unit 3 The National English Curriculum公開課一等獎省優(yōu)質(zhì)課大賽獲獎?wù)n件

TheNationalEnglishCurriculumUNIT33.1AbriefhistoryofforeignlanguageteachinginChina

Foreignlanguageteachingbefore1978Startingfromtheearly1900s---notachieveverymuch1949-1965Russian---thepredominantforeignlanguageEarly1960s---transferfromRussiantoEnglishduetothediplomaticbreakdownbetweenChinaandtheformerUSSR.1966-1976theCulturalRevolution---amuchmoredecentralizedsituationofforeignlanguageteaching,asmaterialsweredevelopedbysomelocalschoolsoragencies.Therewasonlyasporadicteachingofforeignlanguage,mainlyEnglish.Thematerialswereusuallysimpleandoftencontainedpoliticalelements.Intheearly1970’s,schoolsresumedteachingandEnglishreplacedRussianastherequiredforeignlanguageinsecondaryschoolsandwaslaterformallyrestoredintothenationalcurriculumin1978.

ThedevelopmentofELTsince1978:RestorationRapidDevelopmentReformInnovation3.1AbriefhistoryofforeignlanguageteachinginChina

Aphaseofrestoration(1978-1985)TheissueofthenationalsyllabusbyMOEin1978:Aimsandrequirements:thefocuswasonthestudyofbasicphoneticsandgrammar,aswellasacertainamountofwords.Studentsshouldbeabletoreadsimplifiedreadingmaterialsongeneraltopicswiththehelpofdictionariesandwereexpectedtodevelopapreliminaryabilityinlistening,speaking,writingandtranslation.Timeallocation:656hoursTextbookswerepublishedbyPEP,theonlyrecognisedpublisherthenundertheStateEducationCommitteetopublishtextbooksforschoolsinChina.Teachingmethod:audiolingualismTwopartsineachlesson:OralandwrittendrillsofsentencepatternsReadingtextstobelearnedthroughgrammar-translationThegrammarofthetextbooksfollowedthegradedsequenceoftensesandothergrammaticalitemsadvocatedbyZhangDaozheninAPracticalofEnglishGrammarwhichwasbasedonSovietpracticesprevalentinthePRCduringthe1950’s.(Adamson,1997)3.1AbriefhistoryofforeignlanguageteachinginChina

1978-1982Englishwasgraduallyrestoredintothesecondarycurriculumandteachingqualitybegantobegivenmuchattention.TheestablishmentofNFLTRA(TheNationalForeignLanguageTeachingandResearchAssociation),ateachers’organization

Thepublicationoftwojournals:ForeignLanguageTeachinginSchoolsbyBeijingNormalUniversityandEnglishTeachingandResearchatPrimaryandSecondarySchoolsbyEast-ChinaNormalUniversity.---providingaforumfordifferentideasandmethodstobeexchangedandchallenged.3.1AbriefhistoryofforeignlanguageteachinginChinaIn1983,aforeignlanguagebecamearequirementforadmissionintotheuniversity.1985surveyonsecondaryschoolEnglishteachingledbytheStateEducationCommission.

Problemsfoundinthesurvey:

Schoolleaverswereunabletouseevenverysimplelanguagetoexpressthemselvesafterspendingalmost900hoursinlearningthelanguage.Causes:Agrammar-basedaudio-lingualteachingmethod,rigidwrittenexaminationrequirements,shortageofqualifiedteachersandextremelylimitedresources.3.1AbriefhistoryofforeignlanguageteachinginChina

Aphaseofrapiddevelopment(1986-1992)1986---arevisedEnglishsyllabusforsecondaryschoolsbasedontheexperiencesofteachinginthepastyearsandontheintegrationofthecurrentinternationaltheoriesonlanguageteachingandlearning.RewritingoftextbooksbyPEPnewaimsandrequirements:Englishisnotonlyinstrumentalbutalsocommunicativeandeducational.Englishteachingshouldnotonlyfocusondevelopingstudents’knowledgeaboutthelanguage,butalsodevelopingstudents’cognitiveability,positiveattitudesaswellaspersonality.Asfaraspedagogyisconcerned,itwasstatedthatteachingshouldfocusmoreontheuseofthelanguagetoimprovethequalityoflearning.3.1AbriefhistoryofforeignlanguageteachinginChina

