新课标版英语·(湖北)
湖北荆州英语教材版本
湖北荆州英语教材版本全文共3篇示例，供读者参考篇1Hubei Jingzhou English Textbook VersionIntroductionHubei Jingzhou English Textbook Version is a comprehensive English textbook series designed for students in Jingzhou, Hubei Province. This English textbook series covers a wide range of topics and skills, including listening, speaking, reading, and writing. The textbooks are designed to help students improve their English proficiency and communicate effectively in English.FeaturesThe Hubei Jingzhou English Textbook Version has several key features that set it apart from other English textbooks. Firstly, the textbooks are designed to be engaging and interactive, with a variety of activities and exercises that help students practice their English skills in a fun and enjoyable way. Secondly, the textbooks are carefully structured to ensure that students build on their knowledge and skills progressively, with each unitbuilding on the previous one. Thirdly, the textbooks are aligned with the latest language learning theories and methodologies, ensuring that students receive a high-quality language education.ContentThe Hubei Jingzhou English Textbook Version covers a wide range of topics, including everyday conversations, grammar, vocabulary, and cultural information. Each unit of the textbook focuses on a specific theme or topic, and includes a variety of activities and exercises to help students practice their English skills. The textbooks also include listening and speaking exercises, as well as reading and writing tasks, to help students develop all aspects of their English proficiency.In addition, the textbooks include a variety of supplementary materials, such as audio recordings, videos, and online resources, to provide students with additional practice and support. These materials are designed to cater to different learning styles and preferences, ensuring that all students can benefit from the textbooks.BenefitsThe Hubei Jingzhou English Textbook Version offers a number of benefits to students. Firstly, the textbooks provide students with a solid foundation in English language skills, enabling them to communicate effectively in English in a variety of situations. Secondly, the textbooks help students develop strong listening, speaking, reading, and writing skills, which are essential for academic success and future employment opportunities. Thirdly, the textbooks help students build their confidence and motivation in learning English, by providing them with engaging and interactive materials that make learning fun and enjoyable.Overall, the Hubei Jingzhou English Textbook Version is a valuable resource for students in Jingzhou, Hubei Province, who are looking to improve their English proficiency and communication skills. The textbooks are carefully designed to provide students with a comprehensive language education, covering a wide range of topics and skills. With its engaging materials and interactive activities, the Hubei Jingzhou English Textbook Version is an effective tool for helping students achieve their language learning goals.篇2Jingzhou, located in Hubei Province, China, is a city rich in history and culture. As an important education center in the region, Jingzhou has developed its own English textbook series for students in both primary and secondary schools. The Jingzhou English textbook series is designed to meet the needs of local students while also incorporating elements of international language learning standards.The Jingzhou English textbook series consists of multiple levels, with each level focusing on different language skills and topics. The textbooks cover a wide range of subjects, including grammar, vocabulary, reading, writing, listening, and speaking. In addition to traditional language skills, the textbooks also incorporate elements of cultural and social studies to help students understand the broader context of English language usage.One of the key features of the Jingzhou English textbook series is its focus on practical language skills. The textbooks include a variety of real-life scenarios and dialogues, allowing students to practice using English in everyday situations. This approach helps students develop their language fluency and confidence, making it easier for them to communicate effectively in English.The Jingzhou English textbook series also incorporates modern teaching methodologies and technologies to enhance the learning experience. The textbooks include multimedia resources such as audio recordings, videos, and interactive exercises to help students engage with the material in a fun and interactive way. This multimedia approach not only makes learning more enjoyable but also helps students retain information more effectively.In addition to the core language skills, the Jingzhou English textbook series also introduces students to different aspects of English language and culture. The textbooks include readings and activities that explore topics such as literature, history, music, and cinema, allowing students to develop a more well-rounded understanding of the English language and its various uses.Overall, the Jingzhou English textbook series is a comprehensive and well-designed resource for students in the region. By combining traditional language skills with modern teaching methodologies and a focus on practical language usage, the textbooks provide students with a solid foundation in English language learning. As Jingzhou continues to grow and develop, its English textbook series will play an important role inhelping students gain the language skills they need to succeed in an increasingly globalized world.