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学生英语学科核心素养Core Competencies in English Language Learning for StudentsIn the rapidly evolving global landscape, the importance of English proficiency has become increasingly paramount. As the dominant language of international communication, business, and academia, the ability to effectively utilize the English language has become a critical skill for students to cultivate. Beyond the practical applications, the development of core competencies in English language learning can also foster personal growth, cultural understanding, and cognitive development.One of the core competencies in English language learning is the ability to communicate effectively in a variety of contexts. This encompasses not only the mastery of grammar, vocabulary, and pronunciation, but also the ability to adapt one's communication style to the specific needs of the audience and situation. Whether it is engaging in a formal presentation, participating in a group discussion, or conducting a casual conversation, the ability to convey ideas clearly, concisely, and with appropriate tone and bodylanguage is essential.Another key competency is the capacity for critical thinking and analytical reasoning in the English language. This involves the ability to comprehend complex texts, extract and synthesize relevant information, and formulate well-reasoned arguments. In the academic context, this skill is particularly crucial, as students are often required to engage with scholarly articles, research papers, and other advanced materials that demand a high level of analytical and interpretive abilities.Closely related to critical thinking is the competency of academic writing in English. The ability to organize thoughts, construct coherent and well-structured essays or research papers, and effectively communicate one's ideas through the written word is a fundamental skill for students. This competency not only supports academic success but also prepares students for the demands of professional and scholarly writing in the future.In addition to the aforementioned competencies, the ability to understand and appreciate cultural nuances in the English language is also essential. As English has become a global language, it is important for students to develop an awareness and sensitivity to the cultural contexts and social norms that shape the way the language is used. This includes understanding idiomatic expressions,recognizing cultural references, and adapting one's communication style to accommodate cultural differences.Furthermore, the development of self-directed learning skills is a crucial competency in English language learning. As students progress through their educational journey, they will increasingly be required to take ownership of their own learning, seeking out resources, practicing independently, and continuously improving their skills. The ability to set learning goals, monitor one's progress, and adapt learning strategies accordingly is essential for long-term success in English language proficiency.Another important competency is the capacity for creative and innovative expression in the English language. While the mastery of grammar and vocabulary is essential, the ability to use the language in novel and imaginative ways, to convey complex ideas, and to engage in creative writing or storytelling can greatly enhance one's overall language proficiency and personal development.Finally, the development of intercultural communication skills is a crucial competency in the context of English language learning. As the world becomes increasingly interconnected, students must be able to navigate cross-cultural interactions, understand and respect cultural differences, and effectively communicate with individuals from diverse linguistic and cultural backgrounds.In conclusion, the core competencies in English language learning for students extend far beyond the basic acquisition of linguistic skills. They encompass the ability to communicate effectively, think critically, write academically, appreciate cultural nuances, engage in self-directed learning, express creativity, and navigate intercultural interactions. By cultivating these competencies, students can not only excel in their academic pursuits but also develop the necessary skills to thrive in a globalized world.。
cultivation of internationalizedtalentsCultivation of internationalized talents refers to the process of developing individuals with global perspectives, cross-cultural competence, and the ability to thrive in an international environment. With the increasing globalization of the world, the demand for internationalized talents is rising rapidly in various fields. Here are some key aspects of cultivating internationalized talents: First of all, language proficiency is crucial for internationalized talents.A good command of one or more foreign languages enables them to communicate effectively with people from different countries and cultures. In addition to fluent verbal communication, proficiency in written and reading comprehension is also essential.Secondly, cross-cultural competence is another important aspect. Internationalized talents should have an understanding and appreciation of different cultures, and be able to adapt to and work effectively in multicultural environments. This includes knowledge of cultural nuances, customs, and business etiquette of different countries.Furthermore, global perspectives are indispensable for internationalized talents. They should be familiar with international trends, geopolitical landscapes, and economic dynamics. Keeping abreast of global events and understanding the interrelationships between countries and regions help them make informed decisions and contribute to global development.Moreover, leadership and teamwork skills are also crucial. Internationalized talents should possess the ability to lead and inspire teams composed of individuals from diverse backgrounds. Effective collaboration and communication within teams are essential for achieving common goals in an international context.In conclusion, the cultivation of internationalized talents requires acomprehensive approach that encompasses language proficiency, cross-cultural competence, global perspectives, and leadership skills. By developing these qualities, individuals can become competent global citizens and contribute to the international community in various fields.。
英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y is not directly applied in language teaching, it has had a great impact on the profession.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.3.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.质和实体语境，如学生的数量、氛围等。
学术论文英文摘要模板AbstractSince Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writingstasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made bigprogress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.AbstractA large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。
