Written by Jiajin Xu
Full text Chinese version download
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(Xu Jiajin's note: the de facto Chinese National Curriculum of College English Teaching)
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With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.
Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.
I. Character and Objectives of College English
College English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.
The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.
II. Teaching Requirements
As China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.
The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and higher requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.
Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.
The three levels of requirements are set as follows:
Basic requirements
1. Listening: Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm), grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.
2. Speaking: Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.
3. Reading: Students should generally be able to read English texts on general topics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.
4. Writing: Students should be able to complete writing tasks for general purposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.
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 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 words and 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active words but be proficient in using them when expressing themselves in speaking or writing.
Intermediate requirements:
1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.
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 in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.
4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.
5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English-speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.
6. Recommended Vocabulary: Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)
Advanced Requirements:
1. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speaking countries given at normal speed, and to understand courses in their areas of specialty and lectures in English.
2. Speaking: Students should be able to conduct dialogues or discussions with a certain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.
3. Reading: Students should be able to read rather difficult texts, and understand their main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.
4. Writing: Students should be able to write brief reports and papers in their areas of specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic. The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.
5. Translation: With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.
6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)
The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.
III. Course Design
Taking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system, which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.
In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.
College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as an instrument, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.
All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.
IV. Teaching Model
In view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remould the existing unitary teacher-centered pattern of language teaching by introducing computer- and classroom-based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.
Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listening and speaking courses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.
The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, teachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia-use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of web multimedia and other teaching resources.
One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, obtain guidance in learning strategies, and gradually improve their autonomous learning ability.
Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more important, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.
For the implementation of the new model, refer to Appendix I: Computer- and Classroom-Based College English Teaching Model.
V. Evaluation
Evaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.
The evaluation of students’ learning consists of formative assessment and summative assessment.
Formative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly important in implementing the computer- and classroom-based teaching model. It includes students’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self-Assessment/Peer Assessment Forms for Students’ English Competence in Appendix II)
Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate student’s all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.
To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.
Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects of their teaching.
Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.
VI. Teaching Administration
Teaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:
1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.
2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested that these credits should account for no less than 30% of the total credits in College English learning.
3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers’ teaching load.
4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.
Appendix I:
Computer- and Classroom-Based College English Teaching Model
The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.
To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.
1. Structure of the Model
Recipients of teaching Students
Content of teaching: Listening Speaking Reading Writing Translating
Environment of teaching: Computer-based Classroom-based
(PC or Web)
Models of teaching: Self-learning + Tutoring Regular Teaching
Organizers of teaching Teachers
Teaching administration: Administrative Office of Teaching Affairs, Teachers, Teaching Management Software
Graph 1. Computer- and Classroom-Based College English Teaching Model
Instructions: Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- and Web-based environment, supplemented by classroom teaching; writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affairs, teachers, and teaching management software.
2. Process of Computer-Based English Learning
Start
Learn Course
Take Unit Test
N
Y
Enter Next Unit
Y
Receive Tutoring
Go on Learning
Y
N
Graph 2. Process of Computer-Based English Learning
Instructions: Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.
Appendix II：
Self -Assessment/Peer Assessment Form for Students’ English Competence
Instructions:
1. The Self-Assessment/Peer Assessment Form for Students’ English Competence specifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school’s College English syllabus.
2. Teachers can introduce to students the skills listed in the Self-Assessment/Peer Assessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.
3. Teachers should require students to do self-assessment and peer assessment at regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.
4. Students are expected to assess their own or their classmates’ English competence in the “Assessment” column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results of self-assessment or peer assessment, and with reference to the directions given below, students can arrange for learning at the next stage.
A B C D
Able to master all linguistic skills; fully meet the teaching requirements at this level Able to master about 3/4 of all linguistic skills; adequately meet the teaching requirements at this level, likely to achieve learning objectives with some effort Able to master about 2/3 of all linguistic skills; basically meet the teaching requirements at this level, yet more effort required Not able to master 1/2 of all linguistic skills; not meet the teaching requirements at this level, in need of guidance, and of methods and plans for learning adjustments
The following table can be used as reference for records of self-assessment and peer assessment:
Date
(yy/mm/dd) Means of assessment (√) Result of assessment (A, B, C, D)
Self-assessment Peer assessment listening speaking reading writing translation
Form I: Basic Requirements Assessment
Listening
Can understand lessons given in English. Can join in discussions and speak in class according to requirements.
