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大学英语课程教学要求
为适应我国高等教育发展的新形势，深化 教学改革，提高教学质量，满足新时期国家和
社会对人才培养的需要，特制订《大学英语课程教学要求》 (以下简称《课程要求》)，作为
各高等学校组织非英语专业本科生英语教学的主要依据。
鉴于全国高等学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同，各高
等学校应参照《课 程要求》，根据本校的实际情况，制订科学、系统、个性化的大学英语教
学大纲，指导本校的大学英语教 学。
一、教学性质和目标
大学英语教学是高等教育的一个有机组成部分，大学英语 课程是大学生的一门必修的基
础课程。大学英语是以外语教学理论为指导，以英语语言知识与应用技能、 跨文化交际和学
习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
大 学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后
学习、工作和社会交 往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文
化素养，以适应我国社会发展和国 际交流的需要。
二、教学要求
我国幅员辽阔，各地区、各高校之间情况差异较 大，大学英语教学应贯彻分类指导、因
材施教的原则，以适应个性化教学的实际需要。
大 学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。这是我国
高等学校非英语专业 本科生经过大学阶段的英语学习与实践应当选择达到的标准。一般要求
是高等学校非英语专业本科毕业生 应达到的基本要求。较高要求或更高要求是为有条件的学
校根据自己的办学定位、类型和人才培养目标所 选择的标准而推荐的。各高等学校应根据本
校实际情况确定教学目标，并创造条件，使那些英语起点水平 较高、学有余力的学生能够达
到较高要求或更高要求。
三个层次的英语能力要求如下：
一般要求：
1. 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题 材的讲座，能听
懂语速较慢(每分钟130 ~150词)的英语广播和电视节目，能掌握其中心大意，抓住要点。能
运用基本的听力技巧。
2. 口语表达能力：能在学习过程中用英语交流，并能就某一主题进行讨论，能就日常
话 题用英语进行交谈，能经准备后就所熟悉的话题作简短发言，表达比较清楚，语音、语调
基本正确。能在 交谈中使用基本的会话策略。
3.阅读理解能力：能基本读懂一般性题材的英文文章，阅读速度达 到每分钟70词。在
快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟100词。能就阅读材 料进行略
读和寻读。能借助词典阅读本专业的英语教材和题材熟悉的英文报刊文章，掌握中心大意，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有
效的阅读 方法。
4. 书面表达能力：能完成一般性写作任务，能描述个人经历、观感、情感和发生的事< br>件等，能写常见的应用文，能在半小时内就一般性话题或提纲写出不少于120词的短文，内
容基 本完整，中心思想明确，用词恰当，语意连贯。能掌握基本的写作技能。
5. 翻译能力：能借助 词典对题材熟悉的文章进行英汉互译，英汉译速为每小时约300
个英语单词，汉英译速为每小时约25 0个汉字。译文基本准确，无重大的理解和语言表达错

误。
6. 推荐词汇量 ：掌握的词汇量应达到约4795个单词和700个词组(含中学应掌握的词汇)，
其中约2000个单 词为积极词汇，即要求学生能够在认知的基础上在口头和书面表达两个方
面熟练运用的词汇(见附3:《 大学英语参考词汇表》)。
较高要求：
1. 听力理解能力：能听懂英语谈话和讲座， 能基本听懂题材熟悉、篇幅较长的英语广
播和电视节目，语速为每分钟150~180词，能掌握其中心 大意，抓住要点和相关细节。能基
本听懂用英语讲授的专业课程。
2. 口语表达能力： 能用英语就一般性话题进行比较流利的会话，能基本表达个人意见、
情感、观点等，能基本陈述事实、理 由和描述事件，表达清楚，语音、语调基本正确。
3. 阅读理解能力：能基本读懂英语国家大众 性报刊杂志上一般性题材的文章，阅读速
度为每分钟70~90词。在快速阅读篇幅较长、难度适中的材 料时，阅读速度达到每分钟120
词。能阅读所学专业的综述性文献，并能正确理解中心大意，抓住主要 事实和有关细节。
4. 书面表达能力：能基本上就一般性的主题表达个人观点，能写所学专业论 文的英文
摘要，能写所学专业的英语小论文，能描述各种图表，能在半小时内写出不少于160词的短< br>文，内容完整，观点明确，条理清楚，语句通顺。
5. 翻译能力：能摘译所学专业的英语 文献资料，能借助词典翻译英语国家大众性报刊
上题材熟悉的文章，英汉译速为每小时约350个英语单 词，汉英译速为每小时约300个汉字。
译文通顺达意，理解和语言表达错误较少。能使用适当的翻译技 巧。
6. 推荐词汇量：掌握的词汇量应达到约6395个单词和1200个词组(包括中学和一 般要
求应该掌握的词汇)，其中约2200个单词(包括一般要求应该掌握的积极词汇)为积极词汇(见
附3:《大学英语参考词汇表》)。
更高要求
1. 听力理解能力： 能基本听懂英语国家的广播电视节目，掌握其中心大意，抓住要点。
能听懂英语国家人士正常语速的谈话 。能听懂用英语讲授的专业课程和英语讲座。
2. 口语表达能力：能较为流利、准确地就一般或 专业性话题进行对话或讨论，能用简
练的语言概括篇幅较长、有一定语言难度的文本或讲话，能在国际会 议和专业交流中宣读论
文并参加讨论。
3. 阅读理解能力：能读懂有一定难度的文章， 理解其主旨大意及细节，能阅读国外英
语报刊杂志上的文章，能比较顺利地阅读所学专业的英语文献和资 料。
4. 书面表达能力：能用英语撰写所学专业的简短的报告和论文，能以书面形式比较自如地表达个人的观点，能在半小时内写出不少于200词的说明文或议论文，思想表达清楚，
内容丰 富，文章结构清晰，逻辑性强。
5. 翻译能力：能借助词典翻译所学专业的文献资料和英语国家 报刊上有一定难度的文
章，能翻译介绍中国国情或文化的文章。英汉译速为每小时约400个英语单词， 汉英译速为
每小时约350个汉字。译文内容准确，基本无错译、漏译，文字通顺达意，语言表达错误较
少。
6. 推荐词汇量：掌握的词汇量应达到约7675个单词和1870个词组(包括 中学、一般要
求和较高要求应该掌握的词汇，但不包括专业词汇)，其中约2360个单词为积极词汇( 包括
一般要求和较高要求应该掌握的积极词汇)(见附3:《大学英语参考词汇表》)。
上述三个要求是作为各高等学校在制定本校大学英语教学文件时的参照标准。各高等学
校可以根据本校实 际情况，对三个要求中的听力、口语、阅读、写作、翻译以及词汇量的具
体要求与指标作适当的调整，但 要特别重视对听说能力的培养和训练。
三、课程设置

