新视野读写教程第三册教案Unit3

Unit3Course：CollegeEnglishAWherePrinciplesComeFirstBCulturalDifferencesinWesternandJapaneseDecision-MakingInstructorModuleTime180mTeachingAidsMulti-media1.Tohelpthestudentshaveagoodunderstandingofthepassagesinthisunit；2.Tohelpthestudentsgrasptheusagesofsomeimportantwords,phrasesandexpressionsintheunit；3.ToenablethestudentstoanalyzethestructureofTextAandsummarizeparagraphmeaningofTextBTeachingObjectives4.Tointroducethebasicreadingskillsofthisunit:MakingPredictions5.Tohelpthestudentsmasterhowtodevelopaparagraphwithageneralstatementsupportedbyanexample1.Getthemainideaofthepassage.ChiefPoints&2.Mastersomeusefulexpressions&sentencestructureintheDifficultPointspassage.3.Understandthestructureofthetext.Beforecomingforclass,studentsshould1.identifysomeimportantwordsforthetopic.2.scanthetextformainideas.Prerequisites3.visitlibrarytoresearchaboutinformationconcerningtheunit.TeachingMethodsThemixtureoflistening,speaking,reading,practicingandwritingTeacher’sBookofNewHorizonCollegeEnglishLongmanDictionaryofContemporaryEnglish(English-Chinese)OxfordAdvancedLearner’sEnglish-ChineseDictionaryLongmanDictionaryofAmericanEnglishReferenceBooks1TeachingContentsTimeAllotmentSectionA15mI.Warm-upActivity1.TopicDiscussioni.ii.Student’sDiscussionTeacher’sSummary2.QuestionsontheTopicandthePassageII.BackgroundInformationIII.TextStructureAnalysisIV.StructuredWritingV.DetailedStudyoftheTexti.WordsandPhrasesStudyii.LanguagePoints5m10m5m50mVI.TextSummary1.Student’sPresentation2.Teacher’sSummary5mVII．After-textAExercises30mSectionBI.ReadingSkill5m10mII.Warm-upActivity1.TopicDiscussion2.QuestionsontheTopicandthePassageIII.TextStructureAnalysisIV.TextStudy5m20m.ParagraphMeaningWordsandPhrasesStudyLanguagePointsSummaryorMainIdeaofthePassagei.Student’sPresentationii.Teacher’sSummary5m15mV.NewWordsDictationVI.After-textBExercisesVII．Supplementaryexercises1.HandintheexerciseofTRANSLATION.2.Finishtheotherafter-textA&Bexercisesafterclass.3.SupplementaryExercisesAssignmentsi.English-ChineseTranslation（5sentences）Chinese-EnglishTranslation（10sentences）ii.4.PreviewUnit32Unit3SectionAWherePrinciplesComeFirstI.Warm-upActivity1.TopicDiscussioni.Student’sDiscussion(Teacherasksstudentstodiscussthetopiconthepassage.）1)Whatdoyouthinkofthe“principles”inHydeSchool?（Teacherasks2-3studentstomakepresentations.）ii.Teacher’sSummaryWebelievethatbehindeveryrebelisaleaderinwaiting.AtHyde,peoplestrivetounearththatinnerleadershipthrougharigorouscharactercurriculumthatnotonlyleadsrebelteenagerstowardtheiruniquepurposeinlife,buttheirfamilies,too.HydeSchoolhelpsstudentslearn,embrace,andadoptacharactercompassthatwillguidethemfortherestoftheirlives.Thatis,anexplicitphilosophyofcharacterintheformofFiveWords:Courage,Integrity,Leadership,Curiosity,andConcern;2.QuestionsontheTopicandthePassage1)WhatistheprincipleinHyde?―Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.2)WhatkindofschoolisHydeandhowitisrun?―Itisakindofschoolwhichpreparekidsforawayoflifebycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.3)WasthefirstHydepublicSchoolasuccess?Why?―TheprograminthefirstHydepublicdidn’tworkwellandwassuspended,becauseteachersprotestedtheprogram’sdemandsandthestrainsassociatedwithmoreintensework.4)WhatisthecoreofJoeGauld’sapproachtoeducation?―Heassumes“everyhumanbeinghasauniquepotential”thatisbasedoncharacter,notintelligenceorwealth.Asaresult,atHyde,conscienceandhardworkarevalued,successismeasuredbygrowth,notacademicachievement,andstudentsarerequiredtotakeresponsibilityforeachother.5)HowistheHydecurriculumlike？―Itissimilartoconventionalschoolsthatprovidepreparationforcollege,completewithEnglish,history,mathandscience.Besides,allstudentsarerequiredtotakeperformingartsandsports,andprovideacommunityservice.6)HowdotheparentsgetinvolvedintheprogramatHydeschools？3

―Theparentsmustaccepttheschool’sphilosophiesandoutlook.Theyarerequiredtoparticipateinasetofactivities,includingmeetingmonthlyinregionalgroups,goingtoathree-dayregionalcamponceayear,andattendingatleastthreeworkshops,discussiongroupsandseminarsatthehomeoftheschool.Theparentsshouldactasdailyrolemodelsfortheirchildren.7)HowistherelationshipbetweentheteachersandthestudentsgoingatHyde？―AtHyde,theteachershaveafruitfulrelationshipwitheachstudent.Thefocusisreallyaboutteachertostudentsandthentheygettogethertodealwiththeacademics.II.BackgroundInformation1.TheHydeSchool:In1966,JosephW.GauldfoundedthefirstHydeSchoolinBath,Maineinresponsetoasystemofeducationwhichhebelievedwasfailingitschildrenbecauseofconflictingpriorities.Hissearchforanewapproachineducationledtoaprogramthatvaluedattitudeoveraptitude,effortoverability,andcharacterovertalent.Thisemphasiscreatesalearningenvironmentwherestudentsexperiencesuccesswithintegrity,thekindofsuccessthatlastsalifetime.GauldestablishedtheHydecurriculum,baseduponFiveWords,ratherthanfivesubjects:Courage,Integrity,Leadership,Curiosity,andConcern;andheincorporatedthemintoeveryfacetoftheprogram.Theschoolcherishestheideathateducationalreformmustbeginwiththefamily.Actually,theFamilyEducationProgramiswhatmakestheHydeeducationunique.Theschoolbelievesthatparentsaretheprimaryteachersandthehomeistheprimaryclassroom.Thisworkwithfamiliesformorethan35yearshasledtheschooltoanumberofdiscoveries.OneofHyde'sbasicpurposesistodevelopcharacter.Thisfocusoncharacterunleashesthedeepestmotivationinstudents'self-discovery.Theschoolhelpsstudentsanswerthreequestions:WhoamI?WhereamIgoing?WhatdoIneedtodotogetthere?Relationshipsbuiltuponhonestyandconcerncanalsobekeytohelpingstudents.Hydehascreatedanewstudentrole,wherestudents,parents,andfacultyarerequiredtohelpothersachievetheirbest.Today,therearefourHydeSchools,includinginner-citymodelsinNewHaven,ConnecticutandWashingtonDC,nationalprogramsforparentsandteachers,andanumberofestablishedpartnershipswithpublicschoolsthroughoutthecountry.2.Bath:Bathisanoldseafaringtown.Itsrecordedmaritimehistorybeganonly12milesdowntheKennebecwhen400yearsagothefirstshipbuiltbysettlersintheNewWorldwaslaunched.Shipyardsoncelinedtheriver'sedgeandBath-built4

