东北石油大学英语教材

东北大学大二英语教材英语教育在中国的高等教育中占据着非常重要的地位。

东北大学作为一所重点大学，其大二英语教材对学生的英语学习起着至关重要的作用。

下面将对东北大学大二英语教材进行详细介绍。

第一部分：教材概述东北大学大二英语教材是一套具有高水平的综合性教材。

该教材分为四个模块，包括听力、口语、阅读和写作。

每个模块都涵盖了学生在提高英语综合能力方面所需的基本知识和技能。

同时，教材中的课文内容也与学生的实际生活和学习紧密相关，具有一定的实用性。

第二部分：教材特点1. 任务驱动型学习：教材注重培养学生的语言运用能力，通过各种听力、口语、阅读和写作的任务，激发学生的学习兴趣，提高学生的学习效果。

2. 真实语言材料：教材中选用的课文和听力材料贴近学生的生活和学习，内容涉及生活、学习、工作、旅游等各个方面，能够使学生更好地理解和运用所学知识。

3. 强调交际能力：教材注重培养学生的交际能力，通过不同的口语任务和写作练习，让学生掌握各种日常表达和交流的方式，提高口头和书面表达能力。

4. 多媒体辅助教学：教材配套多媒体教学光盘，提供丰富的听力材料和与课本内容相关的练习，并提供模拟考试，帮助学生更好地巩固知识和提高应试能力。

第三部分：教材内容1. 听力模块：听力模块包括日常对话、新闻报道、学术演讲等不同类型的听力材料。

学生通过听力训练可以提高听力理解能力、抓住关键信息和获取背景信息的能力。

2. 口语模块：口语模块包括日常对话、口头报告、辩论等任务。

学生通过口语练习可以提高口头表达能力、增加词汇量、提高语法运用能力。

3. 阅读模块：阅读模块包括各种类型的阅读材料，如文章、新闻报道、广告等。

学生通过阅读训练可以提高阅读理解能力、扩大词汇量、提高阅读速度。

4. 写作模块：写作模块包括日常写作、议论文写作、应用文写作等任务。

学生通过写作练习可以提高语法和词汇的应用能力、培养写作思维和写作组织能力。

第四部分：教学方法与建议1. 多种教学方法相结合：教师要根据学习目标和学生需求，灵活运用多种教学方法，如听力训练、口语练习、小组讨论等，为学生提供多样化的学习体验。

黑龙江专升本大学英语教材IntroductionEnglish is widely recognized as a global language and mastering it has become a crucial skill in today's world. The development of English teaching materials plays a vital role in helping students improve their English proficiency. In this article, we will explore the characteristics and features of the English teaching materials used in the specialized entrance exam for universities in Heilongjiang Province.1. Overview of the English Teaching MaterialsThe English teaching materials for the specialized entrance exam in Heilongjiang Province are carefully designed to meet the specific needs and requirements of the local students. These materials are aimed at helping students improve their listening, speaking, reading, and writing skills.2. Listening MaterialsThe listening materials included in the English textbook are designed to enhance students' listening comprehension abilities. They cover various topics such as everyday conversations, academic lectures, and news reports. The listening exercises are accompanied by comprehension questions to test students' understanding of the content.3. Speaking MaterialsThe speaking materials in the English textbook focus on improving students' oral communication skills. They provide sample dialogues, role-plays, and discussions on various topics. Additionally, pronunciationexercises are also included to help students develop accurate and fluent spoken English.4. Reading MaterialsThe reading materials in the English textbook aim to enhance students' reading comprehension abilities. They include a wide range of texts, such as articles, short stories, and essays, covering different genres and topics. Each reading passage is followed by comprehension questions and vocabulary exercises to reinforce students' understanding of the content.5. Writing MaterialsThe writing materials in the English textbook aim to improve students' writing skills, including sentence structure, paragraph development, and coherence. They provide writing prompts and models to guide students in writing essays, letters, and other text types. Additionally, grammar and vocabulary exercises are also included to help students enhance their language accuracy.6. Supplementary MaterialsThe English textbook also includes supplementary materials to support students' learning. These may include grammar explanations, vocabulary lists, and additional exercises. The supplementary materials provide further opportunities for students to practice and reinforce their English language skills.ConclusionThe English teaching materials used in the specialized entrance exam for universities in Heilongjiang Province are comprehensive and well-designed to meet the specific needs of the local students. With a focus on improving listening, speaking, reading, and writing skills, these materials aim to enhance students' overall English proficiency. By using these materials effectively, students can achieve success in their English language learning and excel in their academic pursuits.。

东北财经大学英语教材IntroductionThe English textbook used at Dongbei University of Finance and Economics (DUFE) is an essential tool for students to learn and improve their English language skills. This comprehensive textbook is carefully designed to facilitate students' language acquisition and provide them with a solid foundation in English grammar, vocabulary, reading, writing, listening, and speaking. In this article, we will explore the structure, content, and benefits of the English textbook used at DUFE.Chapter 1: GrammarThe grammar section of the DUFE English textbook covers a wide range of topics, starting from basic sentence structure and tenses to more advanced concepts such as modal verbs, conditionals, and reported speech. Each grammar topic is explained in a clear and concise manner, accompanied by numerous examples and exercises to reinforce understanding and application.Chapter 2: VocabularyThe vocabulary section of the textbook aims to enrich students' word bank and enhance their overall language proficiency. It includes a variety of vocabulary exercises, word lists, and contextualized usage examples. By systematically learning and practicing new words, students can expand their vocabulary repertoire and improve their reading and writing skills.Chapter 3: Reading ComprehensionThe reading comprehension section of the DUFE English textbook comprises a wide selection of authentic texts and passages, such as news articles, essays, and literature excerpts. These texts are carefully chosen to cater to the interests and academic needs of the students. Reading comprehension exercises accompany each text, allowing students to develop their reading skills, such as skimming, scanning, and inferencing.Chapter 4: WritingIn the writing section, students are provided with a step-by-step guide to various types of writing, including descriptive essays, argumentative essays, letters, and reports. The textbook offers detailed explanations of each writing style, outlines the appropriate structure, and provides useful writing tips. Students are also encouraged to practice their writing skills through various writing tasks and assignments.Chapter 5: Listening ComprehensionThe listening comprehension section of the textbook aims to improve students' listening skills by exposing them to a variety of audio materials. These materials include dialogues, interviews, lectures, and recordings of authentic English conversations. By actively listening and completing related exercises, students can enhance their understanding of spoken English, develop their ability to extract information, and improve their listening accuracy.Chapter 6: SpeakingThe speaking section of the DUFE English textbook focuses on developing students' oral communication skills. It covers topics such aspronunciation, intonation, fluency, and presentation skills. Students are provided with opportunities to practice speaking through pair work activities, role-plays, and discussions. The textbook also includes useful phrases and expressions to help students communicate effectively in different contexts.Benefits of the DUFE English Textbook1. Systematic Approach: The textbook follows a well-structured and progressive approach, allowing students to build upon their knowledge and skills.2. Authentic Content: The materials in the textbook are carefully selected to reflect real-life situations, academic subjects, and cultural aspects of English-speaking countries.3. Language Practice: Through a variety of exercises, activities, and assignments, students can actively engage in language practice and apply what they have learned.4. Comprehensive Resources: The textbook provides a comprehensive range of resources, including grammar explanations, vocabulary lists, sample essays, and audio materials, to support students' learning and self-study.5. Teacher Support: The textbook is designed to complement classroom teaching, and teachers are provided with additional resources and teaching suggestions to guide students' learning effectively.ConclusionThe English textbook used at Dongbei University of Finance and Economics is a valuable resource for students aiming to improve their English language skills. With its well-organized structure, diverse content, and engaging exercises, the textbook equips students with the necessary tools to develop their language proficiency in all four language skills. By utilizing this textbook effectively, students at DUFE can enhance their English communication abilities and achieve their academic and professional goals.。