英语学科核心素养English subject core competencies1. 语言能力语言能力：语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力，以及在学习和使用语言过程中形成的语言意识和语感。
英语语言能力构成英语学科核心素养的基本要素。
英语语言能力的提高蕴含文化意识、思维品质和学习能力的提升，有助于学生拓展国际视野和思维方式，开展跨文化交流。
Language ability: Language ability is the ability to understand and express meaning in social contexts by way of listening, speaking, reading, viewing, and writing. Language ability also includes language awareness and a feel for language developed in the course of learning and using English. The English language ability constitutes a foundation for developing the English subject core competencies. The development of language ability entails the improvement in cultural awareness, thinking capacity, and learning ability, which will help students broaden their international horizons, enrich their ways of thinking, and participate in cross-cultural communication.2. 文化意识文化意识：文化意识指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度、和行为取向。
2020北京海淀高三（上）期中英语2020.11本试卷共10页，100分。
考试时长90分钟。
考生务必将答案答在答题纸上，在试卷上作答无效。
考试结束后，将本试卷和答题纸一并交回。
第一部分：知识运用（共两节，25分）第一节完形填空（共10小题；每小题1分，共10分）阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上将该项涂黑。
Lesson PlanIt was just an ordinary day. There was the usual 1 as the children greeted each other. I looked over my plan book and I never felt better. It would be a good day and we would 2 a lot. After we settled in for our reading class, I started to check their workbooks.When I came to Troy, he had his head down as he showed his unfinished 3 in front of me. He tried to pull himself back out of my sight as he sat on my right-hand side. 4,I looked at the incomplete work and said, “Troy, this is not finished."He looked up at me with the most pleading eyes I have seen in a child and said, “I couldn't do it last night because my mother is dying." The sobs that followed 5 the entire class.How 6 I was that he was sitting next to me. I took him in my arms and his head rested against my chest. His sobs echoed through the room and tears flowed. The children sat with tear-filled eyes in dead silence. Only Troy's sobs broke the stillness of that morning class. One child 7 for the tissue box while I just pressed his little body closer to my heart.What do I do for a child who is losing his mother? Choking back my tears, I said to the group, "Let's pray for the recovery of his mother." And everyone did so.After some time, Troy looked up at me and said, "I think I will be okay now. "He had exhausted his supply of tears; he released the 8 in his heart. Later that afternoon, Troy's mother died.When I went to the funeral(葬礼），Troy rushed to greet me. He fell into my arms and just rested there awhile. He seemed to gain strength and courage, and then he led me to the coffin.There he was able to look into the face of his mother, to face 9 even though he might never be able to understand the mystery of it.That night I went to bed feeling lucky for the good sense lo 10 my reading plan and to hold the broken heart of a child in my own heart.1. A. Embarrassment B. excitement C. astonishment D. disappointment2. A. accomplish B. demand C. miss D. recall3. A. experiment B. assignment C. document D. argument4. A. Gradually B. Hopefully C. Accidentally D. Naturally5. A. frightened B. annoyed C. shocked D. impressed6. A. glad B. surprised C. proud D. curious7. A. wished B. raced C. prepared D. waited8. A. desire B. power C. burden D. guilt9. A. difficulty B. failure C. death D. sorrow10. A. carry out B. carry on C. set up D. set aside第二节语法填空（共10小题；每小题1.5分，共15分）阅读下列短文，根据短文内容填空。
英语课标四个核心素养The four core competencies of English curriculum standards are language ability, cultural awareness, thinking quality, and learning ability. These four competencies are essential for students to develop their English proficiency and become competent and confident English speakers.Firstly, language ability refers to the ability to use language effectively in different contexts. It involves listening, speaking, reading, writing, and translating skills. Students need to be able to understand and express ideas clearly and accurately in English, and to use the language effectively in real-world situations. Language ability also involves the ability to understand and appreciate literature, poetry, and other forms of creative writing in English.Secondly, cultural awareness refers to the ability to understand and appreciate different cultures and theirvalues. As English is a global language, it is importantfor students to be aware of the cultural differences between different countries and regions. This helps them to communicate effectively with people from different cultures and to avoid misunderstandings and conflicts. Cultural awareness also involves the ability to appreciate and understand the historical and social backgrounds ofliterary works and other cultural expressions in English.Thirdly, thinking quality refers to the ability tothink critically and analytically. Students need to be able to analyze and evaluate information, to identify and solve problems, and to make informed decisions. Thinking quality also involves the ability to use English to express complex ideas and arguments clearly and logically. This helps students to become independent thinkers and effective communicators.Finally, learning ability refers to the ability to learn effectively and independently. Students need to be able to set learning goals, plan and manage their learning, and use different learning strategies to improve theirEnglish proficiency. Learning ability also involves the ability to adapt to new learning situations and to take advantage of new technologies and resources to enhancetheir learning.In conclusion, the four core competencies of English curriculum standards are language ability, cultural awareness, thinking quality, and learning ability. These competencies are essential for students to develop their English proficiency and become competent and confident English speakers. By focusing on these competencies, students can improve their language skills, cultural understanding, thinking abilities, and learning strategies, and become more effective and successful learners and communicators.。
2025年教师资格考试初级中学英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, which option should fill in the blank to make it grammatically correct and meaningful: “She___an important document to the meeting.”A. bringB. broughtC. bringsD. has broughtAnswer: B. brought解析: 该句中需要的是过去时态，因此选择B. brought。
2、Which of the following is NOT a part of the 5C framework in English teaching?A. CommunicationB. CultureC. CooperationD. ContinuationAnswer: D. Continuation解析: 5C框架包括Communication（交流）、Culture（文化）、Cognition（认知）、Comprehension（理解）和Cohesion（连贯性），而Continuation并不是5C框架的一部分。
3、The present perfect tense is best used to describe an action that:A) Happens frequentlyB) Has just occurred or recently happenedC) Will occur in the futureD) Is in the process of happeningAnswer: B解析：Present perfect tense (has/have + past participle)通常用于描述一个刚发生或最近发生的动作，它强调的是动作的完成及其对现在的影响。
