College English

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 EnglishCollege 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 RequirementsAs 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 advanced 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:1. Listening:Students should be able to follow classroom instructions, everydayconversations, 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.2. Speaking: Students should be able to communicate in English in the course oflearning, 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 topicsat 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.4. Writing:Students should be able to complete writing tasks for generalpurposes, 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.5. Translation: With the help of dictionaries, students should be able to translateessays 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.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 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 wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures inEnglish, 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.2. Speaking: 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.3. Reading: Students should generally be able to read essays on general topics inpopular 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.4. Writing: Students should be able to express, by and large, personal views ongeneral 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.5. Translation: With the help of dictionaries, students should be able to translateon 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.6. Recommended Vocabulary: Students should acquire a total of 6,395 words and1,200 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:I. Listening: Students should, by and large, be able to understand radio and TVprograms produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries 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 acertain 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 understandtheir 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 areasof 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 DesignTaking 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 a tool, 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 ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold 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 centra l 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 listenin g and speakingcourses 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 importantly, consist of changes in teac hing 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 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation 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 assessmentFormative 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 lea rning, and is particularly important in implementing the computer- and classroom-based teaching model. It includesstudents’ 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 t o observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ 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 AdministrationTeaching 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 thatthese 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 th e 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 ⅠComputer- 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.1.Structure of the ModelInstructions: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- andWeb-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 affaires, teachers, and teaching management software.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 ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies 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 acc ording to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment 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 assessmentat 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. Stud ents are expected to assess their own or their classmates’ Englishcompetence 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 ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。

SFLEP College English (New Edition) Achievement Test (Band 4) 1 College English Test (New Ed.) (Band 4)A Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a composition on the topic Heavy Traffic. You should write at least 120 words following the outline given below in Chinese.1.近年来，许多城市都面临交通拥挤这一问题。