大学英语教材分别是哪几本
大学英语教材是大学英语教学中不可或缺的一部分，它们起着承载
英语基础知识和培养语言技能的重要作用。

在中国的大学英语教育中，常用的大学英语教材主要有以下几本：
1. 《大学英语》（第4版）：这本教材是国内广泛使用的大学英语
教材之一，由北京大学人民出版社出版。

它根据《精通四级》和《精
通六级》教材编写，分为上下两册，覆盖了英语听、说、读、写等方面。

2. 《新大学英语》（第4版）：这是一套由外语教学与研究出版社
出版的教材，也是大学英语教育中常见的教材之一。

它分为上下册，
内容涵盖了英语语法、词汇、听力、口语、阅读、写作等各个方面，
并配有相关习题。

3. 《大学英语综合教程》（第4版）：这是由外语教学与研究出版
社出版的一套教材。

它以培养学生英语语言综合运用能力为主要目标，内容包含了听力、口语、阅读、写作、翻译等方面。

4. 《大学英语（新视野）》（第3版）：这套教材由外语教学与研
究出版社出版，主要针对大学英语专业的学生，并提供了丰富的语言
学习资源和实用的语言技能训练。

除了上述几本常见的教材外，还有其他一些大学英语教材也在不断
更新和改进中，以满足大学英语教学的不同需求。

总的来说，大学英语教材的选择是根据教学目标和学生的英语水平来确定的。

不同教材在内容、难度和教学方法上都有所区别，教师可以根据自己的教学经验和学生的实际情况选择适合的教材进行教学。

同时，随着时代的变迁和教育的发展，大学英语教材也在不断更新和改进中，以适应学生的学习需求和时代的变化。

大学化学专业英语教材推荐大学化学专业是培养学生化学方面知识和技能的重要专业方向之一。

针对这一专业领域的学习，选择一本优秀的英语教材是至关重要的。

本文将为大家推荐几本值得一读的大学化学专业英语教材，帮助学生更好地学习和掌握相关知识。

1. "Chemistry: The Central Science" by Brown, LeMay, Bursten, Murphy, Woodward, and Stoltzfus这本教材是许多大学化学专业的标准教材，旨在帮助学生建立化学基础知识，并深入理解化学的核心概念。

书中内容系统全面，涵盖了化学的各个领域，包括无机化学、有机化学、物理化学等。

教材采用清晰简洁的语言和图表，有助于学生更好地理解和掌握各个概念。

此外，书中还提供了大量的例题和习题，帮助学生巩固所学知识。

2. "Organic Chemistry" by Paula Yurkanis Bruice有机化学是大学化学专业非常重要的一部分，而这本教材正是专门针对有机化学做出的精彩总结。

作者通过精心编排的内容，帮助学生系统了解有机化学的基本原理和反应机制。

书中给出了大量实例和机制图解，有利于学生理解有机化学的复杂性。

此外，书中还包含了大量的习题和练习，供学生巩固并应用所学知识。

3. "Physical Chemistry: A Molecular Approach" by Donald A. McQuarrie and John D. Simon物理化学是涉及化学与物理学交叉领域的重要内容。

这本教材是一本经典的物理化学教材，主要关注化学反应的动力学和热力学原理。

书中详细介绍了分子运动原理、化学平衡和反应速率等基本概念，并通过数学推导和实例论证让学生更好地理解。

此外，书中还提供了习题和实践案例，帮助学生应用所学理论知识。

4. "Inorganic Chemistry" by Gary L. Miessler, Paul J. Fischer, and Donald A. Tarr无机化学是化学专业中的另一重要分支。