篇3The English Textbook Version of Jingzhou, HubeiIntroduction:The English textbook version of Jingzhou, Hubei is a comprehensive and well-structured textbook designed for students in the region to master the English language. It covers various aspects of English language learning, including grammar, vocabulary, reading, writing, listening, and speaking skills. This textbook is tailored to meet the specific needs of students in Jingzhou, Hubei, and aims to enhance their proficiency in English.Content:The English textbook version of Jingzhou, Hubei is divided into several units, each focusing on different topics to provide a holistic approach to English language learning. The units cover a wide range of topics, including daily routines, hobbies, family, school life, and travel, among others. Each unit is carefully crafted to include a balance of grammar exercises, vocabularybuilding activities, reading passages, and speaking tasks to ensure a well-rounded learning experience.The grammar exercises in the textbook cover essential topics such as tenses, articles, prepositions, and sentence structure to help students understand and apply English grammar rules effectively. The vocabulary building activities aim to expand students' word bank and improve their lexical knowledge through exercises like word matching, word puzzles, and synonym/antonym exercises.The reading passages in the textbook are engaging and cover a variety of genres, including fiction, non-fiction, and informational texts. The passages are accompanied by comprehension questions that test students' understanding of the text and encourage critical thinking skills. The speaking tasks in the textbook focus on developing students' oral communication skills through dialogues, role-plays, and presentations, allowing them to practice and improve their spoken English.In addition to the core units, the textbook also includes supplementary materials like grammar reference guides, vocabulary lists, and language practice exercises to reinforce students' learning and facilitate self-study. The textbook isdesigned to be interactive and engaging, with colorful illustrations, multimedia resources, and interactive activities that cater to different learning styles and preferences.Benefits:The English textbook version of Jingzhou, Hubei offers several benefits to students, teachers, and parents alike. For students, the textbook provides a structured and comprehensive approach to English language learning, helping them build a solid foundation in the language and improve their overall proficiency. The diverse range of topics covered in the textbook ensures that students develop a broad vocabulary and a deep understanding of English grammar and syntax.For teachers, the textbook serves as a valuable teaching resource that provides lesson plans, activity ideas, assessment tools, and suggestions for classroom activities. The textbook's well-organized structure and clear presentation make it easy for teachers to use in their lessons and adapt to their students' needs. The supplementary materials in the textbook also support teachers in delivering engaging and effective English language lessons.For parents, the English textbook version of Jingzhou, Hubei offers a glimpse into their children's English language learningprogress and provides them with additional resources and activities for practicing English at home. The textbook'suser-friendly design and engaging content make it accessible and enjoyable for students to use independently or with guidance from parents.Conclusion:In conclusion, the English textbook version of Jingzhou, Hubei is a valuable resource for students, teachers, and parents in the region. Its comprehensive content, interactive features, and engaging activities make it an effective tool for mastering the English language and developing strong communication skills. With its focus on practical language use and real-life contexts, this textbook is well-suited to the needs of students in Jingzhou, Hubei, and will undoubtedly contribute to their success in learning English.。
高考英语复习Unit3Underthese新人教版选修全国公开课一等奖百校联赛示范课赛课特等奖
predators(天敌)______fl_e_e(ifnlgee)to quieter areas. 5.(·四川, 阅读E)Many scientists suspect workers first would have put
the ocean and a ________ (deedpe)potfhabout 3, 300 feet—as far as most
light can reach. 2.*(·四川, 阅读C)Investing(投入)in time for parenting and raising
_______re_l_a_ti_on(srehliaptse)is money well spent. 3 .*( ·福 建 , 书面表 示 ) I t i s not t he st or y i t sel f b ut w hat
第2页
4.*(·重庆)I was never very ________(整nea齐t ；好), while my roommate Kate was extremely organized.
5.(·四川, 阅读表示)I was in a place of _p_u_re_____(纯粹；纯 洁)happiness.
7.*(·四川, 完形)It was a fair trade—I got a pleasure, and she had yet another ________ta(tsatsyte)treat.
