第二次英语选课

山东理工大学教案注：教师讲稿附后Lesson two Selecting a topic and purposeI am lucky, honored and humbled to stand here, so many students watch how I would perform on this small but terrifying platform. Frankly speaking, I am quite nervous standing here, especially before you, a large group of audience, no one is perfect, it is not shameful at all to admit my nervousness, because everybody will be nervous to some extent when asked to speak before a big audience. Why did I say so, I have proof.One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened ar the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A survey conducted in 1973 asked more than 2,500 Americans to list their greatest fears. To the surprises of the reserchers, the largest number fo people----41%----listed speaking before a group among their greatest fears. Amazing as it may seem, many Americans appear to consider public speaking a fate worse than death.This is A survey conducted in AmericaResearchers asked their respondents to list their greatest fears, here is how they responded:Greatest Fears Percent NamingA party with strangers 74Giving a speech 70Asked personal questions in public 65 Meeting a date’s parents 59First day on a new job 59Victim of a practical joke 56 Talking with sb. in authority 53Job interview 46 Formal dinner party 44Blind date 42 From the chart, we can see that speechmaking ranks near the top in provoking anxiety.Therefore, we can say that speaking in public means a great challenge to everybody. Nervousness mainly comes from the fact that we do not know what to say, how to say and less training. There are a lot of things that make a successful speech, such as your topic, your delivery, your language. Among them, the organization of the speech is the first concern of the public speaker. Then comes the second problem, How to organize you speech well. It involves several factors, such as your topic, your purpose and your central idea, and so on. They are what we are going to discuss today. Today we mainly focus on the following matters:Choosing a topicDetermining your purposeThe central ideaLet’s begin with selecting a topic:Selecting a topicThe first step in speech making is choosing a topic. It is a key element of a successful speech.. For speeches outside the classroom this is seldom a problem. Usually the speech topic is determined by the occasion, the audience, and the speaker’s qualifications. When George W. Bush lectures on a college campus, he is invited to speak about foreign policy and current events. The same is true of ordinary citizens. The doctor is asked to inform how to deal with sport injuries, the florist discusses how to grow better houseplants, Mr. Fan Yuejin is asked to talk about school management. And Certainly I will never be expected to tell you something about mathematics.In a public speaking class the situation is different. Most of your speech assignment will not come with a designated topic. You generally have great leeway in selecting subjects for your speeches. This would appear to be an advantage, since it allows you to talk about matters of personal interest. Yet how to choose a proper topic remains a difficulty.What is a suitable speech topicFirst your topic should be Worthwhil e: worthwhile topics must address issues that have significant implications for the audience. The topic must be important enough to merit the time and attention of a group of intelligent and educated persons.Second, it should be Appropriate: the best way to ensure that your topic is appropriate is to select a topic about which you know a lot and would like to learn more. It is a lot easier to please an audience when the topic interests them. The topic should also be appropriate for the occasion. Time limitations will exclude certain topics because they are too complex.Finally, your topic should be Limited in scopeThe major problem for beginning speakers is that they attempt to cover a huge topic in too short a time; the inevitable result is that nothing specific is covered – everything is touched on but only superficially. You have to narrow and limit your topic, and divide the topic into several significant parts.Determining your purposeThe purpose of your speech is your goal; it is what you hope to achieve during your speech. Generally speaking we have two types of purpose: general purpose and specific one.General purposes(the broad goal of a speech)The general purpose is he broad goal of a speech, usually it falls into one of two overlapping categories---to inform or to persuade.When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information ---and do it clearly, accurately and interestingly, your aim is to enhance the knowledge and understanding of your listeners---to give them information they did not have before.When your general purpose is to persuade, you act as an advocate or a partisan. Your goal is to change or structure the attitudes or actions of your audience. The difference between informing and persuading is the difference between explaining and exhorting. Your