饭店英语课程标准
《高职英语》课程标准
《高职英语》课程标准课程代码：060395适用专业：三年制高职专业学时：32-64学分：2-4开课学期：第一学年第一、二学期第一部分前言1.课程性质与地位高职英语课程是一门公共必修的基础课程，是为培养面向生产、建设、服务和管理第一线需要的技能人才的目标服务的。
根据教育部2000年10月颁布的《高职高专教育英语课程教学基本要求》明确提出的“以实用为主，以应用为目的”的教学思想，英语课程的教学目标是培养学生的语言应用能力。
高职英语不仅要帮助学生打好语言基础，更要注重培养学生实际应用语言的技能，特别是用英语处理与未来职业相关业务的能力。
高职学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语言可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。
高职英语课程以职场交际为目标，以应用为目的，培养学生实际应用英语的能力，特别是听说能力，使他们能在日常活动和与未来职业相关的业务活动中进行一般的口头和书面交流；同时掌握有效的学习方法，增强自主学习能力，提高综合文化素养；形成健康的人生观；为他们提升就业竞争力及今后的可持续发展打下良好的基础。
2.课程的基本理念(1)重视基础技能，构建发展平台高职英语课程应根据高职学生认知特点和社会发展需要，在发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
(2)提供多种选择，适应个性需求高职英语课程要有利于学生个性和潜能的发展。
因此，高职英语课程必须具有选择性。
而课程的多样化是实现课程可选择性的基础。
高职英语课程既关注社会的需求，也满足不同学生的发展需求。
在完成共同基础的前提下，高职英语课程力求多样化，为每个学生提供自主选择和自我发展的机会，使学生在选择中提高规划人生和自主发展的能力，确立自己未来的发展方向。
英语课程标准
《英语课程标准》教学建议教研活动报告李超军（一）面向全体学生，为学生全面发展和终身发展奠定基础。
1.鼓励学生大胆的使用英语，对他们学习过程中的失误和错误采取宽容的态度。
2.鼓励学生通过体验，实践，讨论，合作，探究等方式，发展听，说，读，写的综合语言技能。
3.要为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间。
（二）关注学生的情感，营造宽松，明珠，和谐的教学氛围。
1.尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性。
2.把英语教学与情感教育有机的结合起来，创设各种合作学习的活动，促使学生相互学习，相互帮助，体验集体荣誉感和成就感，发展合作精神。
3.特别关注性格内向或学习有困难的学生，尽可能多地为他们创造语言实践的机会。
（三）倡导“任务型”的教学途径，培养学生综合语言运用能力。
1.活动要有明确的目的并具有可操作性。
2.活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实。
3.活动要有利于学生学习英语知识，发展语言技能，从而提高实际语言运用能力。
（四）加强对学生学习策略的指导，为他们终身学习奠定基础。
1.积极创设条件，让学生参与制定阶段性学习目标以及实现目标的方法。
2.引导学生运用观察，发现，归纳和实践等方法，学习语言知识，感悟语言功能。
3.引导学生在学习过程中进行自我评价并根据需要调整自己的学习目标和学习策略。
（五）拓展学生的文化视野，发展他们跨文化交际的意识和能力。
（六）利用现代教育技术，拓宽学生学习和运用英语的渠道。
1.利用音像和网络资源等，丰富教学内容和形式，提高课堂教学效果。
2.利用计算机和多媒体教学软件，探索新的教学模式，促进个性化学习。
（七）组织生动活泼的课外活动，促进学生的英语学习。
根据学生的年龄特点和兴趣爱好，积极开展各种课外活动有助于学生增长知识，开阔视野，发展智力和个性，展现才能。
（八）不断更新知识结构，适应现代社会发展对英语课程的要求。
1.准确把握本课程标准的理念，目标和内容，运用教育学和心理学理论，研究语言教学的规律。
英语新课程标准2023
英语新课程标准2023
简介
本文档旨在介绍即将实施的英语新课程标准2023.新课程标准
对教授英语的方法、内容和评估方式进行了全面更新和改进，以适
应当今社会的需求和教育发展的要求。
主要内容
1.课程结构
新课程标准将英语课程分为基础课程和拓展课程两个模块。
基
础课程强调语言基本技能的培养，拓展课程注重学生综合能力的提升。
基础课程包括词汇、语法、听力、口语和阅读等，拓展课程包
括写作、翻译、听说训练等。
2.教学方法
新课程标准鼓励教师采用多种灵活的教学方法，如任务型教学、合作学习和信息技术等，以提高学生的学习效果和主动性。
强调培养学生的跨文化交际能力，增强他们的语言实际运用能力。
3.评估体系
新课程标准的评估方式更加综合和细致，包括考试和其他形式的评估。
评估内容将更加贴近实际应用场景，注重学生语言技能的综合能力。
实施计划
新课程标准将于2023年开始实施，各地教育部门将逐步配套制定教材、教学资源和培训计划，以确保教师和学生能够顺利过渡到新的课程标准。
结论
英语新课程标准2023旨在提高学生的英语语言能力和综合素质，使其能够胜任日常交流、跨文化交际和职业发展的要求。
这是我国英语教育的一项重要改革，有助于培养具有全球视野的人才。
英语课程标准英文版(最新2011版译文)
英语课程标准英文版New English Curriculum for Chinese Primary Schools and Junior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCNote on this translationThis English version of China’s new curriculum for English is inten ded for VSO volunteers who would like to feel better informed about a document that is central to our work. However, it should in no way be regarded as an official translation. In fact, it is neither a word for word translation nor a summary. The appendix to the original, which includes lists of specific language items to be mastered, has been omitted, as have some level descriptors and sample learning activities. Despite trying to make it more readable, this version reflects the repetitive nature of the original, with the same key words cropping up over and over again. Volunteers should also refer to the more official (but still not completely official!) translation of the new English curriculum specifically for senior middle schools available from the Programme Office. Any feedback on this version would be welcome.Tim MartinShaanxi Institute of Education, October 2005Part 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices: l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive language competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differences l Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel D eveloping students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving students’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Part 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competence l The students’ attitudes to learning strongly influence their learning and development l Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Part 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiv eness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers sho uld creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they partic ipate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experiences and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, l anguage skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum advisor, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.”1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give studentsguidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning.l Develop students’ practical abilities and creative thinking by designing inquiry b ased activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ awareness of and ability in cross-cultural communication Language and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learningTeachers should ar range a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsTh e teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculum l Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creatively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning processl Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordinglyl Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculuml Help improve educational managementl Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehens ive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment. l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities.l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidence?l Does the assessment reflect the students’ achievements?l Does the assessment reflect the teachers’ strengths and weaknesses?l Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive languag e competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at th e end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests should check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l Writing exams should avoid testing knowledge of phonetics or grammar in isolation. l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results.2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main pu rpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests s hould check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learning Pay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment process es. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself. l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, as selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, st udent or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test stude nts’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?。
(完整word版)商务英语课程标准
Unit 11b
召开会议
4
过程性评价：情景对话，仿真演练
总结性评价：作业
4%
Unit 12
考试介绍：
听力
2
小测验
4％
Unit13a
生产
4
过程性评价：情景对话，仿真演练
总结性评价：作业
3％
Unit 13b
质量控制
4
过程性评价：情景对话，仿真演练
总结性评价：作业
4％
Unit14a
直接服务
提供商
4
过程性评价：情景对话，仿真演练
2．介绍他人与自我介绍；
3．询问及提供个人详细情况：姓名、国籍、职业等；
4．询问及描述工作；
5．询问及描述责任;
学时
理论
4
考核评价
方式
情景对话，
仿真演练
实践
4
权重
4%
教学方法
讲练结合，以练为主
教学条件
多媒体教室或普通教室
教学活动设计
1、学习教材
2、对话练习
3．仿真演练
主要考核点
知识
办公室及工作环境
技能
《商务英语》课程标准
一、前言
1、课程定位
本课程是商务英语专业的专业基础课，是专门用途英语，为商务英语专业二至三年级的主干课程。通过对本课程的学习,学生在巩固和加强基础英语能力的同时,获得初步的商务知识和经验,掌握一定的商务技能，对业务管理及销售技巧有基本的了解,并具备在日常商务活动中使用英语进行一般交际的能力；它也是对其它所学课程如国际贸易实务、营销和管理学的综合演练.