(完整版)最新小学英语新课程标准
目录第一部分前言一、课程性质二、基本理念三、设计思路第二部分课程目标第三部分内容标准一、语言技能二、语言知识三、情感态度四、学习策略五、文化意识第四部分实施建议一、教学建议二、评价建议三、课程资源的开发与利用四、教材的编写和使用建议附录一、语音项目表二、语法项目表三、功能意念项目表四、话题项目表五、技能教学参考表六、课堂教学用语七、词汇表第一部分前言社会生活的信息化和经济的全球化，使英语的重要性日益突出。
英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言。
许多国家在基础教育发展战略中，都把英语教育作为公民素质教育的重要组成部分，并将其摆在突出的地位。
改革开放以来，我国的英语教育规模不断扩大，教育教学取得了显著的成就。
然而，英语教育的现状尚不能适应我国经济建设和社会发展的需要，与时代发展的要求还存在差距。
此次英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣。
生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
一、课程性质外语是基础教育阶段的必修课程，英语是外语课程中的主要语种之一。
英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。
基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
英语新课标(英文版)
New English Curriculum for Chinese Primary Schools and Junior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language inthe world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar andvocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use languagefor real communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to:●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:COMPREHENSIVELANGUAGE COMPETENCEDiagram 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 2: The General ObjectivesA further diagram illustrates the more comprehensive nature of the new curriculum compared to the old one:Diagram 3: Comparison of the Old and New Curriculums●Language skills and knowledge form the basis of comprehensive language competence●The students’attitudes to learning strongly influence their learning and development●Successful learning strategies improve the effectiveness of students’ learning●Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence(i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below: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 ObjectiveTable 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 Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes they makeduring the learning process.●Provide students with ample opportunities to collaborate with others and to becomeautonomous learners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in andsolve problems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’ English education with their emotional education. Develop cooperative spiritby organizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as manylanguage practice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive languagecompetenceTeachers 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 activityand organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’life experiences and interests; the content and styleshould be as true to life as possible.●Activities must benefit the development of students’ language knowledge, language skills andability to use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development ofstudents’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English tocommunicate with others in order to develop their ability to use English to solve real problems.●Activities should not purely be limited to the classroom but also extend to out of schoollearning.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 aboutlearning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning.●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledgeand grasp language functions.●Help students to carry out self-assessment during the learning process and adjust their ownlearning objectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods andpromote more individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English 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:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’psychological characteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuingstudy and real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’needs, local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and researchdriven teacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessonsa week.2.Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect onand adjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifyingthe direction in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to:●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment,thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter whatmethod is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’comprehensive language 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:●Exams should include oral, listening and writing amongst other components in assessingstudents’ comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduationexams.●Listening tests should check students’ understanding and ability to gain information rather thanasking them to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specificlanguage context.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similarto normal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written testscan be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:●Some kind of baseline assessment● A record of the students’ classroom performance – e.g. participation in role-plays, volunteeringto read something aloud, etc.