小英教课程标准1

Unit 1 Children as Language Learners教学时数：10 课时重点难点：重点：The quality of a good English teacher。

难点：Motivating children to learn English。

教学要求：Know how we learn our first language and how we learn English ;Understand the characteristics of children 、children ’ s differences in learning and how to motivate children to learn English; Master the quality of a good English teacher. 教学内容： 1.1 How do we learn our first language (L1):by imitations; by repetitions; by singing songs and saying rhymes; by reciting poems; by being corrected by parents ;by listening to stories; by learning language rules; by talking to oneself; y acting and performing; by talking about pictures; by watching television cartoons ;by drawing and talking ;by talking to others; by playing games. 1.2 How do we learn English :exposure to language; time; learning context; types of input; strategies for learning; motivation for learning; value of error correction; support and guidance; opportunities for experiments; feedback forms 1.3 The characteristics of children: their attention span is very short; they do not often have a clear purpose for learning ;they like to do things with their hands, bodies and minds; they do not like sth beyond their ability ;they like new things and enjoy participating in activities; they are not good at analyzing language rules . 1.4 factors Children’s differences in learning: age; socio-psychological (motivation and attitude);personality ( self-esteem; extroversion; anxiety; risk-taking; sensitivity to rejection; empathy; inhibition; tolerance of ambiguity ); cognitive style ;hemisphere specialization; learning strategies ; other factors . 1.5 Motivating children to learn English: I like to speak English; I like group competitions best; I have got 5 red flowers this week for my English; I like it. It is fun to have our English class; I can sing English songs for my parents; I really like my teacher. She is nice ; I do not like English. It is difficult. 1.6 Treating children as human beings: Children know what you want. Children should do their own things by themselves. Children shouldn’t be given too many restrictions. It is possible that parents can chat with their children like friends. Parents should respect children’s own choices. Parents should provide opportunities for their children to try something they want to do. Parents do not necessarily know more than their children do. They can learn together. Parents should be the best friends of their children. Parents have every reason to trust their child. 1.7 The quality of a good English teacher: He needs to be good looking. He needs to be good at playing games. He needs to be very young. He needs to be good at controlling children. He needs to have good pronunciation. He needs to have a very loud voice. He is good at singing and dancing. He is good at drawing and acting He is fond of children He needs to be very encouraging He needs to know a lot of English grammar . 课堂作业 1. Take notes on thesimilarities between the learning of L1 and the learning of L2 2. After your reading, make a list of suggestions for teaching children English.3. 4 5 What are the major differences between children and adults in learning a foreign language? Make a list of the differences and discuss them in groups. Do the checklist and go on reading.. Discussion and filling the blanks in page 59. 课后作业 1 Reading the article from page 7 to 14.2 Read the following three stories and discuss with your partner what the problems are.3 Read the following three stories and discuss with your partner what the problems are4 Do the personality quiz to discover what type of person you are.5 Make the list about the quality of a good English teacher 课后小结或教学反思：笔填写）（用课后小结或教学反思：用笔填写）Unit 2 Understanding the National English Curriculum教学时数：4 课时重点难点：重点：Understanding the target requirements for Levels 1 and 2 . 难点： Developing principles for teaching English to children 教学要求：Know Benefits of offering English in the primary school ; Understand goals and objectives for primary school English teaching and the target requirements for Levels 1 and 2; Master how to develop principles for teaching English to children 教学内容： 2.1 Benefits of offering English in the primary school : learning of a foreign language can be used as a tool to help children develop an awareness of a different language system, its sounds, symbols, structures, and idiomatic expressions. A foreign language can enhance children’s development of many different aspects of skills. 2.2 Understanding goals and objectives for primary school English teaching: to provide valuable experience for future language learning. to teach more vocabulary and structures to children to help them to obtain good pronunciation and intonation to help children form good habits in learning a foreign language to lay a good basis for spoken English. 2.3 Developing principles for teaching English to children: Principle 1: Children learn best when feeling happy and secure. Principle2: Children are naturally imaginative ,active and creative Principle 3:learing is often a mutual accomplishment Principle 4: Children often learn through guided participation. Principle 5: Children learn best when they are involved both physically and mentally. 2.4 Understanding the target requirements for Levels 1 and 2 : Level 1:Organized around ;listen and do; speak and sing; play and act; read and write; audio and visual. Level 2: organized around; listening; speaking; reading; writing; playing and acting; audio and visual. 课堂作业 Study the Curriculum standards for Levels 1 and 2 in terms of the overall objectives, 课后作业Make a list about differences in the Skills Requirement between Level 1 and Level 2. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）Unit 3 Classroom Management教学时数：10 课时重点难点：重点：Dealing with discipline , starting an English lesson, Organizing the lesson, Managing classroom interaction, Lesson planning. 难点：Dealing with discipline, Organizing the lesson 教学要求： Know how to deal with seating arrangements and classroom instruction ;Understand how to deal with discipline, start an English lesson , do error corrections and encouragement and use and create resources for learning; Master how to organize the lesson ,manage classroom interaction and plan a lesson. 教学内容： 3.1 Seating arrangements: sit in rows ;turn the classroom around ;make a train carriage with the seats ;divide the class into separate groups at far corners of the room; completely 3.2 Classroom instruction: Controlling discipline; Greeting pupils; Correcting pupils’ errors; Grouping pupils.3.3 Dealing with discipline: establish an attention-getting code; givea short series action game instructions; walking up to a noisy child or group and start talking to them quietly; always speak quietly; make eye contact with noise-offenders ;stop the activity when it gets too noisy and introduce a new activity . 3.4 Starting an English lesson: sing a song; say a rhyme ;duty report ;review words learned last time ; do a guessing game; daily exchange questions and answers; self introduction; watch a cartoon; do a TPR activity ;act out a play. 3.5 Organizing the lesson: work in groups of four and try to teach the colors according to the procedure. sit on the floor; get rid of the seats 3.6 Managing classroom interaction: For whole-class work; For pair or group work ; For individual work . 3.7 Lesson planning : the learners; the aims; the teaching point; the teaching procedures; materials; classroom management. 