大学英语教材课本全套大学英语教材是大学英语教学中不可或缺的教学资料。

它们被广泛应用于大学及其他相关英语教育机构。

在大学英语教学中，教材起着重要的作用，不仅为学生提供了广泛的英语知识，还帮助他们提高听、说、读、写、译等综合能力。

下面，我将介绍一些常见的大学英语教材系列，以及它们的特点。

1.《大学英语》教材系列《大学英语》教材系列是国内大学英语教学中最常用的教材之一，由外语教学与研究出版社出版。

该系列教材包括《大学英语》第1册至第4册，分别对应大学英语四级和六级的教学内容。

这套教材注重培养学生的听说读写能力，并且将课文与语法结合，通过丰富的练习题目提升学生的语言运用能力。

2.《新视野大学英语》教材系列《新视野大学英语》教材系列是由外语教学与研究出版社和北京大学外语教学与研究中心共同编写的。

该系列教材包括《新视野大学英语》第1册至第4册，涵盖了大学英语入门到高级的教学内容。

这套教材以培养学生的跨文化交流能力为目标，注重培养学生的语言综合运用能力，并且通过多媒体和网络辅助教学手段提供了丰富的教学资源。

3.《剑桥大学英语》教材系列《剑桥大学英语》教材系列是由剑桥大学出版社出版的一套教材，适用于大学英语教育的各个层次。

该系列包括《剑桥大学英语》第1册至第4册，涵盖了从入门到高级的教学内容。

这套教材以提升学生的语言能力和交际能力为目标，通过生动的题材和实用的语言点帮助学生快速提高英语水平。

4.《牛津大学英语》教材系列《牛津大学英语》教材系列是由牛津大学出版社出版的一套教材，广泛应用于大学英语教学。

该系列包括《牛津大学英语》第1册至第4册，内容涵盖了从基础到高级的英语教学内容。

这套教材注重培养学生的学术英语能力，提供了大量的学术文本，并通过各种阅读和写作任务提升学生的语言表达和分析能力。

总结：以上介绍的是一些常见的大学英语教材系列，它们在大学英语教学中起到了积极的作用。

每套教材都有自己的特点和优势，教师可以根据自己的教学目标和学生需求选择适合的教材。

石油工程专业外语电子教材How It All BeganOil.Petroleum.Black gold.Formed under the surface of the earth millions of years ago, man has long been aware of the existence of oil. Yet, it has only been in the last hundred years or so that man has fully realized its value and usefulness. In hardly more than a century, our modern society has become totally dependent upon the men and women and dreams and realities of the petroleum industry. Today we depend upon petroleum products not only for transportation, heating, and generating electricity, but also for fertilizers and fabrics, plastics and pantyhose. munitions and medicines, paints and pesticides, and thousands of other items we take for granted every day.Other fuels, such as coal and uranium, would not be available without the diesel fuel and petroleum-based explosives required to mine, transport, and process them, or the billions of cubic feet of natural gas necessary to manufacture the Portland cement needed to build the generating stations they fuel. In short, as the past decade has painfully taught us, the world’s economy is based not on gold or political philosophies, but rather on the price of a barrel of crude.Man first became acquainted with petroleum through natural 〝seeps,〞or spots on the earth’s surface where shallow deposits of crude oil—and often natural gas—oozed upwards into pits, creeks, and marshes, or along beaches and bays. Petroleum, as the 〝rock oil〞, was called by the ancients, is referred to not only in the Bible, but also in man’s earliest recorded history. Oil seeps and bitumen pits furnished the pitch and asphalt used in the mortar that built the Tower of Babel, the walls of Ninevah, and Solomon’s temple. It was from 〝slime pits〞near the Dead Sea, that the Egyptians obtained the bitumen they used to embalm their dead. In 3000 B.C. the Sumerians were using oil-burning lamps, a practice adopted in Greece around 250 B.C.In the East, sometime after 100 B.C., the Chinese were digging wells hundreds of feet deep to obtain salt water from which they extracted the sodium chloride to season and preserve their food. Occasionally these wells also produced natural gas, which the Chinese learned to use not only for heating and cooking, but also to pipe through bamboo tubes and burn to heat the well water to hasten its evaporation.By 615 A.D., the Japanese were digging wells nearly 1,000 ft deep in attempts to obtain 〝burning water,〞a practice which was also occurring in Burma and India at about the same time. And, along the banks of the Caspian Sea, men were digging shallow wells by hand to obtain oil to light their lamps.As man found more and more of this strange substance, he slowly began to learn that it could be used in many ways. In 671 A.D., Kallinikos of Byzantium invented a primitive missile which he called Greek Fire. which carried an incendiary payload composed of petroleum, sulfur. resin, and rock salt, which the Greeks used against their enemies, the Arabs, during the siege of Constantinople. The Greeks also used petroleum in war at sea, pouring it on the water and igniting it, a fearsome weapon against wooden ships. Even earlier, the legionnaires of ancient Rome won a battle by setting oil-soaked pigs aflame and driving them into the ranks of the approaching enemy.Gradually, the use of petroleum began to spread across parts of Asia and Europe. But, in order for any new industry to come about, three factors must be present: a widely demonstrated need for the product provided, a reliable and economical source of supply, and an established market price that would guarantee a return on investment sufficient to overcome the risks inherent in any new venture. Thus, the time was not yet right for the birth of the worldwide petroleum industry, and it would not be until the Europeans ventured west that the sleeping giant would begin to awaken.1.1 The New WorldWhen the first explorers ventured into the New World, they found petroleum marshes as well as huge asphalt pools in Trinidad, Venezuela, and later, in California. As more and more adventurers made the long voyage across the Atlantic, they learned to come to these places, beach their sea-weary ships and caulk their leaks with boiled-down petroleum residues. Not only did this seal the hulls, it also protected them against teredos, small, worm-like marine mollusks that inhabit tropical waters and bore into wooden ships, destroying them. In the years to come, this practice of ship coating would grow into an industry of its own and create one of the first economic demands for petroleum products.1.1.1 Latin AmericaThe Indians in what is now Mexico, called this tarry substance Chapapote, while in Venezuela and other parts of South America it was called Mene. The pre-Colombian peoples used chapapote or mene—which had worked its way to the earth’s surface—as medicine in the form of liniments and ointments, to coat footwear, boats, and roofing, as glue, for illumination. and as incense. In 1579, Commander Melcor de Alfaro Santa Cruzhad written home to Spain describing the many uses of chapapote in Mexico, which included toothpaste and chewing gum. However. Venezuela may have become the world’s first petroleum exporting country when in 1539, several barrels of mene were shipped to Spain, apparently in response to an urgent request for a 〝miracle drug〞to cure the painful gout afflicting Emperor Charles Ⅴ. Rumors having reached the royal ears of the great medicinal powers attributed by the Indians to a mysterious substance found around Lake Maricaibo. Thus the origins of today’s petroleum industry are closely entwined with the history of Latin America, and many Latin nations have contributed to the industry that has changed the world.1.1.2 North AmericaLater, as Europeans penetrated the northern portion of the hemisphere, they found that the Indians from California to what is now Pennsylvania and Canada were also familiar with this strange black substance that came from within the earth, and had developed many practical uses for it. In southern California, they applied asphalt to baskets or cloth to make them waterproof. These baskets were used to carry water since they were not only lighter than pottery, but unbreakable as well. Asphalt was also used to caulk their boats and waterproof their roofs. In 1788, Peter Pond, exploring western Canada in what is now Alberta, reported that the Cree Indians were using tar from the Athabasca River to caulk their canoes and also as medicine.Today, one of the most widely used skin ointments in the world is known in English as 〝Indian Petrolatum,〞or, 〝petroleum jelly,〞a scientific name derived from the Greek which obscures its American Indian invention, in making this nearly colorless gelatinous material of olefin hydrocarbons and methane, the Indians found one of the first practical uses of petroleum. They applied it to human and animal skins to protect wounds, stimulate healing, and to keep the skin moist. They also used it to lubricate the moving parts of tools. Today, petroleum jelly has found its way to the most remote parts of the earth, including the Sahara where nomadic tribesmen smear it on their skin to protect themselves from the relentless sun, dry wind, and pounding sand.The Indians to Pennsylvania used a number of open pits as oil wells, a fact noted by the white settlers of the Quaker State who, in the nineteenth century, not only launched the American petroleum industry from this spot. but in so doing, created the impetus that would move the world into the petroleum society.As the settlers began to move westward into the interior of this vast land, the need was not for oil, but, as had been the case in other parts of the world, for salt, so they could preserve their food for the long winter months. Those living in the Ohio Valley and the westward slope of the Alleghenies found they could drill wells through the rock down into subsurface brine deposits. When the brine was brought to the surface, it was boiled downand the resulting salt used to cure their meat.But some of these crude, hand-drilled wells produced oil as well as salt. Since the oil contaminated the salt, it was considered a nuisance by the colonists who either drained it into nearby creeks or into sump pits where it was burned. However, plantation owner George Washington considered his Virginia estate’s 〝bitumen spring〞to be of value. Harking back to the days of the Indian healers, a few entrepreneurs bottled this residue and sold it as a widely acclaimed 〝cure-all〞through itinerant wagon shows and local druggists.1.1.3 The Search for LightSamuel M. Kier, a Pittsburgh druggist who owned some brine wells near Tarentum, Pennsylvania, was one of these. In addition to salt, Kier’s wells also produced much petroleum. From this 〝useless〞by-product. Kier bottled his oil, labeled it 〝Pennsylvania Rock