3、对话练习
主要考核点
知识
语言点学习与掌握
技能
英语课程标准英文版
英语课程标准英文版The Nature of the New CurriculumXXX and the all-round development of students。
It recognizes the XXX students at the center of the curriculum。
The curriculum promotes activity-based methods。
experiential and participatory learning。
and recognizes the XXX。
the curriculum expands the range of learning resources and opportunities available.Basic Principles of the New CurriculumXXX through the five general objectives: language knowledge。
attitudes to learning。
n skills。
cultural awareness。
and critical thinking。
n to The General ObjectivesThe first general objective is language knowledge。
which includes ics and vocabulary。
The second general objective isattitudes to learning。
which emphasizes the XXX learning。
The third general objective XXX skills。
which includes the XXX cultural awareness。
which XXX critical thinking。
《英语课程标准》
《英语课程标准》English Curriculum Standards。
The English curriculum standards are a crucial framework for guiding the teaching and learning of English language and literature in schools. These standards provide a clear and comprehensive set of guidelines for educators, students, and parents, outlining the knowledge and skills that students are expected to acquire at each grade level. The English curriculum standards are designed to ensure that all students receive a high-quality education in English language arts, and that they are prepared for success in college, career, and life.The English curriculum standards cover a wide range of language and literature skills, including reading, writing, speaking, and listening. They also emphasize the importance of critical thinking, analysis, and interpretation of various texts, as well as the development of effective communication skills. By setting clear expectations for student learning, the standards help to ensure that all students have access to a rigorous and engaging English education.One of the key components of the English curriculum standards is the focus on reading comprehension and literacy. Students are expected to read and understand a variety of texts, including fiction, nonfiction, poetry, and drama. They are also expected to analyze and interpret these texts, and to use evidence from the text to support their ideas and arguments. In addition, students are expected to develop a love of reading and to read independently for pleasure and for information.The standards also emphasize the importance of writing skills, including the abilityto write for different purposes and audiences. Students are expected to write clear and coherent essays, narratives, and arguments, using evidence from the text to support their ideas. They are also expected to conduct research and to use technology to produce and publish writing. By developing these writing skills, students are better prepared to communicate effectively in a variety of contexts.In addition to reading and writing, the English curriculum standards also focus on speaking and listening skills. Students are expected to engage in collaborative discussions, to present their ideas clearly and persuasively, and to actively listen to and respond to the ideas of others. By developing these speaking and listening skills, students are better prepared to communicate effectively in both academic and real-world settings.Overall, the English curriculum standards provide a comprehensive and rigorous framework for the teaching and learning of English language and literature. By setting clear expectations for student learning, the standards help to ensure that all students receive a high-quality education in English, and that they are prepared for success in college, career, and life. As educators, it is essential that we use the standards to guide our instruction and to help all students achieve their full potential in English language arts.。