Aphaseofreform(1993-)Socialandeconomicdevelopment/thedevelopmentinthepolicyofnineyearcompulsoryeducationTheintroductionofcommunicativeapproachinlanguageteachingThe1993syllabus---“communication”wasusedintheobjectiveofteachingforthefirsttime.Alistofphrasesfor30situations,labeled“DailyExpressionsinCommunication”wasalsoincludedtogetherwiththediscretephoneticandgrammaticalandlexicalitemsspecified,reflectingasynthesisofthenewandtheoldapproaches.Ashiftofparadigmfromgrammartranslationandtheaudio-lingualmethodtowardamorecommunication-orientedlanguageteaching.AchievementsasaresultoftheapplicationofthenewsyllabusAlargescaleEnglishlanguageteachingandlearninginvestigationledbyProfessorZhangZhengdongetalin1999tothefirstgroupofseniorsecondaryschoolleaversthatusedJuniorEnglishforChinaandSeniorEnglishforChina:TheEnglishproficiencylevelsofseniorsecondaryschoolleaversin1990hadimprovedbyabigmargincomparedtoasimplestudydonein1985byMOE.3.1AbriefhistoryofforeignlanguageteachinginChina

Aphaseofinnovationfrom

Thisphaseischaracterizedbyafirmandurgentcallfromthegovernmentforquality-orientededucation.Problemsneededtobeaddressed:Anoveremphasisonthedeliveryofknowledgeaboutthelanguagewhileignoringthedevelopmentofstudents’languageability.Alackofconnectionbetweendifferentstagesofschooling.Littleallowancewasmadeforcateringindividuallearnerdifferences.Assessmentwasdonemainlyusingpaper-and-penciltestsfocusingmainlyonlanguageknowledge,givinglittleattentiontotheassessmentoflanguageability,andaffectivegains.Bothteachersandstudentsfeltoverburdenedbyexaminations.

CurriculuminnovationprojectsFollowingthegovernment’sStrategicPlansforRevivingEducationforthe21stCenturyissuedinearly1999andtheThirdNationalConferenceonEducationinJunethesameyear,theMinistryofEducationlaunchedthenationwidecurriculuminnovationproject.

FourstepsweretakentoensureasmoothtransitiontotheNewNationalEnglishCurriculumin:

First,startthedesignofanewnationalEnglishcurriculumwhichistobeextendedtoprimaryeducation;Second,torevisethe1993syllabusforimmediateimplementationininjuniorandseniorhighschoolsonthesamerationaleforthenewcurriculumwithoutmakingdramaticchangestothebasicstructureofthesyllabus;Thirdly,todesignaBasicRequirementforPrimarySchoolEnglishandstartintroducingprimaryschoolEnglishstepbystepnationwidefrom;Fourthly,topilotthenewcurriculumfornine-yearcompulsoryeducationfromtoandimplementitin.3.2DesigningprinciplesfortheNationalEnglishCurriculum

CurriculumandsyllabusAsyllabusisaspecificationofwhattakesplaceintheclassroom,whichusuallycontainstheaimsandcontentsofteachingandsometimescontainssuggestionsofmethodology.Acurriculum,however,provides(1)generalstatementsabouttherationaleaboutlanguage,languagelearningandlanguageteaching,(2)detailedspecificationofaims,objectivesandtargetslearningpurpose,and(3)implementationsofaprogram.Insomesense,asyllabusispartofacurriculum.Syllabusisoftenusedtorefertosomethingsimilartoalanguageteachingapproach,whereascurriculumreferstoaspecificdocumentofalanguageprogramdevelopedforaparticularcountryorregion.

1.Aimforeducatingallstudents,andemphasizequality-orientededucation.