Oil,〞and advertised it far and wide. But, it failed to find a ready market. Undaunted, Kier then devised a crude still to convert his petroleum into a lamp oil. His 〝rock oil〞burned, but it had a bad odor, and produced a heavy, black smoke. Although Kier was not successful, suddenly the first birth pains of the oil industry were felt because man began to realize there was a widespread need for petroleum.By mid-nineteenth century, the idea of popular education had spread widely; more and more people could read and write. And, there was more to read since this was also a great period of growth for the newly popular newspapers and magazines which were now beginning to be published for the masses instead of for an elite few. But for the most part, the world was still largely an agrarian society. On farms, and in the cities which were becoming industrialized. people worked a minimum of twelve hours a day, or from dawn to dark. This made reading a leisure time activity, which had to be done at night, after the day’s labors were completed. Therefore, in order to read, people needed light. Light was also needed by the new factories of the Industrial Age if they were to be able to operate during the short and dark winter days and survive economically. Many used tallow candles which were both expensive and ineffective, or, sperm oil from whales, which though relatively clean burning, was becoming more and more expensive because even then the great herds of whales had been hunted to the point of extinction.In both America and Europe a search was on for a source of light that could be manufactured to sell at a reasonable price, burn cleanly, and provide effective illumination.In a few large cities, plants had been built to process artificial gas from coal or to furnish natural gas from wells located in the towns themselves. Gas lights illuminated the streets at night, and indoors 〝jets〞—thousands of times brighter than candies—not only brightened homes, but also made the forerunners of the modem factory possible for the first time. Gaslight quickly became enormously popular, but the piping was crude andexpensive to install, which meant that gas was available only in metropolitan areas. So the search, including attempts to produce a light source from petroleum, continued.In 1849 ,James Young, a Scotsman, obtained a patent for processing cannel coal (or more likely, cannel shale which is prevalent in Scotland), which he distilled into what he called coal oil. It became popular almost immediately, and the world’s first refining industry sprang up in Britain as Young issued licenses on his patent for the production of coal oil in both Great Britain and the United States.1.1.4 CanadaA brilliant and innovative Canadian, was responsible for the next step in the birthing. Abraham Gesner, a medical doctor who was also an amateur geologist and self-taught chemist from Nova Scotia, began experimenting in the 1840s with producing lamp oils from both asphalt and coal. Using a process similar to Young’s, he became the first in North America to distill a hydrocarbon into lamp fuel. In 1853, he moved his operation to New York and began producing coal oil. The following year he introduced a new product called 〝Kerosene,〞from the Greek words for oil and wax. Even though coal oil and the early kerosene were smelly, smoked badly, and cost dearly, they immediately became far more popular than whale oil, which had risen in price to $2.50 per gallon, which placed it far beyond the reach of most consumers. Gesner began to issue licenses under his American patent, and by 1860, there were more than 70 plants in the United States producing an estimated 23,000 gals of coal oil per year from natural asphalts, soft coal, and shale.All of this would last only a few short years however, for it was to be kerosine refined from petroleum, not coal oil, that would light the world. Up until the mid-1850s all crude oil had either been skimmed from seeps or produced as an unwanted by-product of brine wells, and was considered by many to be good only as a medicine show novelty. But two brothers in a tiny village in Canada West, as Ontario was called in 1854, would change all that and in so doing, change the world. Henry and Charles Nelson Tripp of Enniskillen Township on the north shore of Lake Ontario, a metropolis inhabited by 37 settlers. 34 cows. and 16 hogs, founded the world’s first incorporated oil company, International Mining and Manufacturing. Their interests were not in lamp oil, but in possible industrial uses for the black, tar-like substance from gum beds located on their property. In 1850 a chemist with the Canadian Geological Survey had pointed out that the gum had possible commercial use as paving material, a sealant for ship bottoms, and as raw material for the manufacture of illuminating gas. By 1854 they were digging the bitumen by hand, and boiling it down in open cast iron kettles. Their major trust was to sell their product for paving and for marine use as ship coating. Even though the Hamilton Gas Company reported that gas made from the bitumen produced far more illumination than the gasproduced from coal, the Tripps ignored this market and by 1856 their company failed and was forced to sell its gum beds. It was to the buyer of their 600 ac of potential oil land that fame as the founder of the North American oil industry would come.James Miller Williams was a carriage maker from Hamilton, Ontario. In 1857 he set up a simple refinery on Black Creek and set out to drill for oil, correctly assuming that if he penetrated below the surface of the asphalt beds he would find more oil. His first well was abandoned after the pipe broke off at 27 ft, but in 1858 he successfully produced oil from a depth of 49 ft. Whereas the Tripps had mined the bitumen from its surface beds, Williams began pumping crude oil from a reservoir beneath them, which he then refined into lamp oil. In I860 he reincorporated as the Canadian Oil Company. This was North America’s first integrated oil company, since its activities included exploration, production, refining, and marketing. That same year, nearly 100 wells were drilled in the Oil Springs area with the successful ones producing 12 to 23 B/D (barrels per day). Then, on January 16, I862, the greatest gusher the world had ever seen blew in at Oil Springs. Spouting crude more than 20 ft into the air, it flowed at an astonishing 2.000 B/D. Refineries quickly sprang up across Ontario, but almost as quickly, the momentum of the growing industry flowed south across the border (Figure 1-1).Figure 1-1 James Miller Williams [courtesy The Oil Museum of Canada]1.2 The United StatesIn 1857, Col. A. C. Ferris, a major supplier of lamp oil, saw samples of Samuel Kiersrock oil in use. He purchased some and ran it through his processing plant. It produced such a superior lighting oil that he sent agents far and wide buying crude for $20/bbl, a price the world would not see again for more than a century. Some of this oil he purchased from Williams in Ontario, although most of his supply came haphazardly from brine wells, oil springs, or oil seeps. Suddenly, the pieces of the puzzle began to come together, there was a growing need for the product, a firm market price had been established, so all that remained was the development of a reliable supply of raw material in quantity, in this case, crude oil.1.2.1 The Birth of the IndustryJames Miller Williams may well have been the father of the modern oil industry, but history, fickle as always, has chosen to award that honor to an American, Col. Edwin Drake(Figure 1-2). A former railway conductor, the 〝colonel〞was an affectation adopted to impress the towns-people of Oil Creek. Pennsylvania, where Drake, as representative of the Pennsylvania Rock Oil Company, spent three unsuccessful years trying to skim oil in marketable quantities from the same springs the Indians had used years before. When the company failed, Drake organized the Seneca Oil Company to try again. This time he looked at the brine wells that had been drilled at nearby Tarantum and made the momentous decision to try to obtain oil in quantity by drilling for it —a decision that brought him ridicule and derision from the local population.Figure 1-2 Colonel Edwin Drake [courtesy The Drake Well Museum]He assembled a steam-powered cable-tool drilling rig much the same as the ones usedby the salt water drillers and began operations. That he was successful was due in no small part to the skill and dedication of his driller, William A, 〝Uncle Billy〞Smith, a blacksmith and experienced brine well driller. After penetrating 30 ft of rock. Drake struck oil at a total depth of 69 1/2 ft. The well was not a gusher —the oil had to be pumped to the surface, but it was the first 〝oil-well〞in the United States and the lamp oil producers quickly flocked to the site to buy Drake’s oil for $20/bbl. That day, August 27, I859, is noted as the birthday of the oil industry, for Drake had proves that it was possible to obtain oil in quantity by drilling for it through rock. At last the combination had come together: the need for oil, an established market and price, and a method of obtaining oil in quantity (Figure 1-3).Figure 1-3 Drake Well 1866 [courtesy The Drake Well Museum]Almost overnight Titusville and the Oil Creek area became the World’s first oil boom town as buyers, would-be producers, and lessors swarmed to the area, giving western Pennsylvania the title 〝Cradle of the Oil industry.