●Examples of the students’ best written homework, as selected by themselves●Teachers’ and parents’ observations on the students’ study situation●Results of tests and quizzes marked by the teacher, student or students’ classmates, either asgrades or written comments●Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:●Is information coherent and easily expressed? (Students may make grammar and vocabularymistakes that affect the accuracy but the basic information is still transmitted effectively.)●Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?●Does the speaker use appropriate communication strategies, such as repetition, clarification,using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.Exploitation and Use of Curricular Resources4.The compilation of teaching materials and guidelines for their useSource of this translation:英语课程标准教师读本（修订本），华中师大学，2003，，ISBN 7-5622-2557-5/G.1317。
新课标人教版 2022届高三英语二轮复习跟踪强化训练4 Word版含答案
跟踪强化训练(四)[时态、语态专练]Ⅰ.语法填空1．(2021·四川省五校高三联考)However，when the shine and excitement of the presents and the parties began to wear off，the young princess found out that her handsome young husband wasn't as wonderful as she ________(expect)．[解析]考查时态。
expect这一动作发生在found out之前，事情发生在过去的过去，用过去完成时，故填had expected。
[答案]had expected2．(2021·湖北重点高中协作体期中联考)Chinese children's fiction writer Cao Wenxuan，a professor of Chinese literature at Peking University, ________(award) the Hans Christian Andersen Prize on April 4,2022...[解析]考查时态和语态。
此处指“在2022年4月4日，曹文轩被授予国际安徒生文学奖”，应用一般过去时的被动语态。
故填was awarded。
[答案]was awarded3．(2021·安徽省高三联考)Always citizens ________(educate) to take care of and show respect for handicapped people.[解析]citizens和educate之间是动宾关系，句子状语是Always，故用一般现在时的被动语态。
故填are educated。
[答案]are educated4．(2021·河北省石家庄高三联考)So far，I ________(organize) several English activities of my class.[解析]考查动词时态。
2020年全国统一高考英语试卷(新课标Ⅰ)(解析版)
2020年普通高等学校招生全国统一考试（全国卷I）英语注意事项：1.答卷前，考生务必将自己的姓名、准考证号填写在答题卡和试卷指定位置上。
2.回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
版本一（适用地区：河南、山西）第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例:How much is the shirt?A. £9.15.B. g.18.C. 9U5.答案是C o1. Where are the speakers?A. At a swim ming pool.B. In a cloth ing shop.C. At a school lab.【答案】B【解析】【原文】本题为听力题，解析略。
2. What will Tom do next?A. Tur n dow n the music.B. Postp one the show.C. Stop practici ng.【答案】C【解析】【原文】本题为听力题，解析略。
3. What is the woma n busy doing?A. Working on a paper.B. Tidying up the office.C. Organizing a party.【答案】C【解析】【原文】本题为听力题，解析略。
4. When will Henry start his vacation?A. This weekend.B. Next week.C. At the end of August.【答案】A【解析】【原文】本题为听力题，解析略。
2023高考英语真题【全国新课标I卷】(精校大字版)
2023年普通高等学校招生全国统一考试（新课标I卷）英语第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much is the shirt?A. ￡19.15.B. ￡9.18.C. ￡9.15.答案是C。
1. What will Jack probably do this weekend?A. Go camping.B. Visit a friend.C. Watch a film.2. What does the woman ask the man to do?A. Take care of her bags.B. Pack the food for her.C. Check the train schedule.3. When will the man see Bob?A. This Friday.B. This Saturday.C. Next Monday.4. Why does the man apologize?A. For the terrible food.B. For the overcharge.C. For the waiter’s rudeness.5. What are the speakers talking about?A. Writing a book.B. Holding a celebration.C. Buying a present.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。
2021新课标Ⅰ英语卷文档版(有答案)-2021年普通高等学校招生统一考试
2021 年普通高等学校招生全国统一考试(新课标 I )英语考前须知：1.本试卷分第一卷〔选择题〕和第二卷〔非选择题〕两局部。
第一卷1 页至10 页，第二卷11 页至13 页。
2.答题前，考生务必将自己的姓名，准考证号填写在本试卷相应的位置。
3.全部答案在答题卡上完成，搭载本试卷上无效。
4.第一卷听力局部总分值30 分，不计入总分，考试成绩录取时提供应高校作参考。
5.考试结束后，将本试卷和答题卡一并交回。
第一卷第一局部听力〔共两节，总分值30 分〕做题时，现将答案标在试卷上，录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节〔共5小题；每题 1.5分，总分值7.5分〕〔略〕听下面 5 段对话，每段对话后有一个小题。
从题中所给的A,B,C 三个选项中选出最正确选项，并标在试卷的相应位置。
听完每段对话后，你都有10 秒钟的时间来答复有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much is the shirt?A.£ 19.15B.£ 9.18C.£ 9.15答案是C。
A.9:10B.9:50C.10:001.What will the man d o?A.It‟s niceB.It‟s warmC.It‟s cold2.What will the man do?A.Attend a meetingB.Worth takingC.Very easy3.What is the woman‟s opinion about the course?A.Too hardB.Worth takingC.Very easy4.What does the woman want the man to do?A.Speak louder.B.Apologize to herC.Turn off the radio第二节〔共15 小题；每题 1.5 分，总分值22.5 分〕听下面5 段对话或独白。
(word完整版)全国高中各省市英语新课标教材版本一览表
阳江
人教
德州
外研
房山
北师
朝阳
人教
巢湖
北师大
新乡
人教
黄冈
外研
陵水
人教
湛江
人教
临沂
重大
密云
人教
葫芦岛
人教
六安
北师大
洛阳
北师大
四川
外研
白沙
人教
茂名
人教
聊城
外研
平谷
人教
亳州
人教
周口
人教
甘肃
人教
乐东
人教
肇庆
人教
滨州
外研
怀柔
北师
池州
译林
焦作
北师大
青海
人教
东方
人教
清远
北师大
荷泽
冀教
门头沟
北师
宣城
译林
商丘
北师大
人教
运城
外研
天津
外研
琼海
人教
珠海
人教
淄博
外研
西城
北师
鞍山
外研
蚌埠
人教
安康
人教
开封
人教
铜仁
外研
晋中
外研
湖南
译林
万宁
人教
汕头
人教
枣庄
外研
朝阳
人教
抚顺
人教
淮南
北师大
汉中
外研
平顶山
北师大
贵阳
人教
阳泉
人教
吉林
人教
定安
人教
韶关
外研
东营
人教
丰台
人教
本溪
2022年小学英语新课标《义务教育英语课程标准(2022年版)》解读学习PPT课件
全面贯彻党的教育方针，落实立德树人根本任务，以培养有理想、有本领、有担当的时代 新人为出发点和落脚点。围绕核心素养确定课程目标，选择课程内容，创新教学方式，改进考 试评价，指导教材建设，开展教师培训。
（二）构建基于分级体系的课程结构
课程结构的构建遵循外语学习规律，借鉴国际经验，立足我国义务教育阶段英语教育实际， 充分考虑学习条件、学习时限和学生学习经验等方面的差异，按照英语能力发展进阶，建立循 序渐进、可持续发展的九年义务教育英语分级体系，由低到高明确学习内容与要求。课程以分 级体系为依据，因地制宜，因材施教，确定起始年级和学习内容要求，灵活安排教学进度。
基本养成良好的学习习惯； 在学习活动中主动探究，与他人合作，共同完成学习任务。
小学英语“四大”核心素养理念解读 核心素养的学段分项特征－以3－4年级为例
小学英语“四大”核心素养理念解读 核心素养的学段分项特征－以3－4年级为例
PART 04
小学英语的培养目标 具体内容
小学英语的培养目标具体内容
PART 05
小学英语的课程 内容及呈现方式
小学英语的课程内容及呈现方式
课程内容总体设置——六要素
01 主题 02 语篇 03 语言知识
04 文化知识 05 语言技能 06 学习策略
小学英语的课程内容及呈现方式
课 程 内 容 总 体 设 置 —— 六 要 素