2.解决的一个方法是修建更多的道路。

3.我的意见。

Heavy Traffic________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________Part II Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions.For questions 1-7, markY (for YES) if the statement agrees with the information given in the passage;N (for NO) if the statement contradicts the information given in the passage;NG (for NOT GIVEN) if the information is not given in the passage.For questions 8-10, complete the sentences with the information given in the passage.2外教社®《大学英语》（全新版）4级学业测试Green Wave Washed Over Mainstream ShoppingResearch in Britain has shown that “green consumers” continue to flourish as a significant group amongst shoppers. This suggests that politicians who claim environmentalism is yesterday's issue may be seriously misjudging the public mood.A report from Mintel, the market research organization, says that despite recession and financial pressures, more people than ever want to buy environmentally frie ndly products and a “green wave” has swept through consumerism, taking in people previously untouched by environmental concerns. The recently published report also predicts that the process will repeat itself with “ethical” concerns, involving issues such as fair trade with the Third World and the social record of businesses. Companies will have to be more honest and open in response to this mood.Mintel‟s survey, based on nearly 1,000 consumers, found that the proportion who look for green products and are prepared to pay more for them has climbed from 53 per cent in 1990 to around 60 per cent in 1994. On average, they will pay 13 per cent more for such products, although this percentage is higher among women, managerial and professional groups and those aged 35 to 44.Between 1990 and 1994 the proportion of consumers claiming to be unaware of or unconcerned about green issues fell from 18 to 10 percent but the number of green spenders among older people and manual workers has risen substantially. Regions such as Scotland have also caught up with the south of England in their environmental concerns. According to Mintel, an image of green consumerism as associated in the past with the more eccentric members of society has virtually disappeared. The consumer research manager for Mintel, Angela Hughes, said it had become firmly established as a mainstream market. She explained that as far as the average person is concerned environmentalism has not …gone off the boil‟. In fact, it has spread across a much wider range of consumer groups, ages and occupations.Mintel‟s 1994 survey found that 13 per cent of consumers are “very dark green”, nearly always buying environmentally friendly products, 28 per cent are “dark green”, trying “as far as possible” to buy such prod ucts, and 21 per cent are “pale green” —tending to buy green products if they see them. Another 26 per cent are “armchair greens”; they said they care about environmental issues but their concern does not affect their spending habits. Only 10 per cent say they do not care about green issues.Four in ten people are “ethical spenders”, buying goods which do not, for example, involve dealings with oppressive regimes. This figure is the same as in 1990, although the number of' armchair ethical has risen from 28 to 35 per cent and only 22 per cent say they are unconcerned now, against 30 per cent in 1990. Hughes claims that in the twenty-first century, consumers will be encouraged to think more about the entire history of the products and services they buy, including the policies of the companies that provide them and that this will require a greater degree of honesty with consumers.Among green consumers, animal testing is the top issue—48 per cent said they would be deterred from buying a product if it had been tested on animals—followed by concerns regarding irresponsible selling, the ozone layer (臭氧层), river and sea pollution, forest destruction, recycling and factory farming. However, concern for specific issues is lower than in 1990, suggesting thatSFLEP College English (New Edition) Achievement Test (Band 4) 3many consumers feel that government and business have taken on the environmental agenda.1. The research findings report commercial rather than political trends. 〔Y〕〔N〕〔NG〕2. Being financially better off has made shoppers more sensitive to buying …green‟.〔Y〕〔N〕〔NG〕3. The majority of shoppers are prepared to pay more for the benefit of the environment accordingto the research findings. 〔Y〕〔N〕〔NG〕4. Consumers‟ green shopping habits are influenced by Mintel‟s findings.〔Y〕〔N〕〔NG〕5. Mintel has limited their investigation to professional and managerial groups. 〔Y〕〔N〕〔NG〕6. Mintel undertakes market surveys on an annual basis. 〔Y〕〔N〕〔NG〕7. People will buy any products under the name of green. 〔Y〕〔N〕〔NG〕8. Between 1990 and 1994 ________ and ________ who spend on green food increased much.9. In the past people described those who take a fancy of green products as________________.10. The amount of people who concerned about the environmental issues related to products now is_____________ those of people in 1990.Part III Listening Comprehension (35 minutes)Section ADirections:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Boththe conversation and the questions will be spoken only once. After each question therewill be a pause. During the pause, you must read the four choices marked A), B), C) andD), and decide which is the best answer.11. A) She liked it. B) She disliked it.C) She had no opinion. D) She hadn‟t heard about it.12. A) Wife-Husband. B) Shop assistant-Customer.C) Waitress-Customer. D) Secretary-Boss.13. A) To her brother‟s office. B) Home.C) To her friend‟s house. D) To the market.14. A) A salesman. B) A landlord.C) A teacher. D) A waiter.15. A) Twenty-five. B) Thirty-five.C) Fifteen. D) Twenty.16. A) Thursday afternoon. B) Thursday morning.C) Tuesday morning. D) Tuesday afternoon.17. A) $150. B) $200.C) $50. D) $250.18. A) A temporary job. B) A permanent job .C) Some money for the vacation. D) Some money for the university fees.Questions 19 to 22 are based on the conversation you have just heard.4外教社®《大学英语》（全新版）4级学业测试19. A. They don‟t get rid of fat arms.B. They can‟t damage arm muscles.C. They aren‟t acceptable to most people.D. They can raise on e‟s blood pressure.20. A. By talking to an expert.B. By reading an article.C. By attending an exercise class.D. By listening to the radio.21. A. Exercising the entire body.B. Having your blood pressure taken daily.C. Losing weight prior to exercising.D. Weighing before each exercise session.22. A. Wearing arm weights while you are swimming.B. Walking vigorously in one place for a long time.C. Using bicycles that require you to use both your arms and legs.D. Walking slowly while swinging your arms back and forth.Questions 23 to 25 are based on the conversation you have just heard.23. A) The difference between the US baseball team and the Chinese one.B) Efforts taken to promote baseball in China.C) The popularity and development of baseball in China.D) The performance of US baseball team in the game last night.24. A) It has always been very popular.B) More and more people pay attention to it.C) It is the most important sport in China.D) People don't have any interest in baseball.25. A) It will win in the 2008 Olympic Games.B) It is not as mature as the US baseball team.C) It‟s the best baseball team in Asia.D) It never wins in international games.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After youhear a question, you must choose the best answer from the four choices marked A), B),C) and D).Passage OneQuestions 26 to 28 are based on the passage you have just heard.26. A) Diagnosing nearsightedness.SFLEP College English (New Edition) Achievement Test (Band 4) 5B) The case and correction of nearsightedness.C) The amazing "minus" lens.D) The working of the eye.27. A) Nearsighted people have little trouble seeing things close to them.B) Nearsightedness is usually a progressive visual problem.C) Nearsightedness is often found in school-age children.D) The “minus” lens cures the lens problem.28. A) The number of nearsighted people in the world is probably greater than the number ofdiagnosed cases.B) The brain is incapable of picking up images that form in front of the retina (视网膜).C) Eventually, nearsighted people lose the ability to see at close distances.D) The “minus” l ens is very expensive.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) Wink. B) Nod. C) Gesture. D) Writing.30. A) Picture signs. B) Braille. C) Body language. D) Signal flags.31. A) There are many forms of communication.B) Verbalization is the most common form of communication.C) The deaf and mute use an oral form of communication.D) Ideas and thoughts can be transmitted by body language.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32. A) The workers on the underground platforms were replaced by machines.B) It became the first completely automatic railway in the world.C) A completely automatic line was added to its network.D) Its trains became computer-controlled.33. A) A platform worker. B) The command.C) A computer spot. D) A machine.34. A) To drive the train after it is started automatically.B) To start the train and to drive it when necessary.C) To take care of the passengers on the train.D) To send commanding signals to the command spot.35. A) It will stop automatically.B) It will move on at the same speed.C) It will gradually slow down.D) It will keep a safe distance from the other trains.6外教社®《大学英语》（全新版）4级学业测试Section CDirections:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read forthe second time, you are required to fill in the blanks numbered from 36 to 43 with theexact words you have just heard. For blanks numbered from 44 to 46 you are requiredto fill in the missing information. For these blanks, you can either use the exact wordsyou have just heard or write down the main points in your own words. Finally, when thepassage is read for the third time, you should check what you have written.There is a time when job (36) _____________ simply wrote letters of application. “Just put down your name, (37) _____________, age and whether you have passed any (38)_____________”, was about the average level of advice offered to young people (39) ______________ for their first jobs when I left school. The letter was really just for openers, it was explained, everything else could and should be saved for the (40) _______________. And in those days of full employment the (41)______________ worked. The letter proved that you could write and were (42)______________ for work. Your eager face and (43)____________ replies did the rest.Later, as you moved up the ladder, something slightly more sophisticated was called for. (44)__ _____________________________________. It might be called the aggressive approach.