01-3-06 Level 5 (KS5,JS4,ES3)Learning Objectives_ 20120831

The 1984 Title II Public Law 98-511
Bilingual program
Teacher training
Classes in students’
native language
English as a Second
Language (ESL)
Book 1 Unit 5
New Era Interactive English
Reading, Writing & Translation Book 1 Unit 5
Bilingual Education
Book 1 Unit 5
Teaching Objectives
In this unit, students will be able to Identify the topic sentence of a paragraph; Understand and express ideas on “bilingual
hostess n. a woman host ➢I went away so my daughter acted as hostess．
2. other than (Para.2) 1) expect; apart from There was nothing we could do other than wait. 2) anything but I cannot be other than I am . Compare: Rather than: not; more than; prefer • He is an artist rather than a philosopher. • These shoes are comfortable rather than pretty.

2. In pairs, discuss ways that you can take part in life-long learning after you finish school or university.(Ex.4)
• 3. Talk about the picture.
Learning Is an Honor As is indicated in the picture, an adolescent is telling [双宾语] his grandfather a good news - he can go to a state-class university with his University Admission Report, while his grandpa has also received his own Admission Report of the university for the elder. How exciting and encouraging it is! Look at this picture, we ponder the following implication： learning is an honor! Why so? In this day and age, knowledge of human beings is advancing at an unprecedented rate in a multitude of areas. Since the advent of the information era, education has been playing a pivotal role in individual development. We will not be abandoned by the society if we keep learning. For example, Li Zhengdao, a famous Chinese scientist, has kept learning. Then he got great success in the world. He is a real [名词包装] idol for all of Chinese youth[多用词组]. It is evident now that history witnesses learning as a matter of the first importance[头等大事]. As long as we live and learn, we will be a winner in this competitive globe. Let's work hard to learn from now on. This is the honor in one's all life![用状语词组加重语气]

《英语课程标准》之总目标和分级目标的解读2001年7月教育部正式颁布了《英语课程标准（2001版）》，该版本涵盖了小学、初中和高中三个阶段的内容。

经过两年实验后，教育部于2003年在实验区就课程标准的实验情况进行了调研,调研内容比教学大纲涉及领域更广泛，在调研的基础上，教育部启动了义务教育阶段英语课程标准的修订工作。

经过8年的努力， 2011年版《义务教育英语课程标准》（以下简称新“课标”）终于问世，它包括小学和初中阶段的内容。

本文主要解读该版《英语课程标准》中的初中部分的课程总目标和分级目标的设置。

新“课标”以培养学生的综合语言运用能力为目标，根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等五个方面设计课程总目标和分级目标。

分级目标的设置有利于在课程实施中对教学和评价进行指导，同时也为课程的灵活性和开放性提供了依据。

初中阶段7-9年级设立了三级、四级和五级目标，各地可根据师资条件、资源配置等情况，制定本地区的课程实施方案，确定初中毕业时应达到的级别要求。

一、《英语课程标准》课程总目标解读义务教育阶段英语课程的总体目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。

以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。

【关于语言技能和语言知识】问题一：如何理解语言知识和语言技能目标？（1）语言知识和语言技能是综合语言运用能力的基础。

语言知识与语言技能都是学习目标，也都是内容和学习手段。

（2）语言技能主要包括听、说、读、写等方面的技能以及这些技能的综合运用。

objective: adj. 客观的，就事论事的，不带个人感情的 objectively: adv.
Part 2 Text
Objectives and Foreign Language Learning
1 There are many reasons for learning a foreign language, and there is no doubt that having a good reason in mind will enhance your chances for success. ign languages for a combination of reasons. A person may need to learn a foreign language in connection with work or study, but that person may also enjoy studying foreign languages for their own sake. The more reasons you have for studying a foreign language, the more motivated you will be! Motivation, in turn, will translate into willingness to pursue your language study over a longer period of time.
Answer the following questions based on the text:
4. How can the classroom goals be filtered through one’s personal goal?

