国家英语课程标准
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Hale Waihona Puke Baidu
Basic requirements for 6th graders
二级 对英语学习有持续的兴趣和爱好。能用简单的 英语互致问候、交换有关个人、家庭和朋友的 简单信息。能根据所学内容表演小对话或歌谣。 能在图片的帮助下听懂、读懂并讲述简单的故 事。能根据图片或提示写简单的句子。在学习 中乐于参与、积极合作、主动请教。乐于了解 异国文化、习俗。
A phase of restoration (1978-1985) A phase of rapid development (1986-1992) A phase of reform (1993-2000) A phase of innovation from 2000
A phase of restoration (1978-1985)
综合语言 运用能力
语言技能 听 说 读 写
3.4 Design of the National English Curriculum
Nine competence-based levels
Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
The first national syllabus was issued by the Ministry of Education in 1978. The general aims: to learn the basic phonetics, grammar, words; to develop preliminary language skills: listening, speaking, reading and translation. The establishment of the National Foreign language Teaching and Research Association(中 国教育学会外语教学专业委员会), Two journals: Foreign Language Teaching in Schools《中小学外语教学》，English Teaching and Research at Primary and Secondary Schools 《中小学英语教学与研究》
A phase of reform (1993-2000)
A new syllabus was issued in 1993. The aims: to consolidate and develop students knowledge and basic language skills; to develop the ability to use English in both speaking and writing for the purpose of communication. The reform of teaching methods: audio-lingual method and grammar- translation method communicative approach. A promising results: investigation led by Zhang Zhengdong, et al. in 1999.
A phase of rapid development (1986-1992)
A third English syllabus was issued in 1986. The aims: to develop students knowledge about language, cognitive ability, positive attitude, personality; to develop students’ basic ability in using English in spoken and written form.
1)
3.6 Challenges facing English languageare expected to change their teachers English language teachers
views about language which is not a system of linguistic knowledge but a means for communication. 2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator. 3) English language teachers are expected to use more taskbased activities and put the students at the center of learning. 4) English language teachers are expected to use more formative assessment in addition to using tests. 5) English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.
国家英语课程标准
3.1 A brief history of foreign language teaching in China
Read through the sub-titles in this part and then get a general idea about the topic.
Reference: 国家课程标准专辑 ---英语课程标准 http://www.being.org.cn/ncs/eng/eng02.htm#一
3.5 Performance standards for different level of competence
五级
有较明确的英语学习动机和积极主动的学习态度。 能听懂教师有关熟悉话题的陈述并参与讨论。能就日 常生活的各种话题与他人交换信息并陈述自己的意见。 7~9 能读懂供7~9年级学习阅读的简单读物和报刊、杂志， 克服生词障碍，理解大意。能根据阅读目的运用适当 的阅读策略。能根据提示起草和修改小作文。能与他 人合作，解决问题并报告结果，共同完成学习任务。 能对自己的学习进行评价，总结学习方法。能利用多 种教育资源进行学习。进一步增强以文化差异的理解 与认识。
Senior 2 & 3 / Senior 1
English 1-5
Level 7
Level 6
(10 credits ) Required Courses
Level 5 Level 4 Level 3 Level 2 Level 1
Basic requirements for 9th graders
七级
有明确和持续的学习动机及自主学习意识。能就较 广泛的话题交流信息，提出问题并陈述自己的意见 和建议。能读懂供高中学习阅读的英言语原著改写 本及英语报刊。具有初步的实用写作能力，如通知、 邀请活动。有主动利用多种教育资源进行学习。具 有较强的自我调控能力，初步形成适合自己的学习 策略。理解交际中的文化差异，初步形成跨文化交 际意识。
A phase of innovation from 2000
The New National English Curriculum was issued in 2001. The problems in previous teaching: 1) overemphasis on knowledge while ignoring language ability. 2) a lack of connection between different stages of schooling. 3) little allowance for individual learner differences. 4) no formative assessment. The main task of English curriculum：refer to P44
For senior high school leavers For 9th graders
For 6th graders
English 6-7 (12 credits) *Specialized skills courses *ESP courses *Cultural & literary studies course etc. Elective Track 2 Compulsory Education Level 9 Elective Track 1 Level 8 Basic requirements for senior high school leavers Required Course
3.3Goals and objectives of English language teaching
The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few subcategories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.
3.2 Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize qualityoriented education. 2) Promote learner-centeredness, and respect individual differences. 3) Develop competence-based objectives, and allow flexibility and adaptability. 4) Pay close attention to the learning process, and advocate experiential learning and participation. 5) Attach particular importance to formative assessment, and give special attention to the development of competence. 6) Optimize learning resources, and maximize opportunities for learning and using the language. (PP310-311)
Unit 3 The National English Curriculum
Objectives: to know about the background of the design of the National English Curriculum. To be clear about the designing principles for the National English Curriculum. to know about the goals and objectives of English language teaching. To be aware of the challenges English teachers may face under the New National English Curriculum.
