English Country Profile Curriculum Standards

Introduction to the content of English curriculum standards

"Yijiao High School English Curriculum Standards" (experimental draft) is the 18th printing in June 2007 . The informatization of social life and the globalization of the economy have made the importance of English increasingly prominent. As one of the most important information carriers, English has become the most widely used language in all areas of human life. Many countries regard English education as an important part of citizen quality education and place it in a prominent position in their basic education development strategies.

What is the meaning of level 4 in the "English Curriculum Standards" of the Ministry of Education?

According to the standard level of English in the new curriculum standard of the Ministry of Education, level 3 is the standard for graduating from the sixth grade of primary school. Level 5 is the standard for junior high school graduates, Level 7 is the standard for high school graduates, Level 8 is the standard for college entrance examination English, and Level 9 is the standard for college English undergraduate students. So 3,5,7 are the main stages. Level 4 should be a water level around the second grade of junior high school.

The basic concept of the "English Curriculum" standards

The answer is ABCD.

The basic concepts of the "English Curriculum" standard have six major concepts. The first is to face all students and focus on quality education; the second is to highlight the subject of students and respect individual differences; the third is to use activity methods to advocate experiential participation; the fourth is to focus on process evaluation and promote student development; the fifth is to develop curriculum resources and expand learning channels. ; The sixth is the overall design goal, reflecting flexibility and openness.

(3) Extended reading of the curriculum standards of English-speaking countries:

English courses should be open to all students and focus on quality education. The course particularly emphasizes paying attention to each student's emotions, stimulating their interest in learning English, helping them build a sense of achievement and self-confidence in learning, so that they can develop comprehensive language application abilities, improve humanistic qualities, enhance practical abilities, and cultivate Innovative spirit.

English courses must strive to rationally utilize and actively develop curriculum resources, and provide students with healthy and rich curriculum resources that are close to students’ reality, life, and the times; they must actively use audio and video, television, books, magazines, Rich teaching resources such as network information expand channels for learning and using English; students are actively encouraged and supported to actively participate in the development and utilization of course resources.

What modules are the English course objectives specified in the English Curriculum Standards

Characteristics and important contents of the "English Curriculum Standards" "National Basic Education English Curriculum Standards (Grades 3-12) "The development of "is an important part of the new round of national basic education curriculum reform. Under the direct organization and leadership of the Basic Education Department of the Ministry of Education and the Basic Education Curriculum and Textbook Development Center of the Ministry of Education, the English Curriculum Standards Development Working Group drafted the English Curriculum Standards for Compulsory Education on the basis of preliminary theoretical research, current situation surveys and expert discussions. Standard assumptions. After nearly two years, through multiple nationwide solicitations, repeated discussions and continuous revisions, the "National Basic Education English Curriculum Standards (Grades 3-12)" (experimental draft, hereinafter referred to as the "Standards") was formed . ? The main features of the "Standards" are: ? 1. The determination of English curriculum goals takes students' development as the basic starting point and strives to embody the idea of ??quality education. The "Standards" clearly point out that English courses should be open to all primary and secondary school students and focus on quality education. The course places special emphasis on paying attention to each student's emotions, stimulating their interest in learning, and helping them build self-confidence. In the process of learning English, develop effective learning strategies, strengthen awareness of the motherland, expand international horizons, and develop certain comprehensive language application abilities. ? The "Standards" determine the overall goal of the English curriculum as the formation of students' comprehensive language use ability, and the formation of this ability is based on the integrated development of students' language skills, language knowledge, emotional attitudes, learning strategies, and cultural awareness. based on. The determination of this goal has improved the English curriculum from focusing solely on the cultivation of knowledge and skills to the cultivation of students' overall quality, so that students will not only have strong ability to use English language, but also have independent learning ability and good personality. Thus laying a good foundation for lifelong learning and development. ? 2. A graded curriculum system with ability as the goal to ensure the integrity, flexibility and openness of the curriculum? The "Standards" design an overall English curriculum from the third grade of primary school to high school graduation, and design the goals of the English curriculum into nine according to ability levels. level.

