小學(xué)英文各年級(jí)教學(xué)目標(biāo)

小學(xué)英文各年級(jí)教學(xué)目標(biāo)編制僅供參考審核批準(zhǔn)生效日期地址：電話：傳真:郵編:Grade1:口語交流,閱讀,寫作總體目標(biāo)到一年級(jí)結(jié)束:?表現(xiàn)出基本的交流技巧;?用簡(jiǎn)單語句談?wù)撌煜さ脑掝};?同時(shí)使用語言和非語言的線索來理解口頭語言;?表現(xiàn)出適合這個(gè)年級(jí)的基本的詞匯了解和語言結(jié)構(gòu)的能力;?表現(xiàn)出對(duì)基本閱讀過程的理解;?表現(xiàn)出對(duì)基本寫作體系的理解;?表現(xiàn)出對(duì)本土文化的欣賞和理解方面的學(xué)習(xí)積累.分項(xiàng)目標(biāo)口語交流到一年級(jí)結(jié)束，學(xué)生將會(huì):–用基礎(chǔ)詞匯談?wù)撌煜さ脑掝}(e.g.,identifymembersofthefamily);–通過參與一些簡(jiǎn)單的活動(dòng)表現(xiàn)出基本的交流技巧(e.g.,workwithpeerstoclassifyobjectsintheclass-roombycolor);–聽從一些簡(jiǎn)單的口語指令(e.g.,bymakingaphysicalresponse–seeTotalPhysicalResponse(TPR)in“ExplanatoryNotes”,–正確地回答一些簡(jiǎn)單問題，(e.g.,WhoareyouWhenareyougoingWhereareyougoing);–使用語言和非語言的提示聽簡(jiǎn)單的口頭信息(e.g.,toneofvoice,facialexpression,gestures).閱讀到一年級(jí)結(jié)束，學(xué)生將會(huì):–表現(xiàn)出對(duì)閱讀程序的初步熟悉(alphabetorsyllabicschart);–閱讀簡(jiǎn)單的語句(usingthealphabetorsyllabicschart,pictures,andothervisualaids);–參與適合該年級(jí)有指導(dǎo)的閱讀活動(dòng)(e.g.,readthealphabetorsyllabicschart,matchwordstopictures);–使用圖片和其他視覺線索發(fā)展閱讀技能;–認(rèn)知已經(jīng)口頭介紹的詞匯和語言結(jié)構(gòu);–使用圖片朗讀熟悉的單詞.寫作到一年級(jí)結(jié)束，學(xué)生將會(huì):–表現(xiàn)出對(duì)閱讀程序的初步熟悉(alphabetorsyllabicschart);–按音節(jié)寫出正確的字母和單詞;–寫出簡(jiǎn)單的句子(usingthealphabetorsyllabicschart,pictures,andothervisualaids);–表現(xiàn)出對(duì)語句的理解(e.g.,wordsassociatedwiththefamily,specialdays).語法,語言規(guī)范,詞匯語言要素名詞和代詞–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)動(dòng)詞–presenttenseofverbswithasingularpronounornoun(e.g.,Iameating,Johnistalking)疑問句結(jié)構(gòu)–questionwords(e.g.,where,what,who)否定構(gòu)成–wordsexpressingsimplenegation(e.g.,no)詞匯–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)拼寫–correctuseofsyllabiccharactersorlettersofthealphabet–useofresources(e.g.,consonant/vowelcharts,syllabicschart)Grade2:口語交流,閱讀,寫作總體目標(biāo)到二年級(jí)結(jié)束，學(xué)生將會(huì):?在簡(jiǎn)單環(huán)境中使用基本的詞匯和簡(jiǎn)單的短句溝通;?使用語言和非語言的線索能夠理解簡(jiǎn)單的口語,?表現(xiàn)出基本的對(duì)詞匯和語言結(jié)構(gòu)了解;?表現(xiàn)出對(duì)寫作程序的理解;?閱讀簡(jiǎn)單詞組和語句;?寫出簡(jiǎn)單的詞組和語句?表現(xiàn)出對(duì)本土文化的欣賞和理解方面的能力.分項(xiàng)目標(biāo)口語交流到二年級(jí)結(jié)束，學(xué)生將會(huì):–在簡(jiǎn)單環(huán)境中使用基本的詞匯和簡(jiǎn)單的短句溝通(e.g.,thisismybook);–參與適合該年級(jí)有指導(dǎo)的口語活動(dòng)(e.g.,describeactionsusingsimplephrases–Iwalk,Irun);–對(duì)簡(jiǎn)單問題作出合適的回答(e.g.,it’smine);–表現(xiàn)出對(duì)語言和非語言的口語信息的理解(e.g.,toneofvoice,facialexpression,gestures).