現(xiàn)代大學(xué)英語4教案

(完整word版)現(xiàn)代大學(xué)英語4教案(完整word版)現(xiàn)代大學(xué)英語4教案PAGEPAGE7(完整word版)現(xiàn)代大學(xué)英語4教案Unit1ThinkingasaHobbyTeachingAims:1。Throughdetailedexplanationofthetext,studentsareexpectedtograspthegeneralideaoftheauthor。2。Thestudentsshouldhaveaperfectmasteryoflinguisticessentialsaswordandphraseusage。3.Tomakesurethatthestudentsgraspthebasicfactsandthelogicofargument。4。Tomakethestudentsrealizethedifferenceinstyle。Teachingpoints:1。IntroductiontotheText：Introduction;Synopsis；OrganizationoftheText2.Questionstohelpcomprehensionandappreciation。3。Thinkaboutwhytheauthorchosethinkingashishobby。Teachingdifficulty：1。Studentswhohavebeenusingthistextbookmusthavenoticedthateachbookbeginswithanessayaboutstudiesoreducation,andthisoneisnoexception.Thepresenttextisaboutthinking，andthinkingisimportant.Intelligentyoungstudentsdonotneedtobetoldthis。Theyknowthatlinguisticcompetenceisnotjustgrammarandvocabulary。Theyknowthattheyhavetolearntodealwithmoreserioussubjectsanddiscussmorecomplexproblems。Theyknowagoodliberalartseducationmustincludegoodtraininginlogicaladcriticalthinking.2。Itshouldbenotedthatself-mockeryusedinthistextisaveryimportantkindofhumorandcanhaveanunusuallypowerfuleffect。Teachingcontents:Warm-up，textappreciation，languagestudy，exercisesWarm-upWarmingupactivities(pairwork/groupwork）:1。understandingtheuseofword“hobby”inthetitle;Theauthor’suseoftheword“hobby”isinteresting.Byusingthiswordhemeansthatthinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing.Thisspecialinterestisoftenreferredtoas“idlecuriosity”,anditisconsideredoneofthemostpreciousqualitiesinyoungscholars。Studentsshouldplaywithideasthewaytheyplaywithballs。Bothareimportantfortheirhealthydevelopment，onemental,andtheotherphysical.2。Whatisyourhobby?Doyouwanttochoosethinkingasyourhobby?Whatkindofquestionsdoyouoftenthink?3.Studentswhohavebeenusingthistextbookmusthavenoticedthateachbookbeginswithanessayaboutstudiesoreducation,andthisoneisnoexception。Thepresenttextisaboutthinking,andthinkingisimportant.Intelligentyoungstudentsdonotneedtobetoldthis.Theyknowthatlinguisticcompetenceisnotjustgrammarandvocabulary。Theyknowthattheyhavetolearntodealwithmoreserioussubjectsanddiscussmorecomplexproblems。Theyknowagoodliberalartseducationmustincludegoodtraininginlogicaladcriticalthinking。BackgroundInformation=1\*ROMANI.AuthorSirWilliamGeraldGolding（September19,1911-June19，1993）wasanEnglishnovelist，poetand1983NobelLaureateinLiterature.TheNobelFoundationcited:"hisnovelswhich，withtheperspicuityofrealisticnarrativeartandthediversityanduniversalityofmyth,illuminatethehumanconditionintheworldoftoday"。WilliamGolding’smainworks＊Poems（1934)*LordoftheFlies(1954)＊TheInheritors（1955)＊PincherMartin（1956)*FreeFall(1959）*TheSpire（1964）*DarknessVisible(1979)*TheTrilogyRitesofPassage(1980，BookerPrize)＊CloseQuarters（1987）＊FireDownBelow(1989),republishedunderthegeneraltitleToTheEndsoftheEarthII.Rodin’sThinker

Restingonthehorizontalpanelabovethedoors,TheThinkerbecamethefocalpointofTheGatesofHellandsubsequentlyperhapsthemostwell-knownsculptureofalltime。Theathletic-lookingfigure，inspiredbythesculptureofMichelangelo，depictsamaninsobermeditation，yetwhosemusclesstrainwitheffort—possiblytoevokeapowerfulinternalstruggle。RodininitiallyreferredtothefigureasDantebuteventuallywhatweknowasTheThinkerevolvedintoamoresymbolicrepresentationofcreativity，intellect,andaboveall-thought。III。GoddessVenus

VenusofMilo

VenusdeMilo(about150—100BC）isconsideredbymanyarthistorianstobetheidealofHellenisticbeauty.Itwascarvedoutofmarbleandstandsapproximately205cm(6ft10in)high.