〞Although many men in many countries around the world were seeking oil, Drake just happened to be the first to find it in quantity by drilling through rock. and he was far more fortunate in his selection of a site than anyone at the time realized(Figure 1-4).By pure chance the Drake well was located in an area where the pay sands were close to the earth’s surface and could easily be reached with the primitive equipment at hand. In fact, the Oil Creek field was the shallowest and most productive ever discovered. This permitted large-scale production in a short time. The area was also accessible to the available transportation facilities. In addition to the railroad, Oil City, south of Titusville,was located on the banks of the Allegheny River which joined both the Monongahela and the Ohio at Pittsburgh. Thus, needed supplies could be brought in and the oil shipped out to the markets of the rapidly industrializing north. As a final blessing, the oil was of high gravity and sulfur-free. In fact, for decades to come Pennsylvania-grade crude was the world’s standard against which all other oils were measured. It could easily be refined into a high-quality kerosene with the unsophisticated refining processes that were then in use. Also, since it had a paraffin base, it could easily be made into lubricants with the available technology. If Drake’s oil had been heavy, sour crude with a high sulfur content, the pioneer refiners would not have known what to do with it and the birth of the industry would have been delayed.Figure 1-4 Oil Creek in early 1860s[courtesy The Drake Well Museum]1.2.2 New Uses for PetroleumDozens of rigs soon covered the Pennsylvania landscape. Oil was produced so rapidly and in such great quantities that the existing storage facilities soon proved woefully inadequate and thousands of barrels spilled out on the ground and into rivers and creeks. The price rapidly began to drop, but despite the initial overproduction and a lowered price structure, the infant industry continued to grow and prosper as more and more uses were discovered for petroleum. At first the only needs were for lamp oil and lubricants, anything else that came out of the barrel including naphtha, benzene, and gasoline, was considered dangerous waste which was either burned or dumped into the nearest creek.The new industry was still only a two-year old infant when the horror of the Civil War burst across America, unleashing a new technological age. No longer were ships powered by sail alone—steam engines propelled supplies across the Atlantic, and the first iron warships and steamboats up and down the mighty rivers. Their engines, as well as themachinery in the factories that turned out cannons, repeating firearms, telegraph wire, barbed wire, and tents and clothing all needed lubrication, and lamp oil was needed to keep them working through the night, and to illuminate the field hospitals and headquarters tents.1.2.3 The Move WestwardBy the time the last Confederate general, Stand Watie, a Cherokee Indian, surrendered in Texas, half the nation lay in ruins. All of the railroads in the south, together with most of the port and manufacturing facilities, had been destroyed. A massive job of rebuilding was needed, one that called for more and more petroleum products. No sooner than this was underway, than men began to turn their ambitions westward. The War had given them the tools: barbed wire, steamboats, railroads, and repeating firearms, with which they could finally conquer the American West. The need for oil had turned into a never-ending demand.Not only was there a great demand for oil, there were great profits to be made in the ever-growing industry, a fact which did not escape the notice of John D. Rockefeller, who, in 1870, founded the Standard Oil Company. There were also great profits to be made by those who found new sources of oil to meet these increasing needs. This was still an era when little was known about reservoir mechanics, and there were fears that the Pennsylvania fields were becoming totally depleted. So as Americans moved westward, so did the search for oil. New fields were discovered in the Ohio Valley and in Illinois and Kentucky, although much of this proved to be heavier and more sour than the Pennsylvania grade crude. The search continued however, even into Wyoming, although these early wildcatters could not know that an American and two Germans, Thomas A. Edison, Gottlieb Daimler, and Carl Benz were on the verge of perfecting inventions that would change the oil industry—and the world—forever.1.2.4 Winners and LosersIn early part of the nineteenth century the Cherokee Indians in the southeastern United Stales became known as one of the Five 〝Civilized〞Tribes because they had adapted so well to the white man’s society. Many owned large estates and lived in fine homes whose furnishings often included extensive libraries. They published their own newspaper in the Cherokee language, and they sent their children to universities in the north and in Europe to be educated. Suddenly however, disaster struck. Gold was discovered on the Cherokee lands in northern Georgia. Overnight, greedy gold seekers evicted them from their home and confiscated their lands. Those who escaped the volunteer 〝militia〞were driven westward at bayonet point, and hundreds died along the shameful Trail of Tears. Eventually, the survivors were resettled in the vast Cherokee Nation in Indian Territory.Very few, if any at all, ever got to enjoy any of the mineral wealth of their ancestral home.Removal, an integral part of the 〝taming of the west,〞was the Government’s policy of moving as many Indians as possible onto reservations, many of which were located in Indian Territory. A few years after the Cherokees, it came the Osages’ turn to go. They pointed out to the Government that there was no land left that was not already assigned to a tribe. The terse response was, 〝Find some land, buy it, and go—or else.〞What they found was 1.8 million ac of hilly, rocky scrub, little suited for farming or much else, at the northern end of the Cherokee Nation. The Cherokees were more than happy to unload it on the hapless Osages for 75$/ac. Happy that is, until the Nellie Johnstone #1 was drilled in 1897.The first producing well in the Territory, it signaled the opening of the vast Oklahoma oil fields and for a time made the Osages the richest per capita nation in the world. But it was during a few hours on the afternoon of January 10, 1901, on a marshy bit of waste land near Beaumont, Texas, that the world was changed forever.1.3 SpindletopSpindletop—to oilmen the name still evokes feelings akin to Columbus first sighting of the New World or Neil Armstrong first setting foot on the moon. For it was on this worthless bit of Texas swamp that the first American gusher blew in with a mighty roar that was heard around the world. For if Drake’s well signaled the birth of the oil industry. Spindletop gave birth to Age of Liquid Fuel, and in so doing changed the lives of everyone on Earth. Now there was no looking back.Spindietop—although that is not the name they would have chosen—was the culmination of the dreams of two highly unlike, but equally colorful oilmen: Captain Anthony Lucas, a transplanted Slav mining engineer, and Patillo 〝Bud〞Higgins, a one-armed Texas Hellraiser turned Sunday School teacher.As a youth, Higgins had lost an arm as the result of a prank. One evening he and a group of companions had tossed a hornet’s nest into a tent where a Baptist revival meeting was taking place. An overly zealous deputy sheriff pursuing the group fired a shot that stuck young Higgins in the arm. The wound became infected and his arm had to be amputated. Higgins was a carousing brawler however, and to him the loss of a limb seemed to mean little. He headed for the timber country where he proceeded to show the other loggers he could outfight, outdrink, and outwork anyone with two arms and fists. His reputation grew until the townspeople dreaded to see him come in out of the woods on Saturday nights. But on one such evening fate stepped in again. He was passing another Baptist tent meeting much like the first one, when he paused for a moment, stayed to listen,and as a result 〝got religion.〞One of the pillars of the church, George W. Carroll, was deeply impressed by Higgins’conversion and offered him a job in his land and real estate business. Higgins accepted, and quickly became a successful and respected member of the community. One day, after a heavy rainstorm, Higgins happened to notice an unusual deposit of red clay that contrasted sharply with the black soil of the area. He had a sample analyzed and found it was the type of clay from which bricks could be made.Sensing a ready market for bricks, Higgins had a group of investors join him in building a kiln. The business showed a profit, but was inefficient, so Higgins went north to study established kiln operations. In Pennsylvania and Ohio he learned the kilns were fired by natural gas and by oil, more stable and efficient fuels than wood or coal. In seeking more information, he learned that many of the geological characteristics that oilmen looked for in their search for petroleum were present in a small mound that rose from the marshes south of Beaumont. When he returned to Texas, he studied the area carefully and became convinced that the mound was sitting above oil—much oil.Figure 1-5 Patillo Higgins [courtesy Amoco Torch]He approached George Carroll with his theory. Carroll agreed to support him, and in 1892 they formed the Gladys City Oil, Gas, and Manufacturing Company. Together with his dream of oil, Higgins had another dream—that of a whole new planned city. One with oil wells of course, but so laid out that there would be orderly growth and beauty as well as industry. For five years, using crude water well equipment, the company sought oil with no。

