2019-2020-3学期大学英语高级课程选课说明

哈工大关于2020级英语精英班选课,考核问题的补充说明全文共3篇示例，供读者参考篇1Supplementary Explanation on Course Selection and Assessment for 2020 Elite English Class at Harbin Institute of TechnologyDear students of the 2020 Elite English Class at Harbin Institute of Technology,We would like to provide some additional clarification and guidelines regarding course selection and assessment for our program. As you embark on your academic journey with us, we want to ensure that you have a clear understanding of the expectations and requirements for success in the Elite English Class.Course Selection:1. Core Courses: The core courses are designed to provide you with a solid foundation in English language skills, includingreading, writing, speaking, and listening. These courses are mandatory for all students in the program.2. Elective Courses: In addition to the core courses, you will have the opportunity to choose from a selection of elective courses that cater to your specific interests and career goals. We encourage you to explore a variety of topics and disciplines to broaden your knowledge and skills.Assessment:1. Grading System: Your performance in each course will be assessed based on a combination of assignments, quizzes, exams, and class participation. It is important to actively engage in class discussions and complete all assignments on time.2. Academic Integrity: Plagiarism and cheating are serious offenses that will not be tolerated. It is important to always cite your sources and submit original work to maintain academic integrity.3. Feedback and Support: Our instructors are here to support you in your learning journey. If you have any questions or concerns about your grades or progress in a course, do not hesitate to reach out to your professor for guidance.We believe that with dedication, hard work, and a positive attitude, you will succeed in the 2020 Elite English Class at Harbin Institute of Technology. We look forward to seeing your growth and development throughout the program.Best of luck in your studies!Sincerely,[Your Name][Title]Harbin Institute of Technology篇2Supplementary Explanation on Course Selection and Assessment for the 2020 English Elite Class at Harbin Institute of TechnologyDear students of the 2020 English Elite Class at Harbin Institute of Technology,We would like to provide you with some additional information regarding the course selection and assessment procedures for your program. As you continue your academic journey at our prestigious institution, it is important for you to beaware of the expectations and requirements that come with being a part of the English Elite Class.First and foremost, the courses offered in the English Elite Class are designed to challenge and expand your knowledge and skills in the English language. You will be expected to engage in rigorous coursework that will push you to think critically, communicate effectively, and demonstrate proficiency in all aspects of the English language.In order to successfully navigate these courses, it is imperative that you carefully select your classes based on your interests, goals, and academic strengths. We encourage you to consult with your academic advisor and peers to help you make informed decisions about which courses to take each semester.Furthermore, the assessment process for the English Elite Class will be comprehensive and thorough. You can expect to be evaluated through a variety of methods, including exams, essays, presentations, and projects. It is essential that you dedicate yourself to your studies and approach each assessment with diligence and determination.We understand that the workload and expectations of the English Elite Class may be demanding, but we have full confidence in your abilities to excel and succeed in this program.We are here to support you every step of the way and are committed to helping you reach your full potential as a student of Harbin Institute of Technology.In conclusion, we hope that this supplementary explanation provides you with clarity and guidance as you navigate the course selection and assessment process for the 2020 English Elite Class. We wish you all the best in your academic endeavors and look forward to witnessing your growth and achievements in the English Elite Class.Sincerely,The Faculty of the English Elite Class at Harbin Institute of Technology篇3Supplementary Explanation on Course Selection and Assessment for 2020 English Elite Class at Harbin Institute of TechnologyIntroductionAs the new academic year is approaching, the English Elite Class at Harbin Institute of Technology (HIT) has released a supplementary explanation on course selection and assessmentfor the incoming 2020 cohort. This document aims to provide a detailed overview of the requirements and expectations for students enrolling in this prestigious program.Course SelectionThe English Elite Class at HIT offers a specialized curriculum designed to enhance students' English language skills and overall academic performance. Upon entering the program, students will be required to complete a series of core courses focusing on English grammar, reading comprehension, writing, and speaking. In addition, students will have the opportunity to choose from a variety of elective courses, such as English literature, linguistics, and communication skills.It is important for students to carefully consider their course selections and choose classes that align with their academic interests and goals. While the core courses are mandatory for all students, the elective courses provide an opportunity for students to tailor their learning experience to suit their individual needs.AssessmentIn order to gauge students' progress and success in the program, the English Elite Class at HIT utilizes a variety ofassessment methods. These may include quizzes, exams, essays, presentations, and projects. It is important for students to actively engage in their coursework and complete all assessments in a timely manner.Additionally, students may be required to participate in extracurricular activities, such as language exchange programs, study groups, and cultural events. These activities are designed to enhance students' language skills, foster community engagement, and provide valuable opportunities for personal growth and development.ConclusionOverall, the English Elite Class at HIT is committed to providing students with a comprehensive and rigorous academic experience. By carefully selecting courses, actively participating in assessments, and engaging in extracurricular activities, students can maximize their learning potential and achieve success in the program. We look forward to welcoming the incoming 2020 cohort and supporting their academic journey at HIT.。

