英语课程标准英文版

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英语课程标准英文版

英语课程标准英文版English Curriculum Standards。

The English curriculum standards are essential guidelines that outline the knowledge and skills students should acquire in English language arts by the end of each grade level. These standards are designed to ensure that students develop proficiency in reading, writing, speaking, and listening, and they provide a framework for educators to plan and deliver effective instruction.The English curriculum standards are based on the belief that language is at the center of learning, and that proficiency in English language arts is critical for success in all academic areas. By setting clear and high expectations for what students should know and be able to do, the standards help to ensure that all students receive a high-quality education that prepares them for college, career, and life.In the early grades, the focus is on developing foundational skills in reading, writing, and language. Students learn to read with fluency and comprehension, and they begin to write for different purposes and audiences. They also build their vocabulary and grammar skills, and they learn to effectively communicate and collaborate with others.As students progress through the grades, the standards become more complex and rigorous. They are expected to read and comprehend a wide range of texts, including literature, informational texts, and multimedia sources. They also learn to write in different genres and for different purposes, and they develop the ability to conduct research and present information in a clear and organized manner.In addition to reading and writing, the standards also emphasize the importance of speaking and listening skills. Students learn to engage in discussions, make presentations, and participate in collaborative conversations. They also develop the ability to comprehend and evaluate spoken language, including presentations, media, and conversations.The English curriculum standards are designed to be flexible and adaptable, allowing educators to meet the needs of diverse learners. They provide a set of learning goals that can be achieved through a variety of instructional methods and materials. Educators are encouraged to use their professional judgment and expertise to design instruction that meets the needs of their students, while still ensuring that all students have the opportunity to meet the standards.In conclusion, the English curriculum standards play a crucial role in shaping the education of students in English language arts. By providing clear and high expectations for student learning, the standards help to ensure that all students receive a high-quality education that prepares them for success in college, career, and life. They provide a framework for educators to plan and deliver effective instruction, and they help to ensure that all students develop the knowledge and skills they need to become proficient in English language arts.。

2024版义务教育中学英语课程标准英文版

2024版义务教育中学英语课程标准英文版2024 Version of Compulsory Education Middle School English Curriculum StandardsThe 2024 version of the compulsory education middle school English curriculum standards aims to provide a comprehensive and effective framework for teaching English to students at the middle school level. The standards focus on developing students' language skills in listening, speaking, reading, and writing, while also incorporating elements of culture and critical thinking.The curriculum standards emphasize the importance of communication and practical language use, with a focus on real-world applications and interactive learning activities. The standards also highlight the need for students to develop a strong foundation in grammar, vocabulary, and pronunciation, as well as the ability to comprehend and analyze complex texts.In addition, the curriculum standards place a strong emphasis on cultural awareness and understanding, with a focus on exposing students to a diverse range of English-speaking cultures and traditions. Through the study of literature, media, and history, students are encouraged to develop empathy, tolerance, and a global perspective.Overall, the 2024 version of the compulsory education middle school English curriculum standards seeks to provide students with a well-rounded and practical education in the English language, equipping them with the skills and knowledge they need to succeed in an increasingly interconnected world.。

2023年英语新课程标准详解英文版

2023年英语新课程标准详解英文版Comprehensive Explanation of the 2023 English New Curriculum StandardsThe 2023 English New Curriculum Standards are a set of guidelines and requirements that outline the objectives and expectations for English language learning in the upcoming academic year. These standards are designed to provide a clear framework for teachers, students, and parents to follow in order to ensure a comprehensive and effective English language education.One of the key aspects of the 2023 English New Curriculum Standards is the focus on communication skills. The standards emphasize the importance of developing both written and oral communication skills, as well as the ability to understand and interpret a variety of texts. This holistic approach to language learning aims to equip students with the skills they need to effectively communicate in real-world situations.In addition to communication skills, the 2023 English New Curriculum Standards also emphasize the development of critical thinking and problem-solving skills. These skills are essential for success in the modern world, and the standards seek to cultivate them through a variety of activities and tasks that encourage students to think critically and creatively.Another important aspect of the 2023 English New Curriculum Standards is the integration of technology into the learning process. The standards recognize the role that technology plays in our daily lives, and aim to harness its potential to enhance English language learning. From online resources and interactive multimedia tools to virtual classrooms and digital assessments, technology is integrated into every aspect of the curriculum.Furthermore, the 2023 English New Curriculum Standards place a strong emphasis on cultural awareness and global competence. In an increasingly interconnected world, it is essential for students to develop an understanding and appreciation of different cultures and perspectives. The standards include a range of activities and tasks that expose studentsto diverse cultures and promote intercultural communication and understanding.Overall, the 2023 English New Curriculum Standards represent a comprehensive and forward-thinking approach to English language education. By focusing on communication skills, critical thinking, technology integration, and cultural awareness, the standards aim to prepare students for success in the 21st century. Teachers, students, and parents can use these standards as a guide to ensure a high-quality English language education that meets the needs of today's learners.。