最常见的大学英语教材大学英语教材是每位学习英语的大学生的重要学习资源，不同的学校和学院可能会选用不同的教材，但在各个学校和学院中，都有一些最常见的大学英语教材。

本文将介绍一些最常见的大学英语教材，并探讨它们的特点和使用方法。

一、《大学英语》（第四版）《大学英语》（第四版）是由外语教学与研究出版社出版的一套经典教材。

这套教材共有四册，分别为《综合教程》、《阅读教程》、《听力教程》和《口语教程》。

该教材以培养学生英语听说读写综合能力为目标，内容分类明确，注重语言运用，并配有丰富的真实语料和练习。

在使用《大学英语》教材时，学生可根据自己的英语水平选择相应的册数。

教材中的每个单元都有一系列的练习，包括听力理解、阅读理解、语法练习和写作等，学生可以通过这些练习巩固所学知识。

此外，教材还提供了一些学习策略和学习方法，帮助学生更好地掌握英语学习技巧。

二、《新编大学英语》（第二版）《新编大学英语》（第二版）是由外语教学与研究出版社出版的大学英语教材。

该教材共有四册，分别为《综合教程》、《阅读教程》、《听力教程》和《口语教程》。

与《大学英语》教材相比，它在内容选择和教学方法上有所差异。

《新编大学英语》教材在内容选择上更具时代感，注重引入一些热门话题和新闻事件，以增加学生的兴趣和阅读热情。

教材中的练习也更加灵活多样，包括角色扮演、小组讨论和写作等，更加注重学生的语言运用和交际能力。

三、《大学英语阅读教程》（第三版）《大学英语阅读教程》（第三版）是由外语教学与研究出版社出版的一套专门针对大学英语阅读的教材。

该教材共有两册，主要以培养学生的阅读理解和阅读技巧为目标。

《大学英语阅读教程》教材中的文章选材广泛，涵盖了社会科学、自然科学、历史文化和经典文学等领域，旨在提高学生的阅读广度和深度。

教材中还配有大量的词汇和语法练习，帮助学生扩展词汇量并提高语言表达能力。

四、《大学英语听说教程》（第三版）《大学英语听说教程》（第三版）是由外语教学与研究出版社出版的一套重点培养学生听说能力的教材。

大学英语教材书大一本科大学英语是大一本科学生学习的一门重要课程，英语教材书在学习中起着至关重要的作用。

本文将介绍一些常见的大学英语教材书，并探讨它们在大一本科英语教学中的应用。

一、《大学英语（新视野）》《大学英语（新视野）》是中国大学生通常使用的一套经典英语教材书系列。

该教材分为四个级别：上册、下册、阅读和写作。

它以培养学生的英语综合运用能力为主要目标，注重听说读写全面发展。

教材中的对话、阅读材料和练习题涵盖了各个方面的语言技能，同时也融入了一些实用的社会和文化知识。

这使得学生在学习英语的同时，也能了解更多关于英语国家的文化和风俗习惯。

二、《新编大学英语（北师大版）》《新编大学英语（北师大版）》是另一套广泛使用的大学英语教材。

它也分为四个级别：综合教程、阅读教程、听力教程和写作教程。

这套教材侧重于培养学生的听说能力，强调听力材料和口语练习。

教材中的对话和短文设计灵活多样，内容丰富实用。

通过学习这套教材，学生将会提高听力和口语技巧，并能更好地与他人沟通交流。

三、《大学英语教程》《大学英语教程》是一套经典的大学英语教材，旨在帮助学生掌握英语的四个基本技能：听、说、读、写。

该教材分为四个级别：第一册、第二册、第三册和第四册。

每册教材都包含丰富的听力材料、口语练习、阅读材料和写作任务。

此外，教材还提供了丰富的教学资源和练习题，供学生复习和巩固所学知识。

四、《大学英语精读》《大学英语精读》是一本专门面向大一本科学生的阅读教材。

这本教材选用了各种各样的原汁原味的英语原著文学作品，旨在帮助学生提高阅读理解和分析能力。

每篇文章都附带了相关的练习题，帮助学生巩固所学的词汇和语法知识，并提供了一些讨论和写作的话题，以促进学生的思维发展和创造力。

五、《大学英语写作与阅读》《大学英语写作与阅读》是一本旨在帮助学生提高写作和阅读技能的教材。

该教材分为两个部分：写作和阅读。

写作部分介绍了常见的写作类型和写作技巧，并提供了丰富的写作练习。

东北石油大学硕士研究生英语教学实施办法为适应我校研究生英语教学形势的发展，更好地满足不同层次研究生对英语学习的需要，进一步提高研究生英语教学水平，提升研究生培养质量，经研究生学院和外国语学院商议，决定对我校研究生英语课程教学进行改革，并按如下办法进行组织实施。

一、教学要求与课程开设1．我校外国语语种为英语的硕士研究生统一开设课程，课程性质为公共学位课，所有研究生必须通过课程的学习和考试，符合条件者可申请课程学位免修。

2.英语课程教学实行分层次教学，依据研究生掌握英语水平划分为三大层次：A级班为六级通过的学生，以提高英语的听力、口语及应用能力为目标,开设硕士高级英语课程；B级班为通过四级但未通过六级的学生，以通过六级为教学目标，开设硕士中级英语课程；B级班为未通过四级的学生，以通过四级为教学目标，开设硕士初级英语课程。

划分层次依据入学时，研究生四六级成绩为准。

3.为保证教学质量，英语教学以小班进行。

每班级按50人进行编班，按入学英语统考成绩高低分班，以兼顾教师合理教学难易度。

4.免修免考条件研究生入学时，具备下列条件之一者，英语课程可免修免考：①入学考试英语成绩70分以上（含70分）；②或全国大学英语六级考试成绩550分以上（3年内有效）；③GRE≥1100；④TOEFL≥80；⑤IELTS≥6.0；⑥本科阶段为英语专业并通过专业英语8级考试，现攻读非英语专业的硕士学位。

研究生入学时，具备下列条件之一者，英语课程可免修但不免考，必须参加每个学期期末考试，成绩通过者给予相应学分：①入学考试英语成绩63分以上（含63分）；②或全国大学英语六级考试成绩500分以上（3年内有效）；③GRE≥1000；④TOEFL≥70；⑤IELTS≥5.5。

5．免修申请符合条件的研究生须出示相应成绩证明原件并在研究生部培养办进行课程免修申请，不申请者需按研究生英语教学要求进行英语课程的学习考试。

二、教学安排与教学内容1．硕士研究生，包括学术型与专业型，除符合免修免考条件者外，必须选修硕士A级英语、硕士B级英语和硕士C级英语三门课程之一。

大学英语教材是哪个版大学英语教材是培养学生英语交际能力和语言运用能力的重要教学工具。

随着教学理念的变革和教学方法的创新，大学英语教材也不断更新，出现了许多不同版本的教材。

本文将介绍几种常见的大学英语教材版本，以供参考。

1. 新世纪大学英语教材（第二版）新世纪大学英语教材是国内最常用的英语教材之一，由外语教学与研究出版社出版。

该教材分为四册，分别对应大学英语四级和六级的教学内容。

该版本教材以培养学生的语言交际能力为主要目标，注重听说读写的综合训练，同时涵盖了丰富的文化背景知识和实用的语言表达技巧。

2. 大学英语（第四版）大学英语（第四版）是人民教育出版社出版的教材系列，也是大学英语教学中广泛采用的版本之一。

该系列教材包括大学英语综合教程、阅读教程、听力教程和口语教程等，涵盖了大学英语各个方面的教学内容。

这个版本的教材侧重于培养学生的语言运用能力和综合素质，通过真实语料和实际情境的案例分析，提高学生的英语实际运用能力。

3. 必修系列大学英语教材必修系列大学英语教材是外语教学与研究出版社出版的经典教材之一，被广泛应用于许多高校的英语教学中。

该教材以培养学生的语言运用能力和跨文化交际能力为目标，注重综合语言技能的培养。

教材内容紧密结合社会现实和学生的学习需求，同时注重了学科知识和实用技能的结合。

4. 自主选用教材除了以上几种常见的教材版本外，一些高校也会采用自主选用教材的方式进行教学。

这些自主选用教材可能是国内外优秀的教材，也可能是根据学校自身特点和教学需求编写的教材。

自主选用教材的好处是可以更加贴近学生的学习需求和实际情况，同时也能够根据教学进度进行灵活调整。

总之，大学英语教材的版本众多，每个版本都有其独特的特点和教学目标。

选择适合自己学校和学生的教材版本是教师要关注的问题，只有选择了适合的教材版本才能更好地开展教学工作，提高学生的英语交际和运用能力。

东北财经大学本科英语教材English Textbook for Undergraduate Students at Dongbei University of Finance and EconomicsIntroductionAs an esteemed institution of higher education, Dongbei University of Finance and Economics (DUFE) places great importance on providing a high-quality English language education to its undergraduate students. This English textbook, tailored specifically for DUFE's undergraduate students, aims to enhance their language skills and facilitate their academic and professional development.Chapter 1: Basic English GrammarThis chapter serves as a foundation for students to develop a solid understanding of English grammar. It covers various topics, such as verb tenses, noun and pronoun agreement, sentence structure, and common grammatical errors. Each topic is explained in a clear and concise manner, providing students with ample examples to reinforce their understanding.Chapter 2: Vocabulary BuildingIn this chapter, students will embark on a journey to expand their vocabulary. It introduces various strategies for vocabulary acquisition, including word roots, prefixes, and suffixes. Additionally, it provides a wide range of vocabulary exercises and activities, enabling students to practice and apply their newly acquired words in context.Chapter 3: Reading ComprehensionDeveloping strong reading comprehension skills is crucial for DUFE students to succeed in their academic pursuits. This chapter presents a collection of authentic texts from various disciplines, such as economics, finance, and business. Students will engage with these texts through targeted exercises and comprehension questions, which aim to improve their reading speed, vocabulary recognition, and critical thinking abilities.Chapter 4: Listening and SpeakingTo enhance students' listening and speaking abilities, this chapter focuses on providing authentic audio materials, such as interviews, lectures, and conversations. Through guided listening activities and interactive speaking exercises, students will develop their listening comprehension skills, as well as their ability to express themselves confidently and effectively in English.Chapter 5: Writing SkillsEffective written communication is a crucial skill for DUFE students, both academically and professionally. This chapter provides comprehensive guidance on different types of writing, such as essays, reports, and business correspondence. Students will learn key writing techniques, such as thesis statement development, paragraph organization, and proper citation methods.Chapter 6: Cross-cultural CommunicationAs global citizens, DUFE students are encouraged to develop a deep understanding of cross-cultural communication. This chapter delves into the intricacies of cultural norms, values, and communication styles across different countries and regions. Through case studies and group discussions,students will gain valuable insights on how to navigate intercultural interactions successfully.ConclusionThis English textbook, specially designed for undergraduate students at Dongbei University of Finance and Economics, aims to foster students' language proficiency, critical thinking skills, and cross-cultural competence. With its comprehensive coverage of grammar, vocabulary, reading comprehension, listening and speaking skills, writing skills, and cross-cultural communication, this textbook will undoubtedly serve as a valuable resource for DUFE students throughout their academic journey and beyond.。

