit 1 Women of Achievement and their ability of employing the expressions and grammar learned in this unit.
Elevate efficiently the students’knowledge about great and important women home and abroad.
Elevate the students’ability of using the expressions and grammar learned.
Process and Strategies
Check up what they have learned in this unit by evaluation and tests.
Feelings and Value
Through this part the students will surely know what they have mastered and haven’t mastered,anPercentage
%
%
%
%
%
测试性评价
Ⅰ.单词拼写
1.The young ladybwith great courage when her husband died.
2.This is ammatter;we’d better leave it to the doctors.
3.The birthris the number of births compared with the number of people.