Table 2 Senior High School English Curriculum Objectives
grade
General description of the goal
College English Test Band-6
Further enhance English learning motivation and have a strong sense of autonomous learning. Be able to understand the views expressed in oral or written materials and simply express your own views. Can effectively describe personal experience in oral or written language. Can plan, organize and implement English learning activities with the help of teachers. Can take the initiative to use all kinds of educational resources for learning. Self-evaluation of learning process and results, adjustment of learning objectives and strategies. Can understand the cultural connotation and background of the language used in communication.
Seven grades
Have clear and continuous learning motivation and independent learning consciousness. You can exchange information on familiar topics, ask questions and state your opinions and suggestions. Able to read high school students' original English books and English newspapers and periodicals. Have preliminary practical writing skills, such as business notices and invitations. Can actively participate in the planning, organization and implementation of language practice activities under the guidance of teachers. Can actively expand and use learning resources, obtain information through multiple channels, and use the obtained information to express clearly and methodically. Have strong self-evaluation and self-adjustment ability, and basically form a learning strategy suitable for yourself. Understand the cultural differences in communication and initially form the awareness of cross-cultural communication.
Grade?Eight
Have strong self-confidence and self-learning ability. Be able to communicate naturally with English speakers on familiar topics. Be able to comment on the content of oral or written language materials. Can write a well-organized and well-structured essay. Be able to independently plan, organize and implement various language practice activities, such as discussing and making plans, reporting experiments and survey results, etc. Can effectively use the network and other educational resources to obtain and process information, and sort out, summarize and analyze the obtained information as needed. Can consciously evaluate the learning effect and form effective English learning strategies. Understand the cultural connotation and background in communication, and adopt a respectful and tolerant attitude towards foreign cultures.
Grade?Nine
Ability to plan and implement learning tasks independently. Be able to understand the main contents of speeches, discussions, debates and reports on familiar topics. Be able to talk about issues of common concern at home and abroad (such as environmental protection, population, peace and development, etc.) in English. ) and show your attitude and opinions. Can do oral translation in daily life. Can make use of every opportunity to communicate in English. Can read popular science articles and literary works with the help of dictionaries. Able to use common styles to complete general writing tasks, and initially have the ability to use documents. Can independently develop learning channels and enrich learning resources. Can pay attention to current events and have a strong sense of the world.
Part III Content Standards
According to the requirements of the overall goal of English curriculum grading in the basic education stage, the curriculum standards for senior high schools put forward corresponding specific contents and standards in five aspects: language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. The abilities described by the goals at all levels are constructed through the study of compulsory courses and elective courses.
1. Language skills
Language skills are an important part of language application ability. Language skills include listening, speaking, reading and writing skills and their comprehensive application ability. Listening and reading are skills of understanding, while speaking and writing are skills of expression. These four skills complement and promote each other in language learning and communication. Students should form comprehensive language application ability through a large number of specialized and comprehensive language practice activities, and lay the foundation for real language communication. Therefore, listening, speaking, reading and writing are both the content and the means of learning.
According to the communication needs and cognitive development level of senior high school students, English teaching in senior high school should focus on cultivating students' abilities in the following aspects: the ability to use English properly in interpersonal communication; Able to obtain and process information in English; Ability to analyze and solve problems in English and critical thinking. The training of listening, speaking, reading and writing in senior high school should be based on the development needs of students in these areas. Table 3. 1- Table 3.4 is the target description of language skills in senior high school.
Table 3. 1 Language Skills Goal (Level 6)
