In order to adapt to the new situation of China's higher education development, deepen teaching reform, improve teaching quality, and meet the needs of the country and society for talent training in the new period, the College English Curriculum Requirements (hereinafter referred to as the Curriculum Requirements) is formulated as the main basis for organizing English teaching for non-English majors in colleges and universities.

In view of the differences in teaching resources, student enrollment level and social needs faced by Chinese universities, colleges and universities should formulate a scientific, systematic and personalized college English syllabus according to the actual situation of their own schools and with reference to curriculum requirements to guide their own college English teaching.

First, the nature and objectives of teaching

College English teaching is an integral part of higher education, and college English course is a compulsory basic course for college students. College English is a teaching system under the guidance of foreign language teaching theory, with English language knowledge and application skills, cross-cultural communication and learning strategies as the main contents, and integrating various teaching modes and teaching methods.

The teaching goal of college English is to cultivate students' comprehensive English application ability, especially listening and speaking ability, so that they can communicate effectively in English in their future study, work and social communication, and at the same time enhance their autonomous learning ability and improve their comprehensive cultural literacy to meet the needs of China's social development and international communication.

Second, the teaching requirements

China has a vast territory, and the situation in different regions and universities varies greatly. College English teaching should implement the principle of classified guidance and teaching students in accordance with their aptitude to meet the actual needs of individualized teaching.

The requirements of college English teaching are divided into three levels, namely general requirements, higher requirements and higher requirements. This is the standard that non-English major students in Chinese universities should choose to reach after their English study and practice at the university level. General requirements are the basic requirements for non-English majors in universities. Higher requirements or higher requirements are recommended by qualified schools according to their own school orientation, types and standards of talent training objectives. Colleges and universities should set teaching objectives and create conditions according to the actual situation of their own schools, so that those students who have a high starting point in English and have the spare capacity to study can meet higher requirements or higher requirements.

The three levels of English proficiency requirements are as follows:

General requirements:

1. Listening comprehension: I can understand English lectures, lectures on daily English conversations and general topics, and English radio and television programs with slow speech speed (130 ~ 150 words per minute), and I can grasp the central idea and the main points. Can use basic listening skills.

2. Oral expression ability: You can communicate in English during the learning process, discuss a topic, and talk in English on daily topics. After preparation, you can make a short speech on familiar topics, express clearly, and your pronunciation and intonation are basically correct. Be able to use basic conversation strategies in conversation.

3. Reading comprehension: I can basically read English articles on general topics, and the reading speed reaches 70 words per minute. When reading long and slightly less difficult materials quickly, the reading speed reaches 100 words per minute. You can skim and search the reading materials. With the help of dictionaries, you can read English textbooks and familiar English newspaper articles, grasp the main ideas, and understand the main facts and related details. Be able to read common applied stylistic materials in work and life. Can use effective reading methods in reading.

4. Written expression ability: able to complete general writing tasks and describe personal experiences, impressions, emotions and events. Write common practical articles, and write short articles of not less than 120 words on general topics or outlines within half an hour. The content is basically complete, the central idea is clear, the words are appropriate, and the meaning is coherent. Can master basic writing skills.

5. Translation ability: I can translate articles familiar with the topic from English into Chinese with the help of a dictionary. The translation speed between English and Chinese is about 300 English words per hour, and the translation speed between Chinese and English is about 250 Chinese characters per hour. The translation is basically accurate, and there are no big mistakes in understanding and language expression.

6. Recommended vocabulary: The vocabulary should reach about 4,795 words and 700 phrases (including those that middle schools should master), of which about 2,000 are positive words, which requires students to skillfully use both oral and written expressions on the basis of cognition (see Appendix 3: College English Reference Vocabulary).

Higher requirements:

1. Listening comprehension: I can understand English conversations and lectures, and I can basically understand English radio and television programs with familiar topics and long length. Speak at a speed of 150~ 180 words per minute, and can grasp the main idea, main points and related details. Can basically understand the specialized courses taught in English.

2. Oral expression ability: I can have a fluent conversation on general topics in English, and can basically express my personal views, emotions and opinions. , can basically state facts, reasons and describe events, express clearly, and the pronunciation and intonation are basically correct.

3. Reading comprehension: I can basically read articles on general topics in popular newspapers and periodicals in English-speaking countries, and the reading speed is 70~90 words per minute. When reading long and moderately difficult materials quickly, the reading speed reaches 120 words per minute. Be able to read the comprehensive literature of this major, correctly understand the main idea, and master the main facts and related details.