Can understand the main points of audio-visual materials, for example, dialogues, short passages or reports, related to what is taught in class and delivered at slow speed (130 – 150 words per minute).
Can understand English broadcasts, for example, news reports, science reports and stories about history, delivered at slow speed.
Can understand directions to places, instructions for doing things, and manuals. Can understand numbers (both cardinal and ordinal) and time expressions.
Can understand the topic of the discussion, and grasp the main idea and major points.
Can use basic listening skills.
Speaking
Can answer questions in class, use familiar simple expressions and sentences to exchange opinions with classmates, and give short prepared speeches on familiar topics.
Can introduce myself classmates and friends, and respond to other people’s introductions.
Can give directions, do shopping, leave messages and make requests in simple English.
Can use English numbers to report time, inquire about prices and give telephone numbers and e-mail addresses.
Can hold simple conversations with native English-speakers on everyday topics.
Have mastered basic conversational strategies, for example, initiating, maintaining and closing a conversation, and asking people to repeat what they have said.
Reading
Can understand the main idea and major details of intermediate-level texts on general topics at intermediate speed (70 words per minute).
Can read longer yet less difficult texts at a relatively fast speed (100 words per minute).
Can read textbooks in my area of specialty, and newspaper and magazine articles on familiar topics with the help of dictionaries, grasping the main ideas, and understanding major facts and relevant details.
Can understand everyday forms, for example, registration forms, application forms and questionnaires.
Can understand directions, manuals, advertisements, posters and invitations.
Can understand personal letters on everyday topics and business letters on general subjects.
Can find information on the Internet. Can read texts in English newspapers and magazines published in China, and understand the main idea and major facts.
Have mastered basic reading skills, for example, scanning, skimming and using context clues to guess the meaning of new words and idioms.
Writing
Can fill in everyday forms, for example registration forms, application forms and questionnaires.
Can write greeting cards, birthday cards, invitations, notes, messages and notices; and make replies.
Can write simple directions, advertisements, and resumés, and make posters.
Can write simple texts describing personal experiences, events, stories, films, and emotions such as happiness, anger and sadness. Can write and reply to personal letters, business letters, e-mails and faxes.
Can write short texts of no less than 120 words within 30 minutes on a given topic or according to an outline. The texts are basically complete in content, clear in main idea, appropriate in word usage and coherent in meaning.
Can use relevant writing skills in practical and general purpose writing.
Translation
Can translate texts on familiar topics from English into Chinese at a speed of about 300 words per hour with the help of a dictionary. The translation can convey the basic meaning of the original text and is idiomatic, free from serious mistakes in comprehension and expression.
Can translate texts on familiar topics from Chinese into English at a speed of around 250 Chinese characters per hour with the help of a dictionary. The translation can convey the basic meaning of the original text and is idiomatic, free from serious mistakes in comprehension and expression.
Can translate English articles, introductions, abstracts, advertisements and manuals related to my area of specialty into Chinese with the help of a dictionary.
Form II: Intermediate Requirements Assessment
Listening
Can understand the main points and details of talks or lectures in English.
Can understand the main idea and major details of extended English radio or TV broadcasts, for example, news reports, interviews and lectures on familiar topics delivered at a speed of 150-180 words per minute.
Can understand most of the content of courses in my area of specialty taught by foreign teachers in English.
Can use basic listening skills to help comprehension, for example, skills to understand main points or details.
Speaking
Can hold conversations in fairly fluent English with native English-speakers on familiar topics, maintain the conversation or discussion, and agree or disagree with the other party politely.
Can give directions, make explanations and answer difficult questions using relatively complicated language, when looking at maps or using instruction manuals.
Can express personal emotions, for example, surprise, likes and dislikes, depression, and complaints, and give personal opinions on certain events.