I广安职业技术学院《英语泛读(5)》课程标准2012年 8月1 / 9制定要求一、《课程标准》要由开课系提出具体要求、意见，再由授课教师负责执笔。

二、同一门课程，如果学时不同、适用专业不同，那么《课程标准》就要不同。

三、《课程标准》的制定，必须经专业组的充分讨论，各系（室）主管教学的副主任、主任必须进行严格审核，由教务处审批执行。

四、《课程标准》应每学期进行一次修订。

每学期的《课程标准》要作为原始教学文档进行保留。

五、《课程标准》应一式四份，授课教师、开课专业、系教学秘书、教务处各一份。

六、排版要求1、正文：宋体小四号2、标题序号依次使用：一、（一） 1、（1）3、一级标题：黑体小三号二级标题：黑体四号三级标题：黑体小四号四级标题：宋体小四号4、段落排版要求：首行缩进2个字符；段前段后为0；行间距为1.5倍行距。

《英语泛读(5)》课程标准一、课程基本信息课程名称：英语泛读(5) 课程代码：203131课程类别：专业必修课课程类型：A类（纯理论课）是否为精品课程：院内一般课程适用专业： 2012级英语教育专业总学时：36（理论学时数：36，实践学时数：0）开课单位：教育二系授课单位：教育二系编写执笔人及编写日期：蒋春容 2012年8月20日审定负责人及审定日期：二、课程定位与课程设计（一）课程性质与作用本课程的性质：“英语泛读”是我校英语教育专业的一门专业必修课程。

本课程体系完全符合英语教育专业培养德、智、体等全面发展，具有宽广的基础知识和厚实的专业知识，有一定的科研能力和较强的社会实践能力的九年义务教育阶段的英语教师和能从事中小学英语教育等工作的高素质、技能型的人才的培养规格和培养目标，以及与英语教育专业和文秘等相关技术领域专业岗位群的任职要求。

本课程的作用：“英语泛读”一方面使学生学习阅读技巧、提高阅读速度，另一方面使他们增大阅读量，通过大量阅读，扩大知识面，并巩固已有词汇，培养学生的学习兴趣，为学生日后进一步学习新知识打下良好的基础。

-Clear the tackle of next step.
Useful Structures
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Look at these sentences and underline the restrictive relative clauses. What kind of information does each clause communicate?
It was a time when people were dividedgeographically.
Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.
When I started studying German, it was a struggle. The words felt strange on my tongue, and the grammar would not stay in my head. I told my mum that I wanted to give up, and that I would never live in a country __________ German was spoken. My mum told me that studying a language was not just for my future. It was exercise for the brain; the more I learnt of a language, the more my brain would grow. And I remember that day __________ I suddenly felt like German was no longer a foreign language. It felt like my brain had doubled in size. I had finally come to a place __________ I could think in this foreign language, and I could see the world from a different point of view. I felt as if I had reached the goal __________ I had been fighting for. I could open a book and see meanings, not just a sea of words. I finally understood the reason __________ my mum had encouraged me not to give up. Thanks, Mum!

《英语五级》教学大纲课程编码：040720A-基适用专业：全校各专业（除药学（理科基地、英语）专业）一、前言《英语五级》是一门学生在学习了大学英语（达到四级水平）的基础上，为进一步加强、巩固和提高英语学习，并逐步培养实际应用英语语言能力而开设的一门课程。

它既保证了大学英语四年的连续性，又提高了学生的英语水平。

其主要内容包括：继续扩大英语词汇量的学习，学生在教师的正确指导下，逐步提高听、说、读、写、译五个方面的能力，在此基础上逐步接近英语六级水平。

本课程要求学生掌握大学英语课本中的常用词汇和短语，课文难点释义，熟悉句法以及语法特点，了解每篇文章的背景知识，分析文章结构、人物性格特点及其社会意义。

总学时为32，其中理论课32学时，实验课0学时。

学分2.0。

教材选用郑树棠编写的《新视野大学英语》读写教程第五册，外语教学与研究出版社，2004年1月出版。

本课程是全校各专业（药学<理科基地、英语>专业除外）的自由选修课。

二、理论课内容与要求第一单元Section A Technological Revolution in Education (4 学时) [基本内容]背景材料（cloning; conservatism）；生词和短语；课文讲解；课后练习。