vesselssailedtheseasoftheworld.Bathisnowthehomeoftheworld-classshipbuilderBathIronWorks.AtthesouthendofthecitythenationallyacclaimedMaineMaritimeMuseumisoftenvisitedbyTallShips.DowntownBathhasauniquemixofshops,restaurantsandservices.The19thcenturybrickbuildingsandnarrowstreetshavethecharmofchildhoodrevisitedinaslowerpaceandafriendlypedestrianatmosphere.Thecity'stree-linedavenuesaregracedbyhumbleandgrandexamplesofclassicAmericanarchitecture.3.Maine:MaineisastateofthenortheastUnitedStates.Itwasadmittedasthe23rdstatein1820.LocatedintheextremenortheastcorneroftheUnitedStates,Maineconsistslargelyofacoastalplainoferodedvalleys,withmoreresistantrockformingthegenerallymountainouswest.Over80%ofMaineisforestedwithgreatstandsofwhitepine,hemlock,spruce,fir,andhardwoods.Shelteredbythewoodsandwithabundantwaterfromnumerouslakes,particularlyinthenortherncounties,wildlifeincludesmoose,deer,blackbear,andsmalleranimals;fishandfowlarealsoplentiful.ThepopulationofMaineiscenteredontheclearedlandalongthecoastandmajorrivers.4.Baltimore:BaltimoreisacityinnorthernMarylandonanarmofChesapeakeBaynortheastofWashington,DC.Ithasbeenabusyportsincethe18thcentury.Acityonthemovewithnewattractions,Baltimoreisanexcitingcitywithcharmingneighborhoods,ethnicandculturaldiversity,andawealthofhistory.III.TextStructureAnalysisThepassagelookslikeareport,whichtriestoexplainsomeideas,reportssomeeventsandprovessomeconclusions.Ittellsustheprinciplesadvocatedbytheschool,howtheprinciplesareacceptedorrejectedbyotherschoolsandfinallyhowtheprinciplesturnouttobebeneficialtotheteachersandstudents.Theessayismadeupof4partswitheachpartansweringonequestion.Part1(Para.1-para.2):Whenwecomeuptothearticle,wereadthetitle—WherePrinciplesComeFirst.Thisnaturallybringsusthequestion:Whataretheprinciples?Whilereadingthispartwecangettheanswer.Ifyouteachstudentsthemeritofsuchvaluesastruth,courage,integrity,leadership,curiosityandconcern,thenacademicachievementnaturallyfollows.Part2(para.3-para.11):SincetheprinciplesoftheHydeSchoolaresomewhatdifferentfromotherschools,thereaderswouldwonderwhethertheprinciplesareacceptedbyotherschools.Whenwereadon,wefindtheauthortriestoanswerthequestioninParagraphs3to11.Paragraph3isaboutoneexampleofhowtheHydeSchoolprincipleswererejectedbyonepublicschoolwiththereasonsmadecleartous.FromParagraph4toParagraph11,thereisanotherexampleofhowtheHydeSchoolprincipleswereappreciatedbyanotherpublicschool.Part3(para.12-para.16):SincetheHydeSchoolprincipleshavebeenrejectedas5