skill
Target description
listen to
1. Be able to grasp the key words in listening paragraphs and understand the logical relationship between words;
2. Can understand the daily requirements and instructions, and can operate according to the instructions;
3. Be able to understand stories or narratives, and understand the main characters and events and their relationships;
4. Be able to extract information and opinions from listening materials, simple speeches or discussions.
say
1. Be able to convey information and express opinions on familiar topics;
2. Be able to clarify the meaning through repetition, examples and explanations;
3. Be able to describe personal experiences in an orderly manner and express personal views and imagination;
4. Being able to express attitude and meaning in an appropriate way on specific occasions;
5. Be able to use English for simple language practice activities, such as interview.
read
1. Main information can be obtained from general written materials;
2. Can use the context and sentence structure to guess the meaning of words;
3. Can predict the development of the story according to the context clues;
4. Being able to use different reading strategies according to the reading purpose;
5. Be able to find the required information through different information channels;
6. In addition to textbooks, the amount of extracurricular reading should reach 6.5438+0.8 million words or more.
write
1. Be able to write notes and simple letters in an appropriate format;
2. Be able to simply describe people or things and simply express their views;
3. Can write greeting cards in appropriate language;
4. Be able to write letters to friends and pen pals and exchange information and feelings;
5. Be able to modify what you wrote.
Table 3.2 Language Skills Objectives (Level 7)
skill
Target description
listen to
1. can identify important information in paragraphs and make simple inferences;
2. Be able to understand operating instructions and complete tasks according to requirements and instructions;
3. Be able to understand the description, plot development and results of people and things in normal speed listening materials;
4. Be able to understand the dialogue about familiar topics and grasp the main points;
5. Be able to understand the content of familiar topics and identify different attitudes expressed in different tones;
6. Be able to understand general information broadcast, such as weather forecast.
say
1. Be able to respond appropriately to general inquiries and requirements in daily communication;
2. With a little preparation, you can make short speeches in an organized way according to familiar topics;
3. Be able to discuss general topics;
4. Be able to communicate and cooperate with people according to the requirements of the topic and complete the task together;
You can express your intention with proper tone and rhythm.
read
1. can obtain and process the main information from general articles;
2. Can understand the main idea of the article and the author's intention;
3. Be able to understand the meaning of the text through the suffering of new words in the context;
4. Be able to reason through the clues in the article;
5. Be able to obtain information from the network and other resources as needed;
6. Be able to read English newspapers or magazines suitable for senior high school students;
7. In addition to textbooks, extracurricular reading should reach more than 230,000 words.
write
1. Information can be provided in words and charts, and described briefly;
2. Be able to write practical articles in common genres, such as letters and circulars;
3. Be able to describe people or things and make simple comments;
4. Be able to fill in personal information forms, such as application forms;
5. Be able to adapt short plays according to the text groups.
3.3 Language Skills Goal (Level 8)
skill
Target description
listen to
1. can identify different emotions expressed in different tones;
2. Be able to understand the discussion and dialogue about familiar topics and remember the main points;
3. Be able to grasp the views in general paragraphs;
4. Be able to basically understand the theme and general idea of English news on radio or TV;
5. Be able to understand euphemistic suggestions or advice.
say
1. Be able to express one's intentions and feelings with proper intonation, tone and rhythm in communication;
2. Be able to discuss and make plans according to the learning tasks;
3. Be able to report the process and results of task and project completion;
4. Be able to give a 3-minute speech on general topics after preparation;
5. Being able to use language effectively in daily interpersonal communication, such as expressing opinions, inferring, accusing or complaining;
6. Be able to translate general life, such as taking foreign guests shopping or sightseeing.
read
1. Can identify the characteristics of different styles;
2. Be able to understand difficult sentences by analyzing sentence structure;
3. Be able to understand different viewpoints and attitudes in reading materials;
4. Be able to obtain information from various media and process it according to the needs of learning tasks;
5. Being able to appreciate simple English literary works with the help of teachers;
6. In addition to textbooks, the amount of extracurricular reading should reach more than 300,000 words.
write
1. Be able to explain or write an abstract according to the article you read;
2. Be able to write short articles or reports according to the information provided by words and charts;
3. Be able to write a coherent and well-structured essay to describe things or express opinions and attitudes;
4. Be able to reach the standard style and fluent sentences in writing.
3.4 Language Skills Objectives (Grade 9)
skill
Target description
listen to
1. Able to understand speeches, discussions, debates and reports on topics familiar to relevant departments;
2. Be able to understand general English news broadcasts at home and abroad;
3. Be able to grasp the main points of a long speech and understand the views and intentions of the speaker;
4. Be able to judge each other's attitudes, likes and dislikes, positions and implied meanings from each other's speeches;
5. Can understand general humor;
6. You can overcome the general accent interference during listening.
say
1. Be able to grasp proper limit in the conversation and adjust the language and expression according to the interviewee;
2. Be able to give a speech on some topics for 5- 10 minutes after preparation and answer relevant questions;
3. You can interview in English;
4. Be able to perform general oral translation;
5. Be able to express your feelings properly in communication;
6. Be able to clarify or explain misunderstandings in communication;
7. Be able to talk in English about issues of common concern at home and abroad (such as environmental protection, population, peace and development, etc.). ) and express their attitudes and opinions.
