【文章內(nèi)容簡介】 NC requires teachers to use the textbook, rather than teaching the textbook. In other words, the teacher is expected to find new and interesting ways with the students in developing approaches to textbook use inside and outside the classroom. What this means can be found in more detail in Part Five of this Handbook.Taskbased learning:This is a phrase you39。re going to be reading a lot about in this Handbook, and e across in your everyday teaching work. What is it? Taskbased means engaging in activities that aim to do two things: Fit into the students39。 overall learningdevelopment in English。 Help the student to use the language more effectively. In other words, because of the task, the student should be able to learn something of value and use the knowledge as well. It39。s not enough for the student simply to understand. That39。s 39。petence39。. He or she has to be able to use it as well. That39。s 39。performance39。. For example, if a student is learning about places in a town, not only does the student have to understand the words, but s/he also be able to use them in realistic ways in sentences, speaking, through listening or reading, or indeed in normal conversation, in arguments, discussions etc.. (See Part Five for specific examples of taskbased learning activities with 39。Go For It39。.)In other words, all the tasks, which you engage in with your students as they learn English must fulfil the above criteria.Last Word: Get to know the New Curriculum. You need to study it, discuss it, think about it, ask questions about it, and see how you might work it together with the textbooks. Your first priority, then, is to get to know the textbooks and the NC. Read them together. See how they fit together. Ask questions of your teachers. Don39。t leave this aspect any longer. Begin working on the New Curriculum and the textbooks TODAY!New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools drafted by the Education Ministry of the PRCNote on this translationThis English version of China’s new curriculum for English is intended 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 pletely official!) translation of the new English curriculum specifically for senior middle schools available from the Programme Office. Any feedback on this version would be wele.Tim MartinShaanxi Institute of Education, October 2005 Part 1: Introduction With the advent of the information age and the global economy, English has bee 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 Overemphasizing 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’ prehensive language petencel Motivates students, is relevant to their life experiences and cognitive levell Promotes taskbased 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 acplish far more than just help students learn English. At one level learning English should involve helping students to:l Develop a certain level of prehensive language petence and the ability to use language for real municationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ allround development, providing them with opportunities to:l Strengthen their interest in studying Englishl Grow in selfdiscipline, perseverance and selfconfidencel Improve their cooperative, investigative and thinking abilities l Develop their memory, imagination and creativity l 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 differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum curriculum promotes quality education (as opposed to examorientated education) and the allround development of the studentsTo promote quality education particular attention must be paid to:l Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and selfconfidenceThe curriculum must go beyond developing students’ prehensive language petence to include