小学英语的课程内容及呈现方式
课 程 内 容 分 级 示 意 图
小学英语的培养目标具体内容
文化意识学段目标—以第三学段（5－6年级）为例
✓ 1.对学习、探索中外文化有兴趣；能在教师引导下，通过故事、介绍、对话、动画等获取中外 文化的简单信息；感知与体验文化多样性，能在理解的基础上进行初步的比较；能用简短的句 子描述所学的与中外文化有关的具体事物；初步具有观察、识别、比较中外文化异同的能力。
人教版新课标高一英语Unit 1单元测试(湖北题型附答案)
高一英语必修1 Unit One单元测试第一部分：听力(共两节，满分30分)做题时，先将答案划在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节(共5小题；每小题1.5分，满分7.5分)听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1.How is the man probably going to spend the holidays?A.He hasn’t had any ideas yet.B.Probably he will go to Xi’an to visit his uncle.C.Probably he will go sightseeing in Xi’an.2.Which hotel does the woman live in now?A. China Great Hotel.B. Holiday Inn.C. Hilton.3.Where are the speakers?A. In Toronto.B. In Singapore.C. In Los Angeles.4.What are the speakers mainly talking about ?A. Choosing courses.B. Shopping.C. History.5.Why must the man go to the bank?A.He wants to save.B.He needs some money for a trip.C.He has to get traveler’s cheques there.第二节(共15小题；每小题1.5分，满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
英语新课程标准(2021版)试题及答案
英语新课程标准（2021版）试题及答案一、填空（每空1分，共20分）1、义务教育阶段的英语课程具有工具性和人文性双重性质。
2、在九级目标体系中，小学六年级完结时应达至二级，9年级完结时应达至五级。
3、英语课程的总体设计思路是：以科学发展观和先进的课程理念为指导，立足国情，综合考虑我国英语教育的发展现状，从义务教育阶段起，建立一个以学生发展为本、系统而持续渐进的英语课程体系。
4、语言技能就是语言运用能力的关键组成部分，主要包含听到、说道、念、写下等方面的技能以及这些技能的综合运用。
其中听到和念就是认知的技能，说道和写下就是抒发的技能。
5、英语语言基础知识包含语音、词汇、语法以及用作抒发常用话题和功能。
二、简答（每题15分后，共60分后）1、详述英语课程的基本理念。
注重素质教育，体现语言学习对学生发展的价值；面向全体学生，高度关注语言学习者的相同特点和个体差异；整体设计目标，充分考虑语言自学的渐进性和持续性；特别强调自学过程，注重语言自学的实践性和应用性；优化评价方式，着重于评价学生的综合语言应用领域能力；多样课程资源，开拓英语自学渠道。
2、详述义务教育阶段的总目标。
通过英语学习使学生形成初步的综合语言应用能力，促进心智发展，提高综合人文素养。
3、简述英语学习策略及其分类。
学习策略指学生为了有效地自学和采用英语而实行的各种行动和步骤以及指导这些行动和步骤的信念。
包含心智策略、调控策略、交际策略和资源策略。
4、详述情感态度的二级目标。
能够体会至英语自学的快感；勇于开口，抒发中不怕出来错误；乐意认知并积极主动尝试采用英语；积极参与各种课堂自学活动；在小组活动中能与其他同学积极配合和合作；遇到困难时能大胆求助；乐意碰触外国文化，进一步增强祖国意识。
三、阐释（20分后）课程标准中的实施建议要求面向全体学生，为学生发展综合语言运用能力打好基础，促进学生整体人文素养的提高。
请简述英语教学的教学建议。
英语教学建议：1.面向全体学生，为每个学生自学英语打下基础；2.著重语言课堂教学，培育学生的语言运用能力；3.强化学习策略指导，培育学生独立自主自学能力；4.培育学生跨文化交际意识，发展跨文化交际能力；5.结合实际教学须要，创造性地采用教材；6.合理利用各种教学资源，提高学生的学习效率；7.组织生动活泼的课外活动，拓展学生的学习渠道；8.不断提高专业水平，努力适应课程的需要。
2024年高考真题和模拟题英语分类汇编之语法填空 (原卷版+解析版)
语法埴空2024年高考真题Passage1【新课标Ⅰ卷】Heatherwick Studio recently built a greenhouse at the edge of the National Trust’s Woolbeding Gardens. This beautiful structure, named Glasshouse, is at the centre of a new garden that shows how the Silk Road influences English gardens even in modern times.The latest ____56____ (engineer) techniques are applied to create this protective ____57____ (function) structure that is also beautiful. The design features ten steel “sepals (萼片)” made of glass and aluminium (铝). These sepals open on warm days ____58____ (give) the inside plants sunshine and fresh air. In cold weather, the structure stays ____59____ (close) to protect the plants. Further, the Silk Route Garden around the greenhouse ____60____ (walk) visitors through a journey influenced by the ancient Silk Road, by which silk as well as many plant species came to Britain for ____61____ first time. These plants included modern Western ____62____ (favourite) such as rosemary, lavender and fennel. The garden also contains a winding path that guides visitors through the twelve regions of the Silk Road. The path offers over 300 plant species for visitors to see, too.The Glasshouse stands ____63____ a great achievement in contemporary design, to house the plants of the southwestern part of China at the end of a path retracing (追溯) the steps along the Silk Route ____64____ brought the plants from their native habitat in Asia to come to define much of the _____65_____ (rich) of gardening in England.【答案】56. engineering57. functional58. to give59. closed 60. walks61 the 62. favorites63. as 64. which##that65. richness【解析】【导语】本文为一篇说明文。
新课标英语试题及答案
新课标英语试题及答案一、单项选择题（每题2分，共20分）1. The teacher asked the students to ________ the book and read the first chapter.A. openB. closeC. lookD. watch答案：A2. She is ________ to help others.A. too kindB. so kindC. very kindD. enough kind答案：C3. The weather was ________ that we decided to stay at home.A. so badB. such badC. very badD. too badly答案：A4. ________ the students in our school ________ sports.A. A number of; likeB. The number of; likesC. A number of; likesD. The number of; like答案：C5. ________ the news, he didn't know what had happened.A. To hearB. HearingC. Having heardD. Being heard答案：B6. ________ the experiment, he spent three hours in the lab.A. To doB. DoingC. DoneD. Did答案：B7. ________ the truth, I don't think the movie is worth watching.A. TellingB. ToldC. To tellD. Having told答案：C8. ________ the book, he found it very interesting.A. Having readB. To readC. ReadingD. Read答案：A9. ________ the problem, they decided to ask for help.A. Unable to solveB. Unable solvingC. Being unable to solveD. Having been unable to solve答案：A10. ________ the meeting, he had to leave early.A. AttendingB. To attendC. AttendedD. Having attended答案：B二、完形填空题（每题1分，共15分）阅读下面的短文，从每题所给的四个选项中，选出一个最佳答案填空。
英语新课标(英文版)