read
1. Be able to read general English newspapers or magazines and get main information from them;
2. Be able to read the general English original, grasp the main plot and understand the main characters;
3. Be able to read non-professional technical materials such as specifications of various commodities;
4. Be able to guess unfamiliar language phenomena according to situations and contexts;
5. Be able to use a variety of reference materials and reference books to solve more complicated language problems;
6. Have extensive reading interests and good reading habits;
7. Can effectively use the Internet and other media to obtain and process information.
write
1. Be able to write abstracts, reports, notices and official letters in English;
2. Be able to describe situations, attitudes or feelings in English in detail and vividly;
3. Be able to explain your own views and comment on others' views, with appropriate style and accurate words;
4. Be able to properly handle the quoted materials and the original words of others;
5. Be able to fill in various forms, write resumes and applications, and use correct and appropriate language;
6. Be able to do simple written translation;
7. Be able to complete the above writing process fluently, and the format is correct.
Second, language knowledge.
The basic knowledge of English language that senior high school students should learn and master includes pronunciation, vocabulary, grammar, functions and topics. Knowledge is an organic part of language ability and an important basis for developing language skills. Table 4. 1- Table 4.3 is the target description of language knowledge in grades 7, 8 and 9. See the appendix for details.
This standard does not describe the language knowledge of CET-6 alone, and the teaching of CET-6 can refer to the requirements of CET-7 objectives.
Table 4. 1 Language knowledge goal (level 7)
knowledge
Target description
speech sound
1. Make pronunciation and intonation natural and smooth in oral expression;
2. Understand the intention and attitude implied in the discourse according to the pronunciation and intonation;
3. A preliminary understanding of the rhythm and prosody of English poetry;
4. Distinguish and write unfamiliar words according to pronunciation.
vocabulary
1. Understand the different functions, intentions and attitudes of words in discourse;
2. Use words to name things, quote them, describe behaviors and characteristics, and explain concepts.
3. Learn to use 2400-2500 words and 300-400 idioms or fixed collocations;
4. Understand the meaning changes of English words and new words in daily life.
grammar
1. Master common expressions to describe time, place and orientation;
2. Understand and master the common expressions of comparing people, things and things;
3. Use appropriate language to describe things and simply express opinions, attitudes or emotions;
4. Master the basic cohesion and coherence means in the text and organize the information effectively according to the specific purpose.
function
1. Understand the main language expressions of daily communication functions;
2. Correctly understand and express the communicative functions such as greeting, farewell, thanks or introduction in the context;
3. Effective use of appropriate language in daily interpersonal communication, such as expressing opinions or making judgments;
4. Use the learned functional items to effectively express emotions, intentions and attitudes.
theme
1. Familiar with personal, family and social communication topics;
2. Further familiar with topics related to daily life, hobbies, customs, science and culture;
3. Familiar with the topics of general social life in China: occupation, festivals, customs and social etiquette;
4. Understand the topic of daily life habits in British countries.
Table 4.2 Language Knowledge Objectives (Grade 8)
knowledge
Target description
speech sound
1. Gradually achieve natural, appropriate and smooth pronunciation and intonation in actual communication;
2. Understand and express the implied intention and attitude according to the pronunciation and intonation;
3. Understand the rhythm and prosody in poetry;
4. Distinguish and write unfamiliar words or simple sentences according to pronunciation.
vocabulary
1. Use vocabulary to understand and express different functions, intentions and attitudes;
2. Describe complex things, behaviors and characteristics with vocabulary, and explain concepts.
3. Learn to use 3000 words and 400-500 idioms or fixed collocations.
grammar
1. Further master the expressions describing time, place and orientation;
2. Further understand and master the expressions of people, things and things;
3. Use appropriate language forms to describe and express opinions, attitudes and emotions.
4. Learn and master basic discourse knowledge and organize information effectively according to specific purposes.
function
1. Correctly understand and express the communicative functions such as greeting, farewell, thanks and introduction in a broader context;
2. Effectively use appropriate language in daily interpersonal communication, such as expressing opinions, making judgments, blaming and complaining;
3. Flexible use of commonly used functions that have been learned to further learn and master new language functions;
4. Realize the purpose of information exchange skillfully in real life.
theme
1. Familiar with personal, family and social communication topics;
2. Further familiar with topics related to daily life, hobbies, customs, science and culture;
3. Familiar with the topics of general social life in China: occupation, festivals, customs and social etiquette;
4. Understand the topic of daily life habits in English-speaking countries.
Table 4.3 Language Knowledge Objectives (Grade 9)
knowledge
Target description
speech sound
1. When talking with people from different countries in English or listening to recordings of people from different countries speaking English, you can overcome the difficulties brought by different accents and understand the main idea;
2. Be able to effectively express different communication intentions such as pronunciation and attitude by using appropriate intonation, rhythm and stress changes.