3.8 Error corrections and encouragement: Decide what kind of error has been made (grammatically? pronunciation) Decide whether to deal with it (is it useful to correct it?) Decide when to deal with it(now? end of an activity? Later?) Decide who will correct (teacher? student self-correction?) Decide on an appropriate technique to indicate that an error has occurred or to enable correction. 3.9 Using and creating resources for learning: use your imaginations; use children’s imaginations; making use of children’s drawings; making use of the surroundings; making use of wall displays; exploring emotions; letting children make their own dictionaries; developing your own drawing skills ; internet as an important resource 课堂作业Discussion and filling the blanks in step14,step2,step3 and step 5. 课后作业 Make a list of these resources for learning. Make a seating arrangement Making a lesson plan. Make the list about the ways of managing classroom interaction 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）Unit 4 The Techniques of Teaching Children重点难点：重点 Listen and do ; listen and speak ; Learn to read ; Learn to write 难点：Learn to sing songs and say rhyme; Playing games; 教学要求：Know board writing and stick drawing ;understand to play games, use stories, use project , sing songs and say rhymes; master “listen and do”, “listen and speak”, “ learn to read “and “learn to write”. 教学内容： 4.1 Listen and do: listening activities: True of False? For or against? Note taking? Listen and mime ;Listen and draw; Listen and select; Listen and discriminate; Listen and follow directions; Listen and order the sentences; Listen and find out ;Listen and solve the problem; Listen and fill in the information; Listen and finish the dialogue; Listen and write ; Listen and complete the flow chart. 4.2 listen and speak : listen and repeat; listen and guess; listen and join in; speaking activities; draw and ask questions to find out; whisper a sentence; pairs finding ;speaking chains; find someone who…;telling or retelling stories; Guessing games; Questions and surveys. 4.3 Learn to read: Cartoon books ;picture stories; Posters; newspapers;songlyrics;Messages. 4.4 Learn to write: handwriting ; spelling activities 4.5 Learn to sing songs and say rhyme: listening activities; gap fills; jumbled lines; spot the mistakes; songs-presentations. 4.6 Playing games: Language-focused games(bingo game; in my basket I have…; fizz and buzz; I spy with my little eye someth ing…;Pic-a-boo; Rock, paper, scissors; Communication-focused games) ; Communication-focused games(Back to the board; Spot the differences; Rearrange and describe; Describe and draw) 4.7 Using stories : finding a big book with clear pictures; Make your own pictures.; Ask the class to make pictures; Write a simplified outline of the story in English; Think of a pre-story activity, for example, using pictures to teach the key vocabulary; Ask the children if they know the story in Chinese. 4.8 Using projects: choosing a topic ;conduct your research; finalizing your report. 4.9 Board writing and stick drawing: the principles of board writing : write clearly; write straight ; stand sideways; the talk and chalk principle; economize on blackboard time. Develop your own stick figures and use them. 课堂作业 1 Discussion and choose a unit from a primary school English textbook and design three written communication activities. Try to ink different skills in the activities you design. Try them out among yourselves in class. 2 Answering questions 3 Filling the blanks and answering questions. 课后作业 1 2 3 Making a list about the ways of learning to write and read . Make songs and say rhymes Board writing and stick drawing 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 1 Children as Language Learners 1.1 How do we learn our first language? 1.2 How do we learn English ? 教学准备 Make a list to the students. 教学时数 2 hours 教学目的 In this unit, the students should know the progress of learning langua the first language and the second language, the differences between learning the first language and the second language. At the same time, learning langua they also should know the quality of a good English teacher and how to get them. 教学重点Discussion 教学难点How to make the students to discuss with their partners. 教学过程：教学过程： STEP1: Discuss them with a partner. Children learn their first language By imitations By repetitions By singing songs and saying rhymes By reciting poems. By being corrected by parents By listening to stories By learning language rules By talking to oneself. By acting and performing By talking about pictures By watching television cartoons By drawing and talking By talking to others. By playing games. STEP 2: Discussion point Research into L1 shows that the most important factor for L1 development is when children are interacting with people around them and when they are experimenting with the language for communication. Sitting in front of the television only provides input, which will not develop children”s speaking skills unle ss they are engaged in speaking with interaction and experimenting with the language in communication are very important factors for language development. STEP3: We have all had the experience of learning both Chinese and English, Chinese as our first language (L1)and English as our foreign language(L2).Do you agree that the learning of English as a foreign language is more difficult than the learning of Chinese? Why is it so? Think about the differences that exist between children learning their mother tongue and children learning a foreign language. Make a list of the differences in the space given below and discuss them with a partner. Then, think about the ways by which we can minimize the differences so as to make the learning of another language easier and with more success. L1 Exposure to language Time Learning context Types of input Strategies for learning Motivation for learning Value of correction Opportunities experiments Feedback forms error Natural and adequate All day long Supportive, friendly Natural and in context Listening before speaking Remain high communicative needs Not very much value Very patient and constant A lot of opportunities Encouraging all the time for L2 What can we do? Support and guidance for Step 4: Please read the article “Difference between L1 and L2 Acquisition” and take notes on the similarities between the learning of L1 and the learning of L2 in the space given. 课堂作业 4. Take notes on the similarities between the learning of L1 and the learning of L2 2. After your reading, make a list of suggestions for teaching children English. 课后作业 Reading the article from page 7 to 14. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 1 Children as Language Learners 1.3 The characteristics of children 1.4 Children’s differences in learnin g 教学准备 prepare some pictures for discussion 教学时数 2hours 教学目的 In this unit, make the students to know some main characteristics of children. At the same time, they should know children’s differences in learning. 