新英语课程标准英文版

新英语课程标准英文版The new English curriculum standards, also known as the English Language Arts (ELA) standards, have been developed to guide the teaching and learning of English language skills. These standards outline the knowledge, skills, and competencies that students should acquire at each grade level. The English curriculum standards aim to enhance students' abilities in reading, writing, speaking, listening, and language usage.The English curriculum standards focus on several key areas. In reading, students are expected to developcritical thinking skills, analyze texts, and comprehend different types of literature. They are encouraged to explore a variety of genres, including fiction, nonfiction, poetry, and drama.In writing, the standards emphasize the development of effective communication skills. Students learn to express their ideas clearly, organize their thoughts, and useappropriate grammar and vocabulary. They are encouraged to write for different purposes and audiences, including narrative, informative, and argumentative writing.Speaking and listening skills are also emphasized in the English curriculum standards. Students are expected to engage in meaningful conversations, participate in group discussions, and deliver presentations. They learn tolisten actively, ask questions, and respond appropriately to others' ideas.Language usage and conventions are another important aspect of the English curriculum standards. Students learn to use language effectively and accurately, including grammar, punctuation, and spelling. They develop an understanding of language structures and conventions to enhance their communication skills.The new English curriculum standards promote a balanced approach to language learning. They incorporate both literature-based and skill-based instruction, allowing students to develop a deep appreciation for literaturewhile also acquiring essential language skills. The standards also encourage the integration of technology in English language learning, enabling students to use digital resources and tools to enhance their language proficiency.The implementation of the new English curriculum standards requires collaboration among educators, administrators, and other stakeholders. Professional development programs and resources are provided to support teachers in delivering high-quality instruction alignedwith the standards. Ongoing assessment and feedback mechanisms are also in place to monitor students' progress and identify areas for improvement.In conclusion, the new English curriculum standards provide a comprehensive framework for English language instruction. They aim to develop students' reading, writing, speaking, listening, and language usage skills, preparing them for academic success and effective communication inthe English language.。

高中英语课程标准_新课标_英文版

高中英语课程标准_新课标_英文版The English Version of the High School English Curriculum Standards for National Compulsory EducationIntroduction:The high school English curriculum standards, also known as the new curriculum standards (2017 version), serve as a guideline for English education in Chinese high schools. These standards aim to promote students' comprehensive English language proficiency, including listening, speaking, reading, and writing skills. In this article, we will explore the details of the high school English curriculum standards for national compulsory education.1. Overall Goal of the High School English CurriculumThe high school English curriculum standards aim to cultivate students' ability to understand and use English effectively. It emphasizes the integration of language knowledge, skills, and strategies. The curriculum is designed to help students become competent language users who can communicate confidently in English and develop a deep understanding of various cultures.2. Curriculum ObjectivesThe high school English curriculum standards define specific objectives for students, focusing on four main areas: listening, speaking, reading, and writing skills.2.1 ListeningStudents should be able to comprehend various listening materials, such as conversations, lectures, and speeches. They should develop the ability to extract information accurately, understand main ideas, and grasp the speaker's intent. Additionally, students should enhance their listening strategies, such as note-taking and predicting.2.2 SpeakingStudents should develop communication skills, including fluency, clarity, and accuracy in spoken English. This involves expressing ideas, opinions, and arguments effectively in both formal and informal contexts. Students should also develop intercultural communicative competence and engage in meaningful interactions with others.2.3 ReadingStudents should become proficient readers, capable of comprehending a wide range of texts, including fiction, non-fiction, and academic literature. They need to employ various reading strategies to understand the main ideas, infer meanings, and analyze textual structures. Furthermore, students should develop critical thinking skills through reading and demonstrate an understanding of different cultures.2.4 WritingStudents should possess the ability to produce coherent and well-organized written texts in English. They should master different writing genres, including narratives, descriptions, argumentative essays, and research reports. Writing skills should also encompass grammar accuracy, vocabulary richness, and logical development of ideas.3. Key CompetenciesThe high school English curriculum standards highlight seven key competencies that students should acquire throughout their English learning journey. These competencies include linguistic competence, sociolinguistic competence, pragmatic competence, socio-cultural competence, strategic competence, intercultural competence, and aesthetic competence.3.1 Linguistic CompetenceLinguistic competence refers to students' knowledge of English language systems, including grammar, vocabulary, and pronunciation. It enables students to understand and produce English accurately.3.2 Sociolinguistic CompetenceSociolinguistic competence focuses on students' understanding of language variations, registers, and styles. It enables students to use appropriate language in different social contexts.3.3 Pragmatic CompetencePragmatic competence involves students' ability to use English appropriately in different communicative functions and situations. It encompasses comprehension of idiomatic expressions, indirect speech acts, and cultural norms in English communication.3.4 Socio-cultural CompetenceSocio-cultural competence refers to students' understanding of the cultural aspects embedded in English language and its varied communities.It enables students to become culturally sensitive and develop cross-cultural communication skills.3.5 Strategic CompetenceStrategic competence involves students' ability to apply effective learning strategies and problem-solving skills in English learning. It includes the use of context clues, inferencing, and self-regulation strategies.3.6 Intercultural CompetenceIntercultural competence focuses on students' understanding and appreciation of diverse cultures. It enables students to communicate and interact with people from different backgrounds respectfully and effectively.3.7 Aesthetic CompetenceAesthetic competence involves students' appreciation and interpretation of different literary texts, such as poems, short stories, and novels. It enhances their language proficiency and cultural understanding.Conclusion:The high school English curriculum standards for national compulsory education provide a comprehensive framework for English language teaching and learning in Chinese high schools. By following these standards, students can develop their language proficiency, intercultural competence, and critical thinking skills. With a solid English foundation, students will be better prepared for future academic pursuits and global communication.。