4. Written expression ability: I can basically express my personal views on general topics, write English abstracts of professional papers I have studied, write small English papers of my major, describe various charts, and write short articles of not less than 160 words in half an hour, with complete content, clear views, clear organization and fluent sentences.

5. Translation ability: be able to extract and translate English literature materials of this major, and translate articles familiar with topics in popular newspapers and periodicals in English-speaking countries with the help of dictionaries. The English-Chinese translation speed is about 350 English words per hour, and the Chinese-English translation speed is about 300 Chinese characters per hour. Smooth translation, less mistakes in understanding and language expression. Able to use appropriate translation skills.

6. Recommended vocabulary: the vocabulary to be mastered should reach about 6,395 words, 1200 phrases (including words required to be mastered in middle schools and general requirements), of which about 2,200 words (including positive words required to be mastered in general) are positive words (see Appendix 3: College English Reference Vocabulary).

Higher requirements

1. Listening comprehension: I can basically understand the radio and television programs of English-speaking countries, and grasp the central idea and main points. Can understand the conversation of English speakers at normal speed. Able to understand specialized courses and English lectures taught in English.

2. Oral expression ability: be able to talk or discuss general or professional topics fluently and accurately, summarize long words or speeches with certain language difficulties in concise language, read papers in international conferences and professional exchanges and participate in discussions.

3. Reading comprehension: I can read articles with certain difficulties, understand the general idea and details, read articles in foreign English newspapers and periodicals, and read English documents and materials of my major smoothly.

4. Written expression ability: I can write short reports and papers of my major in English, express my personal views freely in written form, and write an expository or argumentative paper of not less than 200 words in half an hour, with clear thinking, rich content, clear structure and strong logic.

5. Translation ability: I can use dictionaries to translate professional documents and articles with certain difficulties in English newspapers and periodicals, and I can also translate articles introducing China's national conditions or culture. The English-Chinese translation speed is about 400 English words per hour, and the Chinese-English translation speed is about 350 Chinese characters per hour. The content of the translation is accurate, there are basically no mistakes and omissions, the text is fluent, and there are few errors in language expression.

6. Recommended vocabulary: the vocabulary to be mastered should reach about 7,675 words, 1870 phrases (including middle school, general requirements and higher requirements, but excluding professional vocabulary), of which about 2,360 are positive words (including general requirements and higher requirements) (see Appendix 3: College English Reference Vocabulary).

The above three requirements are the reference standards for colleges and universities to formulate college English teaching documents. Colleges and universities can adjust the specific requirements and indicators of listening, speaking, reading, writing and translating vocabulary according to the actual situation of their own schools, but they should pay special attention to the cultivation and training of listening and speaking ability.

Third, the curriculum.

Colleges and universities should design their own college English curriculum system according to the actual situation and college English teaching objectives, and organically combine compulsory courses and elective courses such as comprehensive English, language skills, language application, language culture and specialized English to ensure that students at different levels can fully cultivate and improve their English application ability.

The design of college English courses should fully consider the requirements of cultivating listening and speaking ability and give enough hours and credits; Advanced information technology should be widely used to develop and construct various courses based on computers and networks to provide students with a good language learning environment and conditions.

College English course is not only a basic language course, but also a quality education course to broaden knowledge and understand world culture, which is both instrumental and humanistic. Therefore, when designing college English courses, we should also give full consideration to the cultivation of students' cultural quality and the teaching of international cultural knowledge.

Whether it is a basic computer course or a basic classroom course, its setting should fully reflect the personality, and consider students with different starting points, which not only takes care of students with lower starting points, but also creates development space for students with better foundation; It can not only help students lay a solid language foundation, but also cultivate their strong practical application ability, especially listening and speaking ability; It is necessary to ensure the steady improvement of students' English language level during the whole university period, and it is also conducive to students' personalized learning to meet the development needs of their different majors.

Fourth, the teaching mode.

Colleges and universities should make full use of modern information technology, adopt computer-based and classroom-based English teaching mode, and improve the single teaching mode which focuses on teachers' lectures. The new teaching mode should be supported by modern information technology, especially network technology, so that English teaching is not limited by time and place, and to some extent, it is developing towards personalized and autonomous learning. The new teaching mode should embody the principle of combining practicality, knowledge and interest in English teaching, which is conducive to mobilizing the enthusiasm of both teachers and students, especially the dominant position of students and the leading role of teachers in the teaching process. While making full use of modern information technology, we should reasonably inherit the excellent parts of traditional teaching mode and give full play to the advantages of traditional classroom teaching.