英语专业课程标准
英语专业课程标准The importance of establishing comprehensive and effective English curriculum standards cannot be overstated in today's globalized world. As the international language of business, science, technology, and diplomacy, English proficiency has become a critical skill for individuals seeking to thrive in the 21st century. Consequently, the development of robust English language education programs has emerged as a top priority for educational policymakers and administrators worldwide.At the heart of any successful English language curriculum lies a set of clearly defined standards that outline the core knowledge, skills, and competencies students are expected to acquire at each stage of their educational journey. These standards serve as a guiding framework for curriculum design, instructional practices, assessment strategies, and professional development initiatives, ensuring a coherent and aligned approach to English language education.One of the primary functions of English curriculum standards is to establish a shared understanding of the essential learning outcomesstudents should achieve. By delineating the specific linguistic, communicative, and cultural proficiencies students should develop, these standards provide a common reference point for educators, learners, and other stakeholders. This clarity of purpose helps to ensure that instructional time and resources are focused on the most critical areas of language acquisition, fostering more efficient and effective learning outcomes.Moreover, well-crafted English curriculum standards play a crucial role in promoting equity and consistency in language education. By setting consistent expectations and benchmarks across different educational institutions and contexts, these standards help to mitigate disparities in the quality and rigor of English instruction. This, in turn, helps to ensure that all students, regardless of their geographic location or socioeconomic background, have access to a high-quality English language education that prepares them for success in an increasingly interconnected world.Effective English curriculum standards also serve to guide the development of instructional materials, assessment tools, and teaching methodologies. By specifying the content knowledge, language skills, and communicative competencies students should master, these standards provide a clear roadmap for textbook authors, curriculum developers, and teacher training programs. This alignment helps to ensure that instructional resources andpedagogical approaches are closely tailored to the learning objectives outlined in the standards, optimizing the learning experience for students.In addition to their role in shaping instructional practices, English curriculum standards also have important implications for the assessment and evaluation of student learning. By establishing clear performance benchmarks and proficiency levels, these standards enable educators to design more targeted and meaningful assessment strategies that accurately measure student progress and identify areas for improvement. This, in turn, supports the