wellasappreciated,wewouldbewonderingwhatthedetailedprinciplesorapproachesarefortheHydeSchool.ThisbringsinforusPart3.Paragraph12isaboutsomeprinciplesfortheHydeSchool:everystudentwithauniquepotentialbasedoncharacter;conscienceandhardworkarehighlyvalued;successismeasuredbyprogressordevelopment;andstudentstakeresponsibilitiesforeachother.Paragraph13isaboutwhatisprovidedbytheHydeSchool.TheHydeSchoolisdifferentfromotherschoolsinadditionalrequirementslikearts,sports,andcommunityservice.Andthegradingsystemincludesthefactastohowhardthestudentshavetriedintheirstudies.Paragraph14toParagraph16isaboutanotherimportantrequirementfromtheHydeSchool:parents’commitmentandparticipationintheprogram.Paragraph14isaboutwhathavebeenrequiredofparents.Paragraph15isabouthowtherequirementsworkinsomeotherschoolsandhowsomeparentsrejecttheprinciple.ButParagraph16tellsusthatoncetheparentsrealizetheimportanceoftheirparticipation,theHydeSchool’sprogramshouldworkwellinpublicschools.Part4(para.17-para.20):NowthatweareclearabouttheHydeSchool’sprinciples,theacceptabilityoftheprinciplestopublicschoolsandwhattheschool’sdetailedprinciplesare,wewouldnaturallyaskthequestion:Aretheseprinciplesgoodorbeneficialtotheteachersaswellasthestudents?Paragraph17tellsushowtheprinciplesprovetobebeneficialtotheteachersandParagraphs18to20tellusoneexampleofhowsuccessfultheprinciplesaretothestudents.Therelationshipbetweenthepartsisbestbroughtoutbyquestionsandanswers.Whilereadingthepassage,thereaderswouldnaturallyaskthemselvessomequestionsasawayofpredictingwhatistofollow.Ifwhatfollowsisjusttheanswertothequestioninthereaders’mind,thencomprehensioncontinues.Ifwhatfollowsisnottheanswertothequestioninthereaders’mind,thereaderswouldlookinsomeotherdirectionstoputintherightquestiontomatchwhatfollows.Title:WherePrinciplesComeFirstQuestion1:Whataretheprinciples?TheprinciplesoftheHydeSchool:Teachstudentsthemeritofsuchvaluesastruth,courage,integrity…andacademicachievementnaturallyfollows;theschoolhasreceivedconsiderablepublicityforitsworkwithtroubledyoungsters.Andtheschooladvocatesthattheypreparekidsforawayoflifebycultivatingacomprehensivesetofprinciplesthatcanaffectallkids.Para.1-26Question2:AretheHydeprinciplesacceptedbyotherschools?TheeffortstomaketheCharacterFirstideaacceptedbypublicschools.________________________________________FailureinspreadingtheHydeprinciples:TheHydeSchoolprinciplesbeingappreciated:ThefirstHydepublicschoolprogramopenedinSeptember1992,whichwassuspendedwithinmonths.Reasons:Teachersprotestedtheprogram’sdemandsandthestrainassociatedwithmoreintensework.Para.3TheHydeFoundationopenedanotherprograminapublichighschoolinthesuburbsofNewHaven,Connecticut.Attheschoolthequestfortruthisalsowidespread.Studentswereaskedtoexchangetheirevaluationsontheirclassperformance.Para.4-11Paras.3-11Question3:WhatarethedetailedprinciplesorapproachesadvocatedbytheHydeSchool?7TheHydeSchool’sapproachestoeducation:__________________________________________________Theschoolassumes:1.EveryhumanbeinghasauniquepotentialbasedCoursesandmanagement:1.Theschoolprovidespreparationforcollege,withacurriculumcompletewithEnglish,history,mathandscience.2.AllstudentsareAkeyingredientintheHydemixtureisrequiringcommitmentandparticipationfromparents.Para.14oncharacter,notintelligenceorwealth.2.Conscienceandhardworkarevalued.3.Successismeasuredbygrowth,notacademicachievement.4.Studentsarerequiredtotakeresponsibilityforeachother.requiredtotakeperformingartsandsports,andtoprovideacommunityservice.3.Foreachcourse,studentsgetagradeforacademicachievementandfor“besteffort”.Somepublicschoolparentsfinditdifficultforthemtoparticipate.Para.15Para.12Para.13Oncetheparentsareconvinced,Hyde’srequirementofparents’participationshouldworkwellinpublicschools.Para.16Para.12-16Question4:WhatarethebeneficialresultsoftheHydeSchool’sprinciples?Beneficialresultsfortheteachersaswellasthestudents:8___________________________________________Beneficialresultsfortheteachers:Beneficialresultsforthestudents:Oneexample:JimmyDiBattista,19,whohadseenhisfutureasjail,notcollege,hadbeenturnedtothepositiveattitude.Nowheplanstoattendauniversity.1.Beginningtofocusonhavingafruitfulrelationshipwitheachstudent,butnotteachertothematerialandthentothestudent.2.Theteacher-studentrelationshipistakenevenfurtheratHyde:Facultyevaluationsareconductedbythestudents.Para.17-19IV.StructuredWritingAParagraphofaGeneralPointSupportedbyExamplesTheauthorpresentsthereportwithageneralpointandthencontinuestosupporthisgeneralpointwithexamples.Thisisoneofthecommonestwaysofpresentingone’sideasorpointsofview.Thereportincludessomeparagraphsinwhichthewriterstartswithageneralpointandthenpresentsanumberofexamplestosupporthispoint.NowhavealookatParagraphs5to11AsinMainethequestfortruthisalsowidespreadattheschoolinConnecticut.InoneEnglishclass,the11studentsspendthelastfiveminutesinanenergeticexchangeevaluatingtheirclassperformanceforthedayona1-10scale."Igeta10.""Ichallengethat.Youdidn'tdoeitheryourgrammaroryourspellinghomework.""OK,aseven.""Yououghttogetasix.""Wait,Iputmybesteffortforthhere.""Yeah,butyoudidn'taskquestionstoday."Generalstatement:ThequestfortruthisalsowidespreadattheschoolinConnecticut.Examples:Inwhatclass:InoneEnglishclass.9Howmanystudents:11students.Howmuchtime:5minutes.Whattodo:Anenergeticexchangeevaluatingtheirclassperformanceforthedayona1-10scale.(Nowturntopage74anddoexerciseⅩⅣ)V.DetailedStudyoftheTextWords&PhrasesStudy<1>leadershipn.1.[U]thequalitythataleadershouldhave领导才能Shelacksleadership.她缺乏领导才能。