Colleges and universities should explore the establishment of listening and speaking teaching mode under the network environment according to their own conditions and students' English level, and conduct listening and speaking teaching and training directly on the local area network or campus network. The teaching of reading, writing and translation can be carried out both in the classroom and in the computer network environment. For courses that use computer network teaching, there should be corresponding face-to-face tutoring hours to ensure the learning effect.

The online teaching system developed to implement the new teaching mode should cover the whole process of teaching, learning, feedback and management, including students' learning and self-evaluation, teachers' teaching, teachers' online tutoring, students' learning monitoring and management, and teachers' tutoring. It can record, understand and detect students' learning situation and teachers' teaching guidance at any time, which is interactive, multimedia and easy to operate. Colleges and universities should choose excellent teaching software and encourage teachers to make effective use of teaching resources such as network and multimedia.

One of the goals of teaching mode reform is to promote the formation of students' personalized learning style and the development of students' autonomous learning ability. The new teaching mode should enable students to choose materials and methods suitable for their own needs, get the guidance of learning strategies and gradually improve their autonomous learning ability.

The change of teaching mode is not only the change of teaching methods and means, but also the change of teaching concept. It is the change of teaching thought and practice from teacher-centered and simply imparting language knowledge and skills to student-centered teaching thought and practice. It not only imparts language knowledge and skills, but also pays more attention to cultivating language practical application ability and autonomous learning ability, and it is also a change of lifelong education oriented to cultivating students' lifelong learning ability.

Please refer to appendix 1: English teaching mode based on computer and classroom for specific implementation.

Teaching evaluation of verbs (abbreviation of verb)

Teaching evaluation is an important link in college English teaching. A comprehensive, objective, scientific and accurate evaluation system is very important to realize the teaching goal. Teaching evaluation is not only an important basis for teachers to obtain teaching feedback information, improve teaching management and ensure teaching quality, but also an effective means for students to adjust learning strategies, improve learning methods, improve learning efficiency and achieve good learning results.

The evaluation of students' learning can be divided into formative evaluation and summative evaluation.

Formative evaluation is a process and developmental evaluation in the teaching process, that is, according to the teaching objectives, adopting various evaluation methods and forms, tracking the teaching process, feeding back teaching information, and promoting students' all-round development. Formative evaluation is especially beneficial to effectively monitor the process of students' autonomous learning, which is particularly important in the implementation of computer-based and classroom-based teaching mode. Formative evaluation includes students' self-evaluation, students' mutual evaluation, teachers' evaluation of students and educational administration's evaluation of students. Formative assessment can take various forms, such as classroom activities and extracurricular activities records, online self-study records, study archives records, interviews and discussions, to observe, evaluate and supervise students' learning process and promote students' effective learning (see Annex 2 for the recommendation form of self-assessment/mutual evaluation of students' English proficiency).

Summative assessment is a summative assessment conducted at the end of a teaching stage. The summative examination mainly includes the final course examination and the level examination. This kind of test should mainly evaluate students' comprehensive English application ability, not only reading, writing and translation ability, but also listening and speaking ability.

After completing the teaching with general requirements, higher requirements or higher requirements in the curriculum requirements, the school can organize the examination independently, or take part in the inter-school joint examination, regional joint examination and national unified examination to make a final evaluation of the teaching. No matter what form it takes, we should fully evaluate students' ability to communicate in language, especially their listening and speaking ability.

Teaching evaluation also includes the evaluation of teachers, that is, the evaluation of their teaching process and teaching effect. The evaluation of teachers should not only be based on students' test scores, but also comprehensively assess teachers' teaching attitude, teaching means, teaching methods, teaching content, teaching organization and teaching effect.

Educational administrative departments at all levels and colleges and universities should take the teaching evaluation of college English courses as an important part of the evaluation of undergraduate teaching level.

Sixth, teaching management.

College English teaching management should run through the whole process of college English teaching. By strengthening the guidance, supervision and inspection of the teaching process, college English teaching can be ensured to achieve the established teaching objectives. To this end, we should do a good job in the following aspects:

1. Establish perfect teaching documents and teaching management documents. Teaching documents include: college English syllabus, teaching objectives, course description, teaching arrangement, teaching content, teaching progress, assessment methods, etc. Teaching management documents include: student status and credit management, teaching evaluation norms, students' academic achievements and records, analysis and summary of test papers, basic requirements for teachers' teaching, and records of teaching and research activities.

