高中英语课程标准-新课标-英文版

NewCourseSyllableforEnglishPart1:IntroductionWiththeadventoftheinformationageandtheglobaleconomy,Englishhasbecomeincreasinglyimportant.Englishisthedominantcarrierofinformationandthemostwidelyspokenlanguageintheworld.ManycountrieshavemadeEnglishacornerstoneofqualityeducationwhendevelopingstrategiesforbasiceducation.SinceChina’sreformandopening,thescaleofitsEnglisheducationhascontinuallygrown,attendedbysignificantachievementsinteachingandlearning.However,Englisheducationinitscurrentformisfailingtomeettheneedsofcontemporarysocialandeconomicdevelopment.ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowingpractices:l????Over-emphasizingthetransmissionandexplanationofknowledgeaboutgrammarandvocabularyl????Neglectingtodevelopstudents’abilitytouselanguageforrealIntheirplace,thereformsaimtoestablishacurriculumthat:l????Developsstudents’comprehensivelanguagecompetencel????Motivatesstudents,isrelevanttotheirlifeexperiencesandcognitivelevell????Promotestask-basedteachingmethodsl????Involvesstudentsinexperiential,practical,participatoryandcooperativelearningl????Developsstudents’positiveattitudes,thinkingskills,practicalabilities,culturalawarenessandautonomythroughthelanguagelearningprocess1.????TheNatureoftheNewCurriculumThenewEnglishcurriculumstrivestoaccomplishfarmorethanjusthelpstudentslearnEnglish.AtonelevellearningEnglishshouldinvolvehelpingstudentstl????Developacertainlevelofcomprehensivelanguagecompetenceandtheabilitytouselanguageforrealcommunicationl????Mastercertainbasiclanguageknowledgel????Masterlistening,speaking,readingandwritingskillsHowever,atanotherlevelthecurriculumshouldalsoservestudents-rounddevelopment,’providingallthemwithopportunitiestl????StrengthentheirinterestinstudyingEnglishl????Growinself-discipline,perseveranceandself-confidencel????Improvetheircooperative,investigativeandthinkingabilitiesl????Developtheirmemory,imaginationandcreativity?l????Adoptgoodstudyhabitsandeffectivelearningstrategiesl????Developasautonomousandlifelonglearnersl????Buildmoralintegrityandahealthyoutlookonlifel????Establishbothnationalspiritandanawarenessofandrespectforculturaldifferencesl????Broadentheirhorizonsandenrichtheirlifeexperiencel????Takepartinculturallifel????Developasindividuals2.????BasicPrinciplesoftheNewCurriculum2.1Thecurriculumpromotesqualityeducation(asopposedtoexam-orientatededucation)andtheall-rounddevelopmentofthestudentsTopromotequalityeducationparticularattentionmustbepaidtl????Valuingeachstudent’sfeelingsl????Stimulatingstudents’interestinstudyingEnglishl????Helpingstudentsgainasenseofachievementandself-confidenceThecurriculummustgobeyonddevelopingstudents’comprehensivelanguagecompetencetoincludeareassuchas:l????Improvingstudents’abilitytocontributetoculturalandsociallifel????Developingstudents’practicalabilitiesl????Fosteringstudents’creativity2.2Thecurriculumobjectivesareholisticandflexible.ThefundamentalaimofthenewEnglishcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thisaimisbrokendownintofivegeneralobjectives.Theseobjectivesarethendividedintonineabilitylevelswithdescriptorsprovidedforeachlevel.Thefivegeneralobjectivesare:1.??????LanguageSkills2.??????LanguageKnowledge3.??????AttitudestoLearning4.??????LearningStrategies5.??????CulturalAwarenessThisdesignallowsstudentstoprogresssystematicallythrougheachlevelwhilstmeetingthefullrangeofthecurriculum’sdemands.2.3StudentsareputatthecentreofthecurriculumandindividualdifferencesarerespectedStudents’mustbeattheheartofthenewcurriculum.Forexample,theirdevelopmentalneedsmustbethecentralconsiderationwhendeveloping:l????Curriculumobjectivesl????Theteachingandlearningprocessl????Theassessmentprocessl????TeachingandlearningresourcesWhenimplementingthecurriculumeachstudentmustbeallowedtodevelopindividuallyundertheguidanceoftheteacher:2.4Thecurriculumpromotesactivity-basedmethods,experientialandparticipatorylearningThecurriculumpromotestask-basedlearningwhereby,undertheguidanceoftheteacher,thestudentsgainasenseofachievementbyreachingthegoalsofthetask.Taskcompletionwillinvolvethefollowingtypesoflearning:l????Sensoryl????Experientiall????‘Handson’/practicall????Participatoryl????CooperativeInordertoimprovetheirabilitytouselanguageforrealcommunication,studentsshouldalsobeabletl????Adjusttheirlearningstrategiesandcontroltheiremotionsl????Formpositiveattitudestowardslearning2.5ThecurriculumrecognizestheimportantroleofformativeassessmentinpromotingstudentdevelopmentTheassessmentsystemshouldcombineformativewithsummativeassessment.Thepurposesofassessmentshouldbetl????Promotestudents’comprehelanguagesivecompetencel????Encourageandmotivatestudentsl????Helpstudentsbecomemoreautonomouslearnersl????Benefitstudents’healthypersonaldevelopmentl????Giveteachersusefulfeedbackfromwhichtodevelopteachingandlearningl????InformtheongoingdevelopmentandperfectionoftheEnglishcurriculumFormativeassessmentshouldbeanimportantpartoftheEnglishteachingandlearningprocesswithaparticularemphasison:l????Encouragingstudents’activeparticipationinglearninl????Improvingstudents-confidence’selfSummativeassessmentshouldfocuson:l????Testingstudents’integratedlanguageskillsl????Testingstudents’abilitytouselanguage

’2.6ThecurriculumexpandstherangeoflearningresourcesandopportunitiesavailableThecurriculumshouldstrivetouseanddevelopresourceswhosecontentis:l????Realisticl????Closetothestudents’livesl????Contemporaryl????Healthyl????RichandvariedActiveuseshouldbemadeof:l????Audiovisualmateriall????Printmedial????TheInternetStudentsshouldbeencouragedtotakeresponsibilityforfinding,usinganddevelopinglearningresourcesthemselves.Thecurriculumfollowstheinternationalpracticeofdividingthegeneralobjectivesintodifferentabilitylevels.Whendesigningtheseninelevelsconsiderationwasgiventothefollowing:l????Thenatureoflanguagedevelopmentl????Thedifferentneedsofdifferentagegroupsl????Theneedsofdifferentethnicgroupsandareasl????TheeconomicimbalancesthatexistinChinaTheaimistohavedesignedasystemthatisholisticandflexible.Thecorrespondencebetweenthelevelsystemandthegradesystemisshowninthefollowingdiagram:PrimarySchoolWorktowards:NotesGrade3Level1StudentsshouldstartstudyingEnglishinGrade3Grade4Level1Grade5Level2Grade6Level2TherequiredstandardfortheendofprimaryschoolJuniorMiddleSchoolWorktowards:NotesGrade7(=Junior1)Level3Grade8(=Junior2)Level4Grade9(=Junior3)Level5TherequiredstandardfortheendofjuniormiddleschoolSeniorMiddleSchoolWorktowards:NotesSenior1Level6Senior2Level7Senior3Level8TherequiredstandardforseniormiddleschoolgraduationLevel9AnextensionlevelforspecialistschoolsandablestudentsDiagram1:TheLevelsandtheGradesPart2:IntroductiontotheGeneralObjectivesThefundamentalaimofthenewcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thiscomprehensivelanguagecompetenceisachievedthroughthefivegeneralobjectivesasshowninthefollowingdiagram:Diagram3:ComparisonoftheOldandNewCurriculumsl????Languageskillsandknowledgeformthebasisofcomprehensivelanguagecompetencel????Thestudents’attitudestolearningstronglyinfluencetheirlearninganddevelopmentl????Successfullearningstrategiesimprovetheeffectivenessofstudents’learningl????CulturalawarenessensuresstudentsuselanguageappropriatelyTheoveralldescriptorsforcomprehensivelanguagecompetence(i.e.acombinationofallfivegeneralobjectives)forLevels1to9arepresentedbelow:LevelDescriptorsStudentsarecuriousaboutEnglishandenjoylisteningtopeoplespeakingEnglish.Theycan:l????Playgames,doactionsandactivities(e.g.colouring,joininglines)accordingtosimpleinstructionsfromtheteacherl????Performsimpleroleplaysl????SingsimpleEnglishsongsl????Saysimplerhymesandchantsl????Understandsimplestoriesbywiththeaidofpicturesl????Communicatesimplepersonalinformationl????Expresssimplefeelingsandattitudesl????Writelettersandwordsl????TakeinterestinforeignculturalcustomsmetduringlearningEnglishStudentsshowasustainedinterestinandenjoymentoflearningEnglish.Theycan:l????UsesimpleEnglishgreetingsandexchangepersonalinformationandinformationaboutfamilyandfriendsl????Performdialogues,songs,rhymesandchantsaboutcontenttheyhavestudiedl????Understandandnarratesimplestorieswiththeaidofpicturesl????Writesimplesentenceswiththeaidofpicturesorpromptsl????Participateandcooperateactivelyandhappilyl????Taketheinitiativetoaskforhelpl????Enjoylearningaboutothercountries’culturesandcustomsStudentsshowapositiveattitudeandthebeginningsofself-confidencetowardslearningEnglish.Theycan:?l????Understandshortandsimplestoriesaboutfamiliartopicsthattheyhearl????Exchangeinformationaboutfamiliartopics(e.g.school,familylife)withtheteacherorclassmatesl????Readandunderstandshortstoriesandothersimplewrittenmateriall????Writesimplesentenceswiththeaidofexamplesorpicturesl????Takepartinsimpleroleplaysandactivitiesl????Attempttousesuitablelearningstrategiestoovercomedifficultiesencounteredduringstudyl????IdentifyculturaldifferencesthatarepresentwhencommunicatinginaforeignlanguageStudentscanidentifytheirownlearningneedsandtargetsandarefairlyself-confidentaboutlearningEnglish.Theycan:l????Listentoandunderstanddialoguesandshortstoriesineverydaycommunicationl????Communicateinformationandsimpleopinionsaboutfamiliareverydaytopicsl????Writebriefandsimplelettersl????Attempttousedifferenteducationalresourcesl????Gaininformationfromoralandwrittenmaterialstoextendtheirknowledge,solvesimpleproblemsanddescriberesultsl????Helpeachothertoovercomedifficultiesencounteredduringlearningl????Planandarrangesensiblelearningactivitiesl????Activelyexplorelearningstrategiessuitableforthemselvesl????TakenoteofculturaldifferencesbetweenChinaandothercountriesduringstudyandcommunicationStudentsshowclearmotivationandapositive,activeattitudetowardslearningEnglish.Theycan:l????Listentoandunderstandtheteacher’sstatementsaboutfamiliartopicsandtakepartindiscussionsl????Exchangeinformationwithothersandexpressopinionsaboutvarioustopicsindailylifel????Readandunderstandtexts,newspapersandmagazinessuitableforGrades7–9,overcomingthebarrierofunknownwordstounderstandthemainideas?l????Useappropriatereadingstrategiesaccordingtothepurposeofreadingl????Draftandeditshortcompositionsaccordingwiththeaidofpromptsl????Cooperatewithotherstocompletetasks,solveproblemsandreportresultsl????Assesstheirownlearningandsummarizetheirownlearningstylel????Makeuseofawidevarietyofresourcesl????FurtherincreasetheirunderstandingandawarenessofculturaldifferencesStudentsshowfurthermotivationtostudyEnglishandagrowingawarenessofautonomouslearning.Theycan:l????Understandtheviewpointsexpressedinoralorwrittenmaterialsandstatetheirownviewl????Effectivelyuseoralorwrittenlanguagetodescribepersonalexperiencel????Plan,organizeandcarryoutavarietyofEnglishlearningactivitieswiththeteacherassistancel????Taketheinitiativetoexploitarangeoflearningresourcesandgaininformationthroughmultiplechannelsl????Adjusttheirownlearningobjectivesandstrategiesaccordingtotheresultsofself-assessmentl????UnderstandtheculturalbackgroundtoandconnotationsoflanguageduringcommunicationStudentsshowclearandsustainedmotivationtostudyEnglishandaclearawarenessofautonomouslearning.Theycan:l????Exchangeinformation,askquestions,giveopinionsandadviceaboutafairlywiderangeoftopicsl????Readandunderstandoriginaltextsandnewspapersthathavebeenadaptedforseniormiddleschoolstudentsl????Shownascentskillinwritingcompositionssuchasnoticesandlettersofinformationl????Taketheinitiativetoplan,organizeandcarryoutarangeoflanguagepracticeactivitiesl????Takeresponsibilityforusingawidevarietyoflearningresourcestopromotestudyl????Monitortheirownlearningtocontinuetoformlearningstrategiessuitableforthemselvesl????UnderstandculturaldifferencesincommunicationandfurtherformwideculturalawarenessStudentsshowstrongself-confidenceandabilitytolearnautonomously.Theycan:l????CommunicatefairlynaturallywithotherEnglishspeakersaboutfamiliartopicsl????Expressevaluativecommentsaboutthecontentoforalorwrittenmaterialsl????Writecoherentandfullystructuredshortcompositionsl????Takeresponsibilityforplanning,organizingandcarryingoutarangeoflanguagepracticeactivitiessuchasdiscussion,decisionmaking,andreportingexperimentandsurveyresultsl????Usetheinternetandvariousotherresourcestogatherandprocessinformationeffectivelyl????ConsciouslyevaluatelearningoutcomesandformeffectiveEnglishlearningstrategiesl????UnderstandtheculturalconnotationsandbackgroundduringcommunicationandadoptarespectfulandtolerantattitudetowardsculturesofdifferentcountriesStudentsareautonomouslearners.Theycan:l????Listentoandunderstandthemaincontentofspeeches,discussions,debatesandreportsonfamiliartopicsl????DiscussandexpresstheirattitudesandopinionsabouttopicsofuniversalimportanceinsideandoutsideChina,suchastheenvironment,population,peace,development,etcl????Actasaninterpreterineverydaylifel????MakethemostofavarietyofopportunitiestouseEnglishforrealcommunicationl????Readpopularscienceandliteraturearticleswithfairlywiderangingsubjectswiththeaidofadictionaryl????Usecommongenres/texttypestocompleteordinarywritingtasksandhavenascentabilitytowriteinaliterarywayl????Expandandenrichlearningresourcesautonomouslyl????DisplaystrongglobalawarenessTable1:TheOverallDescriptorsforComprehensiveLanguageCompetencePart3:TheGeneralObjectivesinDetailDetaileddescriptorsforLevels2and5ofeachofthefivegeneralobjectivesarepresentedinthefollowingtables.PleaserefertothetranslationoftheseniorEnglishcurriculum(availablefromtheVSOProgrammeOffice)forLevel6–9descriptors.LevelSkillDescriptorsforLanguageSkills?2ListeningStudentscan:1.??????Understandsimpleliveorrecordedspeechwiththeaidofpicturesandimages2.??????Understandsimplestorieswiththeaidofpictures3.??????Understandsimplequestionsduringclassroomactivities