【正文】 according to prompts given in pictures or tables Table 2: Level Descriptors for Language Skills Objective. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Level Knowledge Descriptors for Language Knowledge 2 Pronunciation Students can 1. Know how to say the alphabet 3. Understand words have stress patterns 5. Learn the 600700 words and 50 or so mon expressions associated with the topics for this u。 Pronounce clearly with natural intonation Vocabulary Students can: 1. Understand simple spelling rules 4. Know incorrect pronunciation can affect munication 2. Write simple descriptions of people or things 5. Ddraft short letters and passages independently, editing them with the teacher’s guidance 3. Hhave read material other than that included in the textbook, totaling over 150 000 words Writing Students can: 1. Use appropriate reading strategies to find information according to different reading purposes 6. Pick out the main ideas in texts and understand the plot in stories, predicting its development and possible endings 4. Infer the meaning of new words from the context and word formation rules 2. Perform short plays in English 7. Inquire for information and ask for help effectively 5. Exchange information and cooperate with others to plete tasks 3. Take simple notes about what is heard Speaking Students can: 1. Understand stories and narratives spoken at near natural speed, including their cause and effect structures 5. Understand and extract information and viewpoints from talk about familiar topics 3.5 Listening Students can: 1. Level Skill Descriptors for Language Skills l Adopt good study habits and effective learning strategies l Develop as autonomous and lifelong learners l Build moral integrity and a healthy outlook on life l Establish both national spirit and an awareness of and respect for cultural differences l Broaden their horizons and enrich their life experience l Take part in cultural life l Develop as individuals 2. Basic Principles of the New Curriculum curriculum promotes quality education (as opposed to examorientated education) and the allround development of the students To promote quality education particular attention must be paid t l Valuing each student’s feelings l Stimulating students’ interest in studying English l Helping students gain a sense of achievement and selfconfidence The curriculum must go beyond developing students’ prehensive language petence to include areas such as: l Improving students’ ability to contribute to cultural and social life l Developing students’ practical abilities l Fostering students’ creativity curriculum objectives are holistic and flexible. The fundamental aim of the new English curriculum is to develop students’ prehensive language petence. 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 Knowledge 3. Learning Strategies 5. l Use appropriate reading strategies according to the purpose of reading l Draft and edit short positions according with the aid of prompts l Cooperate with others to plete tasks, solve problems and report results l Assess their own learning and summarize their own learning style l Make use of a wide variety of resources l Further increase their understanding and awareness of cultural differences 6 Students show further motivation to study English and a growing awareness of autonomous learning. They can: l Understand the viewpoints expressed in oral or written materials and state their own view l Effectively use oral or written language to describe personal experience l Plan, organize and carry out a variety of English learning activities wit