Candidatesmustshowleadershipqualitiesandalsoadesiretocompeteandachieve.候选人必须具备领导素质和竞争、获胜的欲望。2.[U]thepositionofbeingaleader领导地位；领导权HewaselectedtotheleadershipoftheLaborParty.他被选为工党的领袖。Britainhaslostitsleadershipintheship-buildingindustry.英国已丧失在造船业的主导地位。<2>publicityn.1.[U]theattentionthatsb.orsth.getsfromnewspapers,television,etc.关注Thecompany'scontinueduseofsuchdangerouschemicalshasattractedalotofnegativepublicity.该公司继续使用这样的危险化学品招来了不少批评。Thefilmactress'smarriagegotalotofpublicity.这位女电影演员的婚姻引起了公众的极大关注。2.[U]thebusinessofprovidinginformationinordertoattractpublicattention宣传；推广Theconcertwasn'tgivenmuchadvancepublicity,somanyticketsremainedunsold.音乐会事先没有做广泛宣传，所以不少票都没有卖出去。<3>cultivatevt.1.developaparticularskillorquality培养Atthisschoolweaimtocultivatethemindsofallthechildrenweteach.在这所学校里，我们旨在开发学生的心智。Sheseemstospendherlifetryingtocultivatehercareer.她的一生似乎都在耕耘其事业。2.makelandsuitableforgrowingcropsorplants耕种，耕作Hecultivatedthefieldwithalargetractor.他用一台大型拖拉机耕地。考点：cultivatethehabitof养成……的习惯Cultivateatastefor培养对…….的兴趣<4>comprehensivea.includingmanydetailsoraspectsofsth.综合的；全面的Weofferyoucomprehensivetraininginallaspectsofthebusiness.我们将就业务的各个方面对你进行综合培训。<5>controversiala.causingdisagreement有争议的；引起争论的Hewroteaverycontroversialbook,butIthinkhe'ssinceregrettedit.他写了一本很有争议的书，但我想他随后就后悔了。10

<6>suspendvt.1.officiallystopsth.forashorttime暂停，中止Theshippingservicehasbeensuspendedbecauseofbadweather.因为天气恶劣，船运服务暂停了。2.hangsth.up悬；挂Twolargestainlesssteelframesweresuspendedfromtheceiling.天花板上吊着两个大不锈钢架子。考点：suspendsthfrom……把……挂在……上Suspendsth.中止……<7>strainn.[C,U]pressurecausedbyadifficultsituation负担；压力Therecentdeclineinthedollarhasputabiggerstrainontheeconomicsystem.最近美元贬值给经济体系带来了更大的压力。vt.1.injureoneselfbystretchingamuscletoomuch扭伤，拉伤Don'treadinthislight,oryou'llstrainyoureyes!不要在这种光线下看书，否则会损伤你的眼睛！2.makearelationshiptense使关系紧张Relationsbetweenthetwonationshadbecomemoreandmorestrainedsincethewar.自那场战争以来，这两个国家之间的关系变得越来越紧张。Aftertheagreementtherewasastrainedsilence.争执过后是令人紧张的沉默。辨析:strainstresstensionstrian强调影响身心健康的紧张状态.stress指由于生活或工作上的困难引起的心理上,生活上及情上绪的紧张.tension一般指双方或各方关系不合造成的紧张关系.<8>preliminarya.的；初步的comingbeforethemainormostimportantpartofsth.预备Inthepreliminarydiscussions,Americanofficialsrejectedtherequests.在初步讨论中，美国官员拒绝了这些要求。Ourteamgotbeateninthepreliminaryroundsofthecompetition.我队在预赛中被打败了。<9>magnetn.1.[C]sb.orsth.thatattractsmanypeople有吸引力的人或物Ourschool'sgymisamagnetforyounggymnastsfromaroundthearea.我们学校的体育馆吸引了周边的小体操运动员。Theregionhasbecomeamagnetforsmallbusinesses.该地区对小企业很有吸引力。2.[C]anobjectthatisabletoattractironandsteelobjects磁铁Amagnetattractsnails.磁铁能吸铁钉。Shedrewmentoherlikeirontoamagnet.她像磁石吸铁一样吸引男人。<10>minorityn.1.[C](usu.pl.)agroupofpeopleofadifferentrace,religion,etc.frommostotherpeopleinthatcountry少数民族Somepeoplewronglyattributetheirlackofsuccessingettingworktominoritiestakingtheirjobs.有些人错误地将找不到工作归咎于少数民族抢了他们的工作机会。11