教学重点 the characteristics of children 教学难点 how to know the main points while discussion 教学过程: 教学过程Step1: There are some statements about children’s characteristics and suggestions forteachers. Please match them and discuss with your group members whether you agree with them or not. Step2: There are some suggestions to teachers: Provide a clear meaningful purpose for using the language in activities. The activities should be simple enough for children to understand what is expected of them. The task should be within their abilities: it needs to be achievable but at the same time sufficiently stimulating for then to feel satisfied with their work. The activities should be largely orally based-with very young children listening activities will take up a large proportion of class time. Written activities should be used much less with younger children. Children of six or seven years old are often not yet proficient in the mechanics of writing in their own language. Step3: Please interview your classmates with the following questions. If someone’s answer to a certain question is “yes” ask him/her to sign his/her name for that particular question. If the answer is “no”, go to another person until you find someone who says “yes”. For each question you need to collect at least one name. Find someone who……… Question 1. likes to keep a diary 2.can tell if someone is singing off-key 3.can calculate numbers easily in his/her head 4. likes to read books with many pictures. 5.likes to dance. 6.likes doing puzzles and mazes. 7. regularly spends time meditating. 8.can lest three things that help him/her learn Signature 9.can draw a picture of his/her favorite food.10.has a good joke to tell. 11.will sing part of a favorite song. 12.sings in the shower 13.can easily identify at least 10 different kinds of flowers.14.finds it hard to sit for long periods of time. 15.frequently creates new activities and materials for his/her classes 16.is often involved in social activities at night. 17.loves to teach someone how to do something . Step4: Please discuss with your group members and try to make a list of activities that are suitable for involving children’s different intelligences when teaching them English. Then read reading 1.4.3and add more if there are any. 课堂作业 What are the major differences between children and adults in learning a foreign language? Make a list of the differences and discuss them in groups. 课后作业 Read the following three stories and discuss with your partner what the problems are. 课后小结或教学反思：用笔填写）（课后小结或教学反思：用笔填写） Unit 1 Children as Language Learners 1.5 Motivating children to learn English 1.6 Treating children as human beings 教学准备 some paragraphs 教学时数 2 hours 教学目的 Make the students to know how to motivate children to learn English and how to treat children as human beings. 教学重点 How to summarize the factors of motivating children to learn English 教学难点 How to use these factors in real teaching 教学过程：教学过程： Step1: Read them and try to find out the factors that may influence children’s attitude and motivation. -What we do in class is very interesting. -I like to speak English -I like group competitions best -I have got 5 red flowers this week for my English -I like it. It is fun to have our English class -Ican sing English songs for my parents -I really like my teacher. She is nice -I do not like English. It is difficult. Step2: Read and discuss with your partner whether you agree with what the father believes and what he does. What are your reasons? 1. Children know what you want. 2. Children should do their own things by themselves. 3. Children shouldn’t be given too many restrictions. 4. It is possible that parents can chat with their children like friends. 5. Parents should respect children’s own choices.6. Parents should provide opportunities for their children to try something they want to do.7. Parents do not necessarily know more than their children do. They can learn together.8. Parents should be the best friends of their children.9. Parents have every reason to trust their children. Step3: Discuss the following questions with your classmates.a) Do you agree that students of the same age are basically the same in the way they learn new things ? if your answer is no , can you give some examples? Why is it important for a teacher to understand individual differences in language learning? b) Read the following descriptions of different personalities and decide how ka teacher can cope with them? What is the possible influence on language? What kind of things can an English teacher do? 课堂作业 Do the checklist and go on reading. 课后作业 Do the personality quiz to discover what type of person you are. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 1 Children as Language Learners 1.7 The quality of a good English teacher 教学准备教学时数教学目的教学重点教学难点 Give the students some reasons why children like their teachers 4 hours Know the quality of a good English teacher After discussion, make the students to know how to be a good teacher How to summarize the quality 教学过程：教学过程： Step1: The following may be some of the qualities required of a good primary English teacher. Check the ones that you agree with and add more if you can. Compare what you have with a partner and give your reasons. 1. He needs to be good looking. 2. He needs to be good at playing games. 3. He needs to be very young. 4. He needs to be good at controlling children.5. He needs to have good pronunciation.6. He needs to have a very loud voice.7. He is good at singing and dancing.8. He is good at drawing9. He is fond of children 10. He needs to be very encouraging 11. He needs to know a lot of English grammar 12. He needs to be good at acting. Step2: Decide from the above stated qualities, what are the qualities expected of all primary school English teachers? Also make a list of the qualities that you yourself think you possess and the qualities you would like to further develop. Write in the appropriate boxes given and discuss what you have written with a partner. 1. Qualities expected of all primary school English teachers 2. Qualities that you think you possess 3. Qualities you wish to develop further Step 3: A primary school teacher may have to play many different roles, look at the following list and check the ones that you agree with and then compare and discuss the meaning ofeach with a classmate. a parent a teacher a friend a motivator an organizer an observer a helper a singer a dancer an actor a story teller a participant a discipline controller an evaluator 课堂作业 Discussion and filling the blanks in page 59. 课后作业 Make the list about the quality of a good English teacher. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 2 2.1 2.2 2.3 2.4 Understanding the National English Curriculum Benefits of offering English in the primary school Understanding goals and objectives for primary school English teaching Developing principles for teaching English to children Understanding the target requirements for Levels 1 and 2 教学准备 Make some questions 教学时数教学时数 2 hours 教学目的 Understanding the National English Curriculum 教学重点 Understanding the target requirements for Levels 1 and 2 教学难点 Understanding the target requirements for Levels 1 and 2 教学过程：教学过程： Step 1: Work in pairs or groups. Discuss the advantages and disadvantages of introducing English at the primary school level in China. Make a list of the benefits as well as difficulties that we are facing at the present. Write them down in the space provided below. Benefits Difficulties Step 2: As far as language development is concerned, the learning of a foreign language can be used as a tool to help children develop an awareness of a different language system, its sounds, symbols, structures, and idiomatic expressions. A foreign language can enhance children’s development of many different aspects of skills by: 1. Adding interest and increasing motivation for language learning. 