2023年全新初中英语课程标准英文版

2023年全新初中英语课程标准英文版2023 New Junior High School English Curriculum StandardsIn 2023, the new junior high school English curriculum standards will aim to enhance students' language proficiency and communication skills. The curriculum will focus on integrating language learning with real-life situations to encourage practical application. It will also emphasize the development of critical thinking and problem-solving skills through interactive and engaging activities.The new curriculum will introduce a variety of teaching methods to cater to different learning styles and preferences. It will incorporate multimedia resources, group projects, and hands-on activities to create a dynamic and stimulating learning environment. The use of technology will be encouraged to enhance students' digital literacy and research skills.In addition, the curriculum will prioritize the incorporation of cultural elements to foster global awareness and appreciation. Students will have the opportunity to explore diverse cultures and perspectives through literature, films, and discussions. This will not only broaden their understanding of the world but also promote tolerance and empathy.Assessment methods will be diversified to accurately measure students' progress and achievements. Formative assessments such as quizzes, presentations, and projects will be used to provide ongoing feedback and support. Summative assessments will be conducted at the end of each term to evaluate students' overall performance and understanding of the curriculum.Overall, the 2023 junior high school English curriculum standards are designed to provide a comprehensive and engaging learning experience for students. By focusing on practical language skills, critical thinking, and cultural awareness, the curriculum aims to prepare students for success in an increasingly interconnected and diverse world.。

National English Course Standard 英语课程标准英文版

国家英语课程标准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.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●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: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.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 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 ability●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.●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 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 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 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● 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 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, volunteering to read●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, usingexpressions 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），华中师范大学出版社，2003，武汉，ISBN 7-5622-2557-5/G.131721。

中小学英语课程标准英文版

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 ref orm 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 vocabularyNeglecting to develop students’ ability to use langu age for realIn their place, the reforms aim to establish a curriculum that:Develops students’ comprehensive language competenceMotivates students, is relevant to their life experiences and cognitive levelPromotes task-based teaching methodsInvolves students in experiential, practical, participatory and cooperative learningDevelops 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 to: Develop a certain level of comprehensive language competence and the ability to use language for real communicationMaster certain basic language knowledgeMaster 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 EnglishGrow in self-discipline, perseverance and self-confidenceImprove their cooperative, investigative and thinking abilitiesDevelop their memory, imagination and creativityAdopt good study habits and effective learning strategiesDevelop as autonomous and lifelong learnersBuild moral integrity and a healthy outlook on lifeEstablish both national spirit and an awareness of and respect for cultural differencesBroaden their horizons and enrich their life experienceTake part in cultural lifeDevelop 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 to:Valuing each student’ s feelingsStimulating students’ interest in studying EnglishHelping students gain a sense of achievement and self-confidence The curriculum must go beyond developing students’ comprehensive language competence to include areas such as:Improving students’ ability to contribute to cultural and social lifeDeveloping students’ practical abilitiesFostering 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 Skills。

(完整word版)英语课程标准英文版

2024年小学英语新课程标准英文版

2024年小学英语新课程标准英文版2024 Primary School English New Curriculum StandardsIn 2024, the new curriculum standards for English in primary schools are expected to bring about significant changes in the way English is taught to young learners. The updated standards aim to enhance students' language skills, promote effective communication, and foster a love for the English language.The new curriculum will focus on a communicative approach to language learning, emphasizing the importance of speaking, listening, reading, and writing skills. Students will be encouraged to engage in meaningful conversations, participate in group activities, and express their thoughts and ideas in English.In addition to language skills, the new standards will also place a strong emphasis on cultural awareness and understanding. Students will learn about different English-speaking countries, their customs,traditions, and celebrations, which will help them develop a broader perspective and appreciation for diversity.Furthermore, the new curriculum will incorporate technology into English language learning, providing students with opportunities to use digital tools and resources to enhance their language skills. Interactive activities, online resources, and multimedia materials will be used to make learning English more engaging and fun for students.Overall, the 2024 Primary School English New Curriculum Standards aim to create a dynamic and interactive learning environment that will inspire students to become confident English speakers, effective communicators, and global citizens.。

2024最新高中英语新课程标准教育部部编版英文版

2024最新高中英语新课程标准教育部部编版英文版2024 New High School English Curriculum Standard Ministry of Education CompilationIn 2024, the Ministry of Education will implement a new high school English curriculum standard. This updated curriculum aims to enhance students' language skills and overall proficiency in English. The curriculum will focus on integrating various language components, such as reading, writing, listening, and speaking, to provide a comprehensive learning experience for students.The new curriculum will also incorporate modern teaching methodologies and resources to engage students effectively. It will emphasize practical language usage and real-life communication scenarios to help students apply their English skills in a practical context. Additionally, the curriculum will align with global English language standards to ensure that students are well-prepared for international communication and opportunities.Teachers will play a crucial role in implementing the new curriculum. They will be provided with training and support to facilitate effective teaching practices and student learning outcomes. The Ministry of Education will also provide updated teaching materials and resources to assist teachers in delivering the curriculum effectively.Overall, the 2024 new high school English curriculum standard by the Ministry of Education aims to elevate the quality of English education in high schools, equip students with essential language skills, and prepare them for future academic and professional endeavors.。

(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:。

义务教育英语课程标准2022年英文版

Compulsory Education English Curriculum Standard 2022PreambleEnglish is an international language, and the ability to use English effectively is an important part of a person's development. In order to improve the quality of English teaching in compulsory education, this curriculum standard is formulated in accordance with the current situation of Englishteaching in China.I. General Principles1. This curriculum standard is formulated in accordance with the requirements of the "Compulsory Education Law of the People's Republic of China" and the "Regulations on Compulsory Education".2. This curriculum standard is based on the principles of "student-centered, comprehensive development, and meeting the needs of the times".3. This curriculum standard follows the principle of "integrating knowledge and skills, emphasizing practice, and promoting innovation".4. This curriculum standard follows the principle of "paying attention to the cultivation of students' interest in learning, promoting the development of students' personality and ability, and cultivating students' sense of responsibility for the motherland and society".II. Curriculum Objectives1. This curriculum standard aims to cultivate students' basic English listening, speaking, reading and writing skills, as well as their comprehensive language application ability.2. This curriculum standard aims to cultivate students' basic knowledge of English grammar and vocabulary, as well as their ability to use English to communicate and cooperate with others.3. This curriculum standard aims to cultivate students' awareness of theinternational community, their ability to understand and respect different cultures, and their ability to use English to explore the world.4. This curriculum standard aims to cultivate students' ability to use English to learn, work, and live in a globalized world.III. Curriculum Content1. Listening and speaking:(1) Listen to and understand English indaily life;(2) Speak English in daily life;(3) Participate in English conversations and debates;(4) Understand and express opinions in English.2. Reading and writing:(1) Read and understand English texts in daily life;(2) Write English texts in daily life;(3) Understand and analyze English texts;(4) Express opinions in English.3. Grammar and vocabulary:(1) Understand and use basic English grammar;(2) Understand and use basic English vocabulary;(3) Understand and use English idioms,proverbs and other expressions.4. Comprehensive language application:(1) Understand and use English in various situations;(2) Learn English through various activities;(3) Use English to explore the world;(4) Use English to communicate with people from different cultures.IV. Teaching Methods1. This curriculum standard advocates "student-centered" teaching methods, which should focus on cultivating students' interest in learning and independent learning ability.2. This curriculum standard advocates "integrated teaching" methods, which should integrate knowledge, skills, and experience.3. This curriculum standard advocates "activity-based" teaching methods,which should focus on creating a rich learning environment and encouraging students to actively explore and practice.4. This curriculum standard advocates "innovative" teaching methods, which should focus on developing students' creativity and problem-solving ability.V. Assessment1. This curriculum standard advocates "formative assessment", which should focus on evaluating students' learning process and progress.2. This curriculum standard advocates "summative assessment", which should focus on evaluating students' learning outcomes.3. This curriculum standard advocates "holistic assessment", which should focus on evaluating students' comprehensive language application ability.VI. Resources1. This curriculum standard advocatesthe use of various teaching resources, including textbooks, teaching materials, audio-visual materials, and online resources.2. This curriculum standard advocates the use of various assessment resources, including tests, quizzes, and projects.VII. Teacher Development1. This curriculum standard advocates the use of various teacher development strategies, including workshops, seminars, and professional developmentcourses.2. This curriculum standard advocates the use of various teacher development resources, including textbooks, teaching materials, and online resources.3. This curriculum standard advocates the use of various teacher development activities, including classroom observation, peer observation, and reflective practice.VIII. Implementation1. This curriculum standard should be implemented in a step-by-step manner, with the primary focus on cultivating students' basic English listening, speaking, reading and writing skills.2. This curriculum standard should be implemented in a flexible manner, with the primary focus on cultivating students' comprehensive language application ability.3. This curriculum standard should be implemented in a coordinated manner, with the primary focus on cultivatingstudents' interest in learning English and their ability to use English in various situations.ConclusionThis curriculum standard is formulated in accordance with the current situation of English teaching in China, and aims to improve the quality of English teaching in compulsory education. It is hoped that this curriculum standard will provide guidance for the development of English teaching in compulsory education, and lay a solid foundation forthe development of students' English language ability.。