TheEnglishcurriculumaimseducationforallstudentsandstressesquality-orientededucation.Thenewstandardsparticularlyshowconcernsoverstudents’affectiveneedsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning,helpthemexperiencethesenseofsuccess,andgainself-confidenceinlearning.Itsoverallobjectiveistodevelopstudents’comprehensiveabilitiesinusingthelanguageandtoimprovetheirculturalquality,todeveloptheirpracticalskills,aswellastocultivatetheircreativespirit.

2.Promotelearner-centeredness,andrespectindividualdifferences.

Students’overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.Therefore,itsobjective,theteachingprocess,theassessmentproceduresaswellasthedevelopmentofteachingresourcesshouldallreflecttheprincipleoflearner-centeredapproach.Classroomteachingshouldbecomeaprocessduringwhichstudentsareguidedbytheteachersinconstructingknowledge,developingskills,beingactiveinthinking,demonstratingpersonalcharacters,developingintelligenceandbroadeningtheirviewsandvisions.Teachingshouldtakefullconsiderationofstudents’individualdifferencesinlearningprocessandtheirlearningstylesandteachingshouldbeflexibleinusingteachingmethods,resourcesandwaysofassessmentsoastomaketeachingbeneficialtoallkindsofstudents.

3.Developcompetence-basedobjectives,andallowflexibilityandadaptability.

Theoverallaimofthecurriculumornine-yearcompulsoryeducationistodevelopstudents’comprehensiveabilitiesinlanguageuse.Suchabilitiesaregroundedinthedevelopmentoflanguageskills,languageknowledge,affects,culturalawarenessandlearningstrategies.TheEnglishcurriculumfornine-yearcompulsoryeducationtogetherwiththerelatedseniorhighschoolEnglishcurriculumdividetheEnglishteachingobjectivesintoninelevels.Eachlevelisdescribedintermsofwhatstudentscandowiththelanguage.Itisthusdesignedtoreflecttheprogressivenatureofstudents’languagedevelopmentduringtheprocessofschooleducationsoastoensuretheintegrity,flexibilityandopennessofthecurriculum.

4.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

Modernforeignlanguageteachingemphasizesthelearningprocessandadvocatestheuseofdifferentteachingapproachesandmethodsforthepurposeoffacilitatingstudents’languagedevelopment.DuringtheprocessoflearningEnglishinnine-yearcompulsoryeducation,studentsshouldbeencouragedtodiscoverrulesofthelanguage,mastergraduallylanguageknowledgeandskills,constantlymonitortheaffectivedemands,developeffectivelearningstrategiesandautonomouslearningabilitiesbymeansofexperiencing,practicing,participating,exploringandcooperatingundertheteacher’sguidance.5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

Theassessmentforthenine-yearcompulsoryeducationshouldbegearedtostimulatingstudents’interestsandcultivatingtheirautonomyinlearning.Thesystemshouldincludebothformativeandsummativeassessmentwithformativeassessmentplayingaprimaryrole,payingspecialattentiontostudents’languageperformanceandachievementsduringthelearningprocess.Assessmentshouldbemadefacilitativetodevelopingstudents’interestsandself-confidenceinlearning.Summativeassessmentshouldfocusonassessingstudents’overalllanguageabilityandtheabilitytousethelanguage.Assessmentshouldfunctionpositivelyforstudentstodeveloplanguageabilitiesandhealthypersonalities;forteacherstoimprovetheirteachingqualitiesandforthedevelopmentandimprovementoftheEnglishcurriculum.

6.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

Englishcurriculumrequiresthatteachersshouldproperlyutilizeanddevelopteachingresourcessoastoproviderichandhealthyresourcesthatarepractical,lively,updatedforstudents’learning.Teachersshouldmakefulluseofvariousresourcessuchasvideos,televisionprograms,books,magazinesandtheInternetsoastoexpandtheopportunitiesforstudentstolearnandusethelanguage.Alsoteachersshouldencouragestudentstotakepartinexploringandutilizingresourcesforlearning.3.3GoalsandobjectivesofEnglishlanguageteaching