The setting of levels has a certain relationship with the grade, but it is not completely equivalent to each grade. The first level is the teaching reference objectives for the third and fourth grade of primary schools; the second level is the teaching reference objectives for the fifth and sixth grade of primary schools; the third, fourth and fifth levels are the teaching reference objectives for the junior high school level; the sixth, seventh and eighth levels are the teaching reference objectives for the high school level. Teaching reference objectives; Level 9 is the teaching reference objectives for foreign language schools, foreign language specialty schools and other schools for students with foreign language expertise. The "Standards" stipulate that Level 2, Level 5 and Level 8 are the basic requirements for primary school, junior high school and high school graduation respectively. At the same time, the "Standards" also point out that, taking into account the uneven conditions and development of education in various regions of our country, and in accordance with the relevant policies of the three-level national curriculum management, local education administrative departments can appropriately increase or decrease the corresponding level according to the actual situation of the region. Objective requirements of English courses for the first semester. The setting of grades provides guidance for the teaching objectives, teaching evaluation and textbook preparation of each grade in primary and secondary schools, and also provides the basis and conditions for the flexibility and openness of the curriculum. ? 3. Advocate learning methods of experience, practice, participation, communication and cooperation, emphasizing that students can do things in English? The "Standards" use the description of "what students can do" as the main line, emphasizing that students should be able to do things with the English they have learned. , develop language skills, thinking skills, communication and cooperation abilities in the process of doing things. Language learning should be freed from grammar explanations and rote memorization of words. It should create a good language environment and provide a large number of opportunities for language practice, so that students can develop a sense of language through their own experience, perception, practice, participation and communication; Under the guidance of teachers, students will master the rules of language through observation, discovery and induction, form effective learning strategies, and develop communication and cooperation abilities through communication and cooperation. ? 4. Advocate the "task-based" teaching idea and implement the cultivation of comprehensive language application ability in the teaching process? In order to implement various ability goals, the "Standards" recommend that teachers use practical and clear tasks in classroom teaching. The "task-based" learning method enables students to learn proactively with clear task goals. In the process of performing tasks, students learn and use English through practice, thinking, investigation, discussion, communication and cooperation to complete learning tasks. The "task-based" teaching method is conducive to students' language ability development, while strengthening learning motivation, improving learning interest, forming learning strategies, cultivating cooperation spirit, and enhancing cultural understanding; at the same time, it is also conducive to students' thinking and imagination abilities, The development of comprehensive qualities such as aesthetic taste and artistic feeling, collaboration and innovative spirit promotes the mutual penetration and connection between the English subject and other subjects. The "Standards" also emphasize that teachers should actively and creatively explore effective teaching methods that can promote students' all-round development based on the requirements of teaching objectives, taking into account local conditions and students' needs. 5. Pay attention to the motivating effect of evaluation on students, and establish a course evaluation system that combines formative and summative courses? The "Standards" emphasize that evaluation should be beneficial to help students understand themselves, build self-confidence, and help students develop effective learning strategies and promote The development of each student at their current level. The "Standards" propose that the evaluation system of English courses should focus on reflecting students' dominant position in evaluation and strive to diversify evaluation methods. A combination of formative assessment and summative assessment should be used to focus on both the learning process and the learning results. In order to evaluate students comprehensively and fairly, not only the forms of evaluation must be diversified, but also the diversity of evaluation subjects must be ensured, and students, peers, teachers, parents, etc. should be encouraged to participate in evaluation. ? 6. Emphasis on the development and role of curriculum resources? The "Standards" pay special attention to the development and utilization of curriculum resources. For English courses, the creation of a language environment, the authenticity of language use and the richness of language materials are powerful guarantees for achieving course goals. The development of modern network technology and educational technology has created new teaching and learning methods and unprecedented space for English learning. The "Standards" require teachers to rationally utilize and develop curriculum resources, actively and creatively utilize a variety of resources based on local conditions, to ensure the realization of curriculum objectives and improve the effectiveness of curriculum implementation. ? The "Standards" include four parts and appendices: ? 1. Preface? The preface briefly explains the background of the curriculum reform, clarifies the nature of the curriculum, outlines the basic concepts of the curriculum reform, and puts forward the basic ideas of curriculum design. ? 2. Course Goals? The "Standards" show the overall goals of the English course by using an intuitive course goal structure chart.