Can tell a complete story, for example, how it happened, developed and ended and the time, place, characters and causes involved.
Can describe personal experiences, such as an event that happened in the past or a personally experienced event. Can express wishes and hopes, for example, about a travel plan or an ideal job.
Reading
Can basically understand articles on general topics from popular newspapers and magazines published in English-speaking countries, at intermediate speed (70-90 words per minute).
Can read extended texts with an intermediate level of difficulty at a relatively fast speed (120 words per minute).
Can skim reports on current affairs, people and events for the main points. Can quickly scan texts for information needed.
Can read summary literature in my area of specialty, get a correct understanding of the main ideas, major facts and relevant details.
Can understand technical texts related to my area of specialty with the help of a dictionary and quickly find the needed information in technical manuals in order to solve technical problems.
Writing
Can write abstracts or outlines of texts on general topics, expressing my opinions on an issue of public concern and making clear the reasons that I agree or disagree.
Can compose English abstracts of theses in my own specialization.
Can write practical texts on everyday topics, with structure and expression appropriate to the form of practical writing.
Can write well-structured short thesis about my area of specialty with the help of reference materials.
Can write narrative, expository or argumentative texts of no less than 160 words within 30 minutes on a given topic, with complete content, clear idea, well-organized presentation, and correct grammar.
Translation
Can translate texts on familiar topics found in newspapers and magazines published in English-speaking countries with the help of a dictionary. The speed of translating from English into Chinese is about 350 words per hour. The translation is correct and fluent, with few mistakes in understanding or expression.
Can translate texts on general topics from Chinese into English at a speed of 300 Chinese characters per hour with the help of a dictionary. The translation, with few mistakes in understanding or expression, reads smoothly, and conveys the original meaning.
Can translate on a selective basis English literature related to my area of specialty into Chinese. The translation is idiomatic.
Can use appropriate translation techniques.
Form III: Advanced Requirements Assessment
Listening
Can understand extended dialogues, passages and reports delivered at normal speed and grasp the main points and major details, even when the structure is complicated and the idea is only implied.
Can understand radio and TV broadcasts produced in English-speaking countries, for example, news reports, interviews, lectures, films and TV series, delivered at normal speed, and grasp the main idea and key points.
Can understand courses in my area of specialty and lectures in English.
Can understand academic lectures and special talks related to my area of specialty, and grasp the facts and abstract ideas in them.
Speaking
Can hold conversations or discussions on general or specialized topics with native English-speakers in fairly fluent and correct English, and effectively maintain the conversation or discussion.
Can express myself, for example, my emotions and wishes, in English flexibly and effectively for personal purposes or purposes of communication.
Can make concise summaries of extended texts or speeches in difficult language, and give extended explanations on a certain topic.
Can express my opinions freely at academic conferences or exchanges, with clear focus, complete content and fluent language.
Can use fairly complicated speaking skills, for example, attracting the audience’s attention, maintaining their enthusiasm and adjusting my relationship with other speakers.
Reading
Can read fairly difficult texts, and understand the main idea and details.
Can understand original versions of English textbooks and articles from newspapers and magazines published in English-speaking countries with the help of a dictionary.
Can understand English literature related to my area of specialty without much difficulty.
Writing
Can express my opinions freely on general topics with clear structure, rich content and good logic.
Can sum up information obtained from different channels and write synopses or summaries in English.
Can write abstracts about my area of specialty, brief specialized reports and papers.
Can write narrative, expository, or argumentative essays of no less than 200 words on a given topic within 30 minutes. The texts have clear expression of ideas, neat structure, rich content, and good logic.
Translation
Can translate into Chinese fairly difficult articles in literature related to my area of specialty and on popular science, culture and reviews from newspapers and magazines published in English-speaking countries at a speed of 400 words per hour with the help of a dictionary. The translation is correct and fluent, basically free from misinterpretation and omission.
Can translate introductory articles on the conditions of China or Chinese culture into English at a speed of about 350 Chinese characters per hour. The translation is fluent and idiomatic, basically free from misinterpretation and omission.
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