New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use language forreal communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to: ●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.Part 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:●●The students’attitudes to learning strongly influence their learning and development●Successful learning strategies improve the effectiveness of students’ learning●Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five generalPart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSOPart 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes they makeduring the learning process.●Provide students with ample opportunities to collaborate with others and to become autonomouslearners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in and solveproblems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’English education with their emotional education. Develop cooperative spirit byorganizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as many languagepractice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’ life experiences and interests; the content and style should beas true to life as possible.●Activities must benefit the development of students’ language knowledge, language skills and abilityto use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development of students’thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English to communicatewith others in order to develop their ability to use English to solve real problems.Helping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning.●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledge andgrasp language functions.●Help students to carry out self-assessment during the learning process and adjust their own learningobjectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods and promotemore individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’ psychologicalcharacteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuing studyand real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’ needs,local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and research driventeacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primarySuggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect on andadjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying thedirection in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to:●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment, therebydiversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessing students’comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.●Listening tests should check students’ understanding and ability to gain information rather than askingthem to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specific languagecontext.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’interest and active participation in learning English. Assessment methods should be varied and choice should be offered.Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar tonormal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can beused. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with thoseIncludes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:●Some kind of baseline assessment● A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to readsomething aloud, etc.●Examples of the students’ best written homework, as selected by themselves●Teachers’ and parents’ observations on the students’ study situation●Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades orwritten comments●Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:●Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakesthat affect the accuracy but the basic information is still transmitted effectively.)●Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.Exploitation and Use of Curricular Resources英语课程标准教师读本（修订本），华中师范大学出版社，2003，武汉，ISBN 7-5622-2557-5/G.1317。
英语新课标(英文版)
英语新课标(英文版)New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar andvocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use languagefor real communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to:●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning processwith a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Part 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 2: The General ObjectivesA further diagram illustrates the more comprehensive nature of the new curriculum compared to the old one:●Language skills and knowledge form the basis of comprehensive language competence● The students ’ attitudes to learning strongly influence their learning and development● Successful learning strategies improve the effectiveness of students ’ learning● Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:about learning English. They can:●Listen to and understand dialogues and short stories in everyday communication●Communicate information and simple opinions about familiar everyday topics●Write brief and simple letters●Attempt to use different educational resources●Gain information from oral and written materials to extend their knowledge,simple problems and describe results●Help each other to overcome difficulties encountered during learning●Plan and arrange sensible learning activities●Actively explore learning strategies suitable for themselves●Take note of cultural differences between China and other