It is clearly stated that the goal of the course is to develop students' comprehensive language use ability, and the formation of this ability is based on the integrated development of language skills, language knowledge, emotional attitudes, learning strategies, cultural awareness and other qualities. Taking this as a starting point, the "Standards" describe the overall target requirements for each level of comprehensive language use ability according to nine levels. ? 3. Content standards? The content standards list in detail the grading objectives in five aspects: language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Nine levels of target requirements characterized by behavioral performance are listed for the four skills of listening, speaking, reading and writing. Level two, five, and eight graded target requirements are proposed for language knowledge, emotional attitudes, learning strategies, and cultural awareness respectively. ? 4. Implementation Suggestions ? Curriculum implementation is an important guarantee for achieving curriculum goals. In order to ensure that the concepts and goals of the curriculum are effectively implemented and implemented during implementation, the implementation suggestions section puts forward specific suggestions on teacher teaching, curriculum evaluation, teaching material selection, and the utilization and development of curriculum resources. Reference cases are also provided along with teaching and assessment suggestions. ?5. Appendix? The "Standard"*** has seven appendices. It mainly includes learning items for the language knowledge part, such as: pronunciation item list, grammar item list, function idea list, topic item list and vocabulary list. In addition, a skills teaching reference table and commonly used classroom teaching terms are also included for teachers' reference.

General Middle School English Curriculum Standards

Part One Preface

The informatization of social life and the globalization of the economy have made the importance of English increasingly prominent. As one of the most important information carriers, English has become the most widely used language in all fields of human life. Many countries regard English education as an important part of citizen quality education and place it in a prominent position in their basic education development strategies.

Since the reform and opening up, the scale of English education in our country has continued to expand, and education and teaching have made remarkable achievements. However, the current situation of English education cannot yet meet the needs of my country's economic construction and social development, and there is still a gap between it and the requirements of the development of the times. The focus of this English curriculum reform is to change the tendency of English courses to overemphasize the explanation and teaching of grammar and vocabulary knowledge and neglect the cultivation of students' actual language application ability, and to emphasize that the curriculum should be based on students' learning interests. Starting from life experience and cognitive level, we advocate learning methods and task-based teaching methods of experience, practice, participation, cooperation and communication, develop students' comprehensive language use ability, and make the language learning process become a way for students to form positive emotional attitudes and initiative. The process of thinking and bold practice, improving cross-cultural awareness and forming independent learning ability.

1. Nature of the course

Foreign language is a compulsory course in the basic education stage, and English is one of the main languages ??in foreign language courses.

The study of English courses is not only a process for students to gradually master English knowledge and skills and improve their practical language application ability through English learning and practical activities; it is also a process for them to sharpen their will, cultivate their sentiments, expand their horizons, and enrich their lives. The process of experiencing, developing thinking skills, developing personality and improving humanistic qualities.

The mission of the English course at the basic education stage is to stimulate and cultivate students' interest in learning English, enable students to build self-confidence, develop good study habits and effective learning strategies, and develop the ability to learn independently and Cooperation spirit; enable students to master certain basic knowledge of English and listening, speaking, reading and writing skills, and form a certain comprehensive language application ability; cultivate students' observation, memory, thinking, imagination and innovative spirit; help students understand the world and China The differences between Western cultures, broaden their horizons, cultivate the spirit of patriotism, form a healthy outlook on life, and lay a good foundation for their lifelong learning and development.

2. Basic Concepts

(1) Open to all students and focus on quality education

English courses should be open to all students and focus on quality education. The course particularly emphasizes paying attention to each student's emotions, stimulating their interest in learning English, helping them build a sense of achievement and self-confidence in learning, so that they can develop comprehensive language application abilities, improve humanistic qualities, enhance practical abilities, and cultivate Innovative spirit.