石油大学新视野大学英语第一册unit1-5教案Unit I Section AI. Background Knowledge1.Virtual Online EducationBy definition, "virtual education" is the study of credit and non credit courses from world-wide remote sites that are neither bound by time or physical location. In essence, a student hooks up with other students and an instructor in both real and virtual time. Whether in a plane comfortably cruising at 33,000 feet, or at home, at any given moment a student can log into a virtual classroom. From desktop or laptop, e-mail assignments can be sent and received. Study, research, discovery and new knowledge are at a student’s fingertips. It is here that the student’s enthusiasm level is piqued.2. U.S. Educational SystemIn the United States completion of a twelve-year elementary-secondary program leads to a high school diploma. This diploma and/or an entrance examination provides the basis for admission of U.S. students to UWM. Those with adequate preparation and satisfactory academic records and/or test scores are admitted to a four-year program leading to a Bachelor's degree. Applicants from other countries must have similar backgrounds.A Bachelor's degree in the United States is earned after a minimum of four years of post-secondary study (sixteen years of education). International students who hold Bachelor's degrees earned with fewer years of preparation are advised to take additional upper level university work or graduate work before applying to a graduate program at UWM. In some cases the next higher degree from a student's home country will berequired.Earning a U.S. Master's degree requires approximately two years of study beyond the Bachelor's degree. Doctoral programs generally require from two to five years of study beyond the Master's degree.In the United States a bachelor's degree is considered "undergraduate," and a master's and doctoral level study is considered "graduate."For additional general information about the U.S. application process and information specific to your country, please contact your local U.S. Embassy/U.S. Consulate or U.S. Information Services for referral to the closest educational advisor.Today, over 300,000 students non-U.S. residents are studying in the United States. They come from almost every country in the world. As you might imagine, all students have their own educational goals. Therefore, it is important to understand the U.S. educational system so that you select the right program for you.3. Levels of Education in the U.S.The levels of education in the U.S. are similar to those in other countries. But the differences can be confusing to non-U.S. residents. Below are some definitions:Primary Education: Pre-school: ages 2 - 6 ; Elementary School: ages 6-12.Secondary Education: Junior High School: ages 12-14; High School: ages 14-18 (note that everyone in the U.S. is required by law to attend until the age of 16. However, some students "drop-out" and do not complete their high school degree.Post Secondary Education: There are no real age categories for post secondary education. Generally, American students start college right after completing high school (about 60% of all students who graduate from high school enter college at somepoint in their life). Junior and Technical colleges are designed to be two-year programs, while universities and colleges are designed to be 4-year programs at the undergraduate level. In reality, the average American takes over 6 years to finish a "4 year degree". The reason is that more than 50% of college freshman (first year students) do not know what major or specialization they wish to study. Also, many students work to pay for their college expenses. Thus they may take fewer classes in order to work.College Versus University: A college usually just has a Bachelor's (4 year) program. A university may be composed of several colleges (for example, the college of medicine and the college of engineering). Universities often have graduate programs as well. For most purposes, a Bachelor's degree from a college is equivalent to a Bachelor's degree from a university, so that the words "college" and "university" mean the same thing to most Americans. Generally, the value of a degree is a reflection of how society views the particular college or university.V ocational/Technical School: V ocational and technical schools operate at either the high school or junior college level. They teach skills such as secretarial, auto mechanics, photography, nursing, etc. It is often difficult for non-U.S. residents to find information on U.S. technical and vocational schools since these schools usually do not promote their programs outside the area where they operate.The Post Secondary Education category could be listed as follows:Program Degree________________________________________________________________ ______ Junior - Technical College AssociatesUndergraduate College - University Bachelor of Science (B.S.) Graduate School Masters of Science (M.S.)Masters of Arts (M.A.)Masters of Business Administration (MBA)Doctorate (Ph.D.)Post Graduate after Ph.D. no-degreeThere are public and private colleges, schools and universities in the United States. The public schools are funded, in part, by a city, and/or state, and/or federal government. Students living in the city or state pay less tuition because some tax money is used to subsidize the tuition. Non-U.S. residents would pay more, since they would not be residents of the city or state where the college or university is located.Private colleges and universities are supported primarily by tuition and private contributions. All students must pay the same tuition no matter where they are from (unless they get a grant or scholarship). Many private schools are affiliated with a religion. Examples are Roman Catholic, Protestant, Islamic and Jewish religions. Students at these schools do not have to be of that particular religion to attend, but they may be required to take certain religious or theological courses pertaining to that religion. Consult each college's catalogue.English Language Schools and Centers: These schools are typically privately owned, although some operate on a college or university campus. They offer both private, one-on-one, and group instruction in English, TOEFL preparation, and other programs.If you wish to study English before you enter an American college, you may want to study at a private English language center. There, you can improve your English, better your studyskills, or prepare for the TOEFL test. This will also give you the opportunity to evaluate colleges and universities in the United States by visiting them personally, and speaking to Americans who may be more familiar with the universities and programs that are best for you. You will also be able to become more familiar with American culture before you start your university program.II. Text AnalysisMain idea:Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.Devices for developing it:1. Deduction Organization---from general to specific (演绎法)General statement (Topic): Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.Specific statements:1) My experience in junior middle school (Para. 2):a kind and pat ient t eacher who praised all of the students … positivemethod…eagerly answered questions, at the top of my class2) My experience in senior middle school (Para. 3):an (impatient) teacher…punished those who made mistakes…shaking it up and down…shouted…lo se my eagerness / desire to say anything in English3) My experience at college(Para. 4):far from perfect…very large class and better students… feel intimidated…afraid to speak…at the same level forever4) My experience with the online course (Para. 5-7):requ ire commitment and discipline …virtualclassroom…practice all the time…cry with frustration…feel like giving up…reaped the benefits of hard work5) Conclusion (Para. 8):a most trying experience, but one that I would not trade for anything…teach methe value of hard work…give me insights into another culture…my mind …opened to new ways of seeing things…the most wonderful result of having learned a foreign language …communicate with many more people than before…one of my favorite activities…bridge the gap between my culture and theirs2. Sequence of Time and Space (时空顺序法)Typical Sentences:1）My experience with a foreign language began in junior middle school.(Para.2)2) When I went to senior middle school. (Para.3)3) However, that state didn’t last long. When I went to college. (Para. 4)4) That was the situation until a couple of years later, when ...participated in thevirtual classroom. (Para. 5)5) I had finally reaped the benefits of all that hard work. (Para.7)3. Comparison and Contrast (对比法)The comparison and contrast is centered around “the most difficult” and “the most rewarding”.Conjunctions used in the text: yet, while, unlike, although, butThe group of “difficult”:frustrating, punish, shout, lose my eagerness / desire to say anything in English, very large, far from perfect, feel intimidated, afraid to speak, (my English)stay at the same level, cry with frustration, feel like giving upThe group of “rewarding”:well worth the effort, at the top of my class, eager to study, understand about everything, reap the benefits of all that hard work, teach me the value of hard work, give me insights into another culture, able to bridge the gap between cultures III.Structure:Part I (Para.1)Idea: Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.Devices for developing it: Explanation(释义法)Difficult --- frustratingRewarding --- well worth the effortPart II (Para.2-4)Idea:My different experiences with the regular course in junior and senior middle schools and at collegeDevices for developing it: Cause and Effect (因果法)Typical Sentences:1) Because of this positive method, I eagerly answered all the questions, …2) So, once again, although for different reasons, I was afraid to speak.Part III ( Para.5-7)Idea: My experiences with the online course helped me reap the benefits of hard work.Devices for developing it: Deduction (演绎法) (Para. 7)General statement: St. 1 of Para. 7Specific statements: St. 2-5 of Para.7Conclusion: St. 6-7 of Para. 7Part IV (Para8)Idea: Learning English brings me benefits: the value of hard work, insights into other cultures, new ways of seeing things, ability to bridge the gapbetween different cultures.Devices for developing it: Induction(归纳法)Paragraph 8Learning a foreign language has been a most trying experience for me, but one that I wouldn’t trade for anything. Not only did learning another languageteach me the value of hard work, but it also gave me insights into another culture, and my mind was opened to new ways of seeing things. The most wonderful result of having learned a foreign language was that I could communicate with many more people than before. Talking with people is one of my favorite activities, so being able to speak a new language lets me meet new people, participate in conversations, and form new, unforgettable friendships.Now that I speak a foreign language, instead of staring into space when English is being spoken, I can participate and make friends. I am able to reach out to others and bridge the gap between my language and culture and theirs.IV. Language PointsA：Expressions:1. to be well worth the effort2. to be at the top of the class3. to lose the desire to say anything in English4. to be far from perfect5. to stay at the same level forever6.to get access to the necessary equipment7. to keep up with the flow of the course8. to meet the minimum standards set by the course9. to cry with frustration10. to feel like giving up11. to reap the benefits of hard work12. not to trade sth for anything13. to teach me the value of hard work14. to give me insights into another culture15. to keep my mind open to new ways of seeing things16. to bridge the gap between different culturesExamples:1. to be well worth the effort (L. 3) 很值得去努力Not everything in life is well worth our risk. (生活中并非一切都值得我们去冒险。