2. College English courses should be included in the school's credit system, and try to ensure that it accounts for 10% of the total undergraduate credits (about 16 credits). Students who complete the course through computer learning and pass the examination are counted as credits. It is suggested that students' credits obtained through computer learning account for not less than 30% of the total credits of college English learning.

3. Improve the management of teacher appointment and ensure a reasonable student-teacher ratio. In addition to classroom teaching, the class hours of face-to-face tutoring, online tutoring and second classroom tutoring should be included in the teaching workload of teachers.

4. Improve the teacher training system. Teachers' quality is the key to improve teaching quality, and it is also the key to the construction and development of college English courses. Schools should build a team of teachers with reasonable age, academic qualifications and professional titles, strengthen the training and cultivation of teachers, encourage teachers to actively carry out teaching research around improving teaching quality, create conditions according to local conditions to carry out various forms of teaching and research activities, promote teachers' fruitful cooperation in teaching and research, and make them adapt to the new teaching model as soon as possible. At the same time, teachers' academic leave and further study should be arranged reasonably to promote their academic level and teaching methods.

Attachment: 1. English teaching mode based on computer and classroom.

2. Students' English Level Self-assessment/Mutual Assessment Form

3. College English reference vocabulary (issued separately)

Attachment 1:

English Teaching Model Based on Computer and Classroom

Computer-based and classroom-based English teaching mode is a new teaching mode, which aims to help China college students adapt to the requirements of college English teaching. This model emphasizes personalized teaching and autonomous learning, and gives full play to the function of computer to help individual learners to carry out language training repeatedly, especially listening and speaking training. Combined with the teacher's classroom teaching and counseling, students can choose appropriate learning content and learning methods according to their own characteristics, level and time under the guidance of teachers, and with the help of computers, they can quickly improve their comprehensive English application ability and achieve the best learning effect.

In the computer-based and classroom-based English learning model, teachers should attach importance to the role of face-to-face tutoring. Teachers' face-to-face tutoring can be conducted in groups. The content of counseling should mainly check the self-study effect of students and give guidance and help according to their learning situation. In principle, every time you study 16~20 class hours, the teacher should give at least 1 class hour guidance.

1. Composition of teaching mode

Figure 1. English Teaching Model Based on Computer and Classroom

Instructions for use:

English listening, speaking, reading, writing, translation and other teaching activities can be carried out through computers or through teachers' classroom teaching. The solid arrow indicates that a certain teaching environment is dominant, and the dashed arrow indicates that a certain teaching environment is auxiliary. Specifically, the training of "listening" is mainly carried out under the computer network environment, supplemented by classroom teaching; The training of "speaking" and "reading" should be carried out not only in the computer network environment, but also in classroom teaching; The training of "writing" and "translation" is mainly based on classroom teaching, supplemented by teaching under the computer network environment. In the teaching process, teachers are the organizers of teaching activities, and teaching management is implemented by the academic affairs office, teachers and computer management software.

2. Computer-based English learning process

Figure 2. Computer-based English learning process

Instructions for use:

Freshmen take a computer-based "preliminary test" to determine their initial learning level, such as 1 level, level 2 or level 3. After the teacher grades each student through the management system according to his exam results and establishes an account, the students can start the "learning course" according to the teacher's arrangement. When the study reaches a certain time (each school can set its own class hours), you can take part in the network "unit test" designed by the teacher. If it is "qualified", it will automatically enter the next unit. If you are "unqualified", go back to your unit to study again until you are qualified. When "the tutorial unit has been completed" (it can be after learning several units), students will "receive face-to-face tutoring". After giving personalized face-to-face tutoring to specific students, teachers can test the effect of computer learning through oral or written tests, and then decide whether the students "pass the tutoring". If "passed", students will "continue to learn" the next stage of content. If "fail", the teacher will ask the students to return to a certain unit to study again according to the situation until they pass the face-to-face tutoring by the teacher.

Attachment 2:

Self-assessment/Mutual Assessment Form for Students' English Ability

explain

1. The Self-assessment/Mutual Assessment Form of Students' English Ability abstracts and lists various language skills in general requirements, higher requirements and higher requirements, which can help teachers better understand the teaching requirements at different levels and enhance the pertinence of teaching. Teachers can also supplement or adjust related micro-skills according to the college English syllabus of our school.

2. At the beginning of teaching, the teacher introduces the micro-skills in the self-evaluation/mutual evaluation form to students to help them understand the teaching requirements.

3. Teachers regularly ask students to conduct self-evaluation and mutual evaluation, and help students understand their mastery of language micro-skills through evaluation and adjust their learning behavior in time.