4.??????UnderstandcommoninstructionsandrespondappropriatelySpeakingStudentscan:1.??????Speakwithclearpronunciationandcanconveyintonation2.??????Takepartinsimpledialoguesaboutfamiliarpersonalandfamilyinformation3.??????Usesomecommondailyexpressions(e.g.greetings,farewells,thanks,apologies,etc.)4.??????Tellsimplestorieswiththeteacher’shelpReadingStudentscan:1.??????Readandrecognizeallwordsstudied2.??????Readaloudsimplewordsaccordingtospellingrules3.??????Understandshortandsimpleinstructionsintextbooks4.??????Understandinformationexpressedinsimpletextslikegreetingscards5.??????Understandsimplestoriesorshortpassageswiththeaidofpicturesandformthehabitofreadingforoverallcomprehension6.??????ReadaloudaccuratelyallthestoriesandpassagesstudiedWritingStudentscan:1.??????Copyexamplesentences2.??????Writesimplegreetings3.??????Writeshortandsimpleheadingsanddescriptionstofitpicturesorobjects4.??????UsecapitalizationandpunctuationwithbasicaccuracyOtherStudentscan:1.??????UsesimpleEnglishtoplaygames2.??????Performshortstoriesorfairytaleswiththeteacher’shelp3.??????Say30-40simplenurseryrhymesorchants4.??????Perform30-40Englishsongs5.??????UnderstandEnglishcartoonsandprogrammesofasuitablelevel(onaverage20-25minutesperweek)?5ListeningStudentscan:1.??????Understandspeakers’intentionsaccordingtotheirstressandintonation2.??????Understandandextractinformationandviewpointsfromtalkaboutfamiliartopics3.??????Understandthemainideas,usingcontextualcluestodealwithunfamiliarwords4.??????Understandstoriesandnarrativesspokenatnearnaturalspeed,includingtheircauseandeffectstructures5.??????Reactinasuitablewaytowhatisheard6.??????TakesimplenotesaboutwhatisheardSpeakingStudentscan:ReadingWriting

1.??????Provideinformation,expresssimpleviewsandopinionsandtakepartindiscussionsaboutsimpletopics2.??????Exchangeinformationandcooperatewithotherstocompletetasks3.??????Correctoneselfappropriatelyduringspeech4.??????Inquireforinformationandaskforhelpeffectively5.??????Carryoutsituationaldialoguesaccordingtodifferenttopics6.??????PerformshortplaysinEnglish7.??????UusenaturalpronunciationandintonationandanappropriatetoneduringtheaboveactivitiesStudentscan:1.??????Inferthemeaningofnewwordsfromthecontextandwordformationrules2.??????Uunderstandthelogicalrelationshipsbetweeneachsentenceinaparagraph3.??????Pickoutthemainideasintextsandunderstandtheplotinstories,predictingitsdevelopmentandpossibleendings4.??????Understandreadingmaterialofdifferentcommongenres/texttypes5.??????Useappropriatereadingstrategiestofindinformationaccordingtodifferentreadingpurposes6.??????Usedictionariesandotherreferencematerialtocarryoutlearning7.??????Hhavereadmaterialotherthanthatincludedinthetextbook,totalingover150000wordsStudentscan:1.??????Gatherandorganizematerialaccordingtothepurposeofthewriting2.??????Ddraftshortlettersandpassagesindependently,editingthemwiththeteacher’sguidance3.??????Usecommonlinkingdevicestoexpressoneselffluentlyandlogicallyinwriting4.??????Writesimpledescriptionsofpeopleorthings5.??????Wwritesimpleparagraphs,instructionsandexplanationsaccordingtopromptsgiveninpicturesortablesTable2:LevelDescriptorsforLanguageSkillsObjectiveN.B.TheoriginalincludesLanguageSkillsdescriptorsforLevels1,3,4,6,7,8and9LevelKnowledgeDescriptorsforLanguageKnowledge2PronunciationStudentscan1.??????Knowincorrectpronunciationcanaffectcommunication2.??????Knowhowtosaythealphabet3.??????Understandsimplespellingrules4.??????UnderstandwordshavestresspatternsVocabularyGrammarFunctionsTopics5PhoneticsVocabularyGrammar