Thereisanobviousdifferenceintheemphasisofgoalsineachofthesyllabuses.The1978Syllabusemphasizedreadingandself-studyabilitieswithsomelistening,speaking,writingandtranslatingability.The1980Syllabusstressedthepracticeoflistening,speaking,reading,writingandtranslatingasthegeneralaimwithinwhichreadingandself-learningabilityshouldbethemainfocus.Thisindicatesthechangeofattentiongiventoalltheskillsasabasisfordevelopingreadingandself-learningcapabilitiesinsteadofover-emphasizingreadingandself-studyabilities.Inthe1986Syllabus,besidesstressingthepracticeoftheskillswithlistening,speaking,readingandwriting,usingEnglishinspokenandwrittenformsisaddedandtranslationisdeleted.Inthe1992and1993Syllabuses,listening,speaking,reading,andwritingbecomethemeansfordevelopingtheabilitytousethelanguageforcommunication.Communicationisfirststatedinthesyllabus.Atthesametime,arousingstudents’interestinlearning,helpingthemformgoodstudyhabits,integratemoraleducation,citizenshipandsocialismeducationaswellasdevelopingstudents’thinkingskillsarealsoincludedintheobjectives.TheCurriculum,insteadofputtingfirstthelinguisticaims,putsstudents’interests,confidence,studyhabitsandlearningstrategiesfirst.Studentscognitiveability,cross-culturalawarenessandmoralvaluesarealsostressed,directingthegoaloflanguageteachingtotheeducationofthewholepersonjustinsteadofteachingthelanguageforlanguage’ssake.RegardingtheroleofEnglishlanguageteaching,thereisagradualshiftfromtheprevioussyllabusessuchas1978,1980and1986syllabusesstressingtheinstrumentalaspectoflearningaforeignlanguagetothe1992and1993syllabusesgivingmoreemphasistothehumanisticaspectofforeignlanguageteaching.AndthisisreflectedmorethoroughlyandexplicitlyintheNewNationalEnglishCurriculum.Task3Thenewcurriculumisdesignedtopromotethestudents’overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedtoafewsubcategoriesasshowninthediagram.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities3.4DesignoftheNationalEnglishCurriculumTask4Before,theEnglishsyllabusdidnotincludetheprimaryphasebutonlythejuniorphaseandtheseniorphase.Task5ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence-basedlevels.Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionofabilitiesregardinglanguageknowledge,languageskills,affect,learningstrategiesaswellascross-culturalawarenessforrelevantlevels.3.5PerformancestandardsfordifferentlevelsofcompetenceTask63.6ChallengefacingEnglishlanguageteachersTask7Foranyeducationalchange,teachersarethecrucialfactorsastheyaretheagentsforimplementingthenewideas.Theircontributiontoandparticipationsintheinnovationareessential.Withouttheirwillingness,understanding,cooperationandparticipationtherecanbenochanges(Brown,1980,White,1988).However,tomanyteachers,changeisaratherpainfulandstressfulexperienceastheyareboundto“copewithboththementalandemotionaldemandsofrelearningaspectsoftheirprofessionalcultureinordertoberecognizedasacompetentprofessionalusingthenewapproach”(Wedell,:3)Changesrequiredtobemadeofteachers