(2) Overall design goals, reflecting flexibility and openness

The goal of English courses at the basic education stage is to develop students’ language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness as a basis to cultivate students' comprehensive language application ability in English.

The "English Curriculum Standards for Ordinary Senior High Schools in Full-time Compulsory Education (Experimental Draft)" (hereinafter referred to as the "Standards") sets the curriculum objectives into nine levels and specifically describes the requirements for each level in terms of students "being able to do something". This design aims to reflect the gradual process of student ability development in the basic education stage and the organic connection of curriculum requirements, ensuring the integrity, flexibility and openness of the national English curriculum standards.

(3) Highlight the student body and respect individual differences

The development of students is the starting point and destination of English courses. English courses in goal setting. The teaching process, course evaluation and development of teaching resources all highlight the idea of ??taking students as the main body. Curriculum implementation should be a process in which students build knowledge, improve skills, sharpen their will, activate their thinking, show their personality, develop their minds and expand their horizons under the guidance of teachers.

(4) Adopt activity approach and advocate experiential participation

This course advocates a task-based teaching model, allowing students to learn through perception, experience, practice, participation and Cooperate and other ways to achieve the goals of the task and feel successful. Make emotional and strategic adjustments during the learning process to form a positive learning attitude and promote the improvement of practical language application abilities.

(5) Focus on process evaluation and promote student development

Establish an evaluation system that can stimulate students' interest in learning and the development of independent learning abilities. The evaluation system consists of formative evaluation and summative evaluation. In the process of English teaching, formative evaluation should be the main focus, focusing on cultivating and stimulating students' enthusiasm and self-confidence in learning. Summative evaluation should focus on testing students’ comprehensive language skills and language application abilities. Evaluation should be conducive to promoting the development of students' comprehensive language use ability and healthy personality; promoting teachers to continuously improve their education and teaching standards; and promoting the continuous development and improvement of English courses.

(6) Develop course resources and expand learning channels

English courses must strive to rationally utilize and actively develop course resources to provide students with courses that are close to students’ reality, life, and times. Curriculum resources with healthy and rich content; active use of rich teaching resources such as audio and video, television, books, magazines, and online information to expand channels for learning and using English; actively encourage and support students to actively participate in the development and utilization of curriculum resources.

3. Design Ideas

The "Standards" adopt an internationally accepted grading method and set the English course objectives into nine levels according to ability levels. The design follows the rules of language learning and the needs and characteristics of the physical and psychological development of students of different ages. It also takes into account the reality that my country has many ethnic groups, a vast territory, and unbalanced economic and educational development. It aims to reflect the overall national English curriculum standards. flexibility, openness.

The National English Curriculum requires English courses to be offered starting from the third grade. The second level of the "Standards" is the basic requirements that should be achieved at the end of grade 6; the fifth level is the basic requirements that should be achieved at the end of grade 9; and the eighth level is the basic requirements for high school graduation. Levels 3, 4, 6, and 7 are transitional levels between levels 2, 5, and 8. The setting of transitional levels is not only conducive to the guidance of teaching at all levels, but also provides a basis for the flexibility and openness of the curriculum.

The English course grading target structure is shown in Figure 1:

The levels of course targets are not completely equivalent to each grade in the basic education stage. However, the grading objectives provide step-by-step and steadily rising guiding requirements for the teaching and evaluation of grades 3 to 6, grades 7 to 9, and high school, as well as the compilation of teaching materials, which is conducive to the overall implementation of the curriculum. For schools that offer English courses from grade 3, grades 3 and 4 should complete the first-level goals, grades 5 and 6 should complete the second-level goals; grades 7 to 9 should complete the third, fourth, and fifth-level goals respectively; high school students should complete the sixth, seventh, and eighth levels. level goals. The ninth level is the guidance level for the high school graduation curriculum objectives of foreign language schools and foreign language specialty schools. This level can also be used as the training direction for the basic education stage of a small number of students with English expertise in some schools.