2. Helping children to concentrate when learning 3. Developing language learning strategies in general Step 3: Reading and answer these following questions: 1. Why, How and When should a child learn a second language? 2. What are the benefits of knowing another language 3. Why is it better for a child to learn a language in the primary school 4. Will a second language interfere with the first language? Step 4: The following are some statements concerning the goals and objectives of primary school English language teaching. Read them carefully and decide whether you agree with them. Add your opinions if you have more. 1. to provide valuable experience for future language learning. 2. to teach more vocabulary and structures to children 3. to help them to obtain good pronunciation and intonation 4. to help children form good habits in learning a foreign language 5. to lay a good basis for spoken English. 课堂作业 Study the Curriculum standards for Levels 1 and 2 in terms of the overall objectives, 课后作业 Make a list about differences in the Skills Requirement between Level 1 and Level 2. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 3 Classroom Management 3.1 Seating arrangements 3.2 Classroom instruction 教学准备教学时数教学目的教学重点教学难点Give some pictures about seating arrangements 2 hours Make the students to know how to arrange seat in class Summarize these classroom instruction How to arrange seat according to teaching contents 教学过程：教学过程：Step1: Study the following seating arrangements and discuss them in groups of four. What kind of classroom were you in when you were in primary school? Did you like the seating arrangements there? Why and why not? Step2: Study the above seating arrangements again and discuss the possible interactions each may ofr may not allow easily. For example ,group work, pair work, whole class work ct c. Step3: A: Discuss in pairs: What is the most common seating arrangement in the primary classroom in China? Draw a brief sketch in the space given below and discuss the advantages and disadvantages of such kind of seating arrangement. B: Imagine that you are a teacher in the primary school and you have 50 pupils in your class. How would you like to arrange the seats and why? Draw a sketch map of your classroom in the space given and share it with a partner. Step4: When you learned English in school, did your English teacher use English or Chinese in the classroom? Can you think of some possible reasons for them to do so? Write your reasons in the space given and then compare and discuss them with your partner. 1. my teacher used Chinese most of the time and I think the reasons might be: 2. my teacher used English most of the time and I think the reasons might be: 3. my teacher used half Chinese and half English and I think the reasons might be: Step5: In the process of teaching in the classroom, besides giving instructions to children, teachers talk to children for a lot of other purposes. Can you make a list of functions of teachers talk? And what type of language do teachers normally use and why? Functions of your classroom language Controlling discipline Any examples? English or Chinese? Any reasons? Greeting pupils Correcting errors pupils’ Grouping pupils 课堂作业 Discussion and filling the blanks in step 5. 课后作业 Make a seating arrangement 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 3 Classroom Management 3.3 Dealing with discipline 3.4 Starting an English lesson 教学准备 A picture about class discipline 教学时数 2 hours 教学目的 Make the students to know how to deal with discipline and how to start an English lesson 教学重点 The ways of starting an English lesson 教学难点 How to start a lesson in real teaching 教学过程：教学过程： Step 1: Look at the instructions in the left column and discuss how you would demonstrate your meaning with body language. You can describe it in words or draw a sketch to illustrate your demonstration. Or you can work in groups to demonstrate to each other. What you say as instructions 1.look at this picture, here. 2.turn to page 10 , please e to the front, please 4..listen ,again. 5.repeat after me 6.say it again, please 7.who wants to have a try? 8.who’d like to answer this question? 9.be quiet 10.close your books now. 11.take out your colored pens 12.take out your word cards, please 13.put up your hand if you know the answer 14.hands up when you hear “duck” in the song 15.now you are going to do this in pairs 16.I need two helpers. Who’d like to help? 17.you must not show your card to anyone else. Step 2: Discussion point: there are differentreasons for children to misbehave in the classroom. According to our experiences, the list could be as the following: 1. children are too young to sit for a long time. 2. the contents are too difficult and some children could not understand them 3. the contents are too easy and some children know them already 4. the teacher is talking too much, paying no attention to children. 5. the lesson is very boring and children are overexcited How you support your meaning 6. the activities are too noisy and children are overexcited 7. the teacher pays attention to only active pupils, and those ignored children want to do something to attract the teacher’s attention 8. the children had just finished an exciting P.E. class and could not shift the mood into English class yet. Step 3: Think back again and recall lessons you have ever taken. What kind of classroom atmosphere is the best for learning? What kind of teacher is the most welcome? Is he the strictest, the most patient? Read the comments from three children below and discuss with your partner the above questions. 1.I remember my English teacher was very strict. I felt scared each time she called my name, I could not even speak when I stood up and I never liked learning English….. 2.Our English class was the noisiest one at school. My teacher never seems to care very much what we were doing in class. We chatted ,played cards and had lots of fun. She was just so good-tempered and talked to herself all the time…. 3.Our English teacher really listened to us and treated us as friends. She smiled all the time and we all liked her. We sang songs and did lots of interesting activities in her class…. Step 4: These are some possible ways teachers use to start a lesson: 1. sing a song 2. say a rhyme 3. duty report 4. review words learned last time 5. do a guessing game 6. daily exchange questions and answers 7. self introduction 8. watch a cartoon 9. do a TPR activity 10. act out a play 课堂作业 Discussion and filling the blanks in step 1. 课后作业 Make a list about the ways of starting a lesson. 课后小结或教学反思：用笔填写）（用笔填写课后小结或教学反思：用笔填写）（ Unit 3 Classroom Management 3.5 Organizing the lesson 3.6 Managing classroom interaction 教学准备教学时数教学目的教学重点教学难点 Make the list 2 hours How to organize the lesson and how to manage classroom interaction The methods of organizing the lesson Make the classroom interaction according to teaching contents 教学过程：教学过程： Step1: As we can see from the above activities, there are many different ways of organizing activities around one topic and you do not need to jump from one to other which makes no connections. The teacher intends to teach colors and she designs various ways to do it. First, the teacher did not ask the children to repeat or say the words until the tenth step. Second, the teacher integrates the number with the color. Third, when learning colors, the teacher tries to make children involved as much as possible, both physically and mentally. What other suggestions do you have for improving this lesson? Step2: Work in groups and discuss the most commonly used。

