《普通高中英语课程标准》（2017年版）重点内容双语解读（二）
19. 课程内容：是发展学生英语学科核心素养的基础，包括六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。
19. Course contents: They’re the basis for developing students’ core competencies of the English subject, including six elements: thematic context, language type, language knowledge, cultural knowledge, language skills and learning strategies.
20. 主题语境：包括人与自我、人与社会、人与自然，涉及人文社会科学和自然科学领域，为育人提供话题和语境。
20. Thematic context: Including human and self, human and society, man and nature, involving humanities, social sciences and natural sciences and providing topics and language environment for educating people.
21. 人与自我：是三大主题语境之一，涉及“生活与学习”“做人与做事”等两个主题下的9项子主题。
21. Human and self: One of the three main theme contexts, including the nine sub-themes of “life and study”, “life and work” and so on.
22. 人与社会：是三大主题语境之一，涉及“社会服务与人际沟通”“文学、艺术与体育”“历史、社会与文化”“科学与技术”等四个主下的16项子主题。
22. Human and society: One of the three major theme contexts, involving four theme groups such as “social service and interpersonal communication”, “literature, art and sports”, “historical, social and culture” and “science and technology” and 16 sub-themes.
23. 人与自然：是三大主题语境之一，涉及“自然生态”“环境保护”“灾害防范”“宇宙探索”等四个主题下的7项子主题。
23. Man and nature: One of the three main theme contexts, covering four theme groups which are “natural ecology”, “environmental protection”, “disaster prevention” and “space exploration” respectively with the seven sub-themes.
24. 语篇类型：包括口头和书面语篇以及不同的文体形式，如记叙文、说明文、议论文、应
用文、访谈、对话等连续性文本，以及图表、图示、网页、广告、漫画等非连续性文本，为语言学习提供文体素材。types是什么意思
24. Discourse types: Including oral and written texts as well as the different continuous literary forms, such as narrative, exposition, argument, practical writing, interview, dialogue, as well as discontinuous learning materials such as the chart, graphic, web pages, advertising and comic books.
25. 语言知识：语音知识、词汇知识、语法知识、语篇知识和语用知识，是构成语言能力的重要基础。
25. Language knowledge: It includes phonetic knowledge, vocabulary knowledge, grammar knowledge, discourse knowledge, and pragmatic knowledge, which form the important bases of language competencies.
26. 文化知识：指中外优秀人文和科学知识，既包括物质文明知识，也包含精神文明知识，是学生形成跨文化交际意识、弘扬人文和科学精神、坚定文化自信的知识源泉。
26. Cultural knowledge: It refers to the Chinese and good foreign cultural and scientific knowledge including that of both material and spiritual civilization. It is the source of knowledge for the students to form the consciousness of cross-cultural communication, to promote the humanistic and scientific spirit and to authenticate cultural self-confidence.
27. 语言技能：分为理解性技能和表达性技能，具体包括听、说、读、看（viewing)、写等。
27. Language skills: It refers to the abilities to use the language, divided into understanding skills and expressive skills, including listening, speaking, reading, viewing and writing, etc.
28. 学习策略：包括元认知策略、认知策略、交际策略、情感策略等。
28. Learning strategies: They include metacognitive strategies, cognitive strategies, communication strategies and affective strategies, etc. When it comes to the definition of learning strategies, people got different perspectives from different angles. Some claim they refer to specific learning skills, such as retelling, imagination and outlining. Others say they refer to general self-management activities such as planning, understanding, monitoring, etc.
29. 元认知策略：指控制信息的流程，监控和指导认知过程进行的策略。元认知策略是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果等手段来调节语言行为。
29. Metacognitive strategy: It refers to the process of controlling information, monitoring and guiding the strategy of cognitive process. It uses knowledge acquired in cognitive process to regulate language behavior by establishing learning goals and plans, monitoring learning process and evaluating learning results.
30. 认知策略：是学习者加工信息的一些方法和技术，有助于有效地从记忆中提取信息，其基本功能有两个方面：一是对信息进行有效的加工与整理；二是对信息进行分门别类的系统储存。
30. Cognitive strategy: It is the method and technique learners use to process information. It can effectively help pick up information from memory. It has two basic functions. One is to help process and trim the information effectively and the other is to store the information according to their classification.
31. 交际策略：是指说话者在遇到交际困难时运用的一套系统性的技巧。
31. Communication strategy: It refers to a set of systematic techniques used by the speaker in communication difficulties.
32. 情感策略：是想减少不利情感的干扰，保持良好的学习准备状态。
32. Affective strategy: It is to reduce the disturbance of negative emotions and to maintain a good learning readiness.
33. 学业质量水平一：水平一主要用于检测必修课程的学习结果，是高中学生在英语学科应达到的合格要求，也是高中英语学业水平考试命题的主要依据。要求学生能够在相对熟悉的情境中，围绕必修课程内容所涉及的人与自我、人与社会和人与自然等主题语境，使用所学的语言知识和文化知识，有效运用学习策略，理解必修课程所规定的不同类型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、表达观点和态度等。

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