Basic requirements for 6th graders
二级 对英语学习有持续的兴趣和爱好。能用简单的 英语互致问候、交换有关个人、家庭和朋友的 简单信息。能根据所学内容表演小对话或歌谣。 能在图片的帮助下听懂、读懂并讲述简单的故 事。能根据图片或提示写简单的句子。在学习 中乐于参与、积极合作、主动请教。乐于了解 异国文化、习俗。
A phase of restoration (1978-1985) A phase of rapid development (1986-1992) A phase of reform (1993-2000) A phase of innovation from 2000
A phase of restoration (1978-1985)
综合语言 运用能力
语言技能 听 说 读 写
3.4 Design of the National English Curriculum
Nine competence-based levels
Level 9 Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
The first national syllabus was issued by the Ministry of Education in 1978. The general aims: to learn the basic phonetics, grammar, words; to develop preliminary language skills: listening, speaking, reading and translation. The establishment of the National Foreign language Teaching and Research Association(中 国教育学会外语教学专业委员会), Two journals: Foreign Language Teaching in Schools《中小学外语教学》，English Teaching and Research at Primary and Secondary Schools 《中小学英语教学与研究》
A phase of reform (1993-2000)
A new syllabus was issued in 1993. The aims: to consolidate and develop students knowledge and basic language skills; to develop the ability to use English in both speaking and writing for the purpose of communication. The reform of teaching methods: audio-lingual method and grammar- translation method communicative approach. A promising results: investigation led by Zhang Zhengdong, et al. in 1999.
A phase of rapid development (1986-1992)
A third English syllabus was issued in 1986. The aims: to develop students knowledge about language, cognitive ability, positive attitude, personality; to develop students’ basic ability in using English in spoken and written form.
1)
3.6 Challenges facing English languageare expected to change their teachers English language teachers
views about language which is not a system of linguistic knowledge but a means for communication. 2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator. 3) English language teachers are expected to use more taskbased activities and put the students at the center of learning. 4) English language teachers are expected to use more formative assessment in addition to using tests. 5) English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.
国家英语课程标准
3.1 A brief history of foreign language teaching in China
Read through the sub-titles in this part and then get a general idea about the topic.
Reference: 国家课程标准专辑 ---英语课程标准 http://www.being.org.cn/ncs/eng/eng02.htm#一
3.5 Performance standards for different level of competence
五级
有较明确的英语学习动机和积极主动的学习态度。 能听懂教师有关熟悉话题的陈述并参与讨论。能就日 常生活的各种话题与他人交换信息并陈述自己的意见。 7~9 能读懂供7~9年级学习阅读的简单读物和报刊、杂志， 克服生词障碍，理解大意。能根据阅读目的运用适当 的阅读策略。能根据提示起草和修改小作文。能与他 人合作，解决问题并报告结果，共同完成学习任务。 能对自己的学习进行评价，总结学习方法。能利用多 种教育资源进行学习。进一步增强以文化差异的理解 与认识。
Senior 2 & 3 / Senior 1
English 1-5
Level 7
Level 6
(10 credits ) Required Courses
Level 5 Level 4 Level 3 Level 2 Level 1
Basic requirements for 9th graders
七级
有明确和持续的学习动机及自主学习意识。能就较 广泛的话题交流信息，提出问题并陈述自己的意见 和建议。能读懂供高中学习阅读的英言语原著改写 本及英语报刊。具有初步的实用写作能力，如通知、 邀请活动。有主动利用多种教育资源进行学习。具 有较强的自我调控能力，初步形成适合自己的学习 策略。理解交际中的文化差异，初步形成跨文化交 际意识。
A phase of innovation from 2000
The New National English Curriculum was issued in 2001. The problems in previous teaching: 1) overemphasis on knowledge while ignoring language ability. 2) a lack of connection between different stages of schooling. 3) little allowance for individual learner differences. 4) no formative assessment. The main task of English curriculum：refer to P44
For senior high school leavers For 9th graders
For 6th graders
English 6-7 (12 credits) *Specialized skills courses *ESP courses *Cultural & literary studies course etc. Elective Track 2 Compulsory Education Level 9 Elective Track 1 Level 8 Basic requirements for senior high school leavers Required Course
3.3Goals and objectives of English language teaching
The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few subcategories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.
3.2 Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize qualityoriented education. 2) Promote learner-centeredness, and respect individual differences. 3) Develop competence-based objectives, and allow flexibility and adaptability. 4) Pay close attention to the learning process, and advocate experiential learning and participation. 5) Attach particular importance to formative assessment, and give special attention to the development of competence. 6) Optimize learning resources, and maximize opportunities for learning and using the language. (PP310-311)
Unit 3 The National English Curriculum
Objectives: to know about the background of the design of the National English Curriculum. To be clear about the designing principles for the National English Curriculum. to know about the goals and objectives of English language teaching. To be aware of the challenges English teachers may face under the New National English Curriculum.