4. Students evaluate their or their classmates' English ability in the "Evaluation" column on the right side of the self-evaluation/mutual evaluation form and check what they can do. )。 According to the results of self-evaluation or mutual evaluation, refer to the tips in the table below and make corresponding arrangements for the next stage of learning.

Excellent or poor.

Be able to master all the micro skills in various language skills; Fully meet the teaching requirements of this level. Be able to master about 3/4 micro-skills in various language skills; Better meet the teaching requirements at this level, with a little effort, it is expected to achieve the learning goal. Be able to master about 2/3 micro-skills in various language skills; Basically meet the teaching requirements of this level, but we must continue to work hard. Failing to master the micro skills of 1/2 in various language skills; If you can't meet the teaching requirements at this level, you should seek guidance and adjust your learning methods and plans.

The record of self-evaluation and mutual evaluation results can refer to the following table:

date

(Year/Month/Day) Evaluation Method (? ) evaluation results (excellent, good, fair, poor)

Self-evaluation, mutual evaluation, listening, speaking, reading, writing and translation

Table 1: General Requirements Assessment

Listen/listen

Can understand English teaching, and can discuss and speak as required.

I can read dialogues, essays, reports and other audio-visual materials. What is related to what you have learned? You speak slowly (130- 150 words per minute) and can understand the main points.

I can understand special English programs such as news, scientific reports and historical stories.

I can understand instructions, such as directions, how to do something, instructions, numbers (cardinality and ordinal number), time, etc.

I can understand the theme of the discussion, grasp its central idea and grasp the main points.

I can use basic listening skills in listening.

Spoken language/speech

I can answer questions in class, discuss with my classmates with common words and sentence patterns, and make a short speech on familiar topics after preparation.

I can introduce myself, classmates, friends, etc. And I can reply to other people's introductions.

I can guide people with simple language, shopping, leaving messages, making demands and so on.

I can use English numbers to report time, ask about commodity prices, answer phone numbers, e-mail addresses and so on.

I can have a simple conversation with people from English-speaking countries on daily topics.

I have mastered the basic conversation strategies, such as starting, continuing or ending a conversation, making people repeat what they say and so on.

Reading/reading

Basically, I can read articles with medium language difficulty and general topics at a medium speed (70 words per minute) and understand their main idea and details.

I can read long articles with slightly lower language difficulty at a faster speed (100 words per minute).

Be able to read English textbooks and English newspaper articles familiar with the topic with the help of a dictionary, grasp the main idea, and understand the main facts and related details.

I can understand common forms in life, such as registration forms, application forms, questionnaires and so on.

I can read brochures, product manuals, advertisements, posters, invitations, etc.

I can read personal letters related to my daily life or ordinary business letters.

Can browse general information on the Internet, and can basically read domestic English newspapers and periodicals to understand the general idea and main facts.

I have mastered basic reading skills, such as guessing the meaning of new words or idioms according to the context, searching and skimming.

Writing/writing

I will fill in some common forms, such as registration form, application form, questionnaire and so on.

I will write or reply to other people's greeting cards, birthday cards, invitations, notes, short messages, notices, etc.

I will write simple instructions, personal advertisements, club posters, resumes and so on.

Can briefly describe personal experiences, events, stories read, movies watched, emotions and other emotions, and can write or reply to personal or company letters, emails, faxes, etc.

I can write a short essay of no less than 120 words on a topic or outline within 30 minutes. The content is basically complete, the central idea is clear, the words are appropriate and the meaning is coherent.

I can use appropriate writing skills in general writing or practical writing.

Translation/translation

With the help of a dictionary, I can translate articles on familiar topics from English into Chinese. The translation speed is about 300 English words per hour. The translation basically conveys the meaning of the original text, without major understanding and language errors, which is in line with Chinese expression habits.

I can translate articles on familiar topics from Chinese into English with the help of a dictionary. The translation speed is about 250 Chinese characters per hour. The translation basically conveys the meaning of the original text, without major understanding and language errors, and conforms to English expression habits.

I can translate articles, introductions, abstracts, advertisements and product manuals related to my major into Chinese with the help of a dictionary.

I know basic translation skills.

Table 2: Increased requirements

evaluate

Listen/listen

I can understand English conversations or lectures, and I can understand key points and details.

Able to understand English radio or TV programs with familiar topics and long length, with a speech rate of about 150- 180 words per minute, such as news reports, interviews, lectures, etc. And I can understand the main ideas and details.