Each region can appropriately adjust the goals of English courses at the corresponding school stage according to the relevant policies and regulations of the three-level national curriculum management and according to local conditions and needs. Regions or schools that do not yet have the educational foundation and teacher qualifications, as well as schools that offer English as a second foreign language, can appropriately lower the requirements for English course objectives at the corresponding school stage.

Those with good English education foundation and conditions (such as regions or schools that offer English courses from the first grade) can appropriately increase the requirements for the corresponding school level without increasing the burden on students.

Note: The target requirements of high school English courses may be adjusted accordingly after the Ministry of Education’s new high school curriculum plan is finalized.

The national curriculum standards are (　)

Curriculum standards are the basic programmatic documents of the national curriculum and the country’s basic norms and quality requirements for basic education courses. This curriculum reform has changed the long-standing teaching syllabus in our country into curriculum standards, which reflects the basic concepts advocated by the curriculum reform.

Each part - Preface: nature of the course, basic concepts of the course, standard design ideas

Course objectives: knowledge and skills, processes and methods, emotional attitudes and values

< p> Content standards: learning area goals and behavioral goals

Implementation suggestions: teaching suggestions, evaluation suggestions, teaching material writing suggestions, curriculum resource development and utilization suggestions

Quality refers to the acquired qualities of a person A stable and long-term basic quality structure obtained through environmental influence and education and training, including human thought, knowledge, body, and psychological quality, etc.

Quality education refers to education with the purpose of improving the quality of the entire nation, with the fundamental purpose of facing all students and comprehensively improving the basic quality of students, focusing on developing the potential of the educated, and promoting the moral integrity of the educated. Vivid development of all aspects of intelligence and body is the basic feature of education. What are the three essentials of quality education? The first is for all students, the second is for the all-round development of morality, intelligence, body and aesthetics, and the third is for students to take the initiative to develop

How to learn English speaking countries

"English speaking countries" The original intention of the course "Overview" is "to enable English majors to understand the geography, history, economy, politics and other aspects of major English-speaking countries; to understand the culture, traditions, customs, social life and other related situations of major English-speaking countries," This allows students to "not only expand their knowledge, but also better improve their foreign language communication skills." However, for the majority of self-study students, they list this course as one of the three famous stumbling blocks in the self-study examination for English majors. This course has a lot of content, covering the overview of six countries. The textbook is 538 pages thick, and there are also a lot of new words. Therefore, how to review and pass exams has become one of their biggest headaches. So, how to review and pass the "Profile of English-speaking Countries" exam?

First, a certain amount of vocabulary is the basis for learning "Profile of English-speaking Countries" well. The English major is a systematic project, in which every course depends on and promotes each other. If we don't learn the "Profile of English-speaking Countries" well and understand the cultural background of English-speaking countries, no matter how large our vocabulary is and how good our listening is, we will not be able to talk freely with people in English-speaking countries. For example, if we don't understand Chistianity, when we hear the sentence "His biggest enemy is Old Adam.", we will not understand what it means. The same goes for studying "Profile of English-speaking Countries". Without a certain amount of vocabulary to support it, the "Overview of English Countries", which is full of words such as Renaissance, humani ***, puritani ***, Enlightenment, Reformation, House of Representatives, etc., is undoubtedly a bible for candidates and cannot be used at all. Comprehend the contents of "Profile of English Countries" in a short period of time and easily pass the exam.

Second, interest and perseverance are the prerequisites for learning and passing "Profile of English-speaking Countries". Einstein once said: "Interest is the best teacher", and the same is true for studying "Profile of English-speaking Countries". If you are not interested, candidates are required to master the politics, economy, geography, history, literature and other knowledge of six countries. It is undoubtedly a waste of time. Even if they are forced to do it, they will not have the perseverance to persevere, and naturally they will not will succeed. Only by taking studying "Profile of English-speaking Countries" as a way to understand Western society and culture rather than just studying for exams can we generate interest and perseverance, and can we pass the exam inadvertently.

Third, reviewing according to the syllabus will help you get twice the result with half the effort.