countries during study andcommunicationStudents show clear motivation and a positive, active attitude towards learningThey can:●Listen to and understand the teacher’s statements about familiar topics and take part indiscussions●Exchange information with others and express opinions about various topics in daily life ●Read and understand texts, newspapers and magazines suitable for Gradesovercoming the barrier of unknown words to understand the main ideas●Use appropriate reading strategies according to the purpose of reading●Draft and edit short compositions according with the aid of prompts●Cooperate with others to complete tasks, solve problems and report results●Assess their own learning and summarize their own learning style●Make use of a wide variety of resources●Further increase their understanding and awareness of cultural differencesStudents show further motivation to study English and a growing awareness of autonomous learning. They can:Part 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Phonetics Students can:1.Understand the significance of phonetics within language learning2.Uunderstand English phonetics includes pronunciation, stress, linking, intonationand rhythm3.Speak with basically accurate, natural and fluent pronunciation and intonation indaily communication4.Understand and express different intentions by altering stress and intonationappropriately5.Spell words and phrases according to their pronunciation Vocabulary Students can:1.Understand English vocabulary includes such items as words, phrases, expressionsand collocations2.Understand and distinguish between the basic meanings of words andmeanings in special situationse vocabulary to describe things, behaviour and characteristics,principles, etc.4.Learn and use 1500-1600 words and 200-300 expressions and collocations Grammar Students can:1.Understand common forms and structures and their functions2.Llearn and distinguish between the functions of different forms and structuresduring real language use3.Understand and master how to describe of people and things4.Understand and master how to describe specific factual and behaviouralphenomena and develop the ability to describe processes5.Begin to master how to describe time, place and position6.Understand and master how to compare people, objects and things Functions Students can:Part 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthydevelopment of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes theymake during the learning process.●Provide students with ample opportunities to collaborate with others and to becomeautonomous learners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in andsolve problems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’ English education with their emotional education. Develop cooperative spiritby organizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as manylanguage practice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’life experiences and interests; the content and styleshould be as true to life as possible.●Activities must benefit the development of students’language knowledge, language skills andability to use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development ofstudents’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English tocommunicate with others in order to develop their ability to use English to solve real problems.●Activities should not purely be limited to the classroom but also extend to out of school learning.1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning. ●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledgeand grasp language functions.●Help students to carry out self-assessment during the learning process and adjust their ownlearning objectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods andpromote more individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age andinterests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’psychological characteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuingstudy and real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’needs, local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and researchdriven teacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.2.Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect onand adjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying thedirection in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to: ●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment,thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’comprehensive language competence, striving to scientifically and comprehensively check students’language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessingstudents’ comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduationexams.●Listening tests should check students’ understanding and ability to gain information rather thanasking them to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specificlanguage context.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similarto normal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written testscan be used. Oral tests should check students’ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2。