2019-2020学年第3学期英语辅修课程选课指南
1.选课说明
1.1 面向对象：我校2017级、2018级在籍在校普通本科学生（主修专业为英语的除外），且大学英语成绩及格或雅思成绩6分。

1.2 随同外国语学院英语本科专业一同学习（随班教学）。

1.3 完成教学计划规定的所有课程学习和毕业设计，且课程和毕业设计成绩及格方可获得辅修学位。

1.4 鉴于英语专业的特殊课程性质，未达到获取学位要求且已经修完部分课程的学生，其已修课程的学分将无法和主修课程以及通识选修课程的学分实现互换。

1.5 上课与考核：按时上课，不允许免听；期末统一考核。

2.教学进程
辅修专业/学位教学计划从二年级开始辅修学习。

辅修学位计划安排为6个学期，辅修专业计划安排为4个学期。

3.具体教学安排
3.1辅修学位教学计划
注：学生按照本辅修学位教学计划修满上述50学分并完成毕业设计可以获得辅修学位
注：学生按照本辅修专业教学计划修满上述22学分可以获得辅修专业证书。

2019-2020-3学期开设课程如下：
2019-2020-3 学期课程安排：。

《大学英语》课程第四学期英语选修课的说明一、《大学英语》的教学要求和教学目标教育部教高厅[2007]3号《大学英语课程教学要求》指出：“大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。

这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。

一般要求是高等学校非英语专业本科毕业生应达到的基本要求。

较高要求或更高要求是为有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。

各高等学校应根据本校实际情况确定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求”。

“大学英语课程要融入学校的学分制体系，尽量保证在本科总学分中占10%（16学分左右）”。

二、第四学期《大学英语》系列选修课程根据中南大学08版本科生培养计划，第四学期《大学英语》课程是系列选修课程。

系列选修课程包括四类：1.综合英语类；2.语言技能类；3.语言应用类；4.语言文化类(详见附表)。

大学英语课程由原来的四个学期16个学分的基础阶段的教学改为“3+1”的教学模式，即学生在前3个学期通过计算机网络和大学英语教材进行基础阶段的学习，每学期4个学分；第四学期为高级阶段，开设《大学英语》系列选修课程。

学生可根据自己的需求和英语程度继续选择原课程，也可以选择高级英语课程的部分课程，但必须完成4个学分以上的学习（根据《中南大学大学英语教学大纲》的要求，规定我校学生大学英语学习的基本学分为16学分）。

前三个学期结束时未通过国家大学英语四级考试（成绩在425分以下）的学生只能选修专为他们开设的《大学英语4》。

三、开设系列选修课程的必要性1.分层次教学的必要性。

教育部教高厅[2007]3号《大学英语课程教学要求》指出：“大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。

这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。

教务与科研部关于开展2019-2020学年第一学期课程选课工作的通知各教学单位：2019-2020学年第一学期课程选课工作将于5月13日开始，现将相关事宜通知如下：一、面向对象全体2016年入学、2017年入学、2018年入学的在校学生二、选课时间5月13日-6月20日分批次开放课程供学生选课，具体时间安排见附件1。

三、选课方法1、2016年入学学生通过电脑或手机登陆正方教务系统自行选课。

操作指南见附件2，登陆网址：/。

2、2017年入学、2018年入学学生（含复学到2017级、2018级的学生）通过电脑或手机登陆新教务系统自行选课。

操作指南见附件3，登陆网址：/csf，二维码如下：四、选课前准备要求各院系必须在正式选课开始前安排选课宣讲会，向学生宣讲专业课和公共课的选课要求，并重点强调注意事项，以确保学生合理安排下学期课程计划，顺利完成选课。