Languageview:asystemoflinguisticknowledge/ameansforcommunicationTeacherroles:aknowledgetransmitter/amulti-roleeducator----caringforstudents’affectiveneeds,developingtheirlearningstrategies,wideninguptheirculturalhorizonsandestablishinginternationalperspectivesthroughtheprocessoflanguagelearningClassroomactivities:Teachersareexpectedtousetask-basedactivitiesandputthestudentsinthecenteroflearning.Assessment:Teachersareexpectedtousemoreformativeassessmentinadditiontousingtests.Theuseofteachingresources:Teachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.ProblemsanddifficultiesidentifiedbysomeEnglishteachersTeachingideasandmethodsareoutofdateInappropriatetextbooksWrongexpectationfromthepublicLackoflanguageenvironmentLackofinterestonthepartoflearnersTeachingforthepurposeoftestingTeacher’slackoftrainingToomanystudentsinoneclassStudent’shighscoresvs.lowabilitiesOne’sownlanguageproficiencyasanimportantsourceofconfidenceAlreadyover-loadedworkandresponsibilitiesLackofsupportandencouragementfromtheschoolprincipalsandcolleguesLackofprofessionaltrainingontheoriesandpracticeofeducationandonELTTipsforteacherstodealwithchangesandchallengesHaveanopenmindtowardsdifferentkindsofideasaboutandapproachestoteaching.Bewillingtotryoutnewideasandfindoutiftheyworkornot.Ifnot,whynot.Bepreparedtosharewithcolleaguesyourdifficultiesorsuccesses.Trytofindopportunitiestoattendtraining,seminarsonlanguageteachingandobservationsofteaching.Usetheresourcesavailabletohelpyouwithteachingandself-learning.Reflectonyourownteachingandbeliefsaboutteaching.TheNewCurriculumforEnglish

Curriculum---syllabus---lessonplan

ATeacherhasalessonplanforaclass,

andasyllabusforawholecourse;

acollegeorschoolhasacurriculumforALLtheircourses.

QuestionsWhythereisaNewCurriculum?WhatarethechangestohowteachersteachandhowstudentslearnintheNewCurriculum?Activity:PicturesofChangeAnswerquestions(pairwork)ExampleA:Whoisthemostimportantperson?

ExampleB:Whoisthemostimportantperson?

Activity:PicturesofChange

Identifythekeychangeinteaching/learningmethodforeachpicture.Fromthis……tothis

Fromthis……tothisThefirstpictureofeachpairrepresentssomethingabouttraditionalteachingandlearninginChina;thesecondpicturerepresentshowtheNewCurriculumchangesthis.TheNewCurriculumchangesfromteacher-centeredlearningtostudent-centeredlearning.

Pictures[OLD]TeacherisCentreofClass .[NEW]StudentisCentreofClass.[OLD]Studentslearn/memorizefrombooks.[NEW]Stds.practiceanduseknowledge.[OLD]T.“pours”knowledgeintoSts.[NEW]StstoaskQsandsearchforanswers.[OLD]Sts.workalone. [NEW]Sts.share,discuss,andworktogether.[OLD]T.hastotalcontrol. [NEW]Sts.Havefreedom,teacherhelpsthem.Questions:Whichwaydoyouprefertolearn?Whichwaydoyouthinkismoreeffective?

The3“Goals”oftheNationalCurriculum

TomakelearningmoreenjoyableandlessstressfulTogivestudentsqualitiestheyneedsuchascreativity,imagination,criticalthinkingskills,theabilitytoapplyknowledgeTohelpstudentsuseEnglish

forrealcommunicationFrameworkofobjectivesinthenewNationalEnglishCurriculum基礎(chǔ)教育階段英語課程目標(biāo)各個(gè)級別均以學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個(gè)方面綜合行為表現(xiàn)為基礎(chǔ)進(jìn)行總體描述。overalllanguageability(綜合語言應(yīng)用能力):languageskills,language,affect,learningstrategies&culturalawareness.All-roundLanguageAbility/ComprehensiveLanguage

Competence1.GoodLanguageSkills2.GoodLanguageKnowledge3.SuitableAttitudesthatAffectLearning4.EffectiveLearningStrategies5.StrongCulturalAwarenessNationalCurriculumStandardsCulturalConsciousnessKnowledgeofculturesUnderstandingofculturesCommunicationsacrossculturesConsciousnessandabilityLanguageKnowledgePhoneticsVocabularyGrammarFunctionsTopicsComprehensiveabilitiestousethelanguageLearningStrategiesCognitivestrategyAdaptivestrategyCommunicationsstrategyResourcestrategyLanguageSkillsListeningSpeakingReadingWritingEmotionsandAttitudesMotivesandinterestConfidenceTeamspiritPatriotismInternationalviewLanguageKnowledgePhoneticsVocabularyGrammarFunctionsTopicsComprehensiveabilitiestousethelanguageLanguageSkillsListeningSpeakingReadingWritingLearningStrategiesCognitivestrategyAdaptivestrategyCommunicationsstrategyResourcestrategyEmotionsandAttitudesMotivesandinterestConfidenceTeamspiritPatriotismInternationalviewTheLearnerTheLanguageCulturalConsciousnessKnowledgeofculturesUnderstandingofculturesCommunicationsacrossculturesConsciousnessandabilityTheWorld英語課程分級目標(biāo)結(jié)構(gòu)一級(3/4年級時(shí)要求)