(完整版)高中英语课程标准_新课标_英文版
New Course Syllable for EnglishPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:。
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考题链接点点星星教材中星星点点对教材1. (2011·湖北八校联考)(教材P1)Everything from greeting to eating can be an opportunity to do the wrong thing which not only embarrasses yourself, but ________ your host.A. scaresB. upsetsC. teasesD. blames答案与解析B句意：从和人打招呼到进食每件事都可能会出错，而这样的错误不仅使你自己尴尬，也会使主人不安。
upset“使烦恼；使不安”，故选B项。
scare“使恐惧”；tease“取笑；戏弄；挑逗”；blame“责备”。
2. (2011·南开中学)(教材P1)Some members went so wild that they strongly demanded to know why they had been kept ________ the true facts until the present stage.A. in view ofB. in favour ofC. in place ofD. in ignorance of答案与解析D句意：一些成员变得很疯狂以至于他们强烈要求知道为什么直到现阶段他们才知道真相。
in view of“鉴于……；考虑到……”；in favour of“支持；赞同”；in place of“代替”；in ignorance of“对……全然不知”。
3. (2012·金华一中)(教材P1)Recently our government policymakers are very ________ about the rapidly rising food costs.A. upsetB. confusedC. concernedD. conscious答案与解析C句意：近来，我们的政府政策制定者们很关注食品成本急速增长的问题。
be concerned about“关心；挂念”，符合句意。
be upset about“为……烦恼；不快”；be confused about“对……困惑”；conscious“注意到；意识到”与of连用。
4. (2012·泉州四校联考)(教材P2)Honestly speaking, I would agree with Shirley, though not ________.A. widelyB. entirelyC. possiblyD. eventually答案与解析B句意：说实在的，我会同意雪莉的，虽然不是完全地同意。
entirely“完全地；彻底地”；widely“广泛地”；possibly“可能地”；eventually“最终地”。
5. (2011·湖北孝感统考)(教材P2)The ________ dropped on Shanghai Expo 2010, which had lasted 184 days, on Sunday night with a heart-warming closing ceremony attended by a host of world leaders.A. screenB. curtainC. sheetD. programme答案与解析B curtain“(舞台上的)幕；帷幕”；screen“屏幕；银幕”；sheet“被单；薄板”；programme“节目；计划”。
6. (2012·湖北两所名校联考)(教材P2)________ a divorce is really a terrible experience for Mr. Taylor, and that may be the reason why he has been upset lately.A. Focusing onB. Bringing downC. Going throughD. Getting over答案与解析C语意表示“遭受离婚对泰勒先生来说是很可怕的一次经历”，go through“经历；遭受”。
7. (2013·汉川二中)(教材P2)He ________ what he had gone through on his journey immediatelyafter he returned.A. set downB. set upC. set offD. set out答案与解析A句意：他回来后立即把在旅行中的经历记下来。
set down“写下；记下”，符合句意。
set up“竖立，创立”；set off“出发；引起”；set out“动身；开始”。
8. (2013·考感联考)(教材P2)I know you didn't break the cup ________，but you should buy him a new one. After all, that was his favorite one.A. at an endB. by mistakeC. on purposeD. as usual答案与解析C句意：我知道你不是故意把杯子打破的，但是你应该给他买只新的。
毕竟都是他最喜欢的东西。
on purpose“故意地”，符合句意。
at an end“结束；完毕”；by mistake“错误地”；as usual“像平常一样”。
9. (2013·湖北稳派教育月考)(教材P4)The athlete needs more time to ________ as the long rest affected his systematic training through the whole season.A. transformB. accelerateC. recoverD. strengthen答案与解析C句意：运动员需要更多的时间恢复体力，因为长时间的休息能直接影响到整个赛季有条理的训练。
recover“恢复健康；康复”，符合句意。
transform“使改观；使转化”；accelerate“加快；加速”；strengthen“加强；便更坚固”。
10. (2013·黄冈襄樊、孝感、宜昌、荆州联考)(教材P2)Having been told ________ where he lived, I had no difficulty in finding Peter's house.A. exactlyB. relativelyC. appropriatelyD. approximately答案与解析A句意：由于被准确地告知他住在什么地方，我毫不费力地就找到了他的家。
exactly“准确地；精确地”，符合句意。
relatively“相对地”；appropriately“合适地”；approximately“大概地”。
Ⅱ.话题阅读(2008·北京)When it comes to friends, I desire those who will share my happiness, who possess wings of their own and who will fly with me. I seek friends whose qualities illuminate (照亮) me and train me up for love. It is for these people that I reserve the glowing hours, too good not to share.When I was in the eighth grade, I had a friend. We were shy and “too serious” about our studies when it was becoming fashionable with our classmates to learn acceptable social behaviors. We said little at school, but she would come to my house and we would sit down with pencils and paper, and one of us would say: “Let's start with a train whistle today.” We would sit quietly together and write separate poems or stories that grew out of a train whistle. Then we would read them aloud. At the end of that school year, we, too, were changed into social creatures and the stories and poems stopped.When I lived for a time in London, I had a friend. He was in despair (失望) and I was in despair. But our friendship was based on the idea in each of us that we would be sorry later if we did not explore this great city because we had felt bad at the time. We met every Sunday for five weeks and found many excellent things. We walked until our despair disappeared and then we parted. We_gave_London_to_each_other.For almost four years I have had a remarkable friend whose imagination illuminates mine. We write long letters in which we oftendiscover our strangest selves. Each of us appears, sometimes in a funny way, in the other's dreams. She and I agree that, at certain times, we seem to be parts of the same mind. In my most interesting moments, I often think: “Yes, I must tell ...” We have never met.It is such comforting companions I wish to keep. One bright hour with their kind is worth more to me than the lifetime services of a psychologist (心理学家), who will only fill up the healing (愈合的) silence necessary to those darkest moments in which I would rather be my own best friend.解题导悟本文的话题是“朋友”，介绍作者在人生道路上遇到的几个朋友，他们一起写诗作文，一起探讨生活，作者最后发出感慨：在人生的道路上希望有好朋友做伴。