宣讲会宣讲要点如下：1.学业指南内容及使用说明2.如何制定选课方案为保证学生能够选到课、选好课，学生须在选课前在导师的指导下根据人才培养方案、学业指南、教务与科研部公布的课程总表来制定本次选课方案，且为防止出现因拟选课程教学班人数限制而导致无法选上该门课程的情况，学生应准备两个以上的备选方案。

特别提醒：转专业学生须按转入专业的人才培养方案要求制定选课方案和选课。

制定选课方案时需注意拟选课程是否有先修、同修课程（课程的先修、同修课程可在学业指南的课程简介中查询），如有先修课程，必须先获得先修课程学分方能选修后续课程；如有同修课程，必须在同一学期里同时修读。

3.各专业选课具体要求，包括学分上限、顺序、各类课程具体要求等内容。

五、选课要求（一）选课总学分要求本学期课表（具体课表信息可见附件4、附件5、附件6）中的所有课程学生均可根据个人的学业计划决定是否选择。

但学生每学期所选课程总学分不得低于15学分，同时不得高于各院系规定的选课学分上限。

如有学生选课学分高于选课学分上限，由学生所在院系联系学生退选部分已选课程。

《大学英语Ⅲ》课程教学大纲一、课程简介[1] 李荫华主编（全新版）《大学英语》综合教程第3册上海外语教育出版社2002年7月第一版[2] 虞苏美主编（全新版）《大学英语》听说教程第3册上海外语教育出版社2002年7月第一版[3] 李荫华主编（全新版）《大学英语》快速阅读教程第3册上海外语教育出版社2002年9月第一版参考书：[1] 季佩英主编（全新版）《大学英语》综合教程教师用书第3册外语教学与研究出版社2002年7月第一版[2] 虞苏美主编（全新版）《大学英语》听说教程教师用书第3册上海外语教育出版社2002年7月第一版[3] 张成袆主编《大学英语语法手册》上海外语教育出版社2004年第一版二、课程章节主要内容及学时分配Unit One Changes in the Way We LiveText A Mr. Doherty Builds His Dream Life (5 periods)Main Idea: Tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life. Students will beable to appreciate the various techniques employed by the writer(comparison and contrast, topic sentences followed by detail sentences,use of transitional devices, etc.)Process of Teaching:1.Warm-up: Talk about the topic why people change their places of living.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit OneDiscussed Questions:1. Why do so many migrant workers move from the country to the city?2. Why do city people buy apartments or houses in the suburbs or even in the countryside?3. Why are tours of Zhou Zhuang, Li Jiang or any other old town so popular? Why are tourists willing to pay for a night in a farmer’s house instead of a hotel?Text B American Family Life: The Changing Picture (1 periods)Writing Strategy — Using comparison and contrast in essay writingComparing or contrasting enables us to understand each of the two things more clearly. So it seems natural to end a comparison and contrast paper with an insightful remark.Listening and Speaking CourseUnit One Parents (2 periods)1.Practice listening to a long dialogue about love between a son and hismother.2.Oral practicing: Pair work --- Have a conversation about the moralresponsibility of children to their parents, using the expressions provided.Unit Two Civil-Rights HeroesText A The Freedom Giver（5 periods )Main Idea: The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen becausethey are representative of all participants in this movement. When welearn a foreign language, we must also learn the culture of the speakersof that language. Text A is a good case in point.Process of Teaching:1.Introducing cultural background knowledge.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit TwoDiscussed Questions:1. What are the special contributions of Abraham, John and Martin to the Americannation?2. In what way did they die?Text B The Dream, the Stars and Dr. King(1 periods)Writing Strategy — Using library resourcesStudents will by now be used to using brainstorming to generate information on topics they write about. However, in writing about complex and serious issues, it is not expected to generate all the ideas by brainstorming. By brainstorming, they can develop a general framework. Yet, that is not sufficient to write a paper on a serious and complex topic. They will find it necessary to do some library research on the issue.Listening and Speaking CourseUnit Two Coincidence (2 periods)1. Listening to a long dialogue about a coincidence.2. Oral Practicing: Debating --- Arguments for or against believing in thesupernatural.Unit Three SecurityText A The Land of the Lock (5 periods)Main Idea: America is deteriorating into “the most insecure nation”. In addition to learning new vocabulary and the structure of the text (opening – body –conclusion), the students will learn to use comparison and contrast inwriting and to use keywords for efficient reading.Process of Teaching:1. Pre-reading tasksIn discussing the text, the teacher may lead off with something like the following: Once upon a time in China, on one picked up and pocketed anything left on the road, while no family had the need to bolt the doors at night. However, this is no longer true nowadays.2. Explanation of new words and phrases, language points.3. Exercises4. Fast Reading—Four passages of Unit ThreeDiscussed Questions:1. In our families, what do we do to try to prevent burglaries? For example, is there a burglary-proof door at your apartment?2. In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers?Text B Why I Bought a Gun (1 periods)Writing Strategy — Using cause and effect in essay writingThere are three basic ways of organizing cause-effect analysis: chronological organization; order of importance and categorical arrangement. For cause and effect analysis, some transitional words and phrases can be used.Listening and Speaking CourseUnit Three Marriage (2 periods)1.Listening to a long dialogue about a marriage agreement.2.Oral Practicing: Pair Work—Arguments for or against giving first priority toeconomic status in choosing a spouse.Unit Four ExtraterrestrialsText A The Water Place (5 periods)Main Idea: The narrator claims that no extraterrestrials will ever land on earth. By giving an account of his encounter with extraterrestrials, the narratormakes it clear why he claims that they will return no more. The studentswill understand the structure of the text (narration in time sequence) andappreciate the difference between formal speech and informal speech. Process of Teaching:1.Make presentation—“E.T. has been a topic of interest to experts and laymenalike ……”2.Explanation of new words and phrases, language points.3. Exercises4. Fast Reading—Four passages of Unit FourGroup Writing: My Encounter with an E.T.1)Students form groups to discuss where, when, and how they met the E.T., andwhat happened during the encounter. One student takes notes.2)Based on the notes, one student writes a story of about 100 words, and another isasked to draw