aim is to win over yourlisteners to your point of view---to get them to believe something or do something as a result of your speech.Now I will ask you what I am here for? My general purpose is to inform or to persuade?Yes, you are absolutely right. I am here to inform, to inform the audience about how to organize the speech well, and how to be a better public speaker.If I am here to tell you that public speaking means a lot of fun, it can enhance your confidence, your linguistic competence, it can help you to find a better job. And I am the best teacher who teaches public speaking (also the only one). In a term, I will make you a great public speaker, public speaking will be a piece of cake if you come to my class.What is my purpose?Yes, my purpose is to persuade. To persuade you to take my course.In speech classes, the general purpose is usually specified as part of the speech assignment. For speeches outside the classroom, however, you have to make sure of your general purpose yourself. Usually this is easy to do. Are you going to explain, report, or demonstrate something? Then your general purpose is to inform. Are you going to sell, advocate, or defend something? Then your general purpose is to persuade. But no matter what the situation, you must be certain of exactly what you hope to achieve by speaking. Knowing your general purpose is the first step. The next step is determining your specific purpose.Specific purposes:( single infinitive phrase that states precisely what a speaker hopes to accomplish in his or her speech.)Once you have chosen a topic and a general purpose, you must narrow your choices to determine the specific purpose . The specific purpose should focus on one aspect of a topic. You should be able to state your specific purpose in a single infinitive phrase.(to inform my audienceabout…; to persuade my audience to…) that indicates precisely what you hope to accomplish with your speech. Perhaps an example will help clarify the process of choosing a specific purpose. For example:If your topic is: EmergenciesYour general purpose is : To informSo far. So good. But what aspect of your topic would you discuss? The different kinds of emergencies? The emergency situations she had faced? Specific techniques such as water rescue, applyng first aid, or preventing a person from going into shock? She had to choose something interesting that she could cover in a six-minute speech. Finally, she settled on explaining the major steps involved in responding to an emergency. She stated her specific purpose this way.You should narrow your topic, focus on one aspect, and express it in a single infinitive phrase. For instance, we can define thespecific purpose as: To inform my audience of the major steps in responding to an emergency This turned out to be an excellent choice, and her speech was among the best in the class. Notice how clear the specific purpose statement is. Notice also how it relates the topic directly to the audience. That is, it states not what the speaker wants to say, but what the speaker wants the audience to know as a result of the speech. This is very important, for it helps keep the audience at the center of you attention as you prepare the speech.Specific purpose: to explain the major steps in responding to an emergencyExplain to whom? To a group of medical students? To an introductory Red Cross class? Those would be two different speeches. The medical students already know the basic fact about responding to an emergency. For them, the speaker might provide a more advanced discussion.Tips for formulating the specific purpose statementFormulating a specific purpose is the most important early step in developing a successful speech. When writing your purpose statement, try to follow the general principles outlined below.The first tip is：1. Write the purpose statement as a full infinitive phrase, not as a fragmentIf your specific purpose is: Calendars. Is it effective or ineffective?Why，because it is a fragment, not an infinitive.If your specific is:To inform my audience about the four major kinds of calendars used inthe world today.It is much more effective.Another example:If your specific purpose is: Stem cell research . Is it effective or ineffective?Why，because it is a fragment, not an infinitiveIf your specific is: To persuade my audience that the federal government should increase funding for stem cell research.Of course, it is more effective.The ineffective statements above are adequate as announcements of the speech topic, but they are not thought out fully enough to indicate the specific purposeOk, Let’s move on to tip 22. Express your purpose as a statement, not as a questionineffective: Is China’s space program necessary?Is it effective or ineffective?Yes it is ineffective.Why，because it is a question, not an statementMore effective:To persuade my audience that China’s space program provides many important benefits to people here on earthIt becomes more effective.The questions might make an adequate title, but they are not effective as