二、根本理思
(一)面背部分学生，注重荤质教育英语课程要面向全部学生，注沉素质教育。课程特殊弱调要关注每个学生的情绪，激发他们学习英语的兴趣，协助他们修坐学习的造诣感和自信念，使他们在学习过程中发展综合语言运用能力，提高人文修养，加强实践能力，培养立异精力。(二)零体设计目标，体现机动开搁基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。<<齐夜造任务教育一般高等中学英语课程规范(试验稿) >>(以下繁称(标准))，将课程目标设定为九个级别并以学生“能够做某事”详细描述各级别的要求，这种设计旨在体现基础教育阶段学生能力发展按部就班的过程和课程要求的无机连接，保证国野英语课程标准的整体性、灵巧性和开放性。(三)凸起学生主体，尊敬集体差别学生的发展是英语课程的起点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思惟。课程实行应成为学生在教师指点下构建知识、提高技能、磨砺意志、活泼念维、展示个性、发展心愚和拓展视野的过程。(四)采用活动门路，倡导体验参与原课程倡议任务型的教学模式，让学生在教生的指示下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感触感染胜利。在学习过程中进行情感和战略调整，以形成积极的学习态度，促进语言实际运用能力的提高。(五)注重过程评价，匆匆进学生发展树立能鼓励学生学习兴趣和自主学习能力发展的评价系统。该评价体系由形成性评价和终结性评价形成。在英语教学过程中应以形成性评价为主，注重培养和激起学生学习的积极性和自负心。终结性评价应侧重检测学生综合语言技能和语言利用能力。评价要有利于促进学生综合语言运用能力和安康人格的发展；促进教员不续提高教育教学火仄；促进英语课程的不断发展与完美。(六)开发课程资源，拓展学用渠讲英语课程要力图合理利用和积极开发课程资源，给学生提求贴远学生实际、揭近生活、贴近时期的内容健康和丰厚的课程资源；要积极本用音像、电视、书刊纯志、网络疑作等丰盛的教学资流，拓展学习和运用英语的渠道；积极激励和支撑学生自动参与课程资源的开发和应用。