AsRomanGoddessofLoveandBeauty，VenusisassociatedwithcultivatedfieldsandgardensandlateridentifiedbytheRomanswiththeGreekGoddessofLove，Aphrodite。8majorplanetsinthesolarsystem：Venus;Jupiter;Mercury;Mars;Saturn；Uranus；Neptune

;PlutoTextAppreciation=1\*ROMANI。TextAnalysisThemeThinkingisnotjustforprofessionalthinkerslikephilosophers.Itissomethingalleducatedpeopleshouldenjoydoing，anditisconsideredoneofthemostpreciousqualitiesinyoungscholarsforthehealthymentaldevelopment.StructurePart1(Paras。1—24):Howthesubjectofthinkingwasfirstbroughtuptotheauthorandhisunderstandingofthenatureof“grade-threethinking”Part2（Paras。25—29)：Theauthor’sanalysisofthenatureof“grade-twothinking”Part3（Paras。30—35)：Theauthor’sunderstandingofthe“grade-onethinking"andhisdesireforit1.Howarethethreestatuettesdescribedbytheboyandwhatdotheysymbolize？Scanthetextandlistouttherelatedinformation.VenusLeopardRodin'sThinkernakedwithnothingbutabathtowel；noarms;inanunfortunatepositioncrouching;nakednaked,muscular，whosat,lookingdown；hischinonhisfistandelbowonhiskneefrozeninpanic,worryingaboutthetowelreadytospringdownatthetopdrawerfromthecupboardutterlymiserable;contemplatethehindquartersoftheleopardinendlessgloombusyingbeingbeautifulbusybeingnaturalnotmiserable，animageofpurethought2。Question:Whatdothethreestatuettessymbolize？Whateffectdotheboy’sdescriptionshave？Theyrepresentedthewholeoflife。Theleopardstoodforallanimalneedsordesires;VenusstoodforloveandtheThinkerstoodforthinkingasauniquelyhumanfeature.Anhumorousandsarcasticeffecthasbeenachievedbytheauthor’sdescriptionofthestatuettes,whichestablishedabackgroundtosupporthislateranalysisofthreegradesofthinkingandsomehumannatures.3。Question：Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking？Headmaster:nothinghumaninhiseyes,nopossibilityofcommunication(notunderstandhisstudents)Me,theboy：delinquent,notintegrated，misunderstandingthesymbolicmeaningofthestatuettes，couldn’tthinkMr。Houghton：ruinedbyalcohol，preachinghigh—morallifebutshowinghypocriticalandprejudicednatureApiouslady:whohatedGermanwiththepropositionoflovingenemies4。Question：Howdidtheauthordescribethefollowingfigurestodemonstratehisanalysesofdifferentgradesofthinking?Ruth:foolishargument,illogicalandfledatlastBritishPrimeMinister:talkingaboutthegreatbenefitconferringonIndiabyjailingNehruandGandhiAmericanpoliticians:talkingaboutpeaceandrefusingtojointheLeagueofNationsMe，theauthor:noteasilystampede，detectcontradiction;turnedintoaprofessionalthinkerThesummaryofthecharacteristicsofthethreegradesofthinkingthinkingcharacteristicsexamplesGrade—threeIgnorance,hypocrisy,prejudice,self—satisfied，contradictionsMr.Houghton,ninetensofpeopleGrade—twoDetectingcontradictions;donotstampedeeasily；lagbehind,awithdrawal，destroybutnotcreateRuth，theauthor,(maybe)someacquaintancesGrade-oneTofindoutwhatistruth，basedonalogicalmoralsystemfarandfewbetween，onlyinbooks=2\*ROMANII.WritingDevicesMetonymy（轉(zhuǎn)喻）Itwilllectureondisinterestedpuritywhileitsneckisbeingremorselesslytwistedtowardaskirt。