a few pictures to illustrate the story.3)Other group members make suggestions for improvement.4)Each group sends a speaker to anther group, telling the latter their story with thehelp of the illustrations.Text B Is There Life on Planets Circling Other Stars(1 periods)Writing Strategy — How to write an expository essayIt is advisable to prepare enough material (details or examples) to help the explanation. Moreover, good exposition is often both instructive and interesting with many concrete examples.Listening and Speaking CourseUnit Four Stress (2 periods)1.Listening to two short conversations about stress.2.Introducing some expression about stress reducers.3.Oral Practicing: Pair Work--- ways to deal with stress.4.Model Test--- Listening (CET-4)Unit Five How to Celebrate HolidaysText A Writing Three Thank-You Letters(5 periods)Main Idea: On Thanksgiving Day 1943, as a young coastguardsman at sea, the writer came up with the idea of expressing his gratitude to people who hadhelped him before. The writer wrote three thank-you letters to his father,the Rev. Nelson and his grandmother and got three letters in reply. In theend the writer wishes everyone to find the good and praise it.Process of Teaching:1.Introducing cultural knowledge about Thanksgiving2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit FiveGroup Discussion:1. What should I thank my parents/teachers/friends for?2. Have I expressed my gratitude to the persons mentioned above?3. Are holidays a good time to express gratitude? Which holidays are the most appropriate?Text B Where Is Home?(1 periods)Writing Strategy — How to write thank-you lettersFeel free to respond to even the simplest favor, gift, or courtesy with a thank-you letter. Everyone appreciates receiving kind words in the mail.Listening and Speak CourseUnit Five Youth (2 periods)1.Listening to two stories about present-day youth.2.Oral Practicing: Pair Work--- reflections on volunteer activities.3.Watching a short play--- Growing Pains and repeat the lines sentence bysentence.Unit Six The Human TouchText A The Last Leaf(5 periods)Main Idea: The text tells a moving story about old Behrman who saved a young girl’s life at the expense of his own. The most touching thing about the story isthe way in which it captures the very best in humanity, the spirit ofkindness. The old artist appears to be a no-nonsense character, onewithout any time for sentimentality and softness. Yet we soon see hiskindly nature peeping through his rough manner. Only at the end of thestory, however, do we discover how kind and considerate he was, the oldman risking death to save a girl.Process of Teaching:1. Pre-reading tasksDebate: Charity begins at home2. Explanation of new words and phrases, language points3. Exercises4. Fast Reading—Four passages of Unit ThreeDiscussed Questions:1. Which among faith, hope and charity is the most important?2. Is love all we need to solve the world’s problems? Why or why not?Text B Thank You, Ma’m (1 periods)Writing Strategy – The general-to-specific patternEssays using the general-to-specific pattern move from a general statement about the subject to a detailed discussion that provides specific evidence, examples, and analysis to support or elaborate upon the general statement.Listening and Speaking CourseUnit Six The natural World (2 periods)1.Listening to two passages about how and why leaves of certain kinds of treeschange color in fall2.Oral Practicing: Pair Work--- the beauty of Nature3.Model Test--- Listening (CET-4)Unit Seven Making a LivingText A Life of a Salesman (5 periods)Main idea: Making a living as a door-to-door salesman demands a thick skin, both to protect against the weather and against constantly having the door shut inyour face. Bill Porter, the protagonist of the story, puts up with all this andnever gives in.Process of Teaching:1.Role play: Classroom salesman2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit SevenDiscussed Questions:1. How does the author succeed in combining in-depth reporting with skillful writing to produce an inspiring and enduring profile of the salesman Bill Porter?2. Would you rather have a low paid job that is interesting or a well-paid job that is boring?Text B Bricklayer’s Boy (1 periods)Writing Strategy – How to write a synopsisA synopsis is a summary of a longer piece of writing. A synopsis writer should keep in mind some requirements.Listening and Speaking CourseUnit Seven Courage (2 periods)1.Listening to a story about Krimali, a courageous girl.2.Oral practicing: Pair Work--- Bravery in the face of danger.3.Watching a short play—Growing Pains: Repeat the lines.Unit Eight CloningText A A Clone Is Born (5 periods)Main Idea: After Dolly, a clone sheep, was born, cloning could no longer be dismissed as science fiction. The ability to create an identical twin of a lamb is onlyone step short of cloning humans, which many find terrifying andoffensive. The technique of cloning is a two-edged sword.Process of Teaching:1.Making presentation –Give a brief history of the scientific research intocloning.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading— Four passages of Unit OneDiscussed Questions:1. What are the major pros and cons of human cloning?2. What is the greatest problem with human reproductive cloning?Text B Second Thoughts on Cloning (1 periods)Writing Strategy — How to write a persuasive essayThe effectiveness of an argument often depends on the background of the writer. To do this, you can quote experts and/or show that you have read widely about the subject by referring to information gathered from scientific literature.Listening and Speaking CourseUnit Eight Left-handedness (2 periods)1.Listening to two passages about left-handedness2.Model Test—Listening (CET-4)3.Oral practicing: Pair Work---Reflections on difficulties facing left-handedpeople三、课程教学的基本要求根据教育部2004年颁发的《大学英语课程教学要求》，大学英语教学从对能力的要求上分为一般要求、较高要求和更高要求。