各高等学校应 根据实际情况，按照《课程要求》和本校的大学英语教学目标设计出各自
的大学英语课程体系，将综合英 语类、语言技能类、语言应用类、语言文化类和专业英语类
等必修课程和选修课程有机结合，确保不同层 次的学生在英语应用能力方面得到充分的训练
和提高。
大学英语课程的设计应充分考虑听 说能力培养的要求，并给予足够的学时和学分；应大
量使用先进的信息技术，开发和建设各种基于计算机 和网络的课程，为学生提供良好的语言
学习环境与条件。
大学英语课程不仅是一门语言基 础课程，也是拓宽知识、了解世界文化的素质教育课程，
兼有工具性和人文性。因此，设计大学英语课程 时也应当充分考虑对学生的文化素质培养和
国际文化知识的传授。
无论是主要基于计算机 的课程，还是主要基于课堂教学的课程，其设置都要充分体现个
性化，考虑不同起点的学生，既要照顾起 点较低的学生，又要为基础较好的学生创造发展的
空间；既能帮助学生打下扎实的语言基础，又能培养他 们较强的实际应用能力尤其是听说能
力；既要保证学生在整个大学期间的英语语言水平稳步提高，又要有 利于学生个性化的学习，
以满足他们各自不同专业的发展需要。
四、教学模式
各高等学校应充分利用现代信息技术，采用基于计算机和课堂的英语教学模式，改进以
教师讲授为主的单 一教学模式。新的教学模式应以现代信息技术，特别是网络技术为支撑，
使英语的教与学可以在一定程度 上不受时间和地点的限制，朝着个性化和自主学习的方向发
展。新的教学模式应体现英语教学实用性、知 识性和趣味性相结合的原则，有利于调动教师
和学生两个方面的积极性，尤其要体现学生在教学过程中的 主体地位和教师在教学过程中的
主导作用。在充分利用现代信息技术的同时，要合理继承传统教学模式中 的优秀部分，发挥
传统课堂教学的优势。
各高等学校应根据本校的条件和学生的英语水平 ，探索建立网络环境下的听说教学模
式，直接在局域网或校园网上进行听说教学和训练。读写译课程的教 学既可在课堂进行，也
可在计算机网络环境下进行。对于使用计算机网络教学的课程，应有相应的面授辅 导课时，
以保证学习的效果。
为实施新教学模式而研制的网上教学系统应涵盖教学、学习 、反馈、管理的完整过程，
包括学生学习和自评、教师授课、教师在线辅导、对学生学习和教师辅导的监 控管理等模块，
能随时记录、了解、检测学生的学习情况以及教师的教学与辅导情况，体现交互性和多媒 体
性，易于操作。各高等学校应选用优秀的教学软件，鼓励教师有效地使用网络、多媒体及其
它 教学资源。
教学模式改革的目的之一是促进学生个性化学习方法的形成和学生自主学习能力的发< br>展。新教学模式应能使学生选择适合自己需要的材料和方法进行学习，获得学习策略的指导，
逐步 提高其自主学习的能力。
教学模式的改变不仅是教学方法和教学手段的变化，而且是教学理念的转 变，是实现从
以教师为中心、单纯传授语言知识和技能的教学思想和实践，向以学生为中心、既传授语言
知识与技能，更注重培养语言实际应用能力和自主学习能力的教学思想和实践的转变，也是
向以 培养学生终身学习能力为导向的终身教育的转变。
具体实施可参考附1：基于计算机和课堂的英语教学模式。
五、教学评估
教学评估 是大学英语课程教学的一个重要环节。全面、客观、科学、准确的评估体系对
于实现教学目标至关重要。 教学评估既是教师获取教学反馈信息、改进教学管理、保证教学
质量的重要依据，又是学生调整学习策略 、改进学习方法、提高学习效率和取得良好学习效

果的有效手段。
对学生学习的评估分为形成性评估和终结性评估两种。
形成性评估是教学过程中进行的过 程性和发展性评估，即根据教学目标，采用多种评估
手段和形式，跟踪教学过程，反馈教学信息，促进学 生全面发展。形成性评估特别有利于对
学生自主学习的过程进行有效监控，在实施基于计算机和课堂的教 学模式中尤为重要。形成
性评估包括学生自我评估、学生相互间的评估、教师对学生的评估、教务部门对 学生的评估
等。形成性评估可以采用课堂活动和课外活动记录、网上自学记录、学习档案记录、访谈和< br>座谈等多种形式，以便对学生学习过程进行观察、评价和监督，促进学生有效地学习(推荐
使用的 《学生英语能力自评互评表》见附2)。
终结性评估是在一个教学阶段结束时进行的总结性评估。 终结性评估主要包括期末课程
考试和水平考试。这种考试应以评价学生的英语综合应用能力为主，不仅要 对学生的读写译
能力进行考核，而且要加强对学生听说能力的考核。
在完成《课程要求》 中一般要求、较高要求或更高要求层次的教学后，学校可以单独命
题组织考试，或参加校际联考、地区联 考、全国统一考试，以对教学进行终结性评估。无论
采用何种形式，都要充分考核学生实际使用语言进行 交际的能力，尤其是听说能力。
教学评估还包括对教师的评估，即对其教学过程和教学效果的评估 。对教师的评估不能
仅仅依据学生的考试成绩，而应全面考核教师的教学态度、教学手段、教学方法、教 学内容、
教学组织和教学效果等。
各级教育行政部门和各高等学校应将大学英语课程教学 评估作为学校本科教学工作水
平评估的一项重要内容。
六、教学管理
大学 英语教学管理应贯穿于大学英语教学的全过程。通过强化教学过程的指导、督促和
检查，确保大学英语教 学达到既定的教学目标。为此，应做好以下几个方面工作：
1.建立完善的教学文件和教学管理文 件。教学文件包括：学校的大学英语教学大纲和各
门课程的教学目标、课程描述、教学安排、教学内容、 教学进度、考核方式等。教学管理文
件包括：学籍和学分管理、教学考核规范、学生学习成绩和学习记录 、考试试卷分析总结、
教师授课基本要求以及教研活动记录等。
2.大学英语课程要融入 学校的学分制体系，尽量保证在本科总学分中占10%(16学分左
右)。学生通过计算机学习完成的课 程，经考试合格，应计算学分。建议学生通过计算机学
习所获学分的比例在大学英语学习总学分中不低于 30%。
3.完善教师的聘任管理，确保生师比合理。除课堂教学之外，对面授辅导、网络指导和
第二课堂指导的课时等应计入教师的教学工作量。
4.健全教师培训体制。教师素质是提 高教学质量的关键，也是大学英语课程建设与发展
的关键。学校应建设年龄、学历和职称结构合理的师资 队伍，加强对教师的培训和培养工作，
鼓励教师围绕教学质量的提高积极开展教学研究，创造条件因地制 宜开展多种形式的教研活
动，促进教师在教学和研究工作中进行富有成效的合作，使他们尽快适应新的教 学模式。同
时要合理安排教师进行学术休假和进修，以促进他们学术水平的不断提高和教学方法的不断< br>改进。
附：1. 基于计算机和课堂的英语教学模式
2. 学生英语能力自评互评表
3. 大学英语参考词汇表

附 1 ：
基于计算机和课堂的英语教学模式
基于计算机和课堂的英语教学模式是为了帮助我国 大学生达到大学英语教学要
求所设计的一种新型教学模式。本模式强调个性化教学与自主学习，并充分发 挥
计算机可以帮助个体学习者反复进行语言训练，尤其是听说训练的功能，结合教
师课堂讲授和 辅导，使学生可在教师的指导下，根据自己的特点、水平、时间，
选择合适的学习内容和学习方法，借助 计算机，较快地提高英语综合应用能力，
达到最佳学习效果。
在基于计算机和课堂的英语学习 模式中，应重视教师的面授辅导作用。教师的面
授辅导可以小组形式进行。辅导内容应以检查学生的自学 效果为主，并根据学生
的学习情况给予指导和帮助。原则上，学生每学习 16~20 学时，教师应给予至
少 1 学时的辅导。
1.教学模式的构成


























图一、基于计算机和课堂的英语教学模式

使用说明：
英语听、说、读、写、译等教学活动可以通过计算机来进行，也 可以通过教师的
课堂教学来进行，实线箭头表示以 某种 教学环境为主，虚线箭头表示以某种教
学环境为辅。具体来说，“听”的训练主要在计算机网络环境下进行，辅之以课
堂教学；“说”和“读 ”的训练既要在计算机网络环境下进行，又要有课堂教学；
“写”和“译”的训练以课堂教学为主，以在 计算机网络环境下的教学为辅。在
教学过程中，教师是教学活动的组织者，教学管理由教务处、教师和计 算机管理
软件来实施。
2.基于计算机的英语学习过程































图二、基于计算机的英语学习过程

使用说明：
新生入学后 参加 基于计算机的“初始测试”，以确定各自起始学习级别，
如一级、二级或三 级。教师根据学生测试结果通过管理系统为每位学生定级、设
定账号后，学生可根据教师的安排开始“学 习课程”。当学习进行到一定时候（各
校可自己设定学时数），可参加由教师设计的网络“单元测试”， 如果“合格”
就自动进入下一单元的学习，如果“不合格”就返回到本单元重新学习，直至考
核 合格。当“已学到应该接受辅导的单元”时（可以是几个单元的学习后），学
生应“接受面授辅导”。在 教师为特定学生进行个性化的面授辅导之后，可通过
口试或笔试来检测其上机学习的效果，然后决定学生 是否“辅导通过”。如果
“通过”，学生则“继续学习”下一阶段的内容。如果“没有通过”，教师则根
据情况要求学生返回某一单元重新学习，直至 通过 老师的面授辅导。

附2
学生英语能力自评互评表

使用说明:
1、《学生英语能 力自评互评表》细化和列举了一般要求、较高要求和更高要求中的各项语
言技能，可以帮助教师更好地理 解不同层次的教学要求，在教学中增强针对性。教师还可以
根据本校的大学英语教学大纲，补充或调整有 关的微技能。
2、在教学开始时，教师向学生介绍自评互评表中各项微技能，帮助学生了解教学要求。
3、教师定期要求学生进行自评和互评，通过评估，帮助学生了解自己对语言微技能的掌握
情况 ，及时调整学习行为。
4、学生在自评互评表右面的“评价”栏中对自己或同学的英语能力做出评估， 能够做到的打
钩（√）。根据自评或互评的结果，参考下表中的提示，对下一阶段的学习作出相应安排。

优
良
中
差
能掌握各项语言技能中所有的微技能；完全达到本层次的教学要求。
能掌握各项语言技能中3 4左右的微技能；较好地达到本层次的教学要求，
稍加努力，可望实现学习目标。
能掌握各项语言技能中23左右的微技能；基本达到本层次的教学要求，
但仍应继续努力。 < br>未能掌握各项语言技能中12的微技能；未达到本层次的教学要求，应寻
求指导，调整学习方法和 计划。


自评和互评结果记录可以参考下表：

日期
（年月日）










评估方式（）
自评










互评










听










评估结果（优、良、中、差）
说










读










写










译

表1：一般要求
评价










听力

能听懂英语授课，并能根据要求进行讨论、发言。
能听懂与所学内容相关、语速稍慢（每分钟 130-150词）的对话、短文、报告等音像材料，并
能理解其要点。
能听懂慢速英语节目，如新闻、科学报导、历史故事等。
能听懂指示语，如指路、如何做某事、操作指南等，能听懂数字（基数与序数）、时间等。
能听懂讨论的主题，能掌握其中心大意，抓住要点。
能在听的过程中使用基本的听力技巧。



口语

能回答课上的提问，能用常用词汇和句型与同 学进行讨论，能就所熟悉的话题经准备后作简
短发言。
能介绍自己、同学、朋友等，并能对他人的介绍做出回应。
能用简单的语言为人指路、购物、留言、提出请求等。
能运用英语数字报告时间、询问商品价格、回答电话号码、电子邮件地址等。
能与英语国家人士就日常话题进行简单交谈。
掌握了基本会话策略，如开始、继续或结束会话，让人重复所说内容等。












阅读

能以中等速度（每分钟70词）基本读懂语言难度中等、一般性题材的文章，理 解其大意及主
要细节。
能以较快速度（每分钟100词）阅读篇幅较长、语言难度略低的文章。
能借助词典阅读本专 业的英语教材和题材熟悉的英文报刊的文章，掌握中心大意，理解主要
事实和有关细节。
能读懂生活中常见表格如注册表、申请表、问卷调查表等。
能读懂指示语、产品说明书、广告、海报、邀请函等。
能读懂涉及日常生活的个人信件或内容一般的商业信函。
能浏览互联网上的一般信息，基本读懂国内英文报刊，理解大意及主要事实。
掌握了基本的阅读技能，如根据上下文猜测生词或习语的意思、寻读、略读等。














写作

能填写常见表格如注册表、申请表、问卷调查表等。
能写给或回复他人祝贺卡、生日卡、邀请信、便条、短信、通知等。
能写出简单的指示语、个人广告、社团海报、个人简历等。
能简要地描述个人经历、发生的事件、读过的故事、观看的影片、喜怒哀乐等情感，写出或

回答个人或公司的信函、电子邮件、传真等。
能就一定话题或提纲在30分钟内写出不少于120词的短文，内容基本完整、中心思想明确、用
词恰 当、语意连贯。
能在一般写作或应用文写作中恰当使用相应的写作技能。








翻译

能借助词典 对题材熟悉的文章进行英译汉，译速为每小时约300个英语单词，译文基本传达原
文的意义，无重大的 理解和语言错误，符合中文表达习惯。
能借助词典对题材熟悉的文章进行汉译英，译速为每小时约25 0个汉字，译文基本传达原文的
意义，无重大的理解和语言错误，符合英文表达习惯。
能借助词典对与专业相关的文章、介绍、提要、广告、产品说明书等翻译成汉语。

表2：较高要求

听力

能听懂英语谈话或讲座，能理解要点和细节。
能听懂题材熟悉、篇幅 较长的英语广播或电视节目，语速为每分钟150-180词左右，如新闻报
道、访谈、讲座等，并能理 解其大意及主要细节。
能基本听懂用英语讲授的专业课程。
能使用基本的听力技巧帮助理解，如听要点或细节的方法。



评价










口语

能就熟悉的话题与英语国家人士进行较为流利的会话，能将会话或讨 论进行下去，并能接受或
礼貌地拒绝对方的意见。
能根据地图或指示册等用较复杂的语言为人指方向、说明情况、解释疑难问题等。
能基本表达个人的情感，如惊异、好恶、沮丧、抱怨等，能表达个人就某一事件的观点和意见。
能基本完整地讲述一个故事，如故事的发生、发展、结局，时间、地点、人物、原因等。
能基 本描述个人经历、体验，如发生过或经历过的一件事情，表达愿望与理想，如旅行计划或
理想的职业等。























阅读

能以中等速度（每分钟70-90词）基本读懂英语国家大众性报刊杂志上一般性题材的文章。
能以较快速度（每分钟120词）阅读篇幅较长、难度适中的文章。
能略读新闻、人物、事件 等报导的主要内容，抓住其要点，能寻读有关材料，快速查找所需信
息。
能阅读所学专业的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。
能借助词 典读懂与我专业相关的技术性论文，能从技术性手册中快速查找所需信息以解决遇到
的技术问题。



写作

能就所读一般主题的文章写出其摘要或大纲， 能阐述自己对某一焦点问题的观点，并能基本陈
述赞成或反对的理由。
能写所学专业论文的英文摘要。
能写出日常的应用文章，结构与表达符合应用文体规范。
能借助参考资料写出专业小论文，结构基本清晰。
能就一般性主题在半小时内写出不少于16 0词的记叙文、说明文或议论文，内容完整，观点明
确、条理清楚、文理通顺。

翻译

能借助词典翻译英语国家一般报刊上题材熟悉的文章。英汉译速为每小时约35 0个英语单词，
译文通顺达意，理解和语言表达错误较少。
能借助词典对一般性题材的文章进 行汉译英，译速为每小时约300个汉字，译文通顺达意，理
解和语言表达错误较少。
能摘译所学专业的英语文献资料。译文符合中文表达习惯。
能使用适当的翻译技巧。

表3：更高要求

听力

能听懂语速正常、内容稍长 的对话、短文、报告等，并在其结构复杂、观点较为隐含时也能理
解其要点和主要细节。
评价


能基本听懂语速正常的英语国家广播及电视节目，如新闻报道、访谈、讲座、电影、电视剧等，
并能掌握中心思想，抓住要点。
能听懂用英语讲授的专业课程和英语讲座。
能听懂 涉及专业知识的学术报告、专题讲座等，并能理解其中阐述的事实或包含的较为抽象的
概念。










口语

能就一般或专业性话题较为流利、准确地与英语国家人士对话或讨论，并能将对 话或讨论有效
地进行下去。
能就个人目的或社会交际目的灵活、有效地使用英语表达自己的意 念，如情感表达、意愿表达
等。
能用简要的语言概括较长、语言稍难的文章或讲话，并能对某一题目给出较长的解释和说明。
能在学术会议或专业交流中较为自如地表达自己的观点和看法，重点突出、内容完整、语言流
畅。
能使用较高的讲话技巧，如引起听众的注意力、维持听众热情、协调与其他讲话人的关系等。




















阅读

能读懂有一定难度的文章，理解其主旨大意及细节。
能借助词典读懂原版英语教材和英语国家报刊杂志上的文章。
能较为顺利地阅读所学专业的英语文献和资料。



写作

能就一般性主题比较自如地表达个人的观点，做到文章结构清晰、内容丰富、逻辑性强。
能将从不同渠道获取的信息进行归纳、总结，写成英文概要或汇报提纲。
能撰写专业文章摘要，能写简短的专业报告和论文。
能就一般性主题在半小时内写出不少于2 00词的记叙文、说明文或议论文，思想表达清楚、文章
结构清晰、内容丰富、逻辑性强。



翻译

能借助词典翻译所学专业的文献资料和英语国家报刊上有一定难度的科普、文化、评论等文章，
英汉译速为每小时约400个英语单词，理解准确，基本无错译、漏译，译文流畅。
能将反映 中国国情或文化的介绍性的文章译为英文，汉英译速为每小时约350个汉字，基本无错
译、漏译，译文 达意，符合英语表达习惯。

College English Curriculum Requirements

With a view to keeping up with the new developments of higher education in China,
deepening teaching reform, improving teaching quality, and meeting the needs of the country and
society for qualified personnel in the new era, College English Curriculum Requirements
(Requirements hereafter) has been drawn up to provide colleges and universities with the
guidelines for English instruction to non- English major students.

Because institutions of higher learning differ from each other in terms of teaching resources,
students’ level of English upon entering college, and the social demands they face, colleges and
universities should formulate, in accordance with the Requirements and in the light of their
specific circumstances, a scientific, systematic and individualized College English syllabus to
guide their own College English teaching.

I. Character and Objectives of College English

College English, an integral part of higher learning, is a required basic course for undergraduate
students. Under the guidance of theories of foreign language teaching, College English has as its
main components knowledge and practical skills of the English language, learning strategies and
intercultural communication. It is a systematic whole, incorporating different teaching models and
approaches.
The objective of College English is to develop students’ ability to use English in a well-rounded
way, especially in listening and speaking, so that in their future studies and careers as well as
social interactions they will be able to communicate effectively, and at the same time enhance
their ability to study independently and improve their general cultural awareness so as to meet the
needs of China’s social development and international exchanges.


II. Teaching Requirements
As China is a large country with conditions that vary from region to region and from college
to college, the teaching of College English should follow the principle of providing different
guidance for different groups of students and instructing them in accordance with their aptitude so
as to meet the specific needs of individualized teaching
The requirements for undergraduate College English teaching are set at three levels, i.e.,
basic requirements, intermediate requirements, and higher requirements. Non-English majors are
required to attain to one of the three levels of requirements after studying and practicing English at
school. The basic requirements are the minimum level that all non-English majors have to reach
before graduation. Intermediate and advanced requirements are recommended for those colleges
and universities which have more favorable conditions; they should select their levels according to
the school’s status, types and education goals.
Institutions of higher learning should set their own objectives in the light of their specific
circumstances, strive to create favorable conditions, and enable those students who have a

relatively higher English proficiency and stronger capacity for learning to meet the intermediate or
advanced requirements.

The three levels of requirements are set as follows:
Basic requirements]
ing: Students should be able to follow classroom instructions, everyday
conversations, and lectures on general topics conducted in English. They should be able to
understand English radio and TV programs spoken at a speed of about 130 to 150 words per
minute (wpm), grasping the main ideas and key points. They are expected to be able to employ
basic listening strategies to facilitate comprehension.
ng: Students should be able to communicate in English in the course of learning, to
conduct discussions on a given theme, and to talk about everyday topics in English. They should
be able to give, after some preparation, short talks on familiar topics with clear articulation and
basically correct pronunciation and intonation. They are expected to be able to use basic
conversational strategies in dialogue.
3. Reading: Students should generally be able to read English texts on general topics at a speed of
70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students
should be able to do skimming and scanning. With the help of dictionaries, they should be able to
read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics,
grasping the main ideas and understanding major facts and relevant details. They should be able to
understand texts of practical styles commonly used in work and daily life. They are expected to be
able to employ effective reading strategies while reading.
g: Students should be able to complete writing tasks for general purposes, e.g., describing
personal experiences, impressions, feelings, or some events, and to undertake practical writing.
They should be able to write within 30 minutes a short composition of no less than 120 words on a
general topic, or an outline. The composition should be basically complete in content, clear in
main idea, appropriate in diction and coherent in discourse. Students are expected to be able to
have a command of basic writing strategies.
ation: With the help of dictionaries, students should be able to translate essays on
familiar topics from English into Chinese and vice versa. The speed of translation from English
into Chinese should be about 300 English words per hour whereas the speed of translation from
Chinese into English should be around 250 Chinese characters per hour. The translation should be
basically accurate, free from serious mistakes in comprehension or expression.
ended Vocabulary: Students should acquire a total of 4,795 words and 700 phrases
(including those that are covered in high school English courses), among which 2,000 are active
words. (See Appendix III: College English Vocabulary.) Students should not only be able to
comprehend the active words but be proficient in using them when expressing themselves in
speaking or writing.

Intermediate requirements:
ing: Students should generally be able to follow talks and lectures in English, to
understand longer English radio and TV programs on familiar topics spoken at a speed of around
150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to
understand, by and large, courses in their areas of specialty taught in English.

ng: Students should be able to hold conversations in fairly fluent English. They should,
by and large, be able to express their personal opinions, feelings and views, to state facts and
reasons, and to describe events with clear articulation and basically correct pronunciation and
intonation.
g: Students should generally be able to read essays on general topics in popular
newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm.
With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able
to skim or scan reading materials. When reading summary literature in their areas of specialty,
students should be able to get a correct understanding of the main ideas, major facts and relevant
details.
g: Students should be able to express, by and large, personal views on general topics,
compose English abstracts for theses in their own specialization, and write short English papers on
topics in their field. They should be able to describe charts and graphs, and to complete within 30
minutes a short composition of no less than 160 words. The composition should be complete in
content, clear in idea, well-organized in presentation and coherent in discourse.
ation: With the help of dictionaries, students should be able to translate on a selective
basis English literature in their field, and to translate texts on familiar topics in popular
newspapers and magazines published in English-speaking countries. The speed of translation from
English into Chinese should be about 350 English words per hour, whereas the speed of
translation from Chinese into English should be around 300 Chinese characters per hour. The
translation should read smoothly, convey the original meaning and be, in the main, free from
mistakes in understanding or expression. Students are expected to be able to use appropriate
translation techniques.
ended Vocabulary: Students should acquire a total of 6,395 words and 1,200 phrases
(including those that are covered in high school English courses and the Basic Requirements),
among which 2,200 are active words (including the active words that have been covered in the
Basic Requirements). (See Appendix III: College English Vocabulary.)

Advanced Requirements:
ing: Students should, by and large, be able to understand radio and TV programs
produced in English-speaking countries and grasp the gist and key points. They should be able to
follow talks by people from English-speaking countries given at normal speed, and to understand
courses in their areas of specialty and lectures in English.
2. Speaking: Students should be able to conduct dialogues or discussions with a certain degree of
fluency and accuracy on general or specialized topics, and to make concise summaries of extended
texts or speeches in fairly difficult language. They should be able to deliver papers at academic
conferences and participate in discussions.
3. Reading: Students should be able to read rather difficult texts, and understand their main ideas
and details. They should be able to read English articles in newspapers and magazines published
abroad, and to read English literature related to their areas of specialty without much difficulty.
4. Writing: Students should be able to write brief reports and papers in their areas of specialty, to
express their opinions freely, and to write within 30 minutes expository or argumentative essays of
no less than 200 words on a given topic. The text should be characterized by clear expression of
ideas, rich content, neat structure, and good logic.

5. Translation: With the help of dictionaries, students should be able to translate into Chinese
fairly difficult English texts in literature related to their areas of specialty and in newspapers and
magazines published in English- speaking countries; they should also be able to translate Chinese
introductory texts on the conditions of China or Chinese culture into English. The speed of
translation from English into Chinese should be about 400 English words per hour whereas the
speed of translation from Chinese into English should be around 350 Chinese characters per hour.
The translation should convey the idea with accuracy and smoothness and be basically free from
misinterpretation, omission and mistakes in expression.
6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases
(including those that are covered in high school English courses, the Basic Requirements and
Intermediate Requirements), among which 2,360 are active words (including the active words that
have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III:
College English Vocabulary.)

The above-mentioned three requirements serve as reference standards for colleges and universities
in preparing their own College English teaching documents. They could, in the light of their
respective circumstances, make due adjustments to the specific requirements for listening,
speaking, reading, writing and translation at the three levels. In doing so they should place more
emphasis on the cultivation and training of listening and speaking abilities.

III. Course Design

Taking into account the school’s circumstances, colleges and universities should follow the
guidelines of the Requirements and the goals of their College English teaching in designing their
College English course systems. A course system, which is a combination of required and elective
courses in comprehensive English, language skills, English for practical uses, language and
culture, and English of specialty, should ensure that students at different levels receive adequate
training and make improvement in their ability to use English.
In designing College English courses, requirements for cultivating competence in listening
and speaking should be fully considered, and corresponding teaching hours and credits should be
adequately allocated. Moreover, the extensive use of advanced information technology should be
encouraged, computer- and Web-based courses should be developed, and students should be
provided with favorable environment and facilities for language learning.
College English is not only a language course that provides basic knowledge about English,
but also a capacity enhancement course that helps students to broaden their horizons and learn
about different cultures in the world. It not only serves as an instrument, but also has humanistic
values. When designing College English courses, therefore, it is necessary to take into full
consideration the development of students’ cultural capacity and the teaching of knowledge about
different cultures in the world.
All the courses, whether computer-based or classroom-based, should be fully
individual-oriented, taking into account students with different starting points, so that students
who start from lower levels will be well taken care of while students whose English is better will
find room for further development. College English course design should help students to have a
solid foundation in the English language while developing their ability to use English, especially

their ability to listen and speak in English. It should ensure that students make steady progress in
English proficiency throughout their undergraduate studies, and it should encourage students’
individualized learning so as to meet the needs of their development in different specialties.

IV. Teaching Model

In view of the marked increase in student enrolments and the relatively limited resources,
colleges and universities should remould the existing unitary teacher-centered pattern of language
teaching by introducing computer- and classroom-based teaching models. The new model should
be built on modern information technology, particularly network technology, so that English
language teaching and learning will be, to a certain extent, free from the constraints of time or
place and geared towards students’ individualized and autonomous learning. The new model
should combine the principles of practicality, knowledge and interest, facilitate mobilizing the
initiative of both teachers and students, and attach particular importance to the central position of
students and the leading role of teachers in the teaching and learning process. This model should
incorporate into it the strengths of the current model and give play to the advantages of traditional
classroom teaching while fully employing modern information technology.
Colleges and universities should explore and establish a Web-based listening and speaking
teaching model that suits their own needs in line with their own conditions and students’ English
proficiency, and deliver listening and speaking courses via the intranet or campus network. The
teaching of reading, writing and translation can be conducted either in the classroom or online.
With regard to computer- and Web-based courses, face-to-face coaching should be provided in
order to guarantee the effects of learning.
The network-based teaching system developed in an attempt to implement the new teaching
model should cover the complete process of teaching, learning, feedback and management,
including such modules as students’ learning and self-assessment, teachers’ lectures, and online
coaching, as well as the monitoring and management of learning and coaching. It should be able to
track down, record and check the progress of learning in addition to teaching and coaching, and
attain to a high level of interactivity, multimedia-use and operability. Colleges and universities
should adopt good teaching software and encourage teachers to make effective use of web
multimedia and other teaching resources.
One of the objectives of the reform of the teaching model is to promote the development of
individualized study methods and the autonomous learning ability on the part of students. The new
model should enable students to select materials and methods suited to their individual needs,
obtain guidance in learning strategies, and gradually improve their autonomous learning ability.
Changes in the teaching model by no means call for changes in teaching methods and
approaches only, but, more important, consist of changes in teaching philosophy and practice, and
in a shift from a teacher-centered pattern, in which knowledge of the language and skills are
imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the
language and the ability to learn independently are cultivated in addition to language knowledge
and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning
ability.
For the implementation of the new model, refer to Appendix I: Computer- and

Classroom- Based College English Teaching Model.

V. Evaluation
Evaluation is a key component in College English teaching. A comprehensive, objective,
scientific and accurate evaluation system is of vital importance to the achievement of course goals.
It not only helps teachers obtain feedback, improve the administration of teaching, and ensure
teaching quality but also provides students with an effective means to adjust their learning
strategies and methods, improve their learning efficiency and achieve the desired learning effects.
The evaluation of students’ learning consists of formative assessment and summative
assessment.
Formative assessment refers to procedural and developmental assessment conducted in the
teaching process, i.e., tracking the teaching process, providing feedback and promoting an
all-round development of the students, in accordance with the teaching objectives and by means of
various evaluative methods. It facilitates the effective monitoring of students’ autonomous
learning, and is particularly important in implementing the computer- and classroom-based
teaching model. It includes students’ self-assessment, peer assessment, and assessment conducted
by teachers and school administrators. Formative assessment takes such forms as keeping a record
of students’ in and outside of classroom activities and online self- learning data, keeping files on
students’ study results, and conducting interviews and holding meetings. This allows students’
learning processes to be subjected to observation, evaluation and supervision, thus contributing to
the enhancement of their learning efficiency. (See the recommended Self- AssessmentPeer
Assessment Forms for Students’ English Competence in Appendix II)
Summative assessment is conducted at the end of a teaching phase. It mainly consists of final
tests and proficiency tests, designed to evaluate student’s all-round ability to use English. These
tests aim to assess not only students’ competence in reading, writing and translation, but also their
competence in listening and speaking.
To make a summative assessment of teaching, colleges and universities may administer tests
of their own, run tests at the intercollegiate or regional level, or let students take the national test
after meeting the different standards set by the Requirements. Whatever form the tests may take,
the focus should be on the assessment of students’ ability to use English in communication,
particularly their ability to listen and speak in English.
Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and
effects. This should not be merely based on students’ test scores, but take into account teachers’
attitudes, approaches, and methods; it should also consider the content and organization of their
courses, and the effects of their teaching.
Government education administrative offices at different levels and colleges and universities
should regard the evaluation of College English teaching as an important part of the evaluation of
the overall undergraduate education of the school.

VI. Teaching Administration
Teaching administration should cover the whole process of College English teaching. To

ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the
guidance for and supervision of the teaching process. For this purpose, the following measures
should be taken:
1. A system for teaching and teaching administration documentation should be established.
Documents of teaching include College English Curriculum of the colleges and universities
concerned, as well as the documents stipulating the teaching objectives, course description,
teaching arrangement, content of teaching, teaching progress, and methods of assessment for all
the courses within the program. Documents of teaching administration include documents
registering students’ status and their academic credits, regulations of assessment, students’
academic scores and records, analyses of exam papers, guidelines for teaching and records of
teaching and research activities.
2. The College English program should adapt itself to the overall credit system of the colleges and
universities concerned and should account for 10% (around 16) of the total undergraduate credits.
The credits students acquire via computer-based courses should be equally acknowledged once
students pass the exams. It is suggested that these credits should account for no less than 30% of
the total credits in College English learning.
3. Faculty employment and management should be improved in order to guarantee a reasonable
teacher-student ratio. In addition to classroom teaching, the hours spent on face-to- face coaching,
instructions on network usage and on extracurricular activities should be counted in the teachers’
teaching load.
4. A system of faculty development should be established. The quality of teachers is the key to the
improvement of the teaching quality, and to the development of the College English program.
Colleges and universities should build a faculty team with a good structure of age, educational
backgrounds and professional titles, lay emphasis on the training and development of College
English teachers, encourage them to conduct teaching and research with a focus on the
improvement of teaching quality, create conditions for them to carry out relevant activities in
various forms, and promote effective cooperation among them, so that they can better adapt to the
new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy
sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their
academic performance and methods of teaching.

Appendix I:

Computer- and Classroom-Based College
English Teaching Model

The new College English teaching model based on the computer and the classroom is
designed to help Chinese students achieve the objectives set by the Requirements. The model
places a premium on individualized teaching and independent learning and makes full use of the
special function of computers in assisting learners with repeated language practice, especially with
training in listening and speaking abilities. While taking advantage of the teachers’ lectures and
coaching, students can be assisted by computers in choosing the appropriate content and methods
of learning according to their specific needs, proficiency and schedules under the guidance of
teachers, so that their all-round ability to use English can be improved and the best effects of
learning achieved.
To implement the computer-based English learning, the teacher’s role of face-to- face
coaching should be stressed. It could take the form of group work, focusing on checking students’
independent learning, and providing due guidance and assistance for students. In principle, at least
one hour of coaching should be offered after every 16 to 20 hours of student learning.



Recipients of teaching:




Content of teaching:







Models of teaching:



Organizers of teaching:
Teachers

Teaching

administration: Administrative Office of Teaching Affairs, Teachers, Teaching Management
Software


Graph 1. Computer- and Classroom-Based College English Teaching Model
Listening Speaking Reading Writing
Translatin
Students
Computer-based
(PC or We
Classroom-based
Self- learning + Tutoring
Regular Teaching

Instructions:
Teaching activities such as practice in English listening, speaking, reading, writing and
translation can be conducted via either the computer or classroom teaching. The solid arrow
indicates the main form of a certain environment of teaching, while the dotted arrow the
supplementary form of a certain environment of teaching. Specifically, listening ability is trained
mainly in a computer- and Web-based environment, supplemented by classroom teaching; writing
and translation are trained mainly in the classroom, supplemented by a computer- and Web-based
environment. Speaking and reading, on the other hand, are trained by both means. In the process
of teaching, teachers serve as organizers of teaching activities, and teaching administration is
implemented by the administrative office of teaching affairs, teachers, and teaching management
software.

s of Computer- Based English Learning



























Graph 2. Process of Computer-Based English Learning
Take Unit Test
N
Start
Learn Course
Pass
Y
Enter Next Unit
Ready for Tutoring
Y
Receive Tutoring
Y
Go on Learning
Pass Tutoring
N

Instructions:
Freshmen take a computer-based placement test upon entering college to measure their respective
starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and
establish an account for all students based on their test results via the management system,
students can start to study courses according to teachers’ arrangement. After learning continues
for a certain period of time (set by the universities and colleges), students can take the Web-based
unit test designed by the teachers. Then students automatically enter the next unit if they pass the
test. If they fail, students then return to the current unit and repeat the whole learning process.
When they are ready (after studying a few units), students should receive tutoring. After
individualized tutoring, teachers can check the students’ online learning by means of either oral
or written tests, and then decide whether the students can pass. If they pass, students can go on to
the next stage; if they fail, the students should be required by teachers to go back to a certain unit
and re-study it until they pass.


Appendix II：

Self -AssessmentPeer Assessment Form
for Students’ English Competence


Instructions:
1. The Self-AssessmentPeer Assessment Form for Students’ English Competence specifies and
lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and
Advanced Requirements. It can help teachers better understand teaching requirements at different
levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or
modify related skills according to the school’s College English syllabus.
2. Teachers can introduce to students the skills listed in the Self-AssessmentPeer Assessment
Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.
3. Teachers should require students to do self-assessment and peer assessment at regular intervals,
and in doing so, help them to know about their own mastery of linguistic skills and regulate their
learning behaviors on a timely basis.
4. Students are expected to assess their own or their classmates’ English competence in the
“Assessment” column on the right of the form, giving a tick (√) to what they are able to
achieve. Then based on the results of self-assessment or peer assessment, and with reference to the
directions given below, students can arrange for learning at the next stage.

A
B
C
D
Able to master all linguistic skills; fully meet the teaching requirements at this level
Able to master about 34 of all linguistic skills; adequately meet the teaching
requirements at this level, likely to achieve learning objectives with some effort
Able to master about 23 of all linguistic skills; basically meet the teaching requirements
at this level, yet more effort required
Not able to master 12 of all linguistic skills; not meet the teaching requirements at this
level, in need of guidance, and of methods and plans for learning adjustments

The following table can be used as reference for records of self- assessment and peer assessment:

Date
(yymmdd)











Means of assessment (√)
Self-
assessment










Result of assessment (A, B, C, D)
reading










writing










translation










Peer
listening speaking
assessment

Form I: Basic Requirements
Listening
Can understand lessons given in English. Can join in discussions and speak in

class according to requirements.
Can understand the main points of audio-visual materials, for example,

dialogues, short passages or reports, related to what is taught in class and
delivered at slow speed (130 – 150 words per minute).
Can understand English broadcasts, for example, news reports, science reports

and stories about history, delivered at slow speed.
Can understand directions to places, instructions for doing things, and manuals.

Can understand numbers (both cardinal and ordinal) and time expressions.
Can understand the topic of the discussion, and grasp the main idea and major

points.
Can use basic listening skills.



Assessment




Speaking
Can answer questions in class, use familiar simple expressions and sentences to

exchange opinions with classmates, and give short prepared speeches on
familiar topics.
Can introduce myself classmates and friends, and respond to other people’s

introductions.
Can give directions, do shopping, leave messages and make requests in simple

English.
Can use English numbers to report time, inquire about prices and give

telephone numbers and e-mail addresses.
Can hold simple conversations with native English-speakers on everyday

topics.
Have mastered basic conversational strategies, for example, initiating,

maintaining and closing a conversation, and asking people to repeat what they
have said.






Reading
Can understand the main idea and major details of intermediate-level texts on

general topics at intermediate speed (70 words per minute).
Can read longer yet less difficult texts at a relatively fast speed (100 words per

minute).
Can read textbooks in my area of specialty, and newspaper and magazine

articles on familiar topics with the help of dictionaries, grasping the main ideas,
and understanding major facts and relevant details.

Can understand everyday forms, for example, registration forms, application

forms and questionnaires.
Can understand directions, manuals, advertisements, posters and invitations.

Can understand personal letters on everyday topics and business letters on

general subjects.
Can find information on the Internet. Can read texts in English newspapers and

magazines published in China, and understand the main idea and major facts.
Have mastered basic reading skills, for example, scanning, skimming and using

context clues to guess the meaning of new words and idioms.






Writing
Can fill in everyday forms, for example registration forms, application forms

and questionnaires.
Can write greeting cards, birthday cards, invitations, notes, messages and

notices; and make replies.
Can write simple directions, advertisements, and resumés, and make posters.

Can write simple texts describing personal experiences, events, stories, films,

and emotions such as happiness, anger and sadness. Can write and reply to
personal letters, business letters, e-mails and faxes.
Can write short texts of no less than 120 words within 30 minutes on a given

topic or according to an outline. The texts are basically complete in content,
clear in main idea, appropriate in word usage and coherent in meaning.
Can use relevant writing skills in practical and general purpose writing.







Translating
Can translate texts on familiar topics from English into Chinese at a speed of

about 300 words per hour with the help of a dictionary. The translation can
convey the basic meaning of the original text and is idiomatic, free from serious
mistakes in comprehension and expression.
Can translate texts on familiar topics from Chinese into English at a speed of

around 250 Chinese characters per hour with the help of a dictionary. The
translation can convey the basic meaning of the original text and is idiomatic,
free from serious mistakes in comprehension and expression.
Can translate English articles, introductions, abstracts, advertisements and

manuals related to my area of specialty into Chinese with the help of a
dictionary.

Form II: Intermediate Requirements
Listening

Can understand the main points and details of talks or lectures in English.
Can understand the main idea and major details of extended English radio or TV
broadcasts, for example, news reports, interviews and lectures on familiar topics
delivered at a speed of 150-180 words per minute.
Can understand most of the content of courses in my area of specialty taught by
foreign teachers in English.
Can use basic listening skills to help comprehension, for example, skills to
understand main points or details.






Assessment
Speaking

Can hold conversations in fairly fluent English with native English-speakers on
familiar topics, maintain the conversation or discussion, and agree or disagree
with the other party politely.
Can give directions, make explanations and answer difficult questions using
relatively complicated language, when looking at maps or using instruction
manuals.
Can express personal emotions, for example, surprise, likes and dislikes,
depression, and complaints, and give personal opinions on certain events.
Can tell a complete story, for example, how it happened, developed and ended
and the time, place, characters and causes involved.
Can describe personal experiences, such as an event that happened in the past or
a personally experienced event. Can express wishes and hopes, for example,
about a travel plan or an ideal job.






Reading

Can basically understand articles on general topics from popular newspapers
and magazines published in English-speaking countries, at intermediate speed
(70-90 words per minute).
Can read extended texts with an intermediate level of difficulty at a relatively
fast speed (120 words per minute).
Can skim reports on current affairs, people and events for the main points. Can
quickly scan texts for information needed.
Can read summary literature in my area of specialty, get a correct understanding
of the main ideas, major facts and relevant details.



Can understand technical texts related to my area of specialty with the help of a
dictionary and quickly find the needed information in technical manuals in order
to solve technical problems.

Writing

Can write abstracts or outlines of texts on general topics, expressing my
opinions on an issue of public concern and making clear the reasons that I agree
or disagree.
Can compose English abstracts of theses in my own specialization.
Can write practical texts on everyday topics, with structure and expression
appropriate to the form of practical writing.
Can write well-structured short thesis about my area of specialty with the help
of reference materials.
Can write narrative, expository or argumentative texts of no less than 160 words
within 30 minutes on a given topic, with complete content, clear idea,
well- organized presentation, and correct grammar.






Translating

Can translate texts on familiar topics found in newspapers and magazines
published in English-speaking countries with the help of a dictionary. The speed
of translating from English into Chinese is about 350 words per hour. The
translation is correct and fluent, with few mistakes in understanding or
expression.
Can translate texts on general topics from Chinese into English at a speed of 300
Chinese characters per hour with the help of a dictionary. The translation, with
few mistakes in understanding or expression, reads smoothly, and conveys the
original meaning.
Can translate on a selective basis English literature related to my area of
specialty into Chinese. The translation is idiomatic.
Can use appropriate translation techniques.

Form III: Advanced Requirements
Listening

Can understand extended dialogues, passages and reports delivered at normal
speed and grasp the main points and major details, even when the structure is
complicated and the idea is only implied.
Can understand radio and TV broadcasts produced in English-speaking
countries, for example, news reports, interviews, lectures, films and TV series,
delivered at normal speed, and grasp the main idea and key points.
Can understand courses in my area of specialty and lectures in English.
Can understand academic lectures and special talks related to my area of
specialty, and grasp the facts and abstract ideas in them.






Assessment
Speaking

Can hold conversations or discussions on general or specialized topics with
native English-speakers in fairly fluent and correct English, and effectively
maintain the conversation or discussion.
Can express myself, for example, my emotions and wishes, in English flexibly
and effectively for personal purposes or purposes of communication.
Can make concise summaries of extended texts or speeches in difficult
language, and give extended explanations on a certain topic.
Can express my opinions freely at academic conferences or exchanges, with
clear focus, complete content and fluent language.
Can use fairly complicated speaking skills, for example, attracting the
audience’s attention, maintaining their enthusiasm and adjusting my
relationship with other speakers.





Reading

Can read fairly difficult texts, and understand the main idea and details.
Can understand original versions of English textbooks and articles from
newspapers and magazines published in English- speaking countries with the
help of a dictionary.
Can understand English literature related to my area of specialty without much
difficulty.






Writing

Can express my opinions freely on general topics with clear structure, rich
content and good logic.

Can sum up information obtained from different channels and write synopses
or summaries in English.
Can write abstracts about my area of specialty, brief specialized reports and
papers.
Can write narrative, expository, or argumentative essays of no less than 200
words on a given topic within 30 minutes. The texts have clear expression of
ideas, neat structure, rich content, and good logic.








Translating

Can translate into Chinese fairly difficult articles in literature related
to my area of specialty and on popular science, culture and reviews
from newspapers and magazines published in English-speaking
countries at a speed of 400 words per hour with the help of a
dictionary. The translation is correct and fluent, basically free from
misinterpretation and omission.
Can translate introductory articles on the conditions of China or
Chinese culture into English at a speed of about 350 Chinese
characters per hour. The translation is fluent and idiomatic, basically
free from misinterpretation and omission.