I can basically understand the specialized courses taught in English.

I can use basic listening skills to help me understand, such as listening to main points or details.

Spoken language/speech

I can talk fluently with people from English-speaking countries on familiar topics. I can talk or discuss, and I can accept or politely reject each other's opinions.

I can show people the way according to the map or instructions, explain the situation and explain the problems in more complicated language.

Can basically express personal feelings, such as surprises, likes and dislikes, depression, complaints and so on. And I can express my personal views and opinions on an event.

I can basically tell a complete story, such as occurrence, development, ending, time, place, people, reasons and so on.

Can basically describe personal experiences, experiences, such as some things that happened or experienced, and express their wishes and ideals, such as travel plans or ideal careers.

Reading/reading

I can basically read articles on general topics in popular newspapers and magazines in English-speaking countries at a medium speed (70-90 words per minute).

I can read long and moderately difficult articles at a faster speed (120 words per minute).

I can skim the main contents of news, people, events and other reports, grasp the main points, read relevant materials and quickly find the information I need.

Can read the comprehensive literature of this major, correctly understand the main idea, and master the main facts and related details.

I can read technical papers related to my major with the help of a dictionary, and I can quickly find the information I need from the technical manual to solve the technical problems I encounter.

Writing/writing

I can write a summary or outline of an article on the general theme I read, I can explain my views on a key issue, and I can basically state the reasons for or against it.

I can write an English abstract of my professional thesis.

Can write daily applied articles, and the structure and expression conform to the applied stylistic norms.

I will write professional papers with references, and the structure is basically clear.

I can write no less than 160 words of narrative, explanatory or argumentative essays on general topics in half an hour, with complete content, clear views, clear organization and fluent arts and sciences.

Translation/translation

I can use the dictionary to translate articles familiar with the subject in general newspapers and periodicals in English-speaking countries. The speed of English-Chinese translation is about 350 English words per hour, with smooth translation and few mistakes in understanding and language expression.

With the help of a dictionary, I can translate general articles from Chinese into English. The translation speed is about 300 Chinese characters per hour. The translation is fluent and vivid, and there are few mistakes in understanding and language expression.

I can extract and translate English documents of my major. Translation conforms to the expression habits of China people.

I can use appropriate translation skills.

Table 3: Higher Requirements Assessment

Listen/listen

I can understand dialogues, essays, reports, etc. The speech speed is normal, the content is slightly longer, and I can understand their main points and details under the condition of their complex structure and implicit views.

Can basically understand English-speaking national radio and television programs at normal speed, such as news reports, interviews, lectures, movies, TV dramas, etc. , and can grasp the central idea, grasp the main points.

I can understand specialized courses and English lectures taught in English.

Able to understand academic reports, lectures, etc. Involving professional knowledge, and I can understand the facts or abstract concepts contained in it.

Spoken language/speech

I can talk or discuss with people from English-speaking countries on general or professional topics fluently and accurately, and I can talk or discuss effectively.

I can express my ideas flexibly and effectively in English for personal or social communication purposes, such as emotional expression and will expression.

I can summarize a long and slightly difficult article or speech in concise language, and give a long explanation and explanation on a topic.

Be able to express opinions and opinions freely in academic conferences or professional exchanges, with prominent focus, complete content and fluent language.

I can use high speech skills, such as attracting the attention of the audience, keeping the enthusiasm of the audience and coordinating the relationship with other speakers.

Reading/reading

I can read difficult articles and understand the main idea and details of the articles.

I can read the original English textbooks and newspaper articles in English-speaking countries with the help of a dictionary.

I can read English documents and materials of my major fluently.

Writing/writing

I can freely express my personal views on general topics, making the article clear in structure, rich in content and logical.

I can summarize the information obtained from different sources and write an English summary or report outline.

I can write abstracts of professional articles and short professional reports and papers.

Can write a narrative, expository or argumentative essay of not less than 200 words on general topics in half an hour, with clear ideological expression, clear article structure, rich content and strong logic.

Translation/translation

I will use the dictionary to translate professional literature, popular science, culture, reviews and other articles, as well as articles with certain difficulties in English newspapers and periodicals. English-Chinese translation speed is about 400 English words per hour, with accurate understanding, almost no mistakes and omissions, and smooth translation.

I can translate introductory articles reflecting China's national conditions or culture into English. The speed of Chinese-English translation is about 350 Chinese characters per hour, and there are basically no mistakes and omissions in translation. The translation conveys the meaning and conforms to English expression habits.