1. 2.
The Nature of the New Curriculum Basic Principles of the New Curriculum 1The curriculum promotes quality education and the all-round development of the students 2The curriculum objectives are holistic and flexible.
3Students are put at the centre of the curriculum and individual differences are respected 4The curriculum promotes activity-based methods, experiential and participatory learning
5The curriculum recognizes the important role of formative assessment in promoting student’ development 6The assessment system should combine formative with summative assessment. 7The curriculum expands the range of learning resources and opportunities available Part 2: Introduction to The General Objectives
The fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:
2. Language Knowledge
? Phonetics
? Vocabulary 3. Attitudes to Learning
? Grammar ? Motivation and
1. Language Skills ? Functions interest
? Listening ? Topics ? Self-confidence and
? Speaking perseverance
? Reading ? Cooperative spirit
? Writing ? National awareness
COMPREHENSIVE
LANGUAGE
COMPETENCE
5. Cultural Awareness 4. Learning Strategies ? Cultural knowledge ? Cognitive strategies ? Cultural understanding ? Metacognitive strategies ? Awareness of and ability in ? Communicative strategies cross-cultural communication ? Resource strategies
Diagram 3: Comparison of the Old and New Curriculums
? Language skills and knowledge form the basis of comprehensive language competence ? The students’ attitudes to learning strongly influence their learning and development ? Successful learning strategies improve the effectiveness of students’ learning ? Cultural awareness ensures students use language appropriately
The overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below: Level 1 Descriptors Students are curious about English and enjoy listening to people speaking English. They can: ? Play games, do actions and activities (e.g. colouring, joining lines) according to simple instructions from the teacher ? Perform simple role plays ? Sing simple English songs ? Say simple rhymes and chants 1
? ? ? ? ? 2 Understand simple stories by with the aid of pictures Communicate simple personal information Express simple feelings and attitudes Write letters and words Take interest in foreign cultural customs met during learning English Students show a sustained interest in and enjoyment of learning English. They can: ? Use simple English greetings and exchange personal information and information about family and friends ? Perform dialogues, songs, rhymes and chants about content they have studied ? Understand and narrate simple stories with the aid of pictures ? Write simple sentences with the aid of pictures or prompts ? Participate and cooperate actively and happily ? Take the initiative to ask for help ? Enjoy learning about other countries’ cultures and customs Table 1: The Overall Descriptors for Comprehensive Language Competence Part 3: The General Objectives in Detail Descriptors for Language Skills Students can: 1. Understand simple live or recorded speech with the aid of pictures and images 2. Understand simple stories with the aid of pictures 3. Understand simple questions during classroom activities 4. Understand common instructions and respond appropriately Students can: 1. Speak with clear pronunciation and can convey intonation 2. Take part in simple dialogues about familiar personal and family information 3. Use some common daily expressions (e.g. greetings, farewells, thanks, apologies, etc.) 4. Tell simple stories with the teacher’s help Students can: 1. Read and recognize all words studied 2. Read aloud simple words according to spelling rules 3. Understand short and simple instructions in textbooks 4. Understand information expressed in simple texts like greetings cards 5. Understand simple stories or short passages with the aid of pictures and form the habit of reading for overall comprehension 6. Read aloud accurately all the stories and passages studied Students can: 1. Copy example sentences 2. Write simple greetings 3. Write short and simple headings and descriptions to fit pictures or objects 4. Use capitalization and punctuation with basic accuracy Students can: 1. Use simple English to play games 2. Perform short stories or fairy tales with the teacher’s help 3. Say 30-40 simple nursery rhymes or chants 4. Perform 30-40 English songs 5. Understand English cartoons and programmes of a suitable level (on average 20-25 minutes per week) 2
Level 2
Skill Listening Speaking Reading Writing Other Table 2: Level Descriptors for Language Skills Objective Descriptors for Language Knowledge Level 2 Level 2
Table 3: Level Descriptors for Language Knowledge Objective Descriptors for Attitudes to Learning 1. Students listen to and speak English, recite rhymes, sing songs, tell stories and play games with interest. 2. Students imitate happily, open their mouths bravely, participate actively and ask for help autonomously. Table 4: Level Descriptors for Affective Attitudes Objective
Knowledge Pronunciation Vocabulary Grammar Functions Topics Functions Students can 1. Know incorrect pronunciation can affect communication 2. Know how to say the alphabet 3. Understand simple spelling rules 4. Understand words have stress patterns 5. Pronounce clearly with natural intonation Students can: 1. Learn the 600-700 words and 50 or so common expressions associated with the topics for this unit 2. Uunderstand words are formed from letters Students can: 1. Know nouns have singular and plural forms 2. Know the difference between the main pronouns 3. Know verbs can change forms in different situations 4. Understand prepositions to express time, place and position 5. Understand the basic forms and functions of simple English sentences Students can understand the basic forms for expressing simple communicative functions such as greetings, farewells, thanks, accepting apologies, introductions, requests, etc. Students can understand and express simple information about the following topics: numbers, colours, time, weather, food, clothes, toys, plants and animals, the body, personal and family circumstances, school, friends, hobbies and sports, festivals, etc. Students can: 1. Understand and suitably express everyday communicative functions such as greetings, farewells, thanks, introductions and so on 2. Effectively express themselves in everyday communication with others 3
Descriptors for Learning Strategies Strategy Type Basic Learning Strategies Table 5: Level Descriptors for Learning Strategies Objective Descriptors for Cultural Awareness Students can: 1. Know the simple forms of address, greetings and farewells in English 2. Rrespond appropriately to ordinary compliments, requests, etc. 3. Know the main international sports and entertainments 4. Know the names of the most popular foods and drinks in English speaking countries 5. Know the capitals and flags of the major English speaking countries 6. Know the important symbols of major countries, such as the UK’s Big Ben 7. Know the main festivals of English speaking countries Table 6: Level Descriptors for Cultural Awareness Part 4: Guidelines for Implementation 1. Suggestions for Teaching and Learning 1.1 Lay the groundwork for students’ all-round and lifelong development 1.2 Create a relaxed, democratic and harmonious learning environment
1.3 Use task-based learning methods to promote students comprehensive language competence 1.4. Provide increased guidance about learning strategies
1.4 Develop students’ awareness of and ability in cross-cultural communication 1.5 Use modern teaching technology and expand learning opportunities
1.6 Organize lively and active extracurricular activities to promote students’ English learning 1.7 Continue to develop professionally
1.8 Follow high frequency principles to ensure effective teaching and learning
Ensure that students are the subjects (not objects) of assessment Make sure formative assessment plays a role in student development Make sure assessment methods are varied and flexible
Make sure assessment feedback is used to increase the effectiveness of teaching and learning Summative assessment should focus on checking students’ comprehensive language competence Recognize the special characteristics of assessment for Grades 3 – 6
Pay attention to the relationship between assessment and teaching and learning The assessment of each level should be founded on the general objectives
4
Level 2 2 Students can: 1. Actively cooperate with others to complete learning tasks 2. Take initiative to ask the teacher or classmates for help 3. Establish a simple study plan 4. Independently practice what has been learnt 5. Build connections between words and what they represent 6. Learn with concentration and focus 7. Try to read English stories and other kinds of non-curricular reading material 8. Actively use the English they have learnt to express themselves and communicate 9. Take note of simple English found in daily life and the media 10. Begin to use simple students’ English/Chinese dictionaries
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