2.[sing.]asmallgroupofpeopleorthingswithinamuchlargergroup少数；少数派It'sonlyatinyminorityofpeoplewhoarecausingtheviolence.引起暴力的只是极少数的一些人。引申:(反)majority多数考点:beinthe/aminority占少数;少数派<11>questn.[C]alongdifficultsearch探寻，寻求Nothingwillstopthemintheirquestforthetruth.没有什么可以阻止他们对真理的探索。Shedoesexercisesfourtimesaweekinherquesttoachievetheperfectfigure.为了追求完美体形，她一周锻炼四次。<12>energetica.fullofenergy;veryactive精力充沛的；充满活力的Idon'tfeelenergeticenoughtogowithyou,soI'llstayhere.我感到没有力气跟你一起走了，所以我要呆在这里。Itriedtokeepupwithhim,buthewastooenergeticforme.我想跟上他，但对我来说他精力太充沛了。<13>conventionala.ofthetraditionaloracceptedtype传统的；They'resuchaconventionalfamily—theymusthavebeenfrightenedwhentheirsondyedhishairpink.他们是一个很传统的家庭──看到儿子把头发染成粉红色，他常规的们肯定会非常吃惊。引申:conventionn.习俗,惯例辨析:conventionhabitcustomconvention习俗,惯例,指的是社会普遍接受的行为准则,如:usingtherighthandtoshakehandsisaconvention.用右手握手是一种习惯.custom习俗,风俗,一般指整个社会在一段时间里习惯行为,如:socialcustomsvaryfromcountrytocountry.国与国之间的社会习俗不同.habit通常指个人的经常行为,如:thehabitofsmoking抽烟的习惯.<14>admissionn.1.[U]permissiontoenterorbecomeamemberofaschool,club,etc.进入权；准许加入AdmissiontoBritishuniversitiesdependsonexaminationresults.英国大学的录取依考试成绩而定。Admissiontotheexhibitionwillbebyinvitationonly.只有被邀请才可进入展览会。2.[C]astatementinwhichoneadmitsthatsth.istrue承认；供认Theymadetheadmissionthattheirnewspaperhadbeenfoolingthepublic.他们承认自己的报纸一直在愚弄公众。Iviewedhersilenceasanadmissionofguilt.我认为她的沉默就是承认有罪。<15>outlookn.1.[C]one'sgeneralattitudetolifeandtheworld看法，观点，态度Wewerequitedifferentinoutlook,PhilipandI.菲利普和我的看法不一样。2.[C]whatisexpectedtohappeninthefuture前景，远景Hasmotherhoodchangedyourcareeroutlook?做了母亲后，你改变了你的职业规划吗？<16>workshopn.12

1.[C]ameetingwhereagroupofpeoplediscussasubject,esp.bytakingpartindiscussionsoractivities研讨会；研习班Theyranajazzworkshopforyoungartists.他们为年轻艺术家办了一期爵士乐研习班。2.[C]aroomorbuildingwherethingsaremadeorrepairedwithmachinesortools车间；作坊Pleasetidyuptheworkshopwhenworkisover.工作结束后，请清理车间。<17>seminar研讨会n.[C]ameetingatwhichagroupofpeoplediscussasubjectIattendedalmosteverylectureandseminarwhenIwasincollege.我上大学时，几乎每一个讲座和研讨会都去参加。Theprofessorisgivingaseminartomorrow.这位教授明天将主持一个专题讨论会。<18>attendancen.1.[C,U]thenumberofpeoplepresent出席人数They'reexpectingalargeattendanceatthemeeting.他们希望有很多人出席大会。2.[U]thefactofbeingpresent出席；参加Hereceivedanawardforhisperfectattendancerecord.他因为满出席率而受到了奖励。Hewaslargelyself-taughtthroughwidereadingandattendanceatpubliclectures.他主要是通过广泛阅读和听公众讲座自学。<19>utmostn.[U]thegreatestamountordegreepossible极限；最大限度Ourendurancewastestedtotheutmost.我们的忍耐力受到了最大限度的考验。Thenewmodelofthecarofferstheutmostinpower.这款新车提供了a.greatest;mostpossible最大的，极度的最大的动力。Ineedtospeaktoyouonamatterofutmostimportance.我需要和你谈一件极为重要的事情。Hisgivinguphasputusinapositionofutmostdifficulty.他的妥协已经把我们置于一个极度困难的境地。<20>worthwhile值得（做）的a.worthdoing;worththemoney,timeoreffortthatisspentSheconsidersteachingaworthwhilecareer.