vocabulary
1. Learn to use about 4,500 words and a certain number of idioms or fixed collocations;
2. Be able to choose appropriate words to communicate or express according to communication topics, occasions and interpersonal relationships.
grammar
1. On the basis of the eight requirements, further understand the ideographic function of grammatical forms and use them effectively;
2. Gradually contact and understand more complex language phenomena, and have certain ability to summarize, analyze and explain more complex language phenomena.
function
1. Be able to comprehensively use the commonly used functions learned and communicate flexibly and appropriately;
2. Be able to further learn and master new language ideographic and communicative functions according to communication needs;
3. In learning and communication, we can effectively use language to improve our cognitive level and develop our thinking ability.
theme
1. Be able to comprehensively use the subject contents listed in the requirements of Grade 8 objectives for in-depth exchange of ideas;
2. Respect cultural differences in communication, showing strong awareness and ability of cross-cultural communication.
Third, emotional attitude.
Emotional attitude refers to the interest, motivation, self-confidence, will and cooperative spirit that affect students' learning process and learning effect, as well as the motherland consciousness and international vision gradually formed in the learning process. Maintaining a positive learning attitude is the key to success in English learning. In senior high school, teachers should guide students to turn their interest into stable learning motivation, so that they can establish strong self-confidence, form the will to overcome difficulties, be willing to cooperate with others, and develop a harmonious and healthy personality. Through English courses, students can strengthen their patriotism and broaden their international horizons. Table 5 describes the emotional attitude goals of grades 7 and 8.
Table 5 Emotional Attitude Goals (Grade 7-8)
grade
Target description
Seven grades
1. Keep your desire and interest in learning English and actively participate in activities that help improve your English ability;
2. Have correct English learning motivation and make it clear that the purpose of English learning is communication and expression;
3. Have strong self-confidence in English learning and dare to communicate and express in English;
4. Be able to overcome the difficulties encountered in English learning and be willing to take the initiative to ask others for advice;
5. Be able to understand and respect the feelings of others in English communication;
6. Have a strong spirit of learning cooperation and be willing to share various learning resources with others;
7. Be able to briefly introduce the culture of the motherland in English during the communication;
8. Be able to understand and respect foreign cultures and embody the spirit of international cooperation.
Grade?Eight
1. Be able to correctly understand the significance of English learning for all;
2. Have a stable and lasting motivation to learn English;
3. Have the perseverance to learn English well and the will to overcome difficulties;
4. Be able to express your feelings, attitudes and values properly in English;
5. In the process of communicating in English, you can understand the emotions, attitudes and values implied in the language;
6. Have a strong sense of the motherland and an international vision.
Fourth, learning strategies.
Learning strategies refer to various actions and steps taken by students in order to effectively learn idioms and use languages. English learning strategies include cognitive strategies, adjustment strategies, communication strategies and resource strategies. Cognitive strategy refers to the steps and methods taken by students to complete specific learning tasks; Regulation strategy refers to the strategy that students plan, implement, evaluate and adjust the learning process or learning results; Communication strategies refer to various strategies adopted by students in order to gain more communication opportunities, maintain communication and improve communication effects; Resource strategy refers to the strategy that students use various media reasonably and effectively to learn and use English. Senior high school students should form English learning strategies suitable for their learning needs and constantly adjust their learning strategies.
High school students are approaching adulthood, and their interpersonal communication and social experience will continue to expand. Therefore, senior high school students should actively use English through various channels and cultivate effective communication strategies in practical communication. At the same time, high school students should further master the resource strategy, learn to obtain information and materials independently, and sort out, analyze, summarize and summarize them, so as to expand their knowledge, broaden their horizons, enrich their lives and plan their lives more consciously. Table 6. 1- Table 6.2 is the goal description of learning strategies for Grade 7 and Grade 8.
