Unit 3 The National English Curriculum
国家英语课程标准
Objectives:
 to know about the background of the design
of the National English Curriculum.
 To be clear about the designing principles for
the National English Curriculum.
 to know about the goals and objectives of
English language teaching.
 To be aware of the challenges English
teachers may face under the New National
English Curriculum.
3.1 A brief history of foreign language
teaching in China
Read through the sub-titles in this part and then get a
general idea about the topic.
 A phase
of restoration (1978-1985)
 A phase of rapid development (1986-1992)
 A phase of reform (1993-2000)
 A phase of innovation from 2000
A phase of restoration (1978-1985)
The first national syllabus was issued by the
Ministry of Education in 1978.
 The general aims: to learn the basic phonetics,
grammar, words; to develop preliminary language
skills: listening, speaking, reading and translation.
 The establishment of the National Foreign
language Teaching and Research Association(中
国教育学会外语教学专业委员会),
 Two journals: Foreign Language Teaching in
Schools《中小学外语教学》，English Teaching
and Research at Primary and Secondary Schools
《中小学英语教学与研究》

A phase of rapid development (19861992)
 A third
English syllabus was issued in 1986.
 The aims: to develop students knowledge
about language, cognitive ability, positive
attitude, personality; to develop students’
basic ability in using English in spoken and
written form.
A phase of reform (1993-2000)
A new syllabus was issued in 1993.
 The aims: to consolidate and develop students
knowledge and basic language skills; to develop
the ability to use English in both speaking and
writing for the purpose of communication.
 The reform of teaching methods:
audio-lingual method and grammar- translation
method
communicative approach.
 A promising results: investigation led by Zhang
Zhengdong, et al. in 1999.

A phase of innovation from 2000
The New National English Curriculum was issued in
2001.
 The problems in previous teaching: 1) overemphasis
on knowledge while ignoring language ability. 2) a
lack of connection between different stages of
schooling. 3) little allowance for individual learner
differences. 4) no formative assessment.
 The main task of English curriculum：refer to P44

3.2 Designing principles for the
National English Curriculum
1) Aim for educating all students, and emphasize qualityoriented education.
2) Promote learner-centeredness, and respect individual
differences.
3) Develop competence-based objectives, and allow flexibility
and adaptability.
4) Pay close attention to the learning process, and advocate
experiential learning and participation.
5) Attach particular importance to formative assessment, and
give special attention to the development of competence.
6) Optimize learning resources, and maximize opportunities
for learning and using the language. (PP310-311)
3.3Goals and objectives of
English language teaching
The new curriculum is designed to promote
students’ overall language ability, which is
composed of five interrelated components, namely,
language skills, language knowledge, affects,
learning strategies and cultural understanding. Each
component is further divided into a few subcategories. Language teaching is no longer aimed
only for developing language skills and knowledge,
but expanded to developing learners’ positive
attitude, motivation, confidence as well as strategies
for life-long learning along with cross-cultural
knowledge, awareness and capabilities.
综合语言
运用能力
语言技能
听 说 读 写
3.4 Design of the National English
Curriculum
 Nine
competence-based levels
Level 9
Level 8
Level 7
For senior high school leavers
Level 6
Level 5
For 9th graders
Level 4
Level 3
Level 2
Level 1
For 6th graders
Senior 2 & 3 / Senior 1
English 6-7
(12 credits)
*Specialized
skills courses
*ESP courses
Level 9
Elective Track 1
Level 8
*Cultural &
literary studies
course etc.
Level 7
Elective Track 2
Level 6
Compulsory Education
Level 5
English 1-5
(10 credits )
Required
Courses
Basic
requirements for
senior high school
leavers
Required Course
Basic requirements for 9th graders
Level 4
Level 3
Level 2
Level 1
Basic requirements for 6th graders
3.5 Performance standards for
different level of competence
 二级
对英语学习有持续的兴趣和爱好。能用简单的
英语互致问候、交换有关个人、家庭和朋友的
简单信息。能根据所学内容表演小对话或歌谣。
能在图片的帮助下听懂、读懂并讲述简单的故
事。能根据图片或提示写简单的句子。在学习
中乐于参与、积极合作、主动请教。乐于了解
异国文化、习俗。
Reference:
国家课程标准专辑 ---英语课程标准
http://www.being.org.cn/ncs/eng/eng02.htm#一
五级
有较明确的英语学习动机和积极主动的学习态度。
能听懂教师有关熟悉话题的陈述并参与讨论。能就日
常生活的各种话题与他人交换信息并陈述自己的意见。
能读懂供7~9年级学习阅读的简单读物和报刊、杂志，
克服生词障碍，理解大意。能根据阅读目的运用适当
的阅读策略。能根据提示起草和修改小作文。能与他
人合作，解决问题并报告结果，共同完成学习任务。
能对自己的学习进行评价，总结学习方法。能利用多
种教育资源进行学习。进一步增强以文化差异的理解
与认识。
七级

有明确和持续的学习动机及自主学习意识。能就较
广泛的话题交流信息，提出问题并陈述自己的意见
和建议。能读懂供高中学习阅读的英言语原著改写
本及英语报刊。具有初步的实用写作能力，如通知、
邀请活动。有主动利用多种教育资源进行学习。具
有较强的自我调控能力，初步形成适合自己的学习
策略。理解交际中的文化差异，初步形成跨文化交
际意识。
1)
3.6 Challenges facing English
language
teachers
English language teachers are expected to change their
views about language which is not a system of linguistic
knowledge but a means for communication.
2) English language teachers are expected to change their
traditional role of a knowledge transmitter to a multi-role
educator.
3) English language teachers are expected to use more taskbased activities and put the students at the center of
learning.
4) English language teachers are expected to use more
formative assessment in addition to using tests.
5) English language teachers are expected to use modern
technology in teaching, creating more effective resources
for learning and for using the language.
http://www.xq0592.cn/kcs/kcyj/kcll/kcsj/200408/t20040822_116531.htm（人民教育出版社课程教材研
究所）《英语课程标准》与教师素质培养
Homework
1. After class, please surf the Internet and try to find
as much information as possible about the
National English Curriculum
2. Answer the following questions:
1) What are the designing principles for the National
English Curriculum 2001?
2) What are the goals and objectives of English
language teaching?
3) What are the challenges facing English language
teachers?