她认为教书是一件值得做的工作。Here'ssomeworthwhileadvicetoanyyoungstudent.这是一些对年轻学生的忠告。考点:itisworthwhiletodo/doing做某事很值得Worth(one’s)whiletodo/doingsth.(表语)值得(花时间,精力等)的<21>enrollv.officiallyarrangetojoinaschool,university,orcourseorarrangeforsb.elsetodothis（使）登记入学；注册Theunionenrollsover100,000workersinNewYork.这个工会在纽约的会员有10万多人。Theschoolenrolledabout3,000pupilslastyear.这所学校去年招收了大约3,000名学生。<22>outsetn.[U]thebeginning开端，开始Theworkersknewfromtheoutsetthattheirjobswouldendthisyear.工人们从一开始就知道他们的工作今年将结束。13

Youshouldexplainthistohimattheoutset.你应该一开始就向他说明这一点<23>optimistica.believingthatgoodthingswillhappeninthefuture乐观的I'moptimisticthatwecanfinishthejobontime.我对我们准时完成这。项工作持乐观态度。Theexpertsareoptimisticaboutourchancesofsuccess.专家们对我们成功的可能性持乐观态度。考点:beoptimisticaboutsth.对……感到乐观Beoptimistictodo乐观地做……引申:optimismn.(U)乐观主义(反)pessimistic悲观地,optimistn.乐观主义者pessimist悲观主义者<24>fruitfula.havinggoodresults富有成效的Thetalkshadbeenfruitful,butmuchremainedtobedone.会谈卓有成效，但还有很多事要做。Thiswasafruitfuleffort,andourresultswillhelppeopleforyearstocome.这一努力富有成效，我们的发现在今后的许多年中都将对人们有益。<25>facultyn.1.[U](AmE)alltheteachersinauniversity,college,orschool全体教员Thefacultyismeetingtomorrowat10a.m.全体教员明天上午10点开会。HejoinedthefacultyofColumbiaUniversity.他成了哥伦比亚大学的一名教员。2.[C]anaturalabilitytodosth.能力；天赋Thepatient'sfacultyofhearinghasbeengreatlydamaged.病人的听力受到了很大的损害。Ikeptmymentalandcriticalfacultiesalive.我还保持着敏锐的思维能力和评判能力。考点:haveafacultyof/forsth./doing具有(做)……的才能<26>insultvt.sayordosth.thatisrudeandoffensivetosb.侮辱；辱骂Ifeltmostinsultedwhentheymademesitatalittletableattheback.当他们让我在后面的一张小桌旁落座时，我觉得受到了莫大的侮辱。Firsthedrankallmywineandthenheinsultedallmyfriends.他先喝光了我的酒，然后又辱骂了我所有的朋友。n.[C]arudeoroffensiveremarkoraction侮辱；辱骂Don'ttakeitasaninsultifIgotosleepduringyourspeech;I'mverytired.如果我在你演讲时睡着了，别把那当作侮辱，我太累了。<27>cursevt.saybadthingsaboutsb.orsth.诅咒；咒骂Icouldcurseherforlosingmykey!她弄丢了我的钥匙，我真想骂她！Hemissedtheballandcursedviolently.他没有接住球，便破口大骂。n.[C]animpolitewordorwordsusedtoexpressanger诅咒；咒骂Shegaveacoupleofcursesandthengotupagain.她诅咒了几句，然后又站了起来。Withacurse,shepickedupthepapersfromtheground.她骂了一声，从地上捡起了报纸。PhrasesandExpressions14

<28>see...as:considersb.orsth.tobe认为...是Doyouseethenewleaderasthehopeofthecompany?你认为新领导是公司的希望吗?Whyaredeafchildrensooftenseenasstupid?为什么耳聋的儿童常常被认为是傻子?扩展:seethrough看穿,识破see(toit)that务必seesb.off给某人送行<29>bescheduledtodo:bearrangedtodo被安排，定于Sheisscheduledtogiveaspeechtonight.她定于今晚作演讲。引申:(同)besupposedtodo定于<30>overone'sprotest:inspiteofone'sprotest不顾某人的抗议Thepolicemadeherpayafineoverherprotest.警察不顾她的抗议叫她交付了罚款。Anuclearplantwasbuiltintheareaoverthefarmers'protests.虽然牧场主们抗议，该地区还是建立了核电厂。<31>putforth:show;bringsth.suchasstrengthintoaction使出；发挥Puttingforthagreateffort,heuprootedthetree.他使了很大的劲儿把树拔了出来。Everyonehastoputfortheffortifwearetobereadyontime.若要按时准备好，每个人都必须努力。<32>completewith:incl