小学英文各年级教学目标

Grade1:口语交流,阅读,写作总体目标到一年级结束:•表现出基本的交流技巧;•用简单语句谈论熟悉的话题;•同时使用语言和非语言的线索来理解口头语言;•表现出适合这个年级的基本的词汇了解和语言结构的能力;•表现出对基本阅读过程的理解;•表现出对基本写作体系的理解;•表现出对本土文化的欣赏和理解方面的学习积累.分项目标口语交流到一年级结束，学生将会:–用基础词汇谈论熟悉的话题(e.g.,identifymembersofthefamily);–通过参与一些简单的活动表现出基本的交流技巧(e.g.,workwithpeerstoclassifyobjectsintheclass-roombycolor);–听从一些简单的口语指令(e.g.,bymakingaphysicalresponse–seeTotalPhysicalResponse(TPR)in“ExplanatoryNotes”,–正确地回答一些简单问题，(e.g.,Whoareyou?Whenareyougoing?Whereareyougoing?);–使用语言和非语言的提示听简单的口头信息(e.g.,toneofvoice,facialexpression,gestures).阅读到一年级结束，学生将会:–表现出对阅读程序的初步熟悉(alphabetorsyllabicschart);–阅读简单的语句(usingthealphabetorsyllabicschart,pictures,andothervisualaids);–参与适合该年级有指导的阅读活动(e.g.,readthealphabetorsyllabicschart,matchwordstopictures);–使用图片和其他视觉线索发展阅读技能;–认知已经口头介绍的词汇和语言结构;–使用图片朗读熟悉的单词.写作到一年级结束，学生将会:–表现出对阅读程序的初步熟悉(alphabetorsyllabicschart);–按音节写出正确的字母和单词;–写出简单的句子(usingthealphabetorsyllabicschart,pictures,andothervisualaids);–表现出对语句的理解(e.g.,wordsassociatedwiththefamily,specialdays).语法,语言规范,词汇语言要素名词和代词–singularformofnouns–personalpronouns–singularform(e.g.,I,you,she/he)–pronounassubject–singularform(e.g.,I,you)–demonstrativepronouns–singularform(e.g.,this,that)–demonstrativeswithnouns–singularform(e.g.,thishouse,thatboat)–possessivepronouns–singularform(e.g.,it’smine,it’syours)–possessiveformofnouns(e.g.,mycar,yourcar,myhat,yourhat)–independentlocatives(e.g.,beside,behind,under,up,infront)动词–presenttenseofverbswithasingularpronounornoun(e.g.,Iameating,Johnistalking)疑问句结构–questionwords(e.g.,where,what,who)否定构成–wordsexpressingsimplenegation(e.g.,no)词汇–wordsusedtodesignatesimplecolors(e.g.,white,black,red,blue,yellow,brown,green,orange)–numbersfrom1to10;numbersto100by10’s–wordsassociatedwithobjectsfoundintheclassroom,time,days,weather,andtheimmediatefamily(e.g.,mother,father,brother,sister)–wordsassociatedwithmoney(e.g.,penny,nickel,dime,quarter,two-dollarcoin)拼写–correctuseofsyllabiccharactersorlettersofthealphabet–useofresources(e.g.,consonant/vowelcharts,syllabicschart)Grade2:口语交流,阅读,写作总体目标到二年级结束，学生将会:•在简单环境中使用基本的词汇和简单的短句沟通;•使用语言和非语言的线索能够理解简单的口语,•表现出基本的对词汇和语言结构了解;•表现出对写作程序的理解;•阅读简单词组和语句;•写出简单的词组和语句•表现出对本土文化的欣赏和理解方面的能力.分项目标口语交流到二年级结束，学生将会:–在简单环境中使用基本的词汇和简单的短句沟通(e.g.,thisismybook);–参与适合该年级有指导的口语活动(e.g.,describeactionsusingsimplephrases–Iwalk,Irun);–对简单问题作出合适的回答(e.g.,it’smine);–表现出对语言和非语言的口语信息的理解(e.g.,toneofvoice,facialexpression,gestures).