(45)_________________________________________________________. Or it might be some special feature specially designed for the job in view.There is no doubt, however, that (46) _________________________________________________ __________________________________________.Part IV Reading Comprehension (Reading in Depth) (25 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Readthe passage through carefully before making your choices. Each choice in the bank isidentified by a letter. You may not use any of the words in the bank more than once. Questions 47 to 56 are based on the following passage.Major tourist attractions include large cities, seashores areas in warm climates and ski 47 . Indeed, it seems that almost any place can become a tourist 48 as long as it is different from the place where the traveler usually lives. Paris may not be a tourist attraction to a Parisian, but for a New Yorker, it may have many 49 . People travel for any number of reasons, and there are numerous attractions that 50 to a wide variety of tastes.In addition to being major business centers, the large cities offer attractions and entertainment for all kinds of people. Cultural events occur 51 including theatrical and operatic 52 , concerts, ballet, and art exhibitions, to name a few. At the 53 end of the scale, there is a greatSFLEP College English (New Edition) Achievement Test (Band 4)7variety of night life in urban centers to choose from, and there is also a wide selection of restaurants. Shopping is an attraction for many visitors, whether in the great department stores of New York and Tokyo or in the boutiques (流行小店)of Paris and London. The big cities also offer a unique atmosphere and history. The flower vendors and cable cars of San Francisco are part of the unusual atmosphere of that city. And in Paris, the Louvre is not only a museum, but also the 54 of important events in French history.One of the advantages of the big cities is their ability to 55 large numbers of tourists. These cities have an existing infrastructure (基础设施)that is capable of caring for the needs of millions of people; and many of the attractions that tourists visit have been developed primarily for the benefit of the inhabitants. Therefore, tourism is an economic plus for many big cities because it increases income from existing 56 , both public and private.Section BDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) andD). You should decide on the best choice.Passage OneQuestions 57 to 61 are based on the following passage.What might driving on an automated highway be like? The answer depends on what land of system is ultimately adopted. Two distinct types are on the drawing board. The first is a special purpose lane system, in which certain lanes are reserved for automated vehicles. The second is a mixed traffic system: fully automated vehicles would share the road with partially automated or manual driven cars. A special purpose lane system would require more extensive physical modifications to existing highways, but it promises the greatest gains in freeway capacity.Under either scheme, the driver would specify the desired destination, furnishing this information to a computer in the car at the beginning of the trip or perhaps just before reaching the automated highway. If a mixed traffic system way was in place, automated driving could begin whenever the driver was on suitably equipped roads. If special purpose lanes were available, the car could enter them and join existing traffic in two different ways. One method would use a special onramp. As the driver approached the point of entry for the highway, devices installed on8外教社®《大学英语》（全新版）4级学业测试the roadside would electronically check the vehicle to determine its destination and to ascertain that it had the proper automation equipment in good working order. Assuming it passed such tests, the driver would then be guided through a gate and toward an automated lane. In this case, the transition from manual to automated control would take place on the entrance ramp. An alternative technique could employ conventional lanes, which would be shared by automated and regular vehicles. The driver would steer onto the highway and move in normal fashion to a “transition”lane. The vehicle would then shift under computer control onto a lane reserved for automated traffic. (The limitation of these lanes to automated traffic would, presumably, be well respected, because all trespassers (非法进入者) could be swiftly identified by authorities.) Either approach to joining a lane of automated traffic would harmonize the movement of newly entering vehicles with those already traveling. Automatic control here should allow for smooth merging without the usual uncertainties and potential for accidents. And once a vehicle had settled into automated travel, the driver would be free to release the wheel, open the morning paper or just relax.57. We learn from the first paragraph that two systems of automated highways____.A) are being planned B) are being modifiedC) are now in wide use D) are under construction58. A special purpose lane system is probably advantageous in that ______.A) it would require only minor changes to existing highwaysB) it would achieve the greatest highway traffic efficiencyC) it has a lane for both automated and partially automated vehiclesD) it offers more lanes for automated vehicles59. Which of the following is TRUE about driving on an automated highway?A) Vehicles traveling on it are assigned different lanes according to their destinations.B) A car can join existing traffic any time in a mixed lane system.C) The driver should inform his car computer of his destination before driving onto it.D) The driver should share the automated lane with those of regular vehicles.60. We know from the passage that a car can enter a special purpose lane______.A) by smoothly merging with cars on the conventional laneB) by way of a ramp with electronic control devicesC) through a specially guarded gateD) after all trespassers are identified and removed61. When driving in an automated lane, the driver_______.A) should harmonize with newly entering carsB) doesn‟t have to rely on his computer systemC) should watch out for potential accidentsD) doesn‟t have to hold on to the steering wheelPassage TwoQuestions 62 to 66 are based on the following passage.SFLEP College English (New Edition) Achievement Test (Band 4)9The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. “She was 5 feet 8 inches tall, had had fair hair, and wore a colored skirt.” More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly—perhaps with a two-second glance.We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person‟s behavior with the known others‟ behavior, observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for, deliberately structuring the physical or social environment so as to observe the person‟s responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person—questions, self-disclosures(自我表露), and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won‟t ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically, those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of a satisfying relationship as the things that enable us to obtain accurate knowledge about a person (e.g., disclosures and truthful statements).62.The word “pinpoint” (Line 3, Para. 1) basically means______.A) appreciate B) obtain C)interpret D) identify63. What do we learn from the first paragraph?A) People are better described in cold, objective terms.B) The difficulty of getting to know a person is usually underestimated.C) One should not judge people by their appearances.D) One is usually subjective when assessing other people‟s personality.64.It can be inferred from Berger‟s suggestions that ______.A) people do not reveal their true self on every occasionB) in most cases we should avoid contacting the observed person directlyC) the best way to know a person is by making comparisonsD) face-to-face interaction is the best strategy to uncover information about a person65. In developing personal relationships, secrets and deceptions, in the author‟s opinion, are_____.A) personal matters that should be seriously dealt withB) barriers that should be done away withC) as significant as disclosures and truthful statementsD) things people should guard against10外教社®《大学英语》（全新版）4级学业测试66. The author‟s purpose in writing the passage is ______.A) to give advice on appropriate conduct for social occasionsB) to provide ways of how to obtain information about occasionsC) to call the reader‟s attention to the negative side of people‟s charactersD) to discuss the various aspects of getting to know peoplePart V Cloze (15 minutes)Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE thatbest fits into the passage.SFLEP College English (New Edition) Achievement Test (Band 4)11Part VI Translation ( 5 minutes）Directions:Complete the sentences by translating into English the Chinese given in the brackets.87. The automobile industry has been regarded as one of _________________________(最赚钱的产业) of the twentieth century.88. Today, ___________________________ (由于生性好奇)，we are still trying to do the same. Butthe global village is a world of limitless possibilities, and we can never achieve our aim.89. He was a tiny little fellow, not much more than five feet four in height. He was always neatlyand quiet dressed _______________（符合他的年龄）and station.90. It _____________________ (碰巧是) a winter China was hit with one of the worst snowstormsin years. Many places were seriously affected by snowstorms.91. It is not only the better living standard. ___________________________ (吸引移民前来美国) isthe essential characteristic of American culture: the chance to try.12外教社®《大学英语》（全新版）4级学业测试KeyPart I WritingHeavy TrafficIn recent years many cities are faced with the problem of heavy traffic. People have to waste more time on their way home or to work and even might be involved in an accident. With the development of industry and population expansion, this problem becomes more and more serious.One solution is to lay down more roads. The solution has many advantages. For example, it can efficiently decrease the number of buses and trucks in many main streets. But it will take up so much land that crowded cities become even more crowded. Another solution is to open more bus lines. If more bus lines should be opened up, the number of bicycles and cars in the main streets would be greatly decreased. But the disadvantage of this solution is that many people would not feel so convenient as they used to.In my opinion, the right solution to the problem is the combination of the two, that is, to lay down more roads in spacious areas and to open up more bus lines in downtown areas.Part II Reading Comprehension (Skimming and Scanning)1.Y2. N3. Y4. NG5. N6. NG7. N8.older people, manual workers9.eccentric members10.lower thanPart III Listening ComprehensionSection A11. B 12. B 13. D 14. B 15. A16. A 17. A 18. A 19. D 20. B21. A 22. C 23. C 24. B 25.BSection B26. B 27. D 28. B 29. D 30. B31. C 32. B 33. D 34. B 35. ASection C36. seekers 37. address 38. examinations 39. applying40. interview 41. technique 42. available 43. intelligent44. The advice then was to put something in the letter which would distinguish you from the rest.45. Your search is over and I am the person you‟ve been waiting for.46. it is the increasing number of applicants with university education at all points in the processof engaging staff that has led to the greater importance of the resume.SFLEP College English (New Edition) Achievement Test (Band 4)13 Part IV Reading Comprehension (Reading in Depth)Section A47. H 48. K 49. C 50. L 51. I52. B 53. E 54. N 55. D 56. ASection B57. A 58. B 59. C 60. B 61. D62. D 63. B 64. A 65. C 66. DPart V Cloze67. C 68. B 69. B 70. A 71. D72. A 73. D 74. A 75. B 76. D77. B 78. C 79. C 80. A 81. D82. A 83. A 84. D 85. D 86. BPart VI Translation87.the most lucrative industries88.being curious by nature89. in accordance with his age90. happened to be91.what attracts immigrants to America。