implementation of data-driven instructional approaches and the provision of personalized support to students who may be struggling to meet the established learning goals.Furthermore, English curriculum standards play a crucial role in facilitating the seamless transition of students between different educational levels and institutions. By aligning the expectations and learning objectives across primary, secondary, and tertiary education, these standards help to ensure a coherent and continuous learning experience for students as they progress through the educational system. This continuity not only enhances student learning outcomes but also facilitates the efficient transfer of academic credits and the recognition of language proficiency across educational institutions and national borders.The development and implementation of effective English curriculum standards also have significant implications for teacher professional development and the overall quality of English language instruction. By clearly defining the knowledge, skills, and competencies that teachers must possess to effectively deliver the curriculum, these standards provide a framework for the design and delivery of high-quality pre-service and in-service teacher training programs. This, in turn, helps to ensure that English language educators are equipped with the necessary pedagogical expertise, content knowledge, and cultural awareness to create engaging and enriching learning environments for their students.Moreover, the establishment of English curriculum standards can have a profound impact on the broader educational landscape, influencing the allocation of resources, the design of educational policies, and the overall priorities of educational systems. By elevating the status of English language education and highlighting its importance for individual and societal development, these standards can help to secure increased funding, improved infrastructure, and more robust support systems for English language programs, ultimately enhancing the quality and accessibility of English language education for all learners.In conclusion, the development and implementation ofcomprehensive and effective English curriculum standards are essential for ensuring the delivery of high-quality English language education in the 21st century. By establishing clear learning objectives, promoting equity and consistency, guiding instructional practices and assessment strategies, facilitating educational transitions, and supporting teacher professional development, these standards play a crucial role in preparing students to thrive in an increasingly globalized world. As educational policymakers and administrators continue to grapple with the evolving demands of language education, the continued refinement and implementation of robust English curriculum standards will be a vital component in ensuring the success and competitiveness of future generations.。
英语新课程标准
英语新课程标准
近年来，随着经济的发展和技术的进步，英语的重要性日渐凸现，成为当今社会中必不可少的语言。
无论是在国内，还是在国际上，英语都可以被视为一个桥梁，连接不同的文化和国家。
为了提高我国学习英语的水平，教育部和其他部门认识到新课程标准的重要性，于是于2020年6月30日正式实施英语新课程标准。
新课程标准面向未来，坚持“实践、语言、社会”的基本理念，将学习集中于“发展学习者能力”，以培养学习者的“综合英语能力”为目标。
课程标准要求学习者具备更强的语言意识，在真实生活中运用英语进行交流；要求学习者具备更强的语言技能，熟练掌握英语的发音、词汇量、语法知识和口头表达技巧；要求学习者具备更强的文化意识，学习英语文化和外国文化，开拓国际视野。
实施新课程标准的过程中，学校应注重实际发展的需要，重新设计课程内容，加强教学管理，推广新形式的教学方式，吸引学生学习英语，发挥教师的教育主导作用，调动学生的学习积极性，提高学习效率。
除此之外，学校还要强化检测方法，充分肯定学生学习成果，有针对性地对学生给予指导，使学生能够有效利用学习英语的机会，发挥最大的潜力。
有效的检测方法有助于了解学生的学习情况，知道哪些部分需要改进，从而采取有效的措施提高学生的学习水平。