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1.The Nature of the New Curriculum2.Basic Principles of the New Curriculum1The curriculum promotes quality education and the all-round development of the students2The curriculum objectives are holistic and flexible.3Students are put at the centre of the curriculum and individual differences are respected4The curriculum promotes activity-based methods, experiential and participatory learning5The curriculum recognizes the important role of formative assessment in promoting student’development6The assessment system should combine formative with summative assessment.7The curriculum expands the range of learning resources and opportunities availablePart 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:nguageSkillsListening 2. Language KnowledgePhoneticsVocabularyGrammar3. Attitudes toLearningMotivation andinterest4. Learning StrategiesCognitive strategiesMetacognitive5. Cultural AwarenessCultural knowledgeCultural understandingDiagram 3: Comparison of the Old and New CurriculumsLanguage skills and knowledge form the basis of comprehensive language competenceThe students’attitudes to learning strongly influence their learning and developmentSuccessful learning strategies improve the effectiveness of students’ learningCultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence . a combination of all five general objectives) for Levels 1 to 9 are presented below:Level Descriptors1Students are curious about English and enjoy listening to people speaking English. They can: Play games, do actions and activities . colouring, joining lines) according to simpleinstructions from the teacherPerform simple role playsSing simple English songsSay simple rhymes and chantsUnderstand simple stories by with the aid of picturesCommunicate simple personal informationExpress simple feelings and attitudesWrite letters and wordsTake interest in foreign cultural customs met during learning English2Students show a sustained interest in and enjoyment of learning English. They can: Use simple English greetings and exchange personal information and information about familyand friendsPerform dialogues, songs, rhymes and chants about content they have studiedUnderstand and narrate simple stories with the aid of picturesWrite simple sentences with the aid of pictures or promptsParticipate and cooperate actively and happilyTake the initiative to ask for helpEnjoy learning about other countries’ cultures and customs Table 1: The Overall Descriptors for Comprehensive Language Competence Part 3: The General Objectives in DetailTable 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 development1.2Create a relaxed, democratic and harmonious learning environment1.3Use task-based learning methods to promote students comprehensive language competence. Provide increased guidance about learning strategies1.4Develop students’ awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunities1.6Organize lively and active extracurricular activities to promote students’ English learning 1.7Continue to develop professionally1.8Follow high frequency principles to ensure effective teaching and learningEnsure that students are the subjects (not objects) of assessmentMake sure formative assessment plays a role in student developmentMake sure assessment methods are varied and flexibleMake sure assessment feedback is used to increase the effectiveness of teaching and learning Summative assessment should focus on checking students’ comprehensive language competence Recognize the special characteristics of assessment for Grades 3 – 6Pay attention to the relationship between assessment and teaching and learningThe assessment of each level should be founded on the general objectives。

英语课程标准英文版