17 Attention, please. 请注意。 18 Let’s have a dictation. 让我们来听写。
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19 We’re going to have a new lesson today. 今天我 们要上新课。 20 First let’s have a revision. 首先我们复习一下。 21 Who can answer this question? 谁能回答这个问 题？ 22 Do you have any questions? 你们有问题吗？ 24 Let me see. 让我看看/想想。 25 Put up your hands if you have any questions. 如 果有问题请举手。 26 Raise your hands, please. 请举手。 27 Hands down. 把手放下。
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71 Use your head. 动动脑筋。
72 Good idea! That makes sense. 好主意。有道理。 73 Whose turn is it? 轮到谁了？ 74 Now you’re going to read one by one. 现在你们依次 朗读。
75 Who’s next? 接下来是谁？ 76 You’re next. 接下来是你。 77 It’s your turn. 轮到你了。 78 Just hands. No voices. 不要说，请举手。 79 Do it on your own. 自己做。 80 From the very beginning. 从头开始。
11 Here are your exercise-books. Please hand them out. 这是练习本，请发下去。 12 Monitor, would you please fetch some chalk for me? 班长能帮我去拿些粉笔来吗？ 13 Open your books, please. 请翻开书。 14 Please turn to Page 12. 请翻开书本十二页 15 Please take out your notebooks/exercise books. 请拿出笔记本/练习本。 16 No more talking, please. 请安静。

2024年小学英语新课程标准前言根据我国教育部门的要求，2024年小学英语新课程标准旨在进一步提高小学生英语素养，培养学生的英语应用能力，同时强化语言与文化、思维品质、学习策略等方面的综合发展。

本课程标准是对小学英语教学的全面指导，为教师的教学提供了明确的方向和目标。

一、课程目标1.1 总体目标培养小学生英语学习的兴趣，使其初步形成英语语感，掌握基本的英语语言知识，具备初步的英语听、说、读、写能力，为以后的学习打下良好的基础。

1.2 分级目标一级目标：- 能听懂简单的日常用语，进行基本的问候和自我介绍。

- 能看懂简单的英语文字，理解图片和简单的故事情节。

- 能用英语进行基本的句子表达，如介绍自己、询问他人等。

- 掌握基本的英语字母、单词和简单句子结构。

二级目标：- 能听懂日常生活中的对话，理解一定程度的故事和说明性文字。

- 能进行简单的阅读和写作，如编写简单的日记和故事。

- 能在适当的情境中使用所学的英语知识进行交流。

- 进一步扩充英语词汇，提高英语语法应用能力。

二、课程内容2.1 语言知识- 字母表、单词、固定搭配、日常用语、句型结构等基础语言知识。

- 简单的语法规则，如时态、语态、主谓一致等。

2.2 文化意识通过英语学习，了解西方文化背景，提高跨文化交际能力。

2.3 学习策略培养学生的自主学习能力，教给学生有效的学习方法，如如何记忆单词、如何进行听力训练等。

2.4 情感态度激发学生学习英语的兴趣，帮助他们建立自信，培养积极的学习态度。

三、教学建议- 教学活动应以学生为主体，注重培养学生的参与意识和合作精神。

- 教师应采用多样化的教学手段和评价方式，充分调动学生的学习积极性。

- 注重培养学生的实际应用能力，鼓励学生在日常生活中使用英语。

- 关注学生的个体差异，因材施教，使每个学生都能在原有水平上得到提高。

四、评价方式- 形成性评价：通过课堂表现、作业、小测验等方式，及时了解学生的学习情况，给予指导和帮助。