2019级大学英语第二学期学分设置和选课说明
二、选课学分指导意见：
为了有利于同学们后续课程的学习，建议每人按照第一学期的级别选修4或者2+2学分课程，不建议跨级别选课或选课学分超过4学分。

三、具体选课指导：
1.A级学生
可以只选择“高级学术英语II”，4学分，一门即可；也可以选择两门2学分课程，即“学术情景听说+学术短文写作”构成4学分。

2.B1级学生
可以只选择“基础学术英语II”，4学分，一门即可；也可以选择两门2学分课程，即“基础学术英语写作+基础学术英语听说”构成4学分。

3.B2级学生
选择“通用大学英语II”，4学分，一门即可；
上课时间及对应的课堂信息请看下页！！
2019级大学英语各专业上课时间一览表
注：2019级每个时间段的英语课堂数是严格根据该时间段的上课的学生人数设
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2019级大学英语（三）选课说明大学英语（三）系大学英语四级后提高阶段，实行网上选课，根据学生专业所属学科，开设人文英语和理工英语两大课程，初步与学生专业所在学科接轨，满足学生不同学习需求,特做如下安排：1.选课对象：2019级全体学生（不含英语、英语师范、日语等外语类专业，环境设计、数字媒体、美术、美术师范、动画、视觉传达、音乐师范等艺术类专业，工管国际、机械国际、土木国际、物流国际等中外合作办学项目本科生，环境学院环境工程专业本科生）2.大学英语（三）开设理工、人文两个方向课程。

选课前，学生应认真阅读《大学英语三选课说明》，了解各方向课程的授课内容及各任课教师的教学特点和风格，按照所在学院排课时间板块根据自身的英语学习情况，选择最适合自己的《大学英语（三）》课程和任课教师。