→二級(6年級結(jié)束時(shí)要求)→三級→四級→五級(9年級結(jié)束時(shí)要求)

→六級→七級→八級(普通高中畢業(yè)要求)

→九級(外國語學(xué)校和外語特色學(xué)校高中畢業(yè)課程目標(biāo)級)目標(biāo)總體描述

級別(三級):對英語學(xué)習(xí)表現(xiàn)出主動性和初步自信心。能聽懂相關(guān)熟悉話題語段和簡短故事。能與教師或同學(xué)就熟悉話題(如學(xué)校、家庭生活)交換信息。能讀懂小故事及其它文體簡單書面材料。能參考范例或借助圖片寫出簡單句子。能參加簡單角色飾演等活動。能嘗試使用適當(dāng)學(xué)習(xí)方法，克服學(xué)習(xí)中碰到困難。能意識到語言交際中存在文化差異。

級別(四級):明確自己學(xué)習(xí)需要和目標(biāo)，對英語學(xué)習(xí)表現(xiàn)出較強(qiáng)自信心。能在所設(shè)日常交際情景中聽懂對話和小故事。能就熟悉生活話題交流信息和簡單意見。能讀懂短篇故事。能寫便條和簡單書信。能嘗試使用不一樣教育資源，從口頭和書面材料中提取信息，擴(kuò)展知識，處理簡單問題并描述結(jié)果。能在學(xué)習(xí)中相互幫助，克服困難。能合理計(jì)劃和安排學(xué)習(xí)任務(wù)，主動探索適合自己學(xué)習(xí)方法。在學(xué)習(xí)和日常交際中能注意到中外文化差異。內(nèi)容標(biāo)準(zhǔn)

一、語言技能語言技能包含聽、說、讀、寫四個(gè)方面技能以及這四種技能綜合利用能力。聽和讀是了解技能，說和寫是表示技能;這四種技能在語言學(xué)習(xí)和交際中相輔相成、相互促進(jìn)。學(xué)生應(yīng)經(jīng)過大量專題和綜合性語言實(shí)踐活動，形成綜合語言利用能力，為真實(shí)語言交際打基礎(chǔ)。所以，聽、說、讀、寫既是學(xué)習(xí)內(nèi)容，又是學(xué)習(xí)伎倆。languageskills:listening,speaking,reading&writing語言技能三級目標(biāo)

聽：1.能識別不一樣句式語氣，如:陳說句、疑問句和指令等；2.能依據(jù)語氣改變，判斷句子意義改變；3.能識別歌謠中韻律；4.能識別語段中句子間聯(lián)絡(luò)；5.能聽懂學(xué)習(xí)活動中連續(xù)指令和問題，并做出適當(dāng)反應(yīng)；6.能聽懂相關(guān)熟悉話題語段；7.能借助提醒聽懂教師講述故事。說：1.能在課堂活動中用簡短英語進(jìn)行交際；2.能就熟悉話題進(jìn)行簡單交流；3.能在教師指導(dǎo)下參加簡單游戲和角色飾演活動；4.能利用所給提醒(如圖片、幻燈片、實(shí)物、文字等)簡單描述一件事情；5.能提供相關(guān)個(gè)人情況和個(gè)人經(jīng)歷信息；6.能講述簡單小故事；7.能背誦一定數(shù)量英語小詩或歌謠，能唱一些英語歌曲；8.能在上述口語活動中語音、語氣基本正確。語言技能三級目標(biāo)讀：1.能正確朗誦課文；2.能了解簡短書面指令，并依據(jù)要求進(jìn)行學(xué)習(xí)活動；3.能讀懂簡單故事和短文并抓住大意；4.能初步使用簡單工具書；5.除教材外，課外閱讀量到達(dá)4萬詞以上。