Although "Profile of English Countries" has a lot of content and thick textbooks, the self-study syllabus clearly stipulates the principle of propositions. "The propositions of this course examination should be based on the learning points and assessment objectives of each chapter stipulated in this syllabus, and the examination scope and assessment standards should be determined." , do not expand or reduce the scope of the exam, nor raise or lower the assessment standards. The exam content should cover all chapters, and appropriately highlight the key content of the course, and the difficulty level should be moderate. "Therefore, candidates should not spend money and energy looking for it. The so-called famous teachers guess the questions, but study the outline and read the teaching materials intensively. In exams over the years, candidates often put aside the teaching and proposition syllabus, mistakenly thinking that "the teacher does not propose propositions from the syllabus." However, they do not know that proposition teachers strictly follow the spirit and regulations of the syllabus to propose propositions. Some of the questions and answers are even Straight from the outline. For example, Question 19 of the first multiple-choice question of the English Country Profile in the 1997 Higher Education Self-study Examination in Beijing: _________is the biggest and best-loved holiday in the United States.

A. Independence Day B . Thanksgiving Day

C. Christmas Day D. New Year's Day

It is the twelfth section of Christmas in Chapter 22 of the textbook syllabus: Holidays and Festivals in the United States. Christmas Day. After mastering the main knowledge points of the textbook syllabus, candidates must also learn the ability to capture sensitive test points. For example, candidates may have memorized the famous American Great Lakes, but if they encounter the following test questions, it may be difficult to answer them correctly: The Great Lakes are the five lakes in the northest. They are all located beeen Canada and the United States except————. Candidates are required to fill in Lake Michigan. This requires candidates to learn to catch sensitive points when reading the textbooks carefully.

Fourth, review based on the latest new exam question types to make you more targeted for the exam. The current "English Country Profile Test" exam questions only have three parts: 1) Fifty multiple-choice questions, ***50 points; 2) Answer ten questions in one sentence, ***30 points; 3) Four word solutions Question, ***20 points. This type of questions should be said to be much easier than the exam questions I took more than 20 years ago. If you can get 40 points for the first 50 points, you only need to get 18 points for the one-sentence answer part, and you can pass the exam even if you only get five points for word interpretation. Multiple-choice questions mainly test geographical location, characters and events, chronological order, title of works, etc., which are suitable parts of the selective examination. For example, multiple-choice question 6 of the July 2009 "Profile of English-speaking Countries": ______ is known as “the father of the British navy” as he founded a strong fleet which first beat the Danes at sea.

A. Ethelred B. WilliamC. Alfred D. Edward

The one-sentence answer to the second question mainly tests the cause of the event, the parts included in an organization or document (usually no more than four parts, more than one will not be tested), The consequences of the incident, etc. are often clearly stated in one sentence in the textbook.

For example, the ten questions in the July 2009 exam were all as follows: 51. What is the cause of the decline of the British Empire? 52. Why is the English Civil War also called the Puritan Revolution? 54. Why did the American Civil War break out? 56. Why is the board of trustees which governs American colleges and universities posed primarily of laymen? These four questions test the reasons. 53. What dose the British Parliament consists of? 55. What are the o special powers of the Senate in America? 60. How many political divisions are there in Australia? What are they? These three questions test what an institution or provision includes part(content). 58. What happened to the French colony after the Seven Years’ War beeen Britain and France? 59. What happened after the English king was declared the head of the Church of Ireland, replacing the Pope? These two questions examine the consequences of the incident. These can be found in textbooks. For example, the answer to question 52 is on page 56 of the textbook compiled by Yu Zhiyuan: The English Cival War is also called the Puritan Revolution because the King's opponents were mainly Puritans. The answer to question 53 is on page 110 of the textbook: Parliament consists of the Sovereign, the House of Lords and the House of Commons. The answer to question 58 is on page 370 of the textbook: After the Seven Years'War from 1753 to 1763, the French were forced to give up every inch of land in North America and the Whole of Canada came under the British rule. You will be well on your way to getting these points as long as you pay attention to these signs when reading the textbook.