大学英语教材作者及出版社大学英语教材是大学英语教育的重要辅助材料，有助于学生扩大词汇量，提高语言表达能力，培养语言思维能力。

在市场上，有很多不同的大学英语教材，每本教材的作者和出版社也不尽相同。

本文将介绍一些常见的大学英语教材作者及出版社。

1. "New Horizon College English" (新视野大学英语)"New Horizon College English"是中国大学英语教材中非常经典的一套教材，被广大学生所熟知和使用。

该教材由朱洪泉（Philip J. Rosser）、徐敏（Han Jing）、于丽君（Li Jing）等人所编写，由外语教学与研究出版社出版。

2. "College English" (大学英语)"College English"是由中国石油大学外语系教师团队编写的大学英语教材。

该教材突出语言文化交际和实用技能训练，旨在帮助学生培养听、说、读、写、译等多方面的英语综合能力。

该教材由外语教学与研究出版社出版。

3. "TEM4/TEM8 Preparation" (翻译专业英语考试四/八级)"TEM4/TEM8 Preparation"是为准备参加翻译专业英语考试四级和八级的学生所编写的大学英语教材。

该教材突出翻译技巧和译文准确性的要求，帮助学生高效备考。

该教材由外语教学与研究出版社出版。

4. "English Grammar in Use" (语法使用手册)"English Grammar in Use"是大学英语教育中一本备受青睐的语法教材。

该教材由英国埃塞克斯大学的雷蒙德·墨菲（Raymond Murphy）所编写，深入浅出地解释英语语法规则，适合学生自学和教师备课使用。

该教材由剑桥大学出版社出版。

大学英语作文300字原文：College English Composition。

College English is a required course for all undergraduate students in China. It aims to improve students’ English language skills, including listening, speaking, reading and writing. As a college student, I have benefited a lot from this course.First of all, college English has helped me to improve my English listening and speaking skills. Through various listening exercises and speaking practice, I have become more confident in understanding and communicating with others in English. I can now listen to English news, songs and movies without much difficulty, and I can express my ideas and opinions in English more fluently.Secondly, college English has broadened my horizons. Inthis course, we are required to read a lot of Englisharticles and essays, which cover a wide range of topics, such as culture, history, science, and technology. These readings have not only enriched my knowledge, but also helped me to understand the world from a different perspective.Finally, college English has improved my writing skills. Through writing essays and reports, I have learned how to organize my ideas logically and express them in a coherent and cohesive way. I have also learned to use a wider rangeof vocabulary and sentence structures, which has made my writing more sophisticated and persuasive.In conclusion, college English has been a veryrewarding course for me. It has not only helped me to improve my English language skills, but also broadened my horizons and enhanced my critical thinking and writing abilities. I believe that the knowledge and skills I have gained from this course will benefit me greatly in myfuture academic and professional life.仿写：The Importance of College English。