3.选课时间为开课学期的第一周，具体选课时间由教务处下达通知并在网上公布。

学生要留心校园网公布的具体时间，在规定时间内在教务系统中操作选择任课教师和教学班级。

4.一般选课人数达到40人以上方可开课，选课人数少于40人的班级作停开处理，该班学生需参加第二轮选课。

5.因所选班级未达到开班人数要求和第一次选课未成功的学生可进行第二轮选课，第二轮选课原则上也要在开课学期的第一周内完成，具体选课时间学生要留意教务处的通知。

第二轮选择范围只能在有空余额度的班级。

6.因长病假、急事等两次都没有完成大学英语（三）选课的学生，应在新学期开学第一周内提出书面申请，由所在学院盖章，经外国语学院同意，报教务处备案，由外国语学院根据选课情况编入正常班级学习。

7.大学英语（三）正式上课时间从第二周开始。

特此说明外国语学院2020年5月8日2019级《大学英语（三）》选课教师简介1. 姓名：爱国性别：男出生年份：1972年职称：讲师学历：硕士学术兴趣：合作学习、技术辅助教学，师生合作解决真实世界的问题教学特点：思路开阔，丝毫不拘泥于课本，关注学生成长，按照当今社会对人才的要求实施教学主要成绩: 曾经和电子学院学生合作，获得江苏省多媒体课件二等奖两次获得天平学院最受欢迎的老师称号协助航舟英语协会举办首次英语电影配音大赛2. 姓名：陈辉性别：男出生年份：1964年职称：副教授学历：硕士承担课程：江苏省大学英语精品课程主讲教师，主要从事大学英语教学，兼任研究生英语教学，大学英语四、六级辅导班教学，英语选修课等。

2019级新生选课操作指南一、登录地址采用谷歌Chrome或微软IE 11/Edge浏览器，登录/，如图1所示。

用户名为学生学号，初次登录教务管理系统时，密码为“BNU”加身份证号后六位。

图1二、更新个人密码初次以初始密码登录后，须更改本人密码，以防他人进入更改本人选课信息。

点击“信息维护”中的“密码修改”选项，修改密码。

三、查询培养方案和本科课程导学手册进入“信息查询”中“培养方案”模块，在右下侧“培养方案下载”栏显示各专业名称菜单，如图2所示，点击专业名称，网页跳转弹出相应专业的培养方案。

选课前阅读培养方案，制定个人学业规划。

进入“信息查询”中的“通识教育课程”，可下载查询本科课程修读指导手册。

图2四、选课进入“网上选课”中“选课”模块，界面中间显示“本专业可选课程”和“跨年级专业预选课程”两个选项。

其中，在“本专业可选课程”选项中显示的课程教学班是面向本专业开放选课的，学生选课后的选课数据为有效数据；在“跨年级专业预选课程”选项中显示的教学班是不面向本专业或年级开放选课的，学生在该选项中选课为预选状态，经授课教师确认有效后，才进入正式选课数据，授课教师不批准，该选课数据无效。

选择“本专业可选课程”，在“快速筛选条件栏”点击“全部课程”，在“本专业可选课程”下面显示登录学生本人可选的所有课程，如图3所示。

点击选择课程，在所选课程下方将弹出本人可选教学班，选择教学班，点击“选课”，则右侧显示本人选课记录。

图3通过“课程模块”和“模块分组”选项可快速选择目标课程。

选择模块分组中的“大学英语课程”子模块，弹出大学英语模块组课程，点击选择课程，弹出该课程本学期开设的面向登录学生开放选课的所有教学班，选择教学班，点击“选课”,右侧上方个人课表中相应时间段出现有选课标识，右下方显示所选课程，如图4。

图4通过“时间段”可快速选择目标时间段开设的可选教学班。

在“快速筛选条件栏”点击“时间段”，设置目标时间段上课的教学班，点击“确认”，弹出设置时间段所开设的所有可选教学班，点击相应教学班，选课。

华东师范大学大学英语高级课程班课程介绍一．课程目的，任务：大学英语高级课程班（A类课程）作为华师大的特色英语班，以培养华师大精英人才为目标，其目的是使学生具备除基本语言知识和技能以外的英语逻辑思辨能力和跨文化交际能力，能够胜任国际化背景下的英语环境中的工作。