[基本要求]掌握：相应词汇、句型和词语固定搭配；课文难点释义；阅读技巧；熟悉：文章结构分析；句法以及语法特点；习语使用和例证；了解：与课文内容相关的人物、英美文化、社会生活以及风土人情等背景知识；难点：1）Note the subjunctive mood and imperative sentence;2) 区别technology 和technique.第二单元Section A Do We Really Want Eternal Life? (4 学时) [基本内容]背景材料(Juan Ponce de Leon; fountain of Youth; the Middle Ages; Mark Twain)；生词和短语；课文讲解；课后练习。

1. Joe was taking a course in the study of insects. (F) 2. Joe stayed up all night studying for the biggest test of the semester. ( T) 3. Joe thought he was well-prepared for the test. (T) 4. The professor asked the students to identify the birds by looking at their heads. (F ) 5. Joe was angry because he thought he was cheated by the professor. (T) 6. Joe asked the professor to tell him his name by identifying his leg. (T)
Joe turned and stormed toward the exit. The professor was a bit shocked, and it took him a moment to recover himself. Then, just as Joe was about to walk out the door, the professor shouted out, “Wait a minute, young man, what’s your name?”
5. He is about to embark on a new business venture. 他将要开始新的商业冒险活动。 Your own sentence: 制造商们马上要生产一种新产品。
The makers ____a_r_e_a_b_o_u_t_t_o___ launch a new product.

课时达标检测设计
项目
检测内容
检测的目标点与用时预设；反馈，矫正方法预设与达标效果补充
当堂
达标
检测
Read and write课本20页
课时教学设计尾页
Design of the blackboard
Module1 Unit3 My birthday
When’s your birthday?
It’s on 26thSeptember.
My friend’s birthday is on the ______ of ______.
序数词月份
My deskmate’s birthday is on ______ the _____.
月份序数词
Step4展示点评，总结升华
Pair work
1.A: When is your birthday?
补充
设计
Homework
1. Listen and read.听磁带熟读课文.
2.（根据实际情况回答问题）
When is your birthday?
When is your mother/father birthday?
Teaching thinking
课时教学设计首页
授课时间：年月日
课题
Unit3My birthday
Step4展示点评，总结升华
Petersendhisinvitationsto his friends and ask them bring some orange thing.
What orange thing do they have？
Listen and read P16
Step5当堂检测
Step6家庭作业

EPS3O ossd课程EPS3O ossd课程作为安大略省中学文凭课程，主要针对的就是10年级、11年级和12年级的在校生(或国际文凭课程(IBDP)的在校生，O-level)，凭借该课程的国际认可度与适用性，针对没有取得高中文凭不能申请大学的同学们来说，还是很有学习的必要性的，本次考而思在线为同学们带来的就是关于ossd文科课程讲解及科目设置的相关情况，有兴趣的同学可不要错过哦。

EPS3O ossd课程的高中部分，主要包含商业，科学，英语，数学，艺术，社会科学和计算机科学这几个大方向，为了获得OSSD 证书，学生必须获得30个中学课程学分(包括18个必修课程和12个可选课程)。

学生还必须完成所需的10个社区参与小时，并通过安大略省中学识字测试(OSSLT)。

其中EPS3O ossd课程设置为：英语：ESLAO –ESL 1 级ESLBO –ESL Level 2ESLCO –ESL Level 3ESLDO –ESL Level 4ESLEO –ESL Level 5ENG3U –11年级学术英语ENG4U –12年级学术英语LKADU –12年级国际语言使用其OAIE ENG4U成绩代替大学入学英语水平考试成绩证明也是可行的。

社会科学：HSC4M –12级世界文化PSE4U –12年级运动科学PPL20 –10年级健康和积极生活PPL30 –11年级健康和积极生活HFN20 –10级健康食品和营养HFN30 –11级健康食品和营养CHY4U –12年级历史艺术：AVI3M –11年级艺术AVI4M –12级艺术ATC30 –11年级舞蹈AMU30 –11年级音乐商:TGJ3M –11级通信技术TGJ4M –12级通信技术BAT3M –11年级会计BAT4M –12年级会计BBI10 –商业概论EPS30 –11年级演讲和口语技巧CIA4U –12级经济学。

Teaching aims and learning objectives 教学目标1. 能听懂、会读、会说 shoes,socks,umbrella,fan,twenty,thirty,forty,fifty。

2. 能听懂、会读、会说日常用语Can I help you?、How much is it/are they?、It’s/They’re ...yuan.、Well done。