(Para。23)↓↓Mr。Houghtongirls→Inmetonymy,anideaisevokedornamedbymeansoftermdesignatingsomeassociatednotion.“It”standsfor“thought”ingrammar，butactuallyreferstoMr。Houghton，anditisvulgartorefertoagirlasaskirt.·TheburglarwasinSally'smindalldaylong.（burglar=someideaoftheburglar)·Democracyfavorsthevoteratherthanthebullet.（Vote=election，bullet=militarysolutions)·“Politicalpowergrowsoutofthebarrelofagun?！保∕aoZedongrefersittothemilitaryrevolution)·BillGatesisthekingofoperatingsystemsworldwide。（BillGates=Microsoft)·Thepenismightierthanthesword.(pen=writer;sword=fighter)Synecdoche（提喻)Synecdochecanbeincludedinmetonymy,anditreferstothesubstitutionofthepartforthewholeorofthewholeforthepart.·Ifwewerecountingheads,theBuddhistsweretheboysformymoney。（Para。27）(head=person）·Therearetwomouthstofeedinmyfamily。（mouth=person）·Godblessthehandsthatpreparedthisfood。（hand=person) Irony（反語)Ironyistheexpressionofone’smeaningbyusinglanguagethatnormallysignifiestheopposite,typicallyforhumorousoremphaticeffect.·Technically,itisaboutasproficientasmostbusinessmen’sgolf,ashonestasmostpoliticians’intentions，orascoherentasmostbooksthatgetwritten。(Para.23)·Mr.Houghtonwasgiventohigh—mindedmonologuesaboutthegoodlife,sexlessandfullofduty.（Para.20）Hyperbole（夸張)Itisthedeliberateuseofoverstatementorexaggerationtoachieveemphasis.·Youcouldhearthewind，trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation.Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning。(Para.19)Simile（明喻）Itmakesacomparisonbetweentwounlikeelementshavingatleastonequalityorcharacteristicincommon.Tomakethecomparison，wordslike“as”,“as。。。as”，“asif"and“l(fā)ike”areusedtotransferthequalityweassociatewithonetotheother.·Theyallcametumblingdownlikesomanyrottenapplesoffatree。（Para.31）·Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill。（Para。24）Metaphor（暗喻）Itislikeasimile，alsomakesacomparisonbetweentwounlikeelements，butunlikeasimile,thiscomparisonisimpliedratherthanstated?！eseemstomerulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.（Para.20）·Ittooktheswimmersomedistancefromtheshoreandlefthimthere,outofhisdepth。(Para.29）=3\*ROMANIII。SentenceParaphrase1。Iwasnotintegrated,Iwas，ifanything,disintegrated。（Para.4)integrated：Formingapartofaharmoniousgroupifanything：onthecontrarydisintegrated：Thedirectoppositeof“integrated”，andthereforemeanssomekindoftroublemaker。Thisisnotthethewaythewordisnormallyused.ifanything a.如果有什么（區(qū)別）的話 b.恰恰相反·Ineverhadtocleanupafterhim.Ifanything,hedidmostofthecleaning.·I’mnotashamedofher.Ifanything，I’mproud.2.Themusculargentlemancontemplatedthehindquartersoftheleopardinendlessgloom.（Para。9)contemplatedthehindquarters…inendlessgloom：Tothinkforalongtimeinordertounderstandbetterinagloomymanner→Theauthorexpressedtheboy'sviewingoftheimageofThinkerinahumorouswaytoshowthatthethinkingdoesn’tmakeanysensetohim.3.Hisspectaclescaughtthelightsothatyoucouldseenothinghumanbehindthem.Therewasnopossibilityofcommunication.