阅读到二年级结束，学生将会:–表现出对适该年级阅读程序的理解;–阅读词组、简单句,usingthealphabetorsyllabicschart,pictures,andothervisualaids;–参与该年级有指导的阅读活动(e.g.,matchlettersofthealphabetorsyllabiccharacterstowords,matchsimplephrasestopictures);–使用视觉提示(e.g.,pictures,illustrations)去判定单词、词组、语句意义;–认知已经口头介绍的词汇和语言结构;–使用图片朗读简单的语句.写作到二年级结束，学生将会:–表现出对该年级写作程序的理解;–写出简单的词组和语句，usingthealphabetorsyllabicschart;–参与适合该年级有指导的写作活动(e.g.,writesimplephrasesthatincludefamiliarvocabulary);–正确的拼写词汇、词组和语句,usingavailableresources(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists,communitymembers);–根据熟悉的话题和观点，选用合适的词汇，表达所需的信息(e.g.,phrasesthatdescribeanaction–Ieat,Iwalk).语法,语言规范,词汇语言要素名词和代词–pronounassubject–pluralform(e.g.,we,you)–demonstrativepronouns–pluralform(e.g.,these,those)–demonstrativeswithnouns–pluralform(e.g.,thesehouses,thoseboats)–possessivepronouns–singularandpluralforms(e.g.,it’smine,it’stheirs)–formationofthepluralofnounsthroughtheadditionofaffixes(e.g.,hats,coats)动词–presenttenseofverbswithasecond-personsingularpronoun(e.g.,youareeating)–verbsusedtoexpresspossession(e.g.,Ihaveapencil,Ihaveatoy)疑问结构–questionwordswithnewvocabulary(e.g.,why,atwhattime,when)否定结构–formationofthenegativeinsimplephrases(e.g.,itisnotraining)词汇–wordsusedtodescribegradationsofcolour(e.g.,pink,grey,lightblue,darkblue)–numbersfrom101to1000;numbersto1000by100’s–wordsassociatedwiththeweather,months,clothing,clananimals,andextendedfamily(e.g.,grandmother,grandfather,aunt,uncle,cousin)–simplephrases(e.g.,thisismygrandmother)拼写–correctspellingofwordsandsimplephrasesstudied–useofresourcestoconfirmspelling(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists)Grade3:口语交流,阅读,写作总体目标到三年级结束，学生将会:•在简单环境中使用基本的词汇和短语沟通；•在简单环境中使用语言和非语言的提示，表现出对口语内容的理解；•表现出适合该年级的对词汇和语言结构的理解；•在书面语中，阅读短语、短句、短篇；•在书面语中，书写短语、短句；•表现出对本土文化的欣赏和理解方面的能力。分项目标口语交流到三年级结束，学生将会:–在简单的语境中使用基本的词组、语句交流(e.g.,closethedoor,comehere);–参加适合该年级有指导的口语活动(e.g.,provideappropriatephrasesforpicturesorillustrations);–对提问作出正确且合适的回答(e.g.,Ihavetwobooks,therearethreebears);–使用语言和非语言线索表现出对口语信息的理解。阅读到三年级结束，学生将会:–词汇、词组的阅读，usingthealphabetorsyllabicschart,pictures,andothervisualaids;–变现出对阅读词汇词组的理解(e.g.,bymatchingphrasestopictures);–参与适合该年级有指导的阅读活动(e.g.,identifyphrasesthatdescribeanaction);–使用视觉线索(e.g.,pictures,illustrations)确定词汇、词组、语句含义;–认知已经引入的词汇、词组、语句、语篇;–使用图片朗读各种语篇写作到三年级结束，学生将会:–使用字母音节表写出词汇、词组；–使用熟悉的词汇形成词句；–参加适合该年级有指导的写作活动(e.g.,writephrasesthatincludenewvocabulary);–正确的拼写出词汇、词组，应用基本的语法规则写出正确的句子(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists,printmaterials);–表现出对语句的理解，句子间存在一定的逻辑关系(e.g.,phrasesthatindicatepossession–thisismybook;phrasesthatdescribeapersonorthing–she/heisbig).语法,语言规范,词汇语言要素名词和代词–possessiv