5.??????PronounceclearlywithnaturalintonationStudentscan:1.??????Learnthe600-700wordsand50orsocommonexpressionsassociatedwiththetopicsforthisunit2.??????UunderstandwordsareformedfromlettersStudentscan:1.??????Knownounshavesingularandpluralforms2.??????Knowthedifferencebetweenthemainpronouns3.??????Knowverbscanchangeformsindifferentsituations4.??????Understandprepositionstoexpresstime,placeandposition5.??????UnderstandthebasicformsandfunctionsofsimpleEnglishsentencesStudentscanunderstandthebasicformsforexpressingsimplecommunicativefunctionssuchasgreetings,farewells,thanks,acceptingapologies,introductions,requests,etc.Studentscanunderstandandexpresssimpleinformationaboutthefollowingtopics:numbers,colours,time,weather,food,clothes,toys,plantsandanimals,thebody,personalandfamilycircumstances,school,friends,hobbiesandsports,festivals,etc.Studentscan:1.??????Understandthesignificanceofphoneticswithinlanguagelearning2.??????UunderstandEnglishphoneticsincludespronunciation,stress,linking,intonationandrhythm3.??????Speakwithbasicallyaccurate,naturalandfluentpronunciationandintonationindailycommunication4.??????Understandandexpressdifferentintentionsbyalteringstressandintonationappropriately5.??????SpellwordsandphrasesaccordingtotheirpronunciationStudentscan:1.??????UnderstandEnglishvocabularyincludessuchitemsaswords,phrases,expressionsandcollocations2.??????Understandanddistinguishbetweenthebasicmeaningsofwordsandtheirmeaningsinspecialsituations3.??????Usevocabularytodescribethings,behaviourandcharacteristics,explainprinciples,etc.4.??????Learnanduse1500-1600wordsand200-300expressionsandcollocationsStudentscan:1.??????Understandcommonformsandstructuresandtheirfunctions2.??????Llearnanddistinguishbetweenthefunctionsofdifferentformsandstructuresduringreallanguageuse3.??????Understandandmasterhowtodescribeofpeopleandthings4.??????Understandandmasterhowtodescribespecificfactualandbehaviouralphenomenaanddeveloptheabilitytodescribeprocesses5.??????Begintomasterhowtodescribetime,placeandpositionFunctionsTopics

6.??????Understandandmasterhowtocomparepeople,objectsandthingsStudentscan:1.??????Understandandsuitablyexpresseverydaycommunicativefunctionssuchasgreetings,farewells,thanks,introductionsandsoon2.??????EffectivelyexpressthemselvesineverydaycommunicationwithothersStudentsare:1.??????Familiarwithtopicscloselyrelatedtothemselves,theirfamiliesandschoollife2.??????Ffamiliarwithtopicsrelatedtoeverydaylife,hobbiesandinterests,socialcustoms,scienceandculture,etc.Table3:LevelDescriptorsforLanguageKnowledgeObjectiveLevel

DescriptorsforAttitudestoLearning1.??????StudentslistentoandspeakEnglish,reciterhymes,singsongs,tellstoriesandplaygameswithinterest.2.??????Studentsimitatehappily,opentheirmouthsbravely,participateactivelyandaskforhelpautonomously.1.??????Studentshaveclearlearningobjectivesthatcanbemetthroughcommunication.2.??????StudentshaveaninterestinanddesiretolearnEnglish,happilytakingpartinavarietyoflanguagepracticeactivities.3.??????Studentshavetheself-confidencetolearnEnglishwellandthecouragetouseEnglishtoexpressthemselves.4.??????Studentscanactivelycooperatewithandhelpothersinsmallgroupstocompletelearningtasks.5.??????StudentscanexperiencethepleasureoflearningEnglishthroughcontactwithEnglishsongs,readingmaterial,etc.6.??????Studentspayattentiontoandunderstandotherpeople’sfeelingsduringcommunication.7.??????Whenstudentsencounterproblemstheycantaketheinitiativetoaskforhelpfromtheteacherortheirclassmates.8.??????WhenencounteringEnglishduringdailylife,studentshappilyinvestigateitsmeaningandtrytocopyit.9.??????Studentshaveadeepenedunderstandingoftheirownculture.10.?Studentshappilygetintouchwithandunderstandtheculturesofdifferentcountries.Table4:LevelDescriptorsforAffectiveAttitudesObjectiveLevel

StrategyType

DescriptorsforLearningStrategies2

BasicLearningStrategies

Studentscan:1.??????Activelycooperatewithotherstocompletelearningtasks2.??????Takeinitiativetoasktheteacherorclassmatesforhelp3.??????Establishasimplestudyplan4.??????Independentlypracticewhathasbeenlearnt5.??????Buildconnectionsbetweenwordsandwhattheyrepresent6.??????Learnwithconcentrationandfocus7.??????TrytoreadEnglishstoriesandotherkindsofnon-curricularreadingmaterial8.??????ActivelyusetheEnglishtheyhavelearnttoexpressthemselvesandcommunicate9.??????TakenoteofsimpleEnglishfoundindailylifeandthemedia10.??Begintousesimplestudents’English/Chinesedictionaries5CognitiveStudentscan:Strategies1.??????Previewmaterialasnecessary2.??????Learnwithconcentrationandfocus3.??????Activelythinkwhenlearning4.??????Notekeypointswellduringlearning5.??????Uusepicturesandothernon-linguisticclueswelltounderstandmainideas6.??????Uuseassociationtohelplearnandrememberwords7.??????Taketheinitiativetoreview,sortandsummarizewhattheyhavelearnt8.??????Trytodiscoverlanguagerulesandinfergeneralrulesfromsinglecases9.??????RealizetheyhavemademistakeswhenusingEnglishandcorrectthemselvesappropriately10.?UseknowledgeofChinesewhennecessarytohelpthemunderstandEnglishmoreeffectively11.?TrytoreadEnglishstoriesandothernon-curricularreadingmaterialMetacognitiveStudentscan:Strategies1.??????KnowtheirownEnglishlearningobjectivesclearly2.??????Knowtheirownlearningneedsclearly3.??????Establishsimplestudyplans4.??????Graspthemaincontentofwhattheylearn5.??????Payattentiontounderstandingandreflectingontheirownprogressandshortcomings6.??????Activelyexplorelearningstylesthataresuitableforthemselves7.??????Oftensharestudyingexperienceswithteachersandclassmates8.??????ActivelyparticipateinclassroomandextracurricularEnglishlearningactivitiesCommunicationStudentscan:Strategies1.??????CommunicatewithothersinEnglishduringclassroomandextracurricularlearningactivities2.??????MakegooduseofopportunitiestocommunicateinEnglish3.??????Concentrateonexpressingtheirmeaningwhencommunicating4.??????Usegestures,facialexpressionsandsoontohelpcommunicatewhennecessary5.??????Askforhelpeffectivelywhentheyexperiencecommunicationproblems6.??????RecognizeculturaldifferencesinChineseandforeignmodesofcommunicationResourceStudentscan:Strategies1.??????Enrichtheirlearningthroughtheuseofaudiovisualmaterials2.??????Usedictionariesandsimplereferencebookstofindinformation3.??????TakenoteofalltheEnglishusedinreallifeandthemedia4.??????BegintouselearningresourcesavailableinlibrariesorontheInternetTable5:LevelDescriptorsforLearningStrategiesObjectiveLevelDescriptorsforCulturalAwarenessStudentscan:1.??????Knowthesimpleformsofaddress,greetingsandfarewellsinEnglish2.??????Rrespondappropriatelytoordinarycompliments,requests,etc.3.??????Knowthemaininternationalsportsandentertainments4.??????KnowthenamesofthemostpopularfoodsanddrinksinEnglishspeakingcountries5.??????KnowthecapitalsandflagsofthemajorEnglishspeakingcountries6.??????Knowtheimportantsymbolsofmajorcountries,suchastheUK’sBigBen7.??????KnowthemainfestivalsofEnglishspeakingcountriesStudentscan:1.??????Understandcommonbodylanguage,gesturesandfacialexpressionsusedinEnglishcommunication2.??????Usedifferentformsofaddress,greetingsandfarewellsappropriatelyinEnglish3.??????Knowthedifferencebetweenmaleandfemalenamesandcommonaffectionateformsofaddress4.??????KnowthenamescommonlyusedbyfamilymemberstorefertoeachotherinEnglishspeakingcountries5.??????UnderstanddresscodesforformalandinformaloccasionsinEnglishspeakingcountries6.??????UnderstandeatinganddrinkingcustomsinEnglishspeakingcountries7.??????Respondappropriatelytootherpeople’scompliments,requests,etc.8.??????Useappropriateformstogivecompliments,makerequests,etc.9.??????Begintounderstandthegeographicalposition,climate,historyandsoonofEnglishspeakingcountries10.?UnderstandtheculturalsignificanceofcommonplantsandanimalsinEnglishspeakingcountries11.?UnderstandthatnaturalphenomenapossiblyhaveculturalsignificanceintheEnglishlanguage12.?UnderstandthetraditionalleisureandsportingactivitiesofEnglishspeakingcountries13.?UnderstandthemainholidaysandfestivalsofEnglishspeakingcountriesandhowtheyarecelebrated14.?DeepentheirknowledgeofChinesecultureTable6:LevelDescriptorsforCulturalAwarenessPart4:GuidelinesforImplementation1.??????SuggestionsforTeachingandLearning1.1?Laythegroundworkforstudents-round’andalllifelongdevelopmentTeachingandlearningshouldmeetthediverseneedsofallstudents,ensuringthehealthydevelopmentoftheirmindandbody.Inparticulartheteachershouldpayattentiontothefollowing:l????EncouragestudentstouseEnglishbravely,takingalenientattitudetowardsmistakestheymakeduringthelearningprocess.l????Providestudentswithampleopportunitiestocollaboratewithothersandtobecomeautonomouslearners.l????Givestudentsplentyofspaceforself-development.l????Encouragestudentstodeveloptheirlanguageskillsinanintegratedwaythroughexperiential,practical,cooperativeandinquiry-basedlearning.l????Createconditionsthatallowstudentstoexplorequestionstheyarepersonallyinterestedinandsolveproblemsbythemselves.1.2?Createarelaxed,democraticandharmoniouslearningenvironmentPositiveattitudesareanessentialconditionforeffectivelearning.Negativeattitudescannotonlyreducetheeffectivenessofstudybutalsoadverselyaffectstudentslong-termdevelopment.’Inparticular,teachersshouldheedthefollowing:l????Respecteachindividualstudent,activelyencouragingeveryonetotryandsafeguardingtheirself-esteemandenthusiasm.l????Integratestudents’Englisheducationrwithemotionaltheieducation.Developcooperativespiritbyorganizinglearningactivitiesthatletstudentsworktogether,helpeachotherandexperiencegrouprecognitionandachievement.l????Payparticularattentiontointrovertedstudentsorweaklearners,tryingtogivethemasmanylanguagepracticeopportunitiesaspossible.l????Establishafriendlyanddemocraticchannelofcommunicationbetweenstudentsandteacher,frequentlyreflectingonthelearningprocessandresultstogether,andofferingmutualhelpandsupport.1.3?Usetask-basedlearningmethodstopromotestudentscomprehensivelanguagecompetenceTeachersshouldtrytoadopttask-basedlearningmethodsasmuchaspossible.Teachersshouldcreativelydesignlearningactivitiesthatarerelevanttothestudents’reallives,accordingtotheoverallcurriculumobjectivesandcontent.Teachersshouldengagestud