閱讀到二年級(jí)結(jié)束，學(xué)生將會(huì):–表現(xiàn)出對(duì)適該年級(jí)閱讀程序的理解;–閱讀詞組、簡(jiǎn)單句,usingthealphabetorsyllabicschart,pictures,andothervisualaids;–參與該年級(jí)有指導(dǎo)的閱讀活動(dòng)(e.g.,matchlettersofthealphabetorsyllabiccharacterstowords,matchsimplephrasestopictures);–使用視覺提示(e.g.,pictures,illustrations)去判定單詞、詞組、語句意義;–認(rèn)知已經(jīng)口頭介紹的詞匯和語言結(jié)構(gòu);使用圖片朗讀簡(jiǎn)單的語句.寫作到二年級(jí)結(jié)束，學(xué)生將會(huì):–表現(xiàn)出對(duì)該年級(jí)寫作程序的理解;–寫出簡(jiǎn)單的詞組和語句，usingthealphabetorsyllabicschart;–參與適合該年級(jí)有指導(dǎo)的寫作活動(dòng)(e.g.,writesimplephrasesthatincludefamiliarvocabulary);–正確的拼寫詞匯、詞組和語句,usingavailableresources(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists,communitymembers);–根據(jù)熟悉的話題和觀點(diǎn)，選用合適的詞匯，表達(dá)所需的信息(e.g.,phrasesthatdescribeanaction–Ieat,Iwalk).語法,語言規(guī)范,詞匯語言要素名詞和代詞–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)動(dòng)詞–presenttenseofverbswithasecond-personsingularpronoun(e.g.,youareeating)–verbsusedtoexpresspossession(e.g.,Ihaveapencil,Ihaveatoy)疑問結(jié)構(gòu)–questionwordswithnewvocabulary(e.g.,why,atwhattime,when)否定結(jié)構(gòu)–formationofthenegativeinsimplephrases(e.g.,itisnotraining)詞匯–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)拼寫–correctspellingofwordsandsimplephrasesstudied–useofresourcestoconfirmspelling(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists)Grade3:口語交流,閱讀,寫作總體目標(biāo)到三年級(jí)結(jié)束，學(xué)生將會(huì):?在簡(jiǎn)單環(huán)境中使用基本的詞匯和短語溝通；?在簡(jiǎn)單環(huán)境中使用語言和非語言的提示，表現(xiàn)出對(duì)口語內(nèi)容的理解；?表現(xiàn)出適合該年級(jí)的對(duì)詞匯和語言結(jié)構(gòu)的理解；?在書面語中，閱讀短語、短句、短篇；?在書面語中，書寫短語、短句；?表現(xiàn)出對(duì)本土文化的欣賞和理解方面的能力。分項(xiàng)目標(biāo)口語交流到三年級(jí)結(jié)束，學(xué)生將會(huì):–在簡(jiǎn)單的語境中使用基本的詞組、語句交流(e.g.,closethedoor,comehere);–參加適合該年級(jí)有指導(dǎo)的口語活動(dòng)(e.g.,provideappropriatephrasesforpicturesorillustrations);–對(duì)提問作出正確且合適的回答(e.g.,Ihavetwobooks,therearethreebears);–使用語言和非語言線索表現(xiàn)出對(duì)口語信息的理解。閱讀到三年級(jí)結(jié)束，學(xué)生將會(huì):–詞匯、詞組的閱讀，usingthealphabetorsyllabicschart,pictures,andothervisualaids;–變現(xiàn)出對(duì)閱讀詞匯詞組的理解(e.g.,bymatchingphrasestopictures);–參與適合該年級(jí)有指導(dǎo)的閱讀活動(dòng)(e.g.,identifyphrasesthatdescribeanaction);–使用視覺線索(e.g.,pictures,illustrations)確定詞匯、詞組、語句含義;–認(rèn)知已經(jīng)引入的詞匯、詞組、語句、語篇;–使用圖片朗讀各種語篇寫作到三年級(jí)結(jié)束，學(xué)生將會(huì):–使用字母音節(jié)表寫出詞匯、詞組；–使用熟悉的詞匯形成詞句；–參加適合該年級(jí)有指導(dǎo)的寫作活動(dòng)(e.g.,writephrasesthatincludenewvocabulary);–正確的拼寫出詞匯、詞組，應(yīng)用基本的語法規(guī)則寫出正確的句子(e.g.,alphabetorsyllabicschart,classroom-displayedvocabularylists,printmaterials);–表現(xiàn)出對(duì)語句的理解，句子間存在一定的邏輯關(guān)系(e.g.,phrasesthatindicatepossession–thisismybook;phrasesthatdescribeapersonorthing–she/heisbig).語法,語言規(guī)范,詞匯語言要素名詞和代詞–possessiveformofnouns(incorporationofnounswithpossessivepronouns)usingnewvocabulary(e.g.,myarm,hishand)–形容詞的結(jié)構(gòu)(e.g.,nicehouse,bigboy)–通過添加后綴形成表示位置的名詞(e.g.,underthetable,onthebed)動(dòng)詞–present,past,andfuturetensesofverbswithsingularpronounornoun(e.g.,heiseating,hewaseating,hewilleat;thebearsleeps,thebearslept,thebearwillsleep)–祈使句型(e.g.,gohome!comehere!)疑問結(jié)構(gòu)–questionwordsinphrases(e.g.,howmanydogs,whichbirds)否定結(jié)構(gòu)–formationofthenegative,usingnewvocabulary(e.g.,thedogdoesnoteat)–formationofthenegativewithpersonalpronouns(e.g.,no,itisnotI;no,itisnotmychair)詞匯–wordsusedinadding–wordsassociatedwithdomesticandwildanimals,andpartsofthebody–phrasesusedforvariouspurposes(e.g.,toexpresspossession–itishisbook;toexpressacommand–gohome!)拼寫–correctspellingofwordsandphrasesstudied–useofresourcestoconfirmspelling(e.g.,classroom-displayedvocabularylists,syllabicschart)Grade4:口語交流,閱讀,寫作總體目標(biāo)到四年級(jí)結(jié)束，學(xué)生將會(huì):?在熟悉的環(huán)境中使用簡(jiǎn)單句交流；?使用語言或非語言的提示表現(xiàn)出對(duì)熟悉環(huán)境口語信息的理解；?表現(xiàn)出適合該年級(jí)對(duì)詞匯和語言結(jié)構(gòu)的理解；?在書面體系中，閱讀簡(jiǎn)單語篇；?在書面體系中，書寫句子，簡(jiǎn)單語篇；?表現(xiàn)出對(duì)本土文化的欣賞和理解方面的能力。分項(xiàng)目標(biāo)口語交流到四年級(jí)結(jié)束，學(xué)生將會(huì):–使用基礎(chǔ)詞匯和簡(jiǎn)單句在熟悉環(huán)境中進(jìn)行交流(e.g.,givesimpledirections–Putthebooksthere);–參加適合該年級(jí)有指導(dǎo)的口語交流活動(dòng)(e.g.,answerquestionswithsimplesentences–Iamnotgoingthere);–表現(xiàn)出對(duì)不同種類間斷句的理解;–用簡(jiǎn)單句應(yīng)答各種口語信息；–使用語言和非語言線索表現(xiàn)出對(duì)口語信息的理解。閱讀到四年級(jí)結(jié)束，學(xué)生將會(huì):–在書面語中，閱讀簡(jiǎn)單句;–變現(xiàn)出對(duì)所閱讀內(nèi)容的理解(e.g.,byansweringsimplequestionsorexplainingthemeaningofsimplesentences);–參與適合該年級(jí)有指導(dǎo)的閱讀活動(dòng)(e.g.,identifywordsorphrasesthatcontainthesamerootwords);–使用視覺線索(e.g.,pictures,illustrations)andotherreadingstrategies(e.g.,considerwordorder)去確定語句含義;–認(rèn)知已介紹的句型;–使用圖片朗讀簡(jiǎn)單的句子和語篇。寫作到四年級(jí)結(jié)束，學(xué)生將會(huì):–在書面語中，寫出簡(jiǎn)單句；–使用簡(jiǎn)單句表達(dá)預(yù)定信息，形成短篇，存在初步的邏輯關(guān)系(e.g.,Iwenthome);–參與適合該年級(jí)有指導(dǎo)的寫作活動(dòng)(e.g.,writesimplesentencesthatdescribeathingoranimal);–正確的詞匯、詞組、句子拼寫,usingavailableresourcestoconfirmspelling.語法,語言規(guī)范,詞匯語言要素名詞和代詞–formationofthepluralofnounsthroughtheadditionofsuffixes(e.g.,manybottles,fruits,trees)–possessiveformofnouns(incorporationofnounswithpossessivepronouns)usingnewvocabulary(e.g.,ourjackets,theirfishinggear)–incorporationofnounstoexpressideasoflocation(e.g.,infrontofthehouse,atthepond)動(dòng)詞–present,past,andfuturetenseswithpluralpronoun(e.g.,theyarefishing,theywerefishing,theywillfish)–imperativepluralforms,includinginclusiveandexclusiveplurals(e.g.,sitdown[theperson(s)addressed];letusleave[allofus,thespeakerandhis/hercompanion(s)andtheperson(s)addressed];letuseat[us,thespeakerandhis/hercompanion(s),butnottheperson(s)addressed])句法–sentenceswithsingularsubjectandthird-personpluralobject(e.g.,Iseethem)–descriptivesentences(e.g.,Thebearisbrown)–locativeconstructionsinsentences(e.g.,Joeisstandingbehindthedesk)–interrogativesentences(e.g.,Whatcolourisit)

–simplenegativesentencesusingapronoun(e.g.,No,itisnot;No,sheisnoteating)詞匯–numbersfrom1to1000;numbersto100,000by1000’s–wordsusedincounting–wordsusedinmeasuring(e.g.,standardunitsofmeasurement)–wordsassociatedwithobtainingfood(e.g.,wordsusedingathering,fishing,hunting,shopping)拼寫–correctspellingofwordsandphrasesinsimplesentences–useofresourcestoconfirmspelling(e.g.,personallexicon,classroom-displayedvocabularylists,syllabicschart)Grade5:口語交流,閱讀,寫作總體目標(biāo)到五年級(jí)結(jié)束，學(xué)生將會(huì):?使用完整的句子在各種語境中進(jìn)行交流;?使用語言和非語言信息表現(xiàn)出對(duì)各種語境中口語信息的理解;?變現(xiàn)出適合該年級(jí)的對(duì)詞匯和語言結(jié)構(gòu)的理解?在書面語中，閱讀語句、有意義語篇;?在書面語中，寫作語句、有意義語篇;?表現(xiàn)出對(duì)本土文化的欣賞和理解方面的能力。分項(xiàng)目標(biāo)口語交流到五年級(jí)結(jié)束，學(xué)生將會(huì):–用正確的詞匯和語句在各種語境中進(jìn)行交流;–表現(xiàn)出對(duì)各種句型的理解;–使用不同句型;–參加適合該年級(jí)有指導(dǎo)的口語活動(dòng)(e.g.,formsentencesusingnewvocabulary);–使用句子應(yīng)答各種口語信息.閱讀到五年級(jí)結(jié)束，學(xué)生將會(huì):–在書面語中，閱讀語句;–表現(xiàn)出對(duì)閱讀內(nèi)容的理解(e.g.,byexplainingthemeaningofsentencesorparaphrasingsentences);–參加適合該年級(jí)的有指導(dǎo)的閱讀活動(dòng)(e.g.,identifyphrasesthathavethesamewordparts);–使用視覺線索(e.g.,pictures,illustrations)和其他的閱讀策略(e.g.,considercontext)去確定語句含義;–認(rèn)知句型、語言結(jié)構(gòu);-用合適的語調(diào)朗讀句子傳遞信息寫作到五年級(jí)結(jié)束，學(xué)生將會(huì):–在書面語中，寫出完整的語句；–用句子變大信息，組織成完整邏輯合理的語篇(e.g.,Iwenthomeearly);–參加適合該年級(jí)有指導(dǎo)的寫作活動(dòng)(e.g.,writesentencesusingspecifiedverbtenses);–正確的拼寫詞匯、詞組、語句,usingavailableresourcestoconfirmspelling.語法,語言規(guī)范,詞匯語言要素名詞和代詞–possessiveformofnouns(incorporationofnounswithpossess