3. 能正确理解并朗读对话内容，在教师的引导和帮助下尝试复述并表演课文。

4. 能理解慈善义卖的意义，初步运用所学单词和日常用语进行义卖活动。

Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确理解并朗读对话内容，并在教师的引导和帮助下复述课文内容。

教学难点：能初步运用本课所学的词汇和日常用语谈论物品的价格。

Teaching procedures 教学过程Enjoy a song<How much?>Step 1 Greeting & Warm up1. GreetingT: Hello, boys and girls.S: Hello,…2.T:What song is it? I t’s<how much>. Today we will learn Unit 7 How much? (揭示课题Unit 7 How much?并带读)3.T:First, let’s enjoy some pictures. They are charity sale. The sale is for love. They sell things, and raise the money for poor people.Are you interested in them? We’ll have a charity sale today.（出示一些义卖的图片给学生欣赏。

KB5级教学计划剑桥少儿国际 5 级教学计划课程概述：剑桥少儿国际3级共16次，4课时/ 次，64课时，学习8单元。

课时安排：每6课时学1个单元，共计48课时教学检测：每2个单元安排1次诊断测试（共四次）；每4单元后安排模块综合测试（即期中，期末测试）共计18课时语法知识包括：一般过去，be going to 表达一般将来，现在完成时态的学习，学习问句的结构，正确使用do, does, did, have 助动词，学习时间的表达，情态动词should, shouldn ’t词汇包括：课程，时间，月份，季节，指路，材质，感光，运动及动词短语。

教学中通过大量的阅读、听力材料学习使用相关的语法和词汇知识，并辅以专项语法和词汇练习帮助学生巩固所学语言知识和技能，实现学用结合的教学目标。

部分单元Part 内容有差别，请老师酌情处理。

课本结构单元知识结构安排第一部分 Part 1, 2, 3, or 4 重点单词，句型呈现和听说练习第二部分 Part5, 6, 7词汇认读及巩固第三部分 Part 8, 9, 10, 11 复习词汇，句型，引出语法第四部分Part 12, 13, 14 歌曲学习（句型，语法操练）第五部分 Part 15, 16，17 语音学习第六部分 Part 18 写作训练第七部分故事时间课次单元名称单元目标语言单元目标要求第1次Welcome toourezine重点录音：：P2 Listen and tick.P5 Listen and say the subject词汇：subject,art,geography,history,maths,science, dictionary, exam, study, language, club,o'clock短语：find out, ride to school, catch a bus to school, walk to school重点句型：1. What subject do you like best?2.With this subject, we can learn to talk to people from another country.3..When we study this, we learn about different countries and people.4. We learn it to.... We use it to ...语音：音节的概念1.能谈论学校课程；2.能对日常生活提问；3.能用句子解释课程名称。

A: vocation ; hot weather; swimming; part-time job; travelling; stay with the family
(Para. 1)
• Suffix –y to form adj.
• leafy; rainy; funny; sunny; stormy; muddy; windy; bloody; hilly; rosy; snowy; smoky; silky; sleepy; cloudy; icy; wordy
(Para. 2)
• Only this time, since you are grown up, you will be able to understand what needs to be done much faster. • The word ―only‖ here means ―but; except that‖.
Global Reading Global Reading
For Part 3 Multiple Choice
Read Part 3 carefully and choose the best answer for each question. A the 1. You learn to think in the language simply by _____ language over and over again. A) using B) translating C) thinking about D) adding
How to be a successful language learner
Graham E. Fuller
Learning to Think All Over Again

Chinese
The Chinese give priority to developing skills at an early age, believing that creativity can be promoted over time
Westerners
The Westerners put more emphasis on fostering creativity in young children, thinking that skills can be picked up later
neglect a) vt. give no or not enough care or attention to (sb/sth) neglect one's studies, health b) vt. [no passive] fail or forget to do sth, esp carelessly; leave undone (what one ought to do) 【~ to do/doing】 He neglected to write and say `Thank you'.
Education in the United States was greatly influenced by John Dewey-- an American philosopher and educator. Dewey's philosophy of education, instrumentalism , focused on learningby-doing rather than rote learning and dogmatic instruction.
Teaching Objectives