外研社大学英语教材四本《外研社大学英语教材四本》外研社大学英语教材系列是中国外语教学与研究出版社推出的一套以培养大学生英语综合应用能力为目标的教材。

该系列教材分为四本，分别是《大学英语（四）》、《大学英语（五）》、《大学英语（六）》和《大学英语（七）》。

本文将对这四本教材进行全面介绍。

第一本教材是《大学英语（四）》。

该教材主要针对大学英语四级考试（CET4）的要求，内容包含听力、阅读、写作和词汇语法四个模块。

通过大量的练习题和例句，学生能够提高自己的英语听说读写能力，掌握扎实的基础知识。

第二本教材是《大学英语（五）》。

这本教材是针对大学英语六级考试（CET6）而设计的。

教材内容包括听力、阅读、写作和词汇语法等，题型更加复杂，程度更高。

学生通过学习这本教材，可以提高听说读写能力，更好地应对CET6考试。

第三本教材是《大学英语（六）》。

该教材主要针对大学英语专四考试（TEM-4）的要求，内容包括听力、阅读、写作和词汇语法等。

教材难度适中，更加注重对英语综合应用能力的培养。

通过学习这本教材，学生能够提高自己的英语水平，为TEM-4考试做好充分准备。

第四本教材是《大学英语（七）》。

这本教材主要面向大学英语专八考试（TEM-8）的要求，内容包括听力、阅读、写作和词汇语法等。

教材难度较高，涵盖的知识点更加广泛。

学生通过学习这本教材，可以提高自己的英语综合应用能力，更好地应对TEM-8考试的挑战。

总的来说，外研社大学英语教材四本是一套具有系统性和针对性的教材，很好地满足了大学生英语综合应用能力培养的需求。

每本教材都注重听说读写四个方面的训练，通过丰富的练习题和例句，帮助学生夯实基础，提高英语水平。

无论是为了应对CET4、CET6、TEM-4还是TEM-8考试，学生都可以通过学习这套教材来取得理想的成绩。

史上最全大学英语教材大学英语教育在培养学生的英语技能和跨文化交际能力方面起着重要作用。

对于学习大学英语的学生而言，选择一本合适的教材至关重要。

在这篇文章中，我们将介绍一些史上最全的大学英语教材，帮助学生在学习过程中取得更好的成绩。

1.《大学英语综合教程》《大学英语综合教程》是一套经典的教材，由新东方教育科技集团出版。

该教材涵盖了听、说、读、写四个方面，通过系统的训练帮助学生提高英语综合能力。

每个单元都有大量的练习和听力材料，帮助学生巩固所学知识。

2.《新编大学英语》《新编大学英语》是由外语教学与研究出版社出版的教材，内容全面、系统。

该教材分为四个级别，每个级别都包含听说读写四个模块，并且提供了大量的练习和案例分析，帮助学生理解和应用英语知识。

3.《牛津高阶英汉双解词典》《牛津高阶英汉双解词典》是一部经典的工具书，对大学英语学习十分有用。

它提供了丰富的英语词汇和例句，对词义、用法以及搭配有详细的解释和说明。

学生可以通过查阅这本词典来扩大自己的词汇量和理解能力。

4.《剑桥商务英语教材》《剑桥商务英语教材》是为商务人士设计的英语学习教材。

该教材根据商务场景和主题进行编排，涵盖了商务英语听说读写的各个方面。

通过学习这套教材，学生可以提高商务英语交流能力，为未来的职业发展打下坚实的基础。

5.《英语语法大全》《英语语法大全》是一本全面介绍英语语法的参考书。

它详细讲解了英语的基本语法规则和用法，并提供了大量的例句和练习题，帮助学生掌握语法知识。

无论是初学者还是高级学习者，都可以从这本书中获益匪浅。

总结起来，以上是一些史上最全的大学英语教材推荐。

选择一本合适的教材对于学习英语至关重要，因此学生在选择教材时需要考虑自己的水平和学习需求，并根据教材的特点进行选择。

希望这些教材能够帮助学生在大学英语学习中取得更好的成绩。

大学英语教材大全在大学英语学习过程中，选择一本合适的教材对学习者的语言水平和学习效果起着重要的作用。

本文将介绍一些常用的大学英语教材，以供学习者参考选择。

一、《大学英语》（综合教材）《大学英语》是一套由外语教学与研究出版社出版的综合教材。

该教材分为上、下两册，适合大学英语专业的基础阶段学习者使用。

教材内容涵盖了听、说、读、写四个方面，并且每个单元都有相应的练习和测试，便于学习者巩固所学知识。

二、《新视野大学英语》《新视野大学英语》是一套由外语教学与研究出版社出版的大学英语综合教材。

该教材分为四个级别：第一册至第四册，适用于不同水平的学习者。

教材内容突出实用性，注重培养学习者的听说读写能力，并且每个单元都有丰富的练习和任务，帮助学习者提高语言运用能力。

三、《大学英语精读》《大学英语精读》是一套由人民教育出版社出版的精读类英语教材。

该教材分为上、下两册，主要针对大学英语专业的学习者。

教材内容精选了一些优秀的英语文章，通过阅读提高学习者的阅读理解和词汇运用能力，并且每个单元都配有相应的练习和讨论题目，培养学习者的思辨和分析能力。

四、《大学英语写作》《大学英语写作》是一套由外语教学与研究出版社出版的写作类英语教材。

该教材分为上、下两册，旨在帮助学习者提高英语写作能力。

教材内容包括写作技巧、写作类型以及范文欣赏等内容，通过多样化的写作练习，培养学习者的写作思维和表达能力。

五、《大学英语听力》《大学英语听力》是一套由人民教育出版社出版的听力类英语教材。

该教材分为上、下两册，主要针对大学英语专业的学习者。

教材内容涵盖了各种场景下的听力材料，通过听力练习和听力技巧的训练，帮助学习者提高听力理解和应对听力考试的能力。

总结：以上介绍了一些常用的大学英语教材，包括综合教材、精读类教材和技能类教材等。

学习者在选择教材时，应根据自己的学习目标和水平来进行判断和选择，合理利用教材资源，提高自己的英语能力。

希望本文对大家选择适合自己的大学英语教材有所帮助。