Table 6. 1 Learning Strategy Objectives (Grade 7)
Strategy category
Target description
Cognitive strategy
1. Establish the connection between related knowledge through association;
2. Analyze and solve problems by logical means such as reasoning and induction;
3. Summarize the language rules in language materials and apply them;
4. In learning, we should be good at grasping the key points, taking notes and sorting out and summarizing the knowledge we have learned;
5. In the process of listening and reading, guess the meaning of words and the general idea of paragraphs with the help of situations and contexts;
6. Use charts and other nonverbal information to understand or express in learning.
control policy
1. Make an English study plan as needed;
2. Actively broaden English learning channels;
3. Create and seize the opportunity to learn English;
4. If you encounter difficulties in your study, know how to get help;
5. Communicate with teachers or classmates about learning English;
6. Evaluate the effect of your own learning and summarize the effective learning methods.
Communicative strategies
1. Actively communicate with classmates in English in extracurricular activities;
2. Providing communicative effects through nonverbal means such as gestures and expressions;
3. Overcome language barriers in communication by explaining or repeating;
4. Take advantage of various opportunities to communicate in English;
5. Monitor the appropriateness of language use in communication.
Resource strategy
1. Use reference books such as dictionaries effectively;
2. Get more extensive English information through libraries, computer networks, radio and television, and expand the knowledge you have learned.
Table 6.2 Learning Strategy Objectives (Grade 8)
Strategy category
Target description
Cognitive strategy
1. Understand new language items from different angles, and pay attention to the form, meaning and usage of language items;
2. Establish the connection between old and new language knowledge;
3. Classify new language items according to their form, meaning or usage;
4. Use keywords, abbreviations, symbols and numbers when taking notes;
5. Follow the rules of memory and provide memory effect;
6. Transfer skills from one field to another, for example, transfer mother tongue learning skills to English learning, and transfer writing skills from reading or writing to listening or speaking.
control policy
1. Adjust the learning plan and objectives according to the learning progress;
2. Understand the effect of using learning strategies and make adjustments as needed;
3. Be able to allocate attention reasonably according to the needs of learning activities (focusing on key learning activities);
4. When you encounter difficulties in your study, you can analyze the reasons and find ways to solve them;
5. Control and adjust the emotions and emotions in English learning.
Communicative strategies
1. Explain or demonstrate opinions through explanation, repetition, examples and confirmation;
2. Be able to express meaning or ideas in euphemistic language when necessary;
3. Use the language appropriately according to the language use environment;
4. Be good at overcoming language barriers and maintaining communication in communication;
5. Pay attention to and abide by the basic etiquette of English communication in real communication.
Resource strategy
You can find the required information and materials, such as encyclopedic knowledge, professional literature, public information, statistical data or news reports, through multi-channel resources such as libraries, networks, newspapers, magazines, radio or television.
Verb (abbreviation of verb) cultural awareness
Language has rich cultural connotations. In English teaching, culture mainly refers to the history, geography, customs, traditional customs, lifestyles, literature and art, codes of conduct and values of English-speaking countries. Contacting and understanding the culture of English-speaking countries is conducive to understanding and using English, deepening the understanding and understanding of their own culture, cultivating world awareness and forming cross-cultural communication ability. Teachers should gradually expand the content and scope of cultural knowledge according to students' age characteristics and cognitive ability. Cultural knowledge about English-speaking countries involved in teaching should be closely related to students' daily life, knowledge structure and cognitive level, and can stimulate students' interest in learning English culture. It is necessary to expand the scope of students' contact with foreign cultures, help students broaden their horizons, improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures, and lay a good foundation for developing cross-cultural communication ability. Table 7 is a description of the cultural awareness goals of Grade 7 and Grade 8, and other levels are no longer listed separately.
Table 7 Cultural Awareness Goals (Grade 7-Grade 8)
grade
Target description
Seven grades
1. Understand common idioms and proverbs in English and their cultural connotations;
2. Understand the common allusions or legends in English communication;
3. Understand the achievements and contributions of major writers, artists, scientists and politicians in English-speaking countries;
4. Have a preliminary understanding of the political and economic situation of major English-speaking countries;
5. Understand the main mass media in English-speaking countries;
6. Understand the similarities and differences between the lifestyles of people in major English-speaking countries and those of people in China;
7. Understand the similarities and differences in behavior and treatment between people in English-speaking countries and people in China;
8. Understand the main religious traditions of English-speaking countries;
9. Learn about world culture and cultivate world consciousness by learning English;
10. Deepen the understanding of China culture by comparing Chinese and foreign cultures.
Grade?Eight
1. Have a preliminary understanding of the relationship between English language and the culture of English-speaking countries (such as the relationship between some words or expressions and cultural background);
2. In the process of using English, we can find the attitude towards other cultures (such as cultural worship or cultural discrimination) hidden in the language;
3. Understand objectively and fairly the people of English-speaking countries and their cultural traditions;
4. Understand the most prominent cultural characteristics of English-speaking countries;
5. A preliminary understanding of the origin of important (historical) cultural phenomena in major English-speaking countries;
6. Understand the reflection of English-speaking countries' culture in daily life and people's values.