College English Curriculum RequirementsWith With a a a view view view to to to keeping keeping keeping up up up with with with the the the new new new developments developments developments of of of higher higher higher education education education in in China, deepening teaching reform, improving teaching quality, and meeting the needs of of the the the country country country and and and society society society for for for qualified qualified qualified personnel personnel personnel in in in the the the new new new era, era, era, College College College English English Curriculum Curriculum Requirements Requirements Requirements (Requirements (Requirements (Requirements hereafter) hereafter) hereafter) has has has been been been drawn drawn drawn up up up to to to provide provide colleges colleges and and and universities universities universities with with with the the the guidelines guidelines guidelines for for for English English English instruction instruction instruction to to to non-English non-English major students.Because Because institutions institutions institutions of of of higher higher higher learning learning learning differ differ differ from from from each each each other other other in in in terms terms terms of of teaching teaching resources, resources, resources, students’ students’ students’ level level level of of of English English English upon upon upon entering entering entering college, college, college, and and and the the the social 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 and individualized individualized individualized College College College English English English syllabus syllabus syllabus to to to guide guide guide their their their own own own College College College English English teaching.I. Character and Objectives of College EnglishCollege 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 College English English English has has has as as as its its its main main main components components components knowledge knowledge knowledge and and and practical practical practical skills skills skills of of of the 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 RequirementsAs 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 accordance with with with their their their aptitude aptitude aptitude so so so as as as to to to meet meet meet the the the specific specific specific needs needs needs of of of individualized individualized teaching.The The requirements requirements requirements for for for undergraduate undergraduate undergraduate College College College English English English teaching teaching teaching are are are set set set at at at three three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after after studying studying studying and and and practicing practicing practicing English English English at at at school. school. school. The The The basic basic basic requirements requirements requirements are are are the the minimum level that all non-English majors have to reach before graduation. Intermediate Intermediate and and and advanced advanced advanced requirements requirements requirements are are are recommended recommended recommended for for for those those those colleges colleges colleges and and universities universities which which which have have have more more more favorable favorable favorable conditions; conditions; conditions; they they they should should should select select select their their their levels levels according to the school’s status, types and education goals.Institutions Institutions of of of higher higher higher learning learning learning should should should set set set their their their own own own objectives objectives objectives in in in the the the light light light of of their their specific specific specific circumstances, circumstances, circumstances, strive strive strive to to to create create create favorable favorable favorable conditions, conditions, conditions, and and and enable enable enable those those students students who have who have a relatively higher English proficiency proficiency and stronger and stronger capacity capacity for for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be be able able able to to to understand understand understand English English English radio radio radio and and and TV TV TV programs programs programs spoken spoken spoken at at at a a a speed speed speed of of about about 130 to 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. points. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ basic basic basic listening listening listening strategies strategies strategies to to facilitate comprehension.2. Speaking: S tudents should be able to communicate in English in the course of 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 topics in in in English. English. English. They They They should should should be be be able able able to to to give, give, give, after after after some some some preparation, preparation, preparation, short short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are are expected expected to to be be able able to to use use basic basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics topics at at at a a a speed speed speed of of of 70 70 70 wpm. wpm. wpm. With With With longer longer longer yet yet yet less less less difficult difficult difficult texts, texts, texts, the the the reading 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 of specialty, specialty, specialty, and and and newspaper newspaper newspaper and and and magazine magazine magazine articles articles articles on on on familiar familiar familiar topics, topics, topics, grasping grasping the main ideas and understanding major facts and relevant details. They should be be able able able to to to understand understand understand texts texts texts of of of practical practical practical styles styles styles commonly commonly commonly used used used in in work work and and daily daily life. life. life. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ effective effective effective reading reading reading strategies strategies while reading.4. Writing: Students Students should should should be be be able able able to to to complete complete complete writing writing writing tasks tasks tasks for for for general general purposes, purposes, e.g., e.g., e.g., describing describing describing personal personal personal experiences, experiences, experiences, impressions, impressions, impressions, feelings, feelings, feelings, or or or some 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. 5. Translation: 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 translation from from from English English English into into into Chinese Chinese Chinese should should should be be be about about about 300 300 300 English English English words words words per per hour whereas the speed of translation from Chinese into English should be around 250 250 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation translation should should should be be be basically basically basically accurate, accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary:S tudents should acquire a total of 4,795 words Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among among which which which 2,000 2,000 2,000 are are are active active active words. words. words. (See (See (See Appendix Appendix Appendix III: III: III: College College College English English Vocabulary.) Students should not only be able to comprehend the active words but but be be be proficient proficient proficient in in in using using using them them them when when when expressing expressing expressing themselves themselves themselves in in in speaking speaking speaking or or writing.Intermediate Requirements:1. Listening: Students Students should should should generally generally generally be be be able able able to to to follow follow follow talks talks talks and and and lectures lectures lectures in 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.2. Speaking: 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, views, to to to state state facts facts and and and reasons, reasons, reasons, and and and to to to describe describe describe events events events with with with clear clear clear articulation articulation and basically correct pronunciation and intonation.3. Reading: S tudents should generally be able to read essays on general topics in Students should generally be able to read essays on general topics in popular popular newspapers newspapers newspapers and and and magazines magazines magazines published published published in in in English-speaking English-speaking English-speaking countries countries countries at at at a a speed speed of of of 70 70 70 to to to 90 90 90 wpm. wpm. wpm. With With With longer longer longer texts texts texts for for for fast fast fast reading, reading, reading, the the the reading reading reading speed speed should should be be be 120 120 120 wpm. wpm. wpm. Students Students Students should should should be be be able able able to to to skim skim skim or or or scan scan scan reading reading reading materials. materials. When When reading reading reading summary summary summary literature literature literature in in in their their their areas areas areas of of of specialty, specialty, specialty, students students students should should should be be able able to to to get get get a a a correct correct correct understanding understanding understanding of of of the the the main main main ideas, ideas, ideas, major major major facts facts facts and and and relevant relevant details.4. Writing: Students should be able to express, by and large, personal views on general general topics, topics, topics, compose compose compose English English English abstracts abstracts abstracts for for for theses theses theses in in in their their their own own own specialization, specialization, and and write write write short short short English English English papers papers papers on on on topics topics topics in in in their their their field. field. field. They They They should should should be be be able able able to 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.5. Translation: W ith the help of dictionaries, students should be able to translate With the help of dictionaries, students should be able to translate on on a a a selective selective selective basis basis basis English English English literature literature literature in in in their their their field, field, field, and and and to to to translate translate translate texts texts texts on 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 into English English English should should should be be be around around around 300 300 300 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation 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.6. Recommended Vocabulary: Students Students should should should acquire acquire acquire a a a total total total of of of 6,395 6,395 6,395 words 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 V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs programs produced produced produced in in in English-speaking English-speaking English-speaking countries countries countries and and and grasp grasp grasp the the the gist gist gist and and and key key points. points. They They They should should should be be be able able able to to to follow follow follow talks talks talks by by by people people people from from from English-speaking English-speaking countries countries given given given at at at normal normal normal speed, speed, speed, and and and to to to understand understand understand courses courses courses in in in their their their areas areas areas of of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain certain degree degree degree of of of fluency fluency fluency and and and accuracy accuracy accuracy on on on general general general or or or specialized specialized specialized topics, topics, topics, and and and to 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 their main main main ideas ideas ideas and and and details. details. details. They They They should should should be be be able able able to to to read read read English English English articles articles articles in 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 of specialty, specialty, specialty, to to to express express express their their their opinions opinions opinions freely, freely, freely, and and and to to to write write write within within within 30 30 30 minutes minutes expository expository or or or argumentative argumentative argumentative essays essays essays of of of no no no less less less than than than 200 200 200 words words words on on on a a a given given given topic. topic. The The text text text should should should be be be characterized characterized characterized by by by clear clear clear expression expression expression of of of ideas, ideas, ideas, rich rich rich content, content, content, neat neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into into Chinese Chinese Chinese fairly fairly fairly difficult difficult difficult English English English texts texts texts in in in literature literature literature related related related to to to their their their areas areas areas of 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 Chinese should should should be be be about about about 400 400 400 English English English words words words per per per hour hour whereas whereas the the the speed speed speed of 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 V ocabulary.)The The above-mentioned above-mentioned three three requirements requirements serve serve as as as reference reference reference standards standards standards for for colleges and universities in preparing their own College English teaching documents. They They could, could, could, in in in the light the light of their respective c ircumstances, make due adjustments circumstances, make due adjustments to the the specific specific specific requirements requirements requirements for for for listening, listening, listening, speaking, speaking, speaking, reading, reading, reading, writing writing writing and and and translation translation translation at at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account account the the the school’s school’s circumstances, colleges colleges and and and universities universities should should follow follow follow the the the guidelines guidelines guidelines of of of the the the Requirements Requirements Requirements and and and the the the goals goals goals of of of their their their College College English teaching in designing their College English course systems. A course system, which which is is is a a a combination combination combination of of of required required required and and and elective elective elective courses courses courses in in in comprehensive comprehensive comprehensive English, English, language language skills, skills, skills, English English English for for for practical practical practical uses, uses, uses, language language language and and and culture, culture, culture, and and and English English English of 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 in listening listening listening and and and speaking speaking speaking should should should be be be fully fully fully considered, considered, considered, and and and corresponding corresponding corresponding teaching teaching hours hours and and and credits credits credits should should should be be be adequately adequately adequately allocated. allocated. allocated. Moreover, Moreover, Moreover, the the the extensive extensive extensive use use use of of advanced advanced information information information technology technology technology should should should be be be encouraged, encouraged, encouraged, computer- computer- computer- and and and Web-based Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College College English English English is is is not not not only only only a a a language language language course course course that that that provides provides provides basic basic basic knowledge 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 a tool, tool, but but but also also also has has has humanistic humanistic humanistic values. values. values. When When When designing designing designing College College College English English English courses, 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 All the the the courses, courses, courses, whether whether whether computer-based computer-based computer-based or or or classroom-based, classroom-based, classroom-based, should should should be be be fully 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 English is is is better better better will will will find find find room room room for for for further further further development. development. development. College College College English English English course 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. English. It It It should should should ensure ensure ensure that that that students students students make make make steady steady steady progress progress progress in in in English English English proficiency proficiency throughout their undergraduate studies, and it should encourage students’ individualized individualized learning learning learning so so so as as as to to to meet meet meet the the the needs needs needs of of of their their their development development development in in in different different specialties.IV. Teaching Model In view of the marked increase in student enrolments and the relatively limited resources, resources, colleges colleges colleges and and and universities universities universities should should should remold remold remold the the the existing existing existing unitary unitary unitary teacher- 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’ students’ individualized individualized individualized and and and autonomous autonomous autonomous learning. learning. learning. The The The new new new model model model should should should combine 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 position of of of students students students and and and the the the leading leading leading role role role of of of teachers teachers teachers in in in the the the teaching teaching teaching and and and learning 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 Colleges and and and universities universities universities should should should explore explore explore and and and establish establish establish a a a Web-based Web-based Web-based listening listening and and speaking speaking speaking teaching teaching teaching model model model that that that suits suits suits their their their own own own needs needs needs in in in line line line with with with their their their own own conditions conditions and and and students’ students’ students’ English English English proficiency, proficiency, and and deliver deliver deliver listening listening listening and and and speaking speaking courses courses via via via the the the intranet intranet intranet or or or campus campus campus network. network. network. The The The teaching teaching teaching of of of reading, reading, reading, writing writing writing and and translation translation can can can be be be conducted conducted conducted either either either in in in the the the classroom classroom classroom or or or online. online. online. With With With regard regard regard to 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, t e achers’ lectures, and online coaching, as well as the monitoring and eachers’ lectures, and online coaching, as well as the monitoring and management management of of of learning learning learning and and and coaching. coaching. coaching. It It It should should should be be be able able able to to to track track track down, down, down, record record record and and check the progress o f learning in of learning in a ddition addition addition to to teaching and coaching, and attain t o to to a 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 One of of of the the the objectives objectives objectives of of of the the the reform reform reform of of of the the the teaching teaching teaching model model model is is is to to to promote promote promote the the development of individualized study methods and the autonomous learning ability on the the part part part of of of students. students. students. The The The new new new model model model should should should enable enable enable students students students to to to select select select materials materials materials and and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes Changes in in in the the the teaching teaching teaching model model model by by by no no no means means means call call call for for for changes changes changes in in in teaching teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy philosophy and and and practice, practice, practice, and and and in in in a a a shift shift shift from from from a a a teacher-centered teacher-centered teacher-centered pattern, pattern, pattern, in in in which which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered student-centered pattern, pattern, pattern, in in in which which which the the the ability ability ability to to to use use use the the the language language language and and and the the the ability ability ability to to learn independently are cultivated in addition to language knowledge and skills, and also also to to to lifelong lifelong lifelong education, education, education, geared geared geared towards towards towards cultivating cultivating cultivating students’ students’ students’ lifelong lifelong lifelong learning learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation Evaluation is is is a key component in a key component in College English teaching. A comprehensive, objective, objective, scientific scientific scientific and and and accurate accurate accurate evaluation evaluation evaluation system system system is is is of of of vital vital vital importance importance importance to to to the 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 an effective effective effective means means means to to to adjust adjust adjust their their their learning learning learning strategies strategies strategies and and and methods, methods, methods, improve improve improve their their learning efficiency and achieve the desired learning effects.The The evaluation evaluation evaluation of of of students’ students’ students’ learning learning learning consists consists consists of of of formative formative formative assessment assessment assessment and and summative assessmentFormative assessment refers to procedural and developmental assessment conducted conducted in in in the the the teaching teaching teaching process, process, process, i.e., i.e., i.e., tracking tracking tracking the the the teaching teaching teaching process, process, process, providing 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 impor tant in in implementing implementing implementing the the the computer- computer- computer- and and and classroom-based classroom-based classroom-based teaching teaching teaching model. model. model. It It It includes includes 。

大学英语教学指南2022年版全文共3篇示例，供读者参考篇1College English Teaching Guide 2022 EditionIntroductionCollege English teaching is an essential part of higher education, helping students to develop their language skills, communicate effectively, and achieve success in their academic and professional endeavors. The College English Teaching Guide 2022 Edition provides instructors with a comprehensive overview of best practices, strategies, and resources for teaching English to college students. This guide is designed to help educators enhance their teaching methods, engage students in the learning process, and promote positive outcomes in the classroom.Key Focus AreasThe College English Teaching Guide 2022 Edition covers a wide range of key focus areas, including:1. Curriculum Design: Creating a well-structured and engaging curriculum that meets the needs of learners and aligns with educational objectives.2. Lesson Planning: Developing detailed lesson plans that incorporate a variety of teaching strategies, activities, and resources to support student learning.3. Assessment and Feedback: Implementing effective assessment techniques to measure student progress, provide feedback, and promote student success.4. Technology Integration: Utilizing technology tools and resources to enhance teaching and learning experiences, promote student engagement, and facilitate communication.5. Classroom Management: Establishing a positive and supportive learning environment that fosters student participation, collaboration, and motivation.Best Practices and StrategiesThe College English Teaching Guide 2022 Edition offers a wealth of best practices and strategies for instructors to enhance their teaching effectiveness, including:1. Active Learning: Encouraging student participation through hands-on activities, discussions, group work, and projects that promote critical thinking and communication skills.2. Differentiated Instruction: Tailoring instruction to meet the diverse needs and learning styles of students, providing opportunities for individualized learning and support.3. Authentic Assessment: Using real-world tasks, projects, and assignments to assess student learning outcomes and provide meaningful feedback for improvement.4. Communication Skills: Focusing on developing students' speaking, listening, reading, and writing skills through interactive tasks, exercises, and activities.5. Cultural Competence: Integrating cultural perspectives and global awareness into English language teaching to promote intercultural communication and understanding.Resources and ToolsThe College English Teaching Guide 2022 Edition includes a variety of resources and tools that educators can utilize to enhance their teaching practices, including:1. Textbooks and Materials: Recommended textbooks, online resources, and materials for teaching English language skills, grammar, vocabulary, and communication.2. Technology Tools: Useful technology tools, apps, websites, and software for enhancing classroom instruction, communication, collaboration, and assessment.3. Professional Development: Opportunities for professional development, workshops, conferences, and training to enhance teaching skills, knowledge, and expertise.4. Community Support: Networking opportunities, forums, and communities for college English teachers to connect, share ideas, and collaborate on best practices and strategies.ConclusionThe College English Teaching Guide 2022 Edition is a valuable resource for educators seeking to enhance their teaching practices, engage students in the learning process, and promote positive outcomes in the classroom. By implementing best practices, strategies, and resources outlined in this guide, instructors can create a dynamic and supportive learning environment that fosters student success, growth, andachievement in English language acquisition and communication skills.篇2University English Teaching Guide 2022 EditionIntroductionThe University English Teaching Guide 2022 edition is designed to provide comprehensive and innovative strategies for teaching English at the university level. This guide aims to equip English teachers with the tools and resources necessary to foster a conducive learning environment for students and promote their language acquisition skills effectively.Chapter 1: Curriculum DevelopmentThe curriculum development section of this guide emphasizes the importance of aligning course objectives with student needs and interests. It provides a step-by-step process for designing a curriculum that is engaging, challenging, and relevant to the real-world context. Teachers are encouraged to integrate a variety of teaching methodologies, such as communicative language teaching, task-based learning, and project-based learning, to cater to diverse learning styles and preferences.Chapter 2: Lesson PlanningThe lesson planning section offers practical tips and strategies for creating dynamic and interactive lesson plans that promote student engagement and participation. Teachers are encouraged to incorporate a variety of authentic materials, such as texts, videos, and audio recordings, to create meaningful learning experiences. The guide also provides guidance on assessing student learning outcomes and adapting lesson plans based on student feedback and performance.Chapter 3: Assessment and EvaluationThe assessment and evaluation section of this guide discusses the importance of using a variety of assessment tools and techniques to measure student progress and achievement accurately. Teachers are encouraged to use both formative and summative assessments, such as quizzes, tests, presentations, and projects, to evaluate students' language proficiency and skills development effectively. The guide also highlights the significance of providing timely and constructive feedback to students to support their continuous improvement.Chapter 4: Technology IntegrationThe technology integration section explores innovative ways to integrate technology into English language teaching to enhance learning outcomes and engage students effectively. Teachers are encouraged to use a variety of digital tools and platforms, such as online learning management systems, virtual classrooms, and interactive multimedia resources, to create a dynamic and interactive learning environment. The guide also provides guidance on leveraging social media, mobile apps, and educational games to motivate students and facilitate collaborative learning experiences.Chapter 5: Professional DevelopmentThe professional development section of this guide emphasizes the importance of continuous learning and professional growth for English teachers. Teachers are encouraged to participate in workshops, seminars, conferences, and online courses to enhance their teaching skills and stay abreast of the latest trends and developments in English language teaching. The guide also highlights the significance of collaborating with colleagues, sharing best practices, and seeking mentorship opportunities to support ongoing professional development.ConclusionThe University English Teaching Guide 2022 edition aims to empower English teachers with the knowledge, skills, and resources necessary to deliver high-quality and effective English language instruction at the university level. By following the strategies and recommendations outlined in this guide, teachers can create a supportive and engaging learning environment that fosters student learning and promotes their language acquisition skills effectively.篇3The university English teaching guide, 2022 edition, is designed to provide educators with the essential tools and strategies to effectively teach English to college students. In this guide, we will explore the key principles of language teaching, as well as practical tips and resources for designing engaging and effective lessons.1. Objectives of English Teaching:The primary goal of university English teaching is to equip students with the language skills they need to communicate effectively in academic, professional, and social settings. These skills include listening, speaking, reading, and writing, as well as grammar and vocabulary knowledge. English teachers shouldstrive to create a supportive learning environment that encourages students to actively engage with the language and develop their skills.2. Principles of Language Teaching:Effective language teaching involves integrating the four language skills (listening, speaking, reading, and writing) and providing opportunities for students to practice and apply their language knowledge in real-world contexts. Teachers should also focus on communicative activities that encourage interaction and collaboration among students. Additionally, teachers should provide regular feedback and opportunities for self-assessment to help students track their progress and identify areas for improvement.3. Curriculum Design:When designing an English curriculum, teachers should consider the language proficiency level of their students, as well as their learning goals and interests. The curriculum should include a variety of activities and materials that cater to different learning styles and preferences. It should also incorporate authentic materials, such as videos, articles, and podcasts, to expose students to natural language use and cultural context.4. Teaching Strategies:To engage students and facilitate learning, teachers can use a variety of teaching strategies, such as group work, pair work, role-plays, and simulations. Teachers should also incorporate technology tools, such as online learning platforms and language apps, to enhance the learning experience. In addition, teachers should provide opportunities for students to practice English outside of the classroom, such as through language clubs, study groups, and language exchange programs.5. Assessment and Feedback:Assessment is an important part of the English teaching process, as it helps teachers evaluate students' progress and identify areas for improvement. Teachers should use a variety of assessment methods, such as quizzes, tests, projects, presentations, and portfolios, to measure students' language proficiency and skills. Teachers should also provide timely and constructive feedback to help students understand their strengths and weaknesses and set goals for improvement.6. Professional Development:To enhance their teaching skills and knowledge, English teachers should engage in professional development activities,such as attending workshops, conferences, and seminars, as well as pursuing advanced degrees and certifications in English language teaching. Teachers should also collaborate with colleagues and share best practices to continuously improve their teaching practice.In conclusion, the university English teaching guide, 2022 edition, provides educators with valuable insights and resources for effectively teaching English to college students. By following the principles and strategies outlined in this guide, teachers can create a dynamic and engaging learning environment that allows students to develop their language skills and achieve their learning goals.。

即CET-4，College English Test Band 4的缩写。

是由国家教育部高等教育司主持的全国性教学考试；考试的主要对象是根据教育大纲修完大学英语四级的大学本科生或研究生。

大学英语四、六级标准化考试自1986年末开始筹备，1987年正式实施。

目的是推动大学英语教学大纲的贯彻执行，对大学生的英语能力进行客观、准确的测量，为提高我国大学英语课程的教学质量服务。

国家教育部委托“全国大学英语四、六级考试委员会”（1993年前名为“大学英语四、六级标准化考试设计组”）负责设计、组织、管理与实施大学英语四、六级考试。

全国大学英语等级考试[1]是教育部主管的一项全国性的教学考试，其目的是对大学生的实际英语能力进行客观、准确的测量，为大学英语教学提供服务。

大学英语考试也是一项大规模标准化考试，在设计上必须满足教育测量理论对大规模标准化考试的质量要求，是一个“标准关联的常模参照测验”。

教育部也在完善考试模式，力求建立现代信息技术条件下大学英语四、六级考试新模式，全面实现考试管理信息化[2]。

大学英语考试根据理工科本科和文理科本科用的两个《大学英语教学大纲》，由教育部（原国家教育委员会）高等教育司组织的全国统一的单科性标准化教学考试，分大学英语四级考试（CET-4）和大学英语六级考试（CET-6）两种。

每年考试过后8月份或9月份公布成绩并颁发成绩单[3]，425分为及格线。

编辑本段报名时间CET全国英语四六级考试的报名时间为：每年3月份、9月份（每年时间略有不同）。

[1]编辑本段考试日期2013年考试时间为：通常情况下为每年6月份、12月份的第三个星期六。

2012年12月比较特殊，为第四个星期六，22日[1]2013年6月考试时间预计是2013年6月15日。

编辑本段考试流程8：50---9：00试音时间9：00---9：10播放考场指令，发放作文考卷9：10取下耳机，开始作文考试9：35发放含有快速阅读的试题册(9：40才允许开始做)9：40---9：55做快速阅读9：55---10：00收答题卡一(即作文和快速阅读)9：55---10：00重新戴上耳机，试音寻台，准备听力考试10：00开始听力考试，电台开始放音听力结束后完成剩余考项。

课程编号：COEN《综合英语（3）》（Comprehensive English 3）课程教学大纲48学时+16学时自主学习3学分+1学分一、课程的性质、目的及任务《综合英语3》课程是我校非英语专业本科生一门必修的大学英语基础课程。

目前大学英语教学已成为整个高等教育的“重要的有机组成部分”。

根据教育部2007年版《大学英语课程教学要求》的精神，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。

《综合英语3》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，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，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。

根据我校实际情况，当前大学英语的任务以语言习得理论为指导，学生为中心，继续深化和推进大学英语分级教学改革，以课堂教学为主，自主学习为辅，逐步推进、建立和完善分层次教学和拓展型课程教学，改变传统单一的评估方式，终结性评估和形成性评估相结合，并集多种教学模式和教学手段为一体的教学体系，促进学生个性化学习要求和方法的形成以及学生自主学习能力的发展，从而向培养学生终生学习能力为导向的终生教育的转变。

二、适用专业全校非英语本科专业。

三、先修课程综合英语2。

四、课程的基本要求根据我校学生入学时英语水平状况情况，在总体上依照《大学英语课程教学要求》中的要求将英语教学分为三个层次，即一般要求、较高要求和更高要求。

非英语专业本科生在大学阶段的英语学习与实践中，可选择能够达到的标准。

根据我校学生情况，通过本学期的学习，学生应能达到以下要求：1.听力理解能力：能听懂英语谈话或讲座，能理解要点和细节；基本题材熟悉、篇幅较长的国内英语广播或电视节目，语速为每分钟160词左右，能掌握其中心大意，抓住要点和相关细节。

能基本听懂外国专家用英语讲授的专业课程。