the specific purposestatement. They give no indication about what direction the speech willtake or what the speaker hopes to accomplish.The third tip is:3. Avoid figurative language in your purpose statementIneffective:To inform my audience that yoga is extremely cool.More Effective: To inform my audience how yoga can improve their health.Here are two specific purpose statements, please tell which one is effective, which one is ineffective?Ineffective:To persuade my audience that the campus policy on off-campus living reallystinks.More Effective:To persuade my audience that the campus policy on off-campus living should be revised.Although the ineffective statements indicate something of the speaker’s viewpoint, they do not state concisely what he or she hopes to achieve. Metaphors, analogies, and the like are effective devices for reinforcing ideas within a speech,but they are too ambiguous for specific purpose statements.Yes ,very good.. Obviously I made myself understood.4. Limit your purpose statement to one distinct idea, or one main pointHere I give you three statements, and you decide which one is not effective. Ineffective: To inform my audience about the developments of AIDS and the recent testing procedures for HIV infectionMore Effective: To persuade my audience about the developments of AIDSMore Effective: To inform my audience about the recent testing procedures for HIV infection. Why the first sentence is ineffective? Because it has two main points: the developments of AIDS and the recent testing procedures for HIV infectionWhat you need to avoid is not simply the word “and”, but a specific purpose statement that contains two unrelated ideas, either of which could easily be developed into aspeech in its own right.5. Make sure your specific purpose is not too vague or generalIneffective: To inform my audience about the Civil WarMore Effective: To inform my audience about the role of African American soldiers in the Civil WarThe ineffective purpose statement above falls into one of the most common traps---it is too broad and ill-defined. It gives no clues about what aspect of the Civil War the speaker will cover. The more effective purpose statement is sharp and concise. It reveals clearly what the speaker plans to discuss.Here is another example, this time from a persuasive speech:Ineffective: To persuade my audience that something must be done about medical care. More effective: To persuade my audience that the government should adopt a system of national health insurance for all people in China.Tell me which one is more effective?The second one, because, it is more concise. The ineffective purpose statement is vague and indistinct. It gives no indication of the speaker’s stance toward the topic. The “something”that “should be done” could include anything. The more effective purpose statement is crisp and clear. It does not leave us guessing what the speaker hopes to accomplish.When you determine your specific purpose, you should ask yourself the following questions to see whether your purpose is appropriate.Questions to ask about your specific purposeSometimes you will arrive at your specific purpose almost immediately after choosing your topic. At other times you may do quite a bit of research before deciding on a specific purpose. Much will depend on how familiar you are with the topic, as well as on any special demands imposed by the assignment, the audience,or the occasion. But whenever you settle on your specific purpose, ask yourself the following questions about it.1. Does my purpose meet the assignment?2. Can I accomplish my purpose in the time allotted?3. Is the purpose relevant to my audience?4. Is the purpose too trivial for my audience?5. Is the purpose too technical for my audience?All right, next we are going to discuss how to phrase your central idea.Phrasing the central idea (thesis statement, subject sentence, major thought)The specific purpose of a speech is what you hope to accomplish. The central idea is a concise statement of what you expect to say.Sometimes it is called thesis statement, subject sentence, major thought. Whatever the term, the central idea is usually expressed as a simple, declarative sentence that refines and sharpens the specific purpose statement.What is the central idea?It is a one-sentence statement that sums up the major ideas of a speech. It is what you want the audience to absorb from your speech..Imagine you run into a friend on your way to speech class. She says, “ I have to dash to my history lecture, but I hear you’re giving a speech today. Can you tell me the gist of it in one sentence?”“ Sure,” you reply. “ America’s prison system suffers from three mafor problems---- overcrowding of inmates, lack of effective rehabilitation programs, and high expense to taxpayers.”Your answer is the central idea of your speech. It is more precise than your topic (America’s prison system) or your specific purpose statement ( To inform my audience of the three major problems facing America’s prison sustem”) By stating exactly what the three major problems are, the central idea sums up your speech in a single sentence.Notice that in persuasive speeches, the central idea puts forth a point of view, an opinion. The central idea is an arguable, debatable proposition. It is a non-neutral statement. You have to take your stance, whether you are for or against the preposition. Standing in the middle is not acceptableIn informative speeches, the central idea appears relatively neutral and objective.Let’s take a few examples we saw earlier in this chapter and develop them from the topic, general purpose, and specific purpose to the central idea.We start with the speech about responding to an emergency situation.Topic: EmergenciesGeneral purpose: To informSpecific purpose: To inform my audience of the major steps in responding to an emergency. Central idea: The major steps in responding to an emergency are surveying the scene, contacting an emergency medical service, and starting CPR if needed.(cardiopulmonary resuscitation)Look carefully at this example, it shows how the speaker starts with a broad subject(emergencies) that becomes narrower and narrower as the speaker moves from the general purpose to the specific purpose to the central idea. Notice also how much more the central idea suggests about the content of the speech. From it we can expect the speaker to develop the main points in the speech---eachcorresponding to one of the major steps in responding to an emergency.Another example:Topic: Alternative-fuel vehiclesGeneral purpose: To persuadeSpecific purpose: To persuade my audience that the government should speed up efforts to develop alternative-fuel vehicles.Central idea: Developing alternative-fuel vehicles will help reduce China’s dependence on foreign oil and will help reduce air pollution.From this central idea we can deduce that the speaker will develop two main points in the speech:(1) alternative-fuel vehicles have the potential to reduce China’s need forimported oil, and (2) alternative-fuel vehicles will reduce the air pollutioncaused by automobile exhaust.The central idea statement serves three useful purposes. First, it helps you generate your main ideas . Second, it suggests suitable organizational patterns and strategies. Third, it focuses the audience’s attention on your central idea.Here I will give you some guidelines for the central idea.Guidelines for the central idea1.be expressed in a full sentence2.should not be in the form of a question.3.should avoid figurative language4.should not be vague or overly generalHere, for example, are two poorly written central ideas. See if you can identify the problem with each and figure out how each might be phrased more effectively.Ineffective: Problems of fad dietsIneffective: Zibo is an awesome place for a vacation.(A fad diet is a weight loss plan or aid that promises dramatic results. These diets don't offer long-term success, and they are usually not very healthy. Some of them can actually be dangerous to your health.)The first one is too general, it does not reveal enough about the content of the speech to serve as the central idea. It should be rewritten as a full sentence that identifies the problems of fad diets to be discussed in the speech:More effective: Although fad diets produce quick weight loss, they can lead to serious problems by creating deficiencies in vitamins and minerals and by breaking down muscle tissue as well as fat.The second one is flawed by its use of figurative language. To say that Zibo is an ‘awesome’ place for a vocation does not convey the speaker’s central idea clearly and concisely. It does not indicate what characteristics of Zibo the speaker intends to discuss. Moreover, “awesome”could mean quite different meanings to different people. A better central idea would be:More effective: Zibo has many attractions for vocations, including a warm climate, excellent food, and many historical sites.SummaryThe first step in speech making i s choosing a topic. For classroom speeches, it is often best to choose a subject you know well or in which you have personal experience.After you choose a topic, you need to settle on the general purpose of your speech. Usually, the general purpose will be to inform or to persuade. When it is to inform, you act as a teacher, your goal is to communicate information clearly, accurately, and interestingly. When your general purpose is to persuade, you act as an advocate, your goal is to win listeners over to your point of view.Once you know your topic and general purpose, you must focus in on a specific purpose that you can express as a single infinitive phrase. The phrase should indicate precisely what your speech plans to achieve.The central idea refines and sharpens your specific purpose. It is a concise statement of what you will say in your speech, and it usually crystallizes in your thinking after you have done your research and have decided on the main points of your speech.. The central idea usually conveys the main points to be developed in the body of your speech.。

2018-2019学年第一学期选课通知2018-2019学年第一学期的选课工作即将开始，为保障选课工作顺利开展，各学院在选课前务必组织学习指导教师对学生进行选课指导。

现将本学期的选课工作安排通知如下：一、选课时间：1. 第一轮选课：2018年6月20日12:00至2018年6月23日12:00止。

按年级、专业优先，不得跨年级、跨专业选课（包括普通理论课、实验课、实践课及体育课、全校性通识选修课）。

2.第二轮选课：2018年6月26日9:00至2018年9月30日16:30止。

可以跨年级、跨专业选课（包括普通理论课和实验课）。

学生应在检查第一轮选课结果后，在指导教师的指导下完成第二轮选课。

2018年9月12日9：00—9月13日16：30转专业学生选课，在此时段选课系统暂不对其他学生开放。

3. 2015、2016级（及以上年级）未修满体育必修学分的学生，请于2018年6月26日9:00至2018年6月27日16:30在网上进行体育课选课。

4. 学生必须按已选课表上课，否则按旷课论处。

选课系统关闭后，无特殊情况一律不得进行退、改选课。

5．为避免选课时出现网络拥堵及计算机机房场地拥挤等现象，第一轮选课实行分时选课，具体安排各年级学生必须在上述规定时间内选课，通识选修课以高年级优先为原则，绝不允许囤课，一旦发现将给予纪律处分，按各时段选课人数的比例进行分批开放。

6月26日9:00以后，选课系统向各年级所有学生开放。

6.第一轮选课期间，下沙校区第三教研楼的中心机房和图书馆电子阅览室（五楼）将免费对学生开放选课，机房开放情况见附件1《2018-2019学年第一学期学生选课可用机房安排》。

为避免选课期间机房及图书馆拥挤，请各学院积极配合，尽可能提供本学院的计算机资源供学生选课。

建议学生尽量利用自备计算机或智能手机通过校内网（数字杭电手机版入口）进行选课。

在选课的过程中遇到问题请及时与教务处选排课办公室联系（电话：86915015）。

外语系英语专业学生学科基础选修课及第二外国语选课登记表《文学翻译》课程教学大纲课程编号：19041英文名称：Translation of Literary Works一、课程说明1. 课程类别：学科基础课2. 适应专业及课程性质：英语专业第6学期选修3. 课程目的（1）使学生认识到翻译对于丰富人类文化、促进文化交流、建设富强民主文明国家中的重要作用。

（2）使学生认识到翻译对于提高自身文化修养和专业素质、保证职业生涯顺利成功方面的宝贵价值。

（3）兼顾对外国文化知识的学习。

4. 学分与学时学分为 2.0 分，学时为32学时5．先修课程无6. 推荐教材或参考书目推荐教材《文学翻译十讲》. 刘重德编著. 中国对外翻译出版公司. 2003年.7. 教学方法与手段(1) 交际法等。

（2）讨论、写评论。

8. 考核及成绩评定考核方式: 考试成绩评定: （1）平时成绩占30%，形式有：出勤，课堂表现等。

（2）考试成绩占70%，形式有：多项选择，论述等。

9．课外自学要求阅读相关篇章，完成翻译任务。

二、课程教学基本内容及要求第一讲：翻译的性质主要内容：1.翻译是一门科学 2.翻译是一门艺术基本要求：对翻译有初步的宏观了解。

第二讲：翻译的原则主要内容：1.翻译原则的不同看法介绍。

2.翻译原则的比较.基本要求:了解这些原则并有比较深刻的体会。

第三讲：翻译的忠实性主要内容：1.什么是忠实性 2.忠实性在译作中的体现.基本要求：深入理解概念、了解怎样去确定翻译是否忠实。

第四讲：直译和意译主要内容：1.直译和意译 2.译作欣赏.基本要求：深入理解概念、判断两种译法的优缺点。

第五讲：常用译法主要内容:1.句型对应 2.词序调整 3.词类转换 4.恰当增减 5.必要重复 6.借助“有人…”7.“祝”或“愿”基本要求：在了解的基础上，对几种译法深刻了解并应用。

第六讲：怎样翻译英语定语从句主要内容：1.限制性定语从句 2.非限制性定语从句2.状语功能的定语从句基本要求：在了解的基础上，对定语从句译法有比较深刻了解并应用。

大连理工大学大学英语分级教学与管理办法大连理工大学非英语专业的英语教学具体安排及管理办法如下:一、课程设置英语教学在本科阶段的英语课程学习分为四个级别:即大学英语一级（２学分）、大学英语二级(2学分)、大学英语（2学分）、大学英语四级（4学分）。

每一个级别中含有不同类型的课程，学生可根据自己的需求和兴趣选学相应的课程。

具体课程设置如下: 大学英语一级课程，每门课２学分：、口语１、听力1、阅读1;大学英语二级课程，每门课2学分：口语２、听力２、阅读2；大学英语课程,每门课2学分：听说、翻译、与文化、与文化、历史与治、历史与治、文化西传与解读、文化英译、跨文化交际与案例分析;大学英语四级课程，共4学分:公共演讲英美建筑、音乐、绘画;公共演讲与文化;公共演讲世界文学；写作建筑、音乐、绘画；写作历史与治;写作西方文明史。

该类课程为两门课程套餐制模块学习，学生同时修读某一模块内的两门课程，不能跨模块修读.二、修读指导本科生入学后参加大连理工大学英语分级考试，共三次，分别为大学英语一、二、考试,学生可自愿申请参加分级考试.参加第一次考试(大学英语一级考试)并达到要求的本科生,可获得大学英语一级成绩，并可以参加第二次考试（大学英语二级考试），未达到要求的本科生则从大学英语一级起修读，共需修满10学分。

参加第二次考试(大学英语二级考试）并达到相应要求的本科生,可获得大学英语二级成绩,并可以参加第三次考试（大学英语考试)，未达到要求的本科生则从大学英语二级起修读,共需修满8学分。

参加第三次考试（大学英语考试)并达到相应要求的，可获得大学英语成绩，进入大学英语四级课程学习，共需修满4学分,未达到要求的本科生则从大学英语起修读，共需修满６学分。

新生大学英语选课工作在报到后军训期间完成，同时“以考代修”取得的课程学分，免收取学分学费。

三、其它英语强化班、创新班、国际班有的英语课程体系，不参加上述教学安排。

2024秋季九年级英语教学计划本学期我组的工作，以提高学科素质为重点，以提高教学质量为宗旨，以加强教学过程管理为手段，立足课堂、优化课堂、创新课堂，为英语教学质量的提高打下坚实的基础。

一、更新教学观念，瞄准角色定位。

教师要学习新的教学理论，接受教学新理念，摸索探究新的教学模式和教学方法，提高自身的素质，创造个性化教学，用自己创造性的劳动来赢得学生的信任与喜欢，尽快调整好心态。

二、注重彼此交流，发挥集体智慧。

充分发挥教研组和备课组的集体智慧和力量，我们准备在新授单元的备课组活动上，首先有一位老师主讲，提出本单元的目标、重点、难点，然后集体讨论单词的补充和延伸，课文的疑难，设计好课课练和周周清。

在下次的备课组活动上，再讨论前单元所出现的不足及整改，也叫第二次集体备课。

三、研究教法、学法，提高教学效益。

1、针对英语词汇量特别大的特点，我们将采取“分化教学，整合竞赛。

”的方法，先把一单元的单词分几次教学，教完后进行各种形式的单词竞赛，如单词接龙、缺字母完成单词、改字母重组单词等，并及时奖励，激发和鼓励学生学习单词的积极性，从而达到“教的有效，学的轻松，考的满意”的效果。

2、针对对话、课文，我们采用情景教学法和任务式教学法。

创设情景是提高学生学习英语兴趣的的途径，教师要善于调动学生的积极性，培养主动参与的意识，提供合作学习的机会。

具体我们将采用课前的自由会话，新授中的表演与讨论，巩固中的活动与任务，复习中的拓展作业和贯穿课堂内外的激励评价。

3、针对语法教学，我们将根据不同的教学任务、不同的教学目标、不同的教学时段，采用不同的教学模式：（1）观察-发现-讨论-归纳-巩固-运用的单元教学模式。

（2）集中呈现-对比分析-专项梳理-巩固运用的综合复习教学模式。

在采用以上两种传统方式的同时，还运用任务式语法教学和探究式语法教学。

4、重视听力的培养。

教师在课堂上尽量运用英语，一不要图省事，二不要怕学生听不懂。

只要坚持，就能起到作用。

1、I have made up my mind what courses I am taking.我已经决定选什么课了。

make up my mind 决定做某事，可以跟从句，也可以跟动词不定式。

E.g.：I have made up my mind to get the first prize of the marathon competition.我已经下定决心要赢得这次马拉松比赛的第一名。

2、Most of the students are still shopping around, looking at various courses.部分学生还在观望，先了解一下各门课的情况。

shopping around :观望此外还有逛商店的意思Some housewives make a habit of shopping around to get the best buy.购物时货比三家，是家庭主妇的好习惯。

3、Well, I have put off doing my science requirement till now. I haven’t learned any science courses for three years是这样的，我已经拖了三年没选理科课程了。

science 理科 liberal arts ：文科 college of arts 文学院4、Because you are major in MBA. I figure that you know more about the MBA因为你主修MBA.我想你对MBA的课都比较熟悉。

major in 修……专业专攻…… major in computer 主修计算机课程figure 数字体型这里是“认为”接近于 think5、I took that class last year but I flunked it, so this year I have to take it again我去年修了这门课，但是考试没通过，所以今年我还得再修一年。

公共英语必修课选课规则根据教通字【2016】26号文件，南开大学公共英语课程改革的相关规定，现就公共英语必修课（A类课）选课情况说明如下：公共英语必修课程分为必修课阶段（第1-2学期，共5学分）、必选课阶段（第3-4学期，共4学分）1.一年级公共英语必修课开设基础英语Ⅰ（ABC级）和基础英语Ⅱ（ABC级）两门课程。

新生入学后，公英教学部根据新生高考英语成绩，按照一定比例划分ABC三个等级，A级人数约占新生的17%，B级人数约占76%，C级人数约占7%。

一年级分级名单及课程上课时间安排会在学生选课前发送给各学院教务老师，请各学院教务老师务必通知学生按所分的等级和指定上课时间内选课，学生完成课程学习，取得5学分。

2.一年级基础英语A级难度系数最高，旨在培养具有较强的语言应用能力、良好的学术英语能力，具有一定跨文化意识、国际视野和思辨能力的语言使用者。

B级难度系数中等，它以培养学生的语言应用能力、跨文化交际能力、思辨能力和自主学习能力为目标。

C级难度系数略低，侧重培养学生的语言应用能力，帮助学生夯实语言基础，为今后的学习和工作做充分准备。

3.根据ABC三级人才培养目标，ABC三级使用的教材、学习要求、教学方法和教学模式会有不同。

A、B、C三个级别课程均采用形成性评估与终结性评估相结合的评价体系。

形成性评估旨在对学生在学习过程中的学习态度、学习行为、学习策略、学习成果进行跟踪式考核、评价。

终结性评估包括期末口语测试和期末笔试。

A、B、C 三个级别采用相同的期末笔试试卷，进行统一的语言水平测试考试，试题难度以B 级为基准。

4.二年级公共英语必选课分为三个模块，即语言技能、学术英语、文化素养三个模块，学生根据自身学习兴趣和发展需求，从三个模块中任选两门课程（每学期一门，两门课程不能相同），修满4学分即可。

二年级模块课程均采用形成性评估与终结性评估相结合的评价体系。

形成性评估旨在对学生在所选课程学习过程中的学习态度、学习行为、学习策略、学习成果进行跟踪式考核、评价。

选课相关的英语口语选课相关的英语口语大学，学校会提供很多选修课供大家选择。

下面是店铺整理的关于选课的英语口语，希望能帮到大家!如何选课麦克:How do I find out which classes I should take for my major?我怎么才能知道我们专业应该选些什么课?比尔:What is your major?你的专业是什么?麦克:Biology.生物.比尔:Go to the Biology Department and ask them to assign someone to advise you.你去生物院请他们找人给你指导一下.麦克:And they will tell me what I need to take for my degree?他们会告诉我应该怎么来获得我的学位?比尔:Yes, and they will even recommend some helpful courses for your major.是的.他们甚至能给你推荐一些适合你专业的有用的'课程.麦克:I see, thanks.我知道了.谢谢.选课汤姆:Hello. Can I help you?你好.我能帮忙吗?玛丽:Yes.I hope so. I would like to register for Comp Lit 287.是的.我希望.我想注册比较文学 287 这门课.汤姆:I'm sorry.but that class is already full. And also, students are supposed to register through the touch-tone registration system.我很抱歉.但那门课已经满了.而且.学生应该使用电话按键系统来注册.玛丽:I know. I already tried to register for it by phone.but the computer won't let me.我知道.我已经试着用电话注册.但计算机不允许我.汤姆:That's because it's full.那是因为那门课已经满了.汤姆:But I'm a new student here. I thought maybe there was some way I could get into the class. I thought I should come and talk to you in the department office.但我是一个新学生.我想或许有某种方法我可以上这堂课.我认为我应该亲自来系上的办公室跟你谈下载全文。

选课过程分为三个阶段：第一阶段：预选阶段在预选阶段，选课没有人数限制，先选后选都一样，无需“抢课”。

第二阶段：正选阶段在正选阶段，凡是在预选阶段中超出选课人数的课程都将参与抽签。

即所有学生都需在网上查询自己已选课程是否超出人数限制，如果超出人数限制，需要对该门课进行随机等概率抽签，抽签成功表示选课成功，抽签失败表示选课不成功，需要在第三阶段补选其他课程。

第三阶段：退补选阶段在退补选阶段，学生可退选和补选课程，本着先选先中原则。

第四阶段：跨年级、跨专业选阶段在跨年级、跨专业选阶段，学生可进行跨年级、跨专业选课，本着先选先中原则。

第一阶段预选阶段1．进入教务处网络综合平台主页http://218.24.180.247鼠标点击页面右侧“教务管理系统”栏的“选课系统”超级链接即可进入选课系统录界面上，如图红色字部分。

）3．用户信息确认页面如果与本人身份相符请单击“确认信息“按钮，以进行下一步操作。

4．如果用户是第一次进入选课页面，点击“确认信息“后系统会让用户修改自己的登录密码，如图所示（新密码不能与原密码相同）5．进入选课主界面选课界面左方从上而下依次为“课程查询” 栏、“课程列表” 栏和“上课教师”栏，右方从上而下依次为“课次信息”栏、操作按钮、“我的课程表”栏6．课程查询，单击“性质”下拉列表，选择某种性质的课程，然后单击“查询”按钮。

7．选择一门课程（在选课界面的左侧“课程列表”栏单击你感兴趣的课程，左下方“上课教师”栏会出现该课程的教师,选课界面的右上方会出现所选中课程的课次信息。

点击“选择”按钮，会弹出一个所选课程的信息对话框，如图所示：）8．确认所选课程无误后，单击“确定”按钮。

如果选择课程成功，则该课程就会出现在右下方“我的课程表”栏中，如下图所示；如果选课没有成功则会弹出错误信息。

9．删除选择错误的课程（如果不想选择先前选过的课程，可以删除。

通过在“我的课程表”栏选择该门课程，在选课页面的右上方“课次信息”栏和左边的“课程列表”栏、“上课教师”栏均会出现与该课程有关的信息。