此课程不仅是一门语言基础课程，也是拓宽知识、了解世界文化的素质教育课程，兼有工具性和人文性，既培养学生的阅读技巧和能力，也培养学生的文化素质，传授国际文化知识。

通过本课程的学习，学生能够对学术英语和日常通用英语的差异有更多的了解，一方面提高学生运用日常英语的信心和熟练程度，另一方面培养学生的学术英语意识,为其今后参加学校985各项国际交流项目打好扎实的语言基础和学术技能。

二.课程特色：大学英语高级课程序列由大学英语部独立的团队负责课程开发，提供的课程与学校其余类别的英语课程都有所不同。

因为入学起点不一样，高级课程班学生所获得的教学资源将优于其它类别的英语课程，如选派优质教师和使用原版教材授课、由英孚教育集团派出的外籍教师教授听说口语课程以及安排海外研修系列讲座等。

与此同时，对学生的考核要求也明显高于其它类别的英语课程,即在完成各类英语课程考试和学校英语水平考试之外，将要求学生积极参加雅思或托福等国际性考试。

三. 课程设置安排：大学英语高级课程班的学生要求修读11学分的大学英语课程，由通用学术英语必修课程（高级）、英语指定选修课程（高级）、英语任意选修课程（高级）和学术英语系列讲座等四大模块构成。

其中高级学术英语必修课程（高级）8学分，英语指定及任意选修课程（高级）2学分，学术英语考试及海外研修技能系列讲座1学分。

具体课程设置如下：通用学术英语必修课程（高级）（8学分）a) 学术英语视听说（高级）I、II，各36学时/2学分，第一学年的第一学期和第二学期开课；b) 学术英语阅读（高级），36学时/2学分，第一学年的第一学期开课；c) 学术英语写作（高级），36学时/2学分，第一学年的第二学期开课。

《大学英语C3》教学大纲课程编号：学时：14学分：1课程类别：限制性选修课面向对象：小学教育专业本科学生课程英文名称：College English (C3)一、课程的任务和目的任务：《大学英语C3》是一门小学教育专业英语方向高年级阶段的主干课程，采用《高级英语》作为教材，其主要目的在于培养和提高学生的词汇运用能力、语篇分析能力、文学鉴赏能力、文体的辨析与综合归纳能力，同时进一步巩固基础阶段所学的语言知识。

目的：本课程主要通过对课文的文化和历史背景知识的介绍，对篇章及语言的深刻的分析，以及对文中词汇的分析与拓展，从而提高学生对语言的理解力，使学生在语篇的层面上获取完整的语言思维能力与运用语言的能力。

通过对课文词汇的分析与扩充的学习，使学生进一步扩大词汇量，尤其注重词的搭配，增强学生使用正确性语言的能力。

通过对课文中所使用的修辞的归纳和分析，使学生能认识到各种修辞在不同语境中的作用和特点，并使学生认识到修辞在语言中的重要性。

本课程还通过设置大量的改错练习提高学生的语言辨别能力。

而且，通过一定的原版着作的阅读，使学生体会到语言与文学的有机结合，并使学生能够受到正确语言的熏陶。

此外，本课程也十分重视语言写作能力的培养，通过要求学生书写课文的总结以及围绕课文搜集相关信息并进行口头表述，以便能使学生在继大学英语的训练基础之上，进一步加强“听、说、读、写、译”等技能方面的训练。

二、课程教学内容与要求（一）教学内容:1. 课文1个单元（第二册第一单元）: 课文相关语言点、语篇结构、文体特征以及文章背景介绍；2. 词汇: 课文中的重要词汇以及相关的搭配；3. 口头表达: 查阅与课文内容相关的背景知识，进行有准备的口头演讲；4. 阅读: 每个学生必须读完一部英美原着，并写出读书报告；5. 写作: 对所学的课文内容写出小结；6. 改错: 进行文章改错练习。

（二）教学基本要求:1. 课文1个单元: 掌握与课文相关的语言点、修辞、语篇结构、文体特征、与课文相关的历史与文化背景等；2. 词汇: 除了每课中提出的词汇以外，重点加强词根（root words）的分析以及词的延伸与搭配，区分同义词的差别，更好地掌握词义；3. 掌握各种修辞用法以及在文章中的使用情况，了解修辞的交际作用；4. 培养语篇分析能力，学会词语释义，即用英语解释英语短语或句型转换；5. 写作:完成课文的小结，并按照教学要求完成课题材料查阅作为平时成绩；6. 提高独立工作能力，学会查找有关参考书，会自己动手写注释、做笔记。