(Para.9)caughtthelight:Tohavethelightshineonitbrightlyandsuddenlynothinghuman,nopossibilityofcommunication:Theteacher’sglassescaughtthelightandthereforetheboycouldnotseetheteacher’seyes。Hecouldnothaveanyeyecontact。Hecouldhaveanycommunicationwithhim。Theimpliedmeaningofthissentenceisthattheycouldnotcommunicate,notbecauseofthisbutbecauseoftheteacher’slackofunderstandingoftheboy。4。Ononeoccasionheheadmasterleapedtohisfeet，reachedupandputRodin’smasterpieceonthedeskbeforeme.（Para.13）leapedtohisfeet：tojumpupreachedup:Tomoveahandorarmupwardinordertotouch，hold,orpickupsth.Also：toreachsth。down；toreachout(for);toreachinto5。Naturehadendowedtherestofthehumanracewithasixthsenseandleftmeout.（Para.15)endowed…with:Toprovidesb.withanaturalqualityortalentasixthsense:Akeenintuitive(直覺的）power.Heretheauthormeanstheabilitytothink.→Everybody,exceptme，arebornwiththeabilitytothink.6.Youcouldhearthewind，trappedinhischestandstrugglingwithalltheunnaturalimpediments.Hisbodywouldreelwithshockandhisfacegowhiteattheunaccustomedvisitation。Hewouldstaggerbacktohisdeskandcollapsethere,uselessfortherestofthemorning.(Para.19)strugglingwithalltheunnaturalimpediments：Thefreshairhadtostrugglewithdifficultytofinditswaytohischestbecausehewasunaccustomedtothis。reelwithshock：Hewouldstaggerorbethrownoffbalanceuselessfortherestofthemorning:Unabletodoanythingfortherestofthemorning→Notethehumorouseffectachievedthroughtheuseoftheexaggerationandformalstyle7。Mr.Houghtonwasgiventohigh—mindedmonologuesaboutthegoodlife,sexlessandfullofduty.（Para。20）wasgivento:Tobehabituallyinclinedtodo(sth.)：e.g?！eismuchgiventoblowinghisowntrumpet。·Shewasgiventohastydecision。high—mindedmonologues：ahighlymoralspeech→ObviouslyinMr.Houghton’scleanlife,thereisnoplaceforalcoholicdrink，sex，andotherworldlypleasures.Thisis，ofcourse，ironical。8.Yetinthemiddleofthesemonologues,ifagirlpassedthewindow，hisneckwouldturnofitselfandhewouldwatchheroutofsight。Inthisinstance,heseemedtomerulednotbythoughtbutbyaninvisibleandirresistiblespringinhisneck.(Para.20)turnofitself:Toturnbyitself；toturnonitsownnotbythoughtbutbyaninvisibleandirresistiblespringinhisneck：Parallelstructureoftwoprepositionalphrasestoshowthecontrastinvisibleandirresistiblespringinhisneck：Metaphor:hissexualimpulse→Theauthorisridiculingthecontradictionbetweenhishighmoraltoneandtheworkingofhisgeneswhichcompelshimtoturnhisheadtowardyounggirls.9.Technically,itisaboutasproficientasmostbusinessmen’sgolf，ashonestasmostpoliticians'intentions，orascoherentasmostbooksthatgetwritten。(Para.23）coherent:orderly,logical,andconsistentrelationofparts→Thisironicalsentenceshowsthattheauthornotonlyconsidersthosepeopleincompetent，dishonestandincoherent,butalsodespisesmostbusinessmen,distrustmostpoliticiansanddislikesmostpublications.10.Inolongerdismisslightlyamentalprocess.（Para.24）→Inolongerconsiderthewaygrade—threethinkersthinkunimportantbecausetheyaccountfornine—tenthsofthepeopleandthereforehavegreatpower。NowIknowthatignorance，prejudiceandhypocrisyareverypowerfulenemies。11。Acrowdofgrade—thinkers,allshoutