英語新課標(biāo)(英文版)

.PAGEWord文檔NewEnglishCurriculumforChinesePrimarySchoolsandJunior/SeniorMiddleSchoolsExperimentalVersiondraftedbytheEducationMinistryofthePRCNoteonthistranslationThisEnglishversionofChina’snewcurriculumforEnglishisintendedforVSOvolunteerswhowouldliketofeelbetterinformedaboutadocumentthatiscentraltoourwork.However,itshouldinnowayberegardedasanofficialtranslation.Infact,itisneitherawordforwordtranslationnorasummary.Theappendixtotheoriginal,whichincludeslistsofspecificlanguageitemstobemastered,hasbeenomitted,ashavesomeleveldescriptorsandsamplelearningactivities.Despitetryingtomakeitmorereadable,thisversionreflectstherepetitivenatureoftheoriginal,withthesamekeywordscroppingupoverandoveragain.Volunteersshouldalsorefertothemoreofficial(butstillnotcompletelyofficial!)translationofthenewEnglishcurriculumspecificallyforseniormiddleschoolsavailablefromtheProgrammeOffice.Anyfeedbackonthisversionwouldbewelcome.TimMartinShaanxiInstituteofEducation,October2005Part1:IntroductionWiththeadventoftheinformationageandtheglobaleconomy,Englishhasbecomeincreasinglyimportant.Englishisthedominantcarrierofinformationandthemostwidelyspokenlanguageintheworld.ManycountrieshavemadeEnglishacornerstoneofqualityeducationwhendevelopingstrategiesforbasiceducation.SinceChina’sreformandopening,thescaleofitsEnglisheducationhascontinuallygrown,attendedbysignificantachievementsinteachingandlearning.However,Englisheducationinitscurrentformisfailingtomeettheneedsofcontemporarysocialandeconomicdevelopment.ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowingpractices:Over-emphasizingthetransmissionandexplanationofknowledgeaboutgrammarandvocabularyNeglectingtodevelopstudents’abilitytouselanguageforrealIntheirplace,thereformsaimtoestablishacurriculumthat:Developsstudents’comprehensivelanguagecompetenceMotivatesstudents,isrelevanttotheirlifeexperiencesandcognitivelevelPromotestask-basedteachingmethodsInvolvesstudentsinexperiential,practical,participatoryandcooperativelearningDevelopsstudents’positiveattitudes,thinkingskills,practicalabilities,culturalawarenessandautonomythroughthelanguagelearningprocessTheNatureoftheNewCurriculumThenewEnglishcurriculumstrivestoaccomplishfarmorethanjusthelpstudentslearnEnglish.AtonelevellearningEnglishshouldinvolvehelpingstudentsto:DevelopacertainlevelofcomprehensivelanguagecompetenceandtheabilitytouselanguageforrealcommunicationMastercertainbasiclanguageknowledgeMasterlistening,speaking,readingandwritingskillsHowever,atanotherlevelthecurriculumshouldalsoservestudents’all-rounddevelopment,providingthemwithopportunitiesto:StrengthentheirinterestinstudyingEnglishGrowinself-discipline,perseveranceandself-confidenceImprovetheircooperative,investigativeandthinkingabilitiesDeveloptheirmemory,imaginationandcreativityAdoptgoodstudyhabitsandeffectivelearningstrategiesDevelopasautonomousandlifelonglearnersBuildmoralintegrityandahealthyoutlookonlifeEstablishbothnationalspiritandanawarenessofandrespectforculturaldifferencesBroadentheirhorizonsandenrichtheirlifeexperienceTakepartinculturallifeDevelopasindividualsBasicPrinciplesoftheNewCurriculumThecurriculumpromotesqualityeducation(asopposedtoexam-orientatededucation)andtheall-rounddevelopmentofthestudentsTopromotequalityeducationparticularattentionmustbepaidto:Valuingeachstudent’sfeelingsStimulatingstudents’interestinstudyingEnglishHelpingstudentsgainasenseofachievementandself-confidenceThecurriculummustgobeyonddevelopingstudents’comprehensivelanguagecompetencetoincludeareassuchas:Improvingstudents’abilitytocontributetoculturalandsociallifeDevelopingstudents’practicalabilitiesFosteringstudents’creativityThecurriculumobjectivesareholisticandflexible.ThefundamentalaimofthenewEnglishcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thisaimisbrokendownintofivegeneralobjectives.Theseobjectivesarethendividedintonineabilitylevelswithdescriptorsprovidedforeachlevel.Thefivegeneralobjectivesare:LanguageSkillsLanguageKnowledgeAttitudestoLearningLearningStrategiesCulturalAwarenessThisdesignallowsstudentstoprogresssystematicallythrougheachlevelwhilstmeetingthefullrangeofthecurriculum’sdemands.StudentsareputatthecentreofthecurriculumandindividualdifferencesarerespectedStudents’mustbeattheheartofthenewcurriculum.Forexample,theirdevelopmentalneedsmustbethecentralconsiderationwhendeveloping:CurriculumobjectivesTheteachingandlearningprocessTheassessmentprocessTeachingandlearningresourcesWhenimplementingthecurriculumeachstudentmustbeallowedtodevelopindividuallyundertheguidanceoftheteacher:Thecurriculumpromotesactivity-basedmethods,experientialandparticipatorylearningThecurriculumpromotestask-basedlearningwhereby,undertheguidanceoftheteacher,thestudentsgainasenseofachievementbyreachingthegoalsofthetask.Taskcompletionwillinvolvethefollowingtypesoflearning:SensoryExperiential‘Handson’/practicalParticipatoryCooperativeInordertoimprovetheirabilitytouselanguageforrealcommunication,studentsshouldalsobeableto:AdjusttheirlearningstrategiesandcontroltheiremotionsFormpositiveattitudestowardslearningThecurriculumrecognizestheimportantroleofformativeassessmentinpromotingstudent’developmentTheassessmentsystemshouldcombineformativewithsummativeassessment.Thepurposesofassessmentshouldbeto:Promotestudents’comprehensivelanguagecompetenceEncourageandmotivatestudentsHelpstudentsbecomemoreautonomouslearnersBenefitstudents’healthypersonaldevelopmentGiveteachersusefulfeedbackfromwhichtodevelopteachingandlearningInformtheongoingdevelopmentandperfectionoftheEnglishcurriculumFormativeassessmentshouldbeanimportantpartoftheEnglishteachingandlearningprocesswithaparticularemphasison:Encouragingstudents’activeparticipationinlearningImprovingstudents’self-confidenceSummativeassessmentshouldfocuson:Testingstudents’integratedlanguageskillsTestingstudents’abilitytouselanguageThecurriculumexpandstherangeoflearningresourcesandopportunitiesavailableThecurriculumshouldstrivetouseanddevelopresourceswhosecontentis:RealisticClosetothestudents’livesContemporaryHealthyRichandvariedActiveuseshouldbemadeof:AudiovisualmaterialPrintmediaTheInternetStudentsshouldbeencouragedtotakeresponsibilityforfinding,usinganddevelopinglearningresourcesthemselves.TheCurriculumDesignThecurriculumfollowstheinternationalpracticeofdividingthegeneralobjectivesintodifferentabilitylevels.Whendesigningtheseninelevelsconsiderationwasgiventothefollowing:ThenatureoflanguagedevelopmentThedifferentneedsofdifferentagegroupsTheneedsofdifferentethnicgroupsandareasTheeconomicimbalancesthatexistinChinaTheaimistohavedesignedasystemthatisholisticandflexible.Thecorrespondencebetweenthelevelsystemandthegradesystemisshowninthefollowingdiagram:PrimarySchoolWorktowards:NotesGrade3Level1StudentsshouldstartstudyingEnglishinGrade3Grade4Level1Grade5Level2Grade6Level2TherequiredstandardfortheendofprimaryschoolJuniorMiddleSchoolWorktowards:NotesGrade7(=Junior1)Level3Grade8(=Junior2)Level4Grade9(=Junior3)Level5TherequiredstandardfortheendofjuniormiddleschoolSeniorMiddleSchoolWorktowards:NotesSenior1Level6Senior2Level7Senior3Level8TherequiredstandardforseniormiddleschoolgraduationLevel9AnextensionlevelforspecialistschoolsandablestudentsDiagram1:TheLevelsandtheGradesPart2:IntroductiontoTheGeneralObjectivesThefundamentalaimofthenewcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thiscomprehensivelanguagecompetenceisachievedthroughthefivegeneralobjectivesasshowninthefollowingdiagram:2.LanguageKnowledge2.LanguageKnowledgePhoneticsVocabularyGrammarFunctionsTopicsLanguageSkillsListeningSpeakingLanguageSkillsListeningSpeakingReadingWriting3.AttitudestoLearningMotivationandinterestSelf-confidenceandperseveranceCooperativespiritNationalawarenessinternationalviewCOMPREHENSIVECOMPREHENSIVELANGUAGECOMPETENCE5.CulturalAwarenessCulturalknowledge5.CulturalAwarenessCulturalknowledgeCulturalunderstandingAwarenessofandabilityincross-culturalcommunication4.LearningStrategiesCognitivestrategiesMetacognitivestrategiesCommunicativestrategiesResourcestrategiesDiagram2:TheGeneralObjectivesAfurtherdiagramillustratesthemorecomprehensivenatureofthenewcurriculumcomparedtotheoldone:NewCurriculumNewCurriculumAttitudestoLearningLanguageSkillsLanguageKnowledgeLearningStrategiesAttitudestoLearningLanguageSkillsLanguageKnowledgeLearningStrategiesCulturalAwarenessLanguageKnowledgeLanguageKnowledgeOldCurriculumphoneticsOldCurriculumphoneticsLanguageSkillsvocabularyLanguageSkillsvocabularygrammargrammarfunctionsfunctionstopicstopicsComprehensiveLanguageCompetenceComprehensiveLanguageCompetenceDiagram3:ComparisonoftheOldandNewCurriculumsLanguageskillsandknowledgeformthebasisofcomprehensivelanguagecompetenceThestudents’attitudestolearningstronglyinfluencetheirlearninganddevelopmentSuccessfullearningstrategiesimprovetheeffectivenessofstudents’learningCulturalawarenessensuresstudentsuselanguageappropriatelyTheoveralldescriptorsforcomprehensivelanguagecompetence(i.e.acombinationofallfivegeneralobjectives)forLevels1to9arepresentedbelow:LevelDescriptors1StudentsarecuriousaboutEnglishandenjoylisteningtopeoplespeakingEnglish.Theycan:Playgames,doactionsandactivities(e.g.colouring,joininglines)accordingtosimpleinstructionsfromtheteacherPerformsimpleroleplaysSingsimpleEnglishsongsSaysimplerhymesandchantsUnderstandsimplestoriesbywiththeaidofpicturesCommunicatesimplepersonalinformationExpresssimplefeelingsandattitudesWritelettersandwordsTakeinterestinforeignculturalcustomsmetduringlearningEnglish2StudentsshowasustainedinterestinandenjoymentoflearningEnglish.Theycan:UsesimpleEnglishgreetingsandexchangepersonalinformationandinformationaboutfamilyandfriendsPerformdialogues,songs,rhymesandchantsaboutcontenttheyhavestudiedUnderstandandnarratesimplestorieswiththeaidofpicturesWritesimplesentenceswiththeaidofpicturesorpromptsParticipateandcooperateactivelyandhappilyTaketheinitiativetoaskforhelpEnjoylearningaboutothercountries’culturesandcustoms3Studentsshowapositiveattitudeandthebeginningsofself-confidencetowardslearningEnglish.Theycan:UnderstandshortandsimplestoriesaboutfamiliartopicsthattheyhearExchangeinformationaboutfamiliartopics(e.g.school,familylife)withtheteacherorclassmatesReadandunderstandshortstoriesandothersimplewrittenmaterialWritesimplesentenceswiththeaidofexamplesorpicturesTakepartinsimpleroleplaysandactivitiesAttempttousesuitablelearningstrategiestoovercomedifficultiesencounteredduringstudyIdentifyculturaldifferencesthatarepresentwhencommunicatinginaforeignlanguage4Studentscanidentifytheirownlearningneedsandtargetsandarefairlyself-confidentaboutlearningEnglish.Theycan:ListentoandunderstanddialoguesandshortstoriesineverydaycommunicationCommunicateinformationandsimpleopinionsaboutfamiliareverydaytopicsWritebriefandsimplelettersAttempttousedifferenteducationalresourcesGaininformationfromoralandwrittenmaterialstoextendtheirknowledge,solvesimpleproblemsanddescriberesultsHelpeachothertoovercomedifficultiesencounteredduringlearningPlanandarrangesensiblelearningactivitiesActivelyexplorelearningstrategiessuitableforthemselvesTakenoteofculturaldifferencesbetweenChinaandothercountriesduringstudyandcommunication5Studentsshowclearmotivationandapositive,activeattitudetowardslearningEnglish.Theycan:Listentoandunderstandtheteacher’sstatementsaboutfamiliartopicsandtakepartindiscussionsExchangeinformationwithothersandexpressopinionsaboutvarioustopicsindailylifeReadandunderstandtexts,newspapersandmagazinessuitableforGrades7–9,overcomingthebarrierofunknownwordstounderstandthemainideasUseappropriatereadingstrategiesaccordingtothepurposeofreadingDraftandeditshortcompositionsaccordingwiththeaidofpromptsCooperatewithotherstocompletetasks,solveproblemsandreportresultsAssesstheirownlearningandsummarizetheirownlearningstyleMakeuseofawidevarietyofresourcesFurtherincreasetheirunderstandingandawarenessofculturaldifferences6StudentsshowfurthermotivationtostudyEnglishandagrowingawarenessofautonomouslearning.Theycan:UnderstandtheviewpointsexpressedinoralorwrittenmaterialsandstatetheirownviewEffectivelyuseoralorwrittenlanguagetodescribepersonalexperiencePlan,organizeandcarryoutavarietyofEnglishlearningactivitieswiththeteacher’sassistanceTaketheinitiativetoexploitarangeoflearningresourcesandgaininformationthroughmultiplechannelsAdjusttheirownlearningobjectivesandstrategiesaccordingtotheresultsofself-assessmentUnderstandtheculturalbackgroundtoandconnotationsoflanguageduringcommunication7StudentsshowclearandsustainedmotivationtostudyEnglishandaclearawarenessofautonomouslearning.Theycan:Exchangeinformation,askquestions,giveopinionsandadviceaboutafairlywiderangeoftopicsReadandunderstandoriginaltextsandnewspapersthathavebeenadaptedforseniormiddleschoolstudentsShownascentskillinwritingcompositionssuchasnoticesandlettersofinformationTaketheinitiativetoplan,organizeandcarryoutarangeoflanguagepracticeactivitiesTakeresponsibilityforusingawidevarietyoflearningresourcestopromotestudyMonitortheirownlearningtocontinuetoformlearningstrategiessuitableforthemselvesUnderstandculturaldifferencesincommunicationandfurtherformwideculturalawareness8Studentsshowstrongself-confidenceandabilitytolearnautonomously.Theycan:CommunicatefairlynaturallywithotherEnglishspeakersaboutfamiliartopicsExpressevaluativecommentsaboutthecontentoforalorwrittenmaterialsWritecoherentandfullystructuredshortcompositionsTakeresponsibilityforplanning,organizingandcarryingoutarangeoflanguagepracticeactivitiessuchasdiscussion,decisionmaking,andreportingexperimentandsurveyresultsUsetheinternetandvariousotherresourcestogatherandprocessinformationeffectivelyConsciouslyevaluatelearningoutcomesandformeffectiveEnglishlearningstrategiesUnderstandtheculturalconnotationsandbackgroundduringcommunicationandadoptarespectfulandtolerantattitudetowardsculturesofdifferentcountries9Studentsareautonomouslearners.Theycan:Listentoandunderstandthemaincontentofspeeches,discussions,debatesandreportsonfamiliartopicsDiscussandexpresstheirattitudesandopinionsabouttopicsofuniversalimportanceinsideandoutsideChina,suchastheenvironment,population,peace,development,etcActasaninterpreterineverydaylifeMakethemostofavarietyofopportunitiestouseEnglishforrealcommunicationReadpopularscienceandliteraturearticleswithfairlywiderangingsubjectswiththeaidofadictionaryUsecommongenres/texttypestocompleteordinarywritingtasksandhavenascentabilitytowriteinaliterarywayExpandandenrichlearningresourcesautonomouslyDisplaystrongglobalawarenessTable1:TheOverallDescriptorsforComprehensiveLanguageCompetencePart3:TheGeneralObjectivesinDetailDetaileddescriptorsforLevels2and5ofeachofthefivegeneralobjectivesarepresentedinthefollowingtables.PleaserefertothetranslationoftheseniorEnglishcurriculum(availablefromtheVSOProgrammeOffice)forLevel6–9descriptors.LevelSkillDescriptorsforLanguageSkills2ListeningStudentscan:UnderstandsimpleliveorrecordedspeechwiththeaidofpicturesandimagesUnderstandsimplestorieswiththeaidofpicturesUnderstandsimplequestionsduringclassroomactivitiesUnderstandcommoninstructionsandrespondappropriatelySpeakingStudentscan:SpeakwithclearpronunciationandcanconveyintonationTakepartinsimpledialoguesaboutfamiliarpersonalandfamilyinformationUsesomecommondailyexpressions(e.g.greetings,farewells,thanks,apologies,etc.)Tellsimplestorieswiththeteacher’shelpReadingStudentscan:ReadandrecognizeallwordsstudiedReadaloudsimplewordsaccordingtospellingrulesUnderstandshortandsimpleinstructionsintextbooksUnderstandinformationexpressedinsimpletextslikegreetingscardsUnderstandsimplestoriesorshortpassageswiththeaidofpicturesandformthehabitofreadingforoverallcomprehensionReadaloudaccuratelyallthestoriesandpassagesstudiedWritingStudentscan:CopyexamplesentencesWritesimplegreetingsWriteshortandsimpleheadingsanddescriptionstofitpicturesorobjectsUsecapitalizationandpunctuationwithbasicaccuracyOtherStudentscan:UsesimpleEnglishtoplaygamesPerformshortstoriesorfairytaleswiththeteacher’shelpSay30-40simplenurseryrhymesorchantsPerform30-40EnglishsongsUnderstandEnglishcartoonsandprogrammesofasuitablelevel(onaverage20-25minutesperweek)5ListeningStudentscan:Understandspeakers’intentionsaccordingtotheirstressandintonationUnderstandandextractinformationandviewpointsfromtalkaboutfamiliartopicsUnderstandthemainideas,usingcontextualcluestodealwithunfamiliarwordsUnderstandstoriesandnarrativesspokenatnearnaturalspeed,includingtheircauseandeffectstructuresReactinasuitablewaytowhatisheardTakesimplenotesaboutwhatisheardSpeakingStudentscan:Provideinformation,expresssimpleviewsandopinionsandtakepartindiscussionsaboutsimpletopicsExchangeinformationandcooperatewithotherstocompletetasksCorrectoneselfappropriatelyduringspeechInquireforinformationandaskforhelpeffectivelyCarryoutsituationaldialoguesaccordingtodifferenttopicsPerformshortplaysinEnglishUusenaturalpronunciationandintonationandanappropriatetoneduringtheaboveactivitiesReadingStudentscan:InferthemeaningofnewwordsfromthecontextandwordformationrulesUunderstandthelogicalrelationshipsbetweeneachsentenceinaparagraphPickoutthemainideasintextsandunderstandtheplotinstories,predictingitsdevelopmentandpossibleendingsUnderstandreadingmaterialofdifferentcommongenres/texttypesUseappropriatereadingstrategiestofindinformationaccordingtodifferentreadingpurposesUsedictionariesandotherreferencematerialtocarryoutlearningHhavereadmaterialotherthanthatincludedinthetextbook,totalingover150000wordsWritingStudentscan:GatherandorganizematerialaccordingtothepurposeofthewritingDdraftshortlettersandpassagesindependently,editingthemwiththeteacher’sguidanceUsecommonlinkingdevicestoexpressoneselffluentlyandlogicallyinwritingWritesimpledescriptionsofpeopleorthingsWwritesimpleparagraphs,instructionsandexplanationsaccordingtopromptsgiveninpicturesortablesTable2:LevelDescriptorsforLanguageSkillsObjectiveN.B.TheoriginalincludesLanguageSkillsdescriptorsforLevels1,3,4,6,7,8and9LevelKnowledgeDescriptorsforLanguageKnowledge2PronunciationStudentscanKnowincorrectpronunciationcanaffectcommunicationKnowhowtosaythealphabetUnderstandsimplespellingrulesUnderstandwordshavestresspatternsPronounceclearlywithnaturalintonationVocabularyStudentscan:Learnthe600-700wordsand50orsocommonexpressionsassociatedwiththetopicsforthisunitUunderstandwordsareformedfromlettersGrammarStudentscan:KnownounshavesingularandpluralformsKnowthedifferencebetweenthemainpronounsKnowverbscanchangeformsindifferentsituationsUnderstandprepositionstoexpresstime,placeandpositionUnderstandthebasicformsandfunctionsofsimpleEnglishsentencesFunctionsStudentscanunderstandthebasicformsforexpressingsimplecommunicativefunctionssuchasgreetings,farewells,thanks,acceptingapologies,introductions,requests,etc.TopicsStudentscanunderstandandexpresssimpleinformationaboutthefollowingtopics:numbers,colours,time,weather,food,clothes,toys,plantsandanimals,thebody,personalandfamilycircumstances,school,friends,hobbiesandsports,festivals,etc.5PhoneticsStudentscan:UnderstandthesignificanceofphoneticswithinlanguagelearningUunderstandEnglishphoneticsincludespronunciation,stress,linking,intonationandrhythmSpeakwithbasicallyaccurate,naturalandfluentpronunciationandintonationindailycommunicationUnderstandandexpressdifferentintentionsbyalteringstressandintonationappropriatelySpellwordsandphrasesaccordingtotheirpronunciationVocabularyStudentscan:UnderstandEnglishvocabularyincludessuchitemsaswords,phrases,expressionsandcollocationsUnderstandanddistinguishbetweenthebasicmeaningsofwordsandtheirmeaningsinspecialsituationsUsevocabularytodescribethings,behaviourandcharacteristics,explainprinciples,etc.Learnanduse1500-1600wordsand200-300expressionsandcollocationsGrammarStudentscan:UnderstandcommonformsandstructuresandtheirfunctionsLlearnanddistinguishbetweenthefunctionsofdifferentformsandstructuresduringreallanguageuseUnderstandandmasterhowtodescribeofpeopleandthingsUnderstandandmasterhowtodescribespecificfactualandbehaviouralphenomenaanddeveloptheabilitytodescribeprocessesBegintomasterhowtodescribetime,placeandpositionUnderstandandmasterhowtocomparepeople,objectsandthingsFunctionsStudentscan:Understandandsuitablyexpresseverydaycommunicativefunctionssuchasgreetings,farewells,thanks,introductionsandsoonEffectivelyexpressthemselvesineverydaycommunicationwithothersTopicsStudentsare:Familiarwithtopicscloselyrelatedtothemselves,theirfamiliesandschoollifeFfamiliarwithtopicsrelatedtoeverydaylife,hobbiesandinterests,socialcustoms,scienceandculture,etc.Table3:LevelDescriptorsforLanguageKnowledgeObjectiveLevelDescriptorsforAttitudestoLearning2StudentslistentoandspeakEnglish,reciterhymes,singsongs,tellstoriesandplaygameswithinterest.Studentsimitatehappily,opentheirmouthsbravely,participateactivelyandaskforhelpautonomously.5Studentshaveclearlearningobjectivesthatcanbemetthroughcommunication.StudentshaveaninterestinanddesiretolearnEnglish,happilytakingpartinavarietyoflanguagepracticeactivities.Studentshavetheself-confidencetolearnEnglishwellandthecouragetouseEnglishtoexpressthemselves.Studentscanactivelycooperatewithandhelpothersinsmallgroupstocompletelearningtasks.StudentscanexperiencethepleasureoflearningEnglishthroughcontactwithEnglishsongs,readingmaterial,etc.Studentspayattentiontoandunderstandotherpeople’sfeelingsduringcommunication.Whenstudentsencounterproblemstheycantaketheinitiativetoaskforhelpfromtheteacherortheirclassmates.WhenencounteringEnglishduringdailylife,studentshappilyinvestigateitsmeaningandtrytocopyit.Studentshaveadeepenedunderstandingoftheirownculture.Studentshappilygetintouchwithandunderstandtheculturesofdifferentcountries.Table4:LevelDescriptorsforAffectiveAttitudesObjectiveLevelStrategyTypeDescriptorsforLearningStrategies2BasicLearningStrategiesStudentscan:ActivelycooperatewithotherstocompletelearningtasksTakeinitiativetoasktheteacherorclassmatesforhelpEstablishasimplestudyplanIndependentlypracticewhathasbeenlearntBuildconnectionsbetweenwordsandwhattheyrepresentLearnwithconcentrationandfocusTrytoreadEnglishstoriesandotherkindsofnon-curricularreadingmaterialActivelyusetheEnglishtheyhavelearnttoexpressthemselvesandcommunicateTakenoteofsimpleEnglishfoundindailylifeandthemediaBegintousesimplestudents’English/Chinesedictionaries5CognitiveStrategiesStudentscan:PreviewmaterialasnecessaryLearnwithconcentrationandfocusActivelythinkwhenlearningNotekeypointswellduringlearningUusepicturesandothernon-linguisticclueswelltounderstandmainideasUuseassociationtohelplearnandrememberwordsTaketheinitiativetoreview,sortandsummarizewhattheyhavelearntTrytodiscoverlanguagerulesandinfergeneralrulesfromsinglecasesRealizetheyhavemademistakeswhenusingEnglishandcorrectthemselvesappropriatelyUseknowledgeofChinesewhennecessarytohelpthemunderstandEnglishmoreeffectivelyTrytoreadEnglishstoriesandothernon-curricularreadingmaterialMetacognitiveStrategiesStudentscan:KnowtheirownEnglishlearningobjectivesclearlyKnowtheirownlearningneedsclearlyEstablishsimplestudyplansGraspthemaincontentofwhattheylearnPayattentiontounderstandingandreflectingontheirownprogressandshortcomingsActivelyexplorelearningstylesthataresuitableforthemselvesOftensharestudyingexperienceswithteachersandclassmatesActivelyparticipateinclassroomandextracurricularEnglishlearningactivitiesCommunicationStrategiesStudentscan:CommunicatewithothersinEnglishduringclassroomandextracurricularlearningactivitiesMakegooduseofopportunitiestocommunicateinEnglishConcentrateonexpressingtheirmeaningwhencommunicatingUsegestures,facialexpressionsandsoontohelpcommunicatewhennecessaryAskforhelpeffectivelywhentheyexperiencecommunicationproblemsRecognizeculturaldifferencesinChineseandforeignmodesofcommunicationResourceStrategiesStudentscan:EnrichtheirlearningthroughtheuseofaudiovisualmaterialsUsedictionariesandsimplereferencebookstofindinformationTakenoteofalltheEnglishusedinreallifean