另外，学校还要加强网络英语教学，通过不断完善网络英语课程，让学生更好地掌握英语技能，接受英语教育，使学生能够充分利用网
络资源，增强学习英语的兴趣，让学生更好地掌握和运用英语。
总之，实施新课程标准是一个需要全社会共同努力的过程，学校、家庭和社会各界要携手努力，积极发展英语教学，提高学习者的英语水平，使中国的英语教育走向国际化。
(完整word版)英语课程标准英文版
1.The Nature of the New Curriculum2.Basic Principles of the New Curriculum1The curriculum promotes quality education and the all-round development of the students2The curriculum objectives are holistic and flexible.3Students are put at the centre of the curriculum and individual differences are respected4The curriculum promotes activity-based methods, experiential and participatory learning5The curriculum recognizes the important role of formative assessment in promoting student’ development6The assessment system should combine formative with summative assessment.7The curriculum expands the range of learning resources and opportunities availablePart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculums●Language skills and knowledge form the basis of comprehensive language competence●The students’attitudes to learning strongly influence their learning and development●Successful learning strategies improve the effectiveness of students’ learning●Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence(i.e. a combination of all five general objectives) forTable 1: The Overall Descriptors for Comprehensive Language CompetenceTable 2: Level Descriptors for Language Skills ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong development1.2Create a relaxed, democratic and harmonious learning environment1.3Use task-based learning methods to promote students comprehensive language competence1.4. Provide increased guidance about learning strategies1.4Develop students’ awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunities1.6Organize lively and active extracurricular activities to promote students’ English learning1.7Continue to develop professionally1.8Follow high frequency principles to ensure effective teaching and learningEnsure that students are the subjects (not objects) of assessmentMake sure formative assessment plays a role in student developmentMake sure assessment methods are varied and flexibleMake sure assessment feedback is used to increase the effectiveness of teaching and learning Summative assessment should focus on checking students’ comprehensive language competence Recognize the special characteristics of assessment for Grades 3 – 6Pay attention to the relationship between assessment and teaching and learningThe assessment of each level should be founded on the general objectives。
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饭店英语课程标准1．课程定位和课程设计1.1课程的性质《饭店英语》课程是旅游管理专业的必修课程之一，是培养学生从事饭店服务工作所需的实用英语技能的课程。
本课程旨在培养学生具有较强的语言表达能力，在培养学生扎实的英语语言表达能力的同时，联系旅游服务工作实际，使学生能用所学英语开展饭店服务活动，培养学生从事饭店接待的实践能力，并为学生进一步从事饭店实践工作奠定良好的基础。
1.2课程设计理念《饭店英语》教学安排以就业为导向、以服务饭店行业为宗旨、以饭店主要岗位的工作为主线。
本课程密切结合饭店业的工作特点和服务内容，从饭店业的概况入手，逐渐深入到各岗位的具体职能和服务流程，使学生既能从总体掌握饭店业的工作内容，具备良好的英语听力和表达能力，又能锻炼实际动手操作能力。
（1）以学生为主体，注重个体差异本课程的教学活动的安排、评价的方式遵循“以学习者为中心”的原则，面向全体学生，尊重学生的个体差异，为他们提供多种课堂学习任务和课外练习任务，供他们选择，进行个性化的学习；同时，对学生的学习过程进行评价。
（2）以任务为载体，体现职业情境课堂教学采用具有实践性的任务式主题式教学法，以饭店服务工作内容为主题，创造真实的语言环境，让学生通过完成基于饭店服务程序的各种学习活动，在完成学习任务的过程中掌握英语。
（3）突出能力目标，形成解决问题和自主学习的能力积极培养学生的用英语完成各项工作任务的能力，除了让学生了解饭店服务英语的规律、掌握饭店服务工作用语，还要通过多种学习任务的完成，培养学生解决问题、处理问题的能力，以及自主学习的能力。
（4）将职业道德教育贯穿教学过程始终当今社会，无论哪一个岗位，都需要具备良好的职业道德。
企业家牛根生先生提出的著名观点“有德有才破格重用，有德无才培养使用，有才无德限制录用，无德无才，坚决不用。
”得到了广大用人单位的推广使用。
这就要求我们在教学过程中，不能一味的关注学生掌握知识量的多少，更要关注学生的思想道德建设，积极引导，将他们打造成符合社会需求的合格工作者。