寫：1.能正確使用慣用標(biāo)點(diǎn)符號；2.能使用簡單圖表和海報(bào)等形式傳達(dá)信息；3.能參考范例寫出或回復(fù)簡單問候卡和邀請卡；4.能用短語或句子描述系列圖片，編寫簡單故事。二、語言知識

基礎(chǔ)教育階段學(xué)生應(yīng)該學(xué)習(xí)和掌握英語語言基礎(chǔ)知識包含語音、詞匯、語法、功效和話題等五方面內(nèi)容。知識是語言能力有機(jī)組成部分，是發(fā)展語言技能主要基礎(chǔ)。Language:phonetics,grammar,vocabulary,functions,topics.

語言知識二級目標(biāo)語音：1.知道錯(cuò)誤發(fā)音會影響交際；2.知道字母名稱讀音；3.了解簡單拼讀規(guī)律；4.了解單詞有重音；5.語音清楚，語氣自然。詞匯：1.學(xué)習(xí)相關(guān)本級話題范圍600~700個(gè)單詞和50個(gè)左右習(xí)慣用語；2.了解單詞是由字母組成。

語言知識二級目標(biāo)語法：1.知道名詞有單復(fù)數(shù)形式；2.知道主要人稱代詞區(qū)分；3.知道動詞在不一樣情況下會有形式上改變；4.了解表示時(shí)間、地點(diǎn)和位置介詞；5.了解英語簡單句基本形式和表意功效。功效：了解問候、告別、感激、致歉、介紹、請求等交際功效基本表示形式。話題：能了解和表示相關(guān)以下話題簡單信息:數(shù)字、顏色、時(shí)間、天氣、食品、服裝、玩具、動植物、身體、個(gè)人情況、家庭、學(xué)校、朋友、文體活動、節(jié)日等。三、情感態(tài)度

情感態(tài)度指興趣、動機(jī)、自信、意志和合作精神等影響學(xué)生學(xué)習(xí)過程和學(xué)習(xí)效果相關(guān)原因以及在學(xué)習(xí)過程中逐步形成祖國意識和國際視野。保持主動學(xué)習(xí)態(tài)度是英語學(xué)習(xí)成功關(guān)鍵。教師應(yīng)在教學(xué)中，不停激發(fā)并強(qiáng)化學(xué)生學(xué)習(xí)興趣，并引導(dǎo)他們逐步將興趣轉(zhuǎn)化為穩(wěn)定學(xué)習(xí)動機(jī)，以使他們樹立自信心，鍛煉克服困難意志，認(rèn)識自己學(xué)習(xí)優(yōu)勢與不足，樂于與他人合作，養(yǎng)成友好和健康向上品格。經(jīng)過英語課程，增強(qiáng)祖國意識，拓展國際視野。Affect:international,perspectives,patriotism,confidence,motivation.情感態(tài)度二/五級目標(biāo)二級：1.有興趣聽英語、說英語、背歌謠、唱歌曲、講故事、做游戲等；2.樂于模仿，勇于開口，主動參加，主動請教。五級：1.有明確學(xué)習(xí)英語目標(biāo)，能認(rèn)識到學(xué)習(xí)英語目標(biāo)在于交流；2.有學(xué)習(xí)英語愿望和興趣，樂于參加各種英語實(shí)踐活動；3.有學(xué)好英語信心，勇于用英語進(jìn)行表示；4.能在小組活動中主動與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)；

5.能體會英語學(xué)習(xí)中樂趣，樂于接觸英語歌曲、讀物等；6.能在英語交流中注意并了解他人情感；7.碰到問題時(shí)，能主動向老師或同學(xué)請教，取得幫助；8.在生活中接觸英語時(shí)，樂于探究其含義并嘗試模仿；9.對祖國文化能有更深刻了解；