1.3课程设计思路本课程的设计开发是基于饭店各部门服务岗位的工作过程:客人房间预订→对客人进行礼宾接待→在前台为客人登记入住信息→引领客人进入客房→接待客人在餐厅用餐→为客人提供会议、宴会、健身和娱乐等商业服务→为客人结账，欢送客人离开。
基于这个完整的工作过程将本门课程划分为前厅服务、客房服务、餐饮服务、商务中心和康乐服务五大教学模块。
对这五大模块工作流程进行序化，对所有序化模块以及模块之间需要掌握的理论、技能和相关知识进行整体设计，然后细化每一具体模块，即对每一模块进行学习情境转化后，对每个学习情境进行不同工作任务设计，掌握完成此任务所需要的饭店服务知识、英语应用知识和服务技能。
教学过程中将理论与实践相结合，把“教、学、做”分离转化为“工学结合、学做一体”的教学模式。
2．课程目标2.1．课程总体目标培养学生良好的专业素质，掌握饭店服务英语常用的词汇、短语和句型，打好扎实的英语语言功底，具备饭店英语交际能力，具体包括能够与外宾进行沟通和交流，能够在饭店前厅、客房、餐厅等具体工作岗位运用所学英语完成对客服务接待，具有良好的心理素质、应变能力和继续学习能力。
2.2．课程具体目标2.2.1专业能力目标（1）饭店英语礼仪服务得体应用的能力。
（2）用英语与客人交流沟通的能力。
（3）运用英语提供前厅部、客房部、餐饮部等不同岗位不同任务要求下的服务接待实操能力。
（4）运用英语销售饭店产品的能力。
（5）运用英语处理投诉、解决突发事件的应变能力。
（6）运用英语进行个性化服务和创新服务的能力。
2.2.2 方法能力目标（1）掌握饭店服务英语常用的词汇、短语和句型、打好扎实的英语语言功底。
（2）明确各个岗位的服务程序，掌握不同岗位、不同任务下的服务程序规范和礼仪知识。
（3）以岗位标准为依据，通过对各模块的训练，掌握前厅、客房、餐饮、商务中心和康乐部的服务基本知识。
2.2.3 社会能力目标（1）培养学生热爱饭店事业，具备较高的职业道德素质。
（2）培养学生良好的团队精神、协作意识及敬业精神。
（3）使学生具备良好的心理素质和应变能力，能自信、大胆、流利地与外籍人士交流。
（4）为学生步入社会和进一步学习打好基础，也为饭店服务业的未来发展培养更多实用的高素质、高技能型人才。
3．教学组织与课程内容安排3.1 教学组织本课程是依据教育部高职英语教学要求、国家劳动和社会保障部的《职业核心能力培训测评标准》以及饭店服务实际工作对职业英语能力的需要而设置的。
本课程以饭店服务的各项任务为主线，基于每项工作任务的基本服务程序，通过多个学习任务的完成，直接指向英语应用能力的提高和职业技能的培养，体现职业教育的特点和旅游行业的特色。
本课程的教学主要采用能力本位课程教学模式，从学生的专业、兴趣和认知水平出发，发展学生语言表达能力，解决旅游服务的工作问题。
能力本位课程教学模式突出用英语完成各项工作任务的能力目标、以饭店服务各部门的工作任务为载体、以学生为主体进行教学和学习。
学习任务的设计直接指向英语运用技能，主要反映现代饭店业对英语交际技能的需求。
能力本位课程教学的主要环节：（1）情境引入。
以图片、视频、提问等形式引入本次课将涉及的工作任务或工作环境。
明确本次课的能力目标。
（2）布置任务。
教师布置任务，并提出若干问题。
要求学生用英语完成该项服务任务，同时思考问题。
要求语言准确、符合饭店工作用语环境。
以独立、对子、小组等不同形式练习，各次课视情况而定。
（3）示范/模仿。
抽取若干小组进行演练。
（4）任务完成，知识归纳。
根据学生对任务的完成情况，师生共同归纳该项服务任务的基本工作流程和要点、主要的英语表达句、专业术语等。
（5）布置新任务，并完成总结。
教师布置新的服务任务，并提出问题。
新任务覆盖了第一个任务所涵盖的基本工作要点并对第一个任务所要求的能力进行扩充，比如设置一批不同性质的客人或者客人提出不同的要求。
学生练习完成该项任务，并对知识点进行总结。
（6）布置课外学习任务。
要求学生用所学技能和知识完成一项新的服务任务，促进学生思考、提高学生的行动能力。
3.2 课程内容安排本课程教学内容依据饭店实际工作岗位设计，根据工作任务的多少，在课时分配上进行了合理分配，前厅服务项目计划课时16课时，客房服务项目计划课时为20课时，餐饮服务项目计划课时20课时，商务中心项目计划课时7课时，康乐服务项目计划课时5课时，总计划课时为68课时。
整体内容如下:表1：项目整体内容描述表2：项目一整体内容描述表3：项目一中子项目描述表4：项目二整体内容描述4．课程实施4.1教学条件4.1.1软硬件条件饭店英语的实践性教学环境比较广泛。
校内有理论实践一体化教室、多媒体教室、语音室、电子阅览室，能够满足针对学生进行的以行动为导向基于工作过程的教学实践活动的要求。
从2001年建校以来，我院建设完成两个模拟导游实训室，模拟前厅、客房、餐厅、茶艺室，语音室及若干个多媒体教室，完全满足课程室内理论课的讲授与模拟训练的需要；完备的实践教学基地为实践教学提供了可靠的保障。
为了保障学生在真实的工作环境中进行能力的历练，在校内教学期间我们与云山饭店和天宝假日酒店长期合作，定期进入饭店进行集中岗位实训，并邀请饭店专家进入校园参与课程设置、兼课、讲座和考核；在第四和第五学期学生进行顶岗实习以及第六学期的毕业实习，我们与北京的外国专家大厦、北大博雅、静之湖酒店、职工之家等四星级以上饭店长期合作，为学生提供涉外饭店服务机会，在真实的工作环境中，提高历练岗位职能，培养服务意识和服务道德。
表12：校内教学实训基地表13：校外顶岗实习场地4.1.2师资条件任课教师具有扎实的理论基础和丰富的实践教学经验，能够恰当地运用多种教学方法，调动学生的积极性，启发、引导学生学习，指导学生完成教学活动任务，恰当评价学生。
英语教师由专任教师和兼职教师组成的具有“双师”结构特点的教学团队，团队的职称结构、年龄结构合理，既具备相当的理论水平，又具有丰富的社会活动和指导实践的经验，为学生搭建了良好的实践平台，以达到优化学生的知识、能力与素质结构，提高职业综合素养的目的。
4.2教学方法建议4.2.1参观教学法为了让学生对饭店有一个初步的了解，熟悉前厅部的工作环境及服务流程，利用承德市的饭店资源，特安排学生参观酒店的前厅部、客房部、餐饮部，了解酒店各部门组织机构，熟悉各部门工作流程，为今后的教学打下基础。
4.2.2操作示范法规范化操作需要学生在日常学习中一点一滴养成，在授课过程中，教师要时刻注意在给学生示范过程中，规范自己的一言一行，这样，学生在今后的工作中，才能按照规范化的程序去操作，逐步养成良好的职业素养。
4.2.3角色扮演法在每讲授一项前厅部业务后，将学生分成几个小组，，分别扮演客人、服务人员、管理人员等角色，通过对话、模拟的方式来掌握和消化所学习的业务知识。
4.2.4案例教学法案例教学贯穿于教学工作的始终，通过一个个生动的案例，让学生掌握服务和基层管理的知识。
讲到前厅人员应具备外币兑换能力时，通过一个案例“外币诈骗”来向学生说明前厅部员工要具备熟悉各国货币，能辨别真伪的重要性。
4.2.5情景教学法在授课过程中，我们坚持还原工作情景，使学生在模拟仿真的情境下进行学习，如身临其境，这样学生在学习时，比较容易进入角色，贴近工作过程，让学生由易到难、先服务后管理轻松掌握知识和技能。
4.2.6任务驱动法任务驱动教学法贯穿整个课程教学始终，每节课一个任务，任务的完成同时意味着学生对知识的掌握。
这种教学方法能够充分调动学生积极性和主动性，学生在完成任务时需要掌握大量业务知识和技能，真正实现在“教中学、学中做”。
4.3考核方式及课程的成绩评定本课程的考核为：考核总成绩=出勤10%+课堂练习及作业30% +项目考核60%。
项目考核总共100分，包括5个项目考核。
表16：课堂练习评价标准表17：教师以及学生组内评价表表18：项目考核评价标准：4.4推荐教材：4.4.2参考网络资料：5．课程资源开发与利用（1）利用现代信息技术开发多媒体课件，使学生的主动性、积极性和创造性得以充分调动。
（2）开通网上教学平台，为学生提供自学、复习的便利环境。
（3）搭建产学合作平台，充分利用校外实训基地资源，满足学生参观、实训和毕业实习的需要，并在合作中关注学生职业能力的发展和教学内容的调整。
（4）积极利用电子期刊、数字图书馆、各大网站等网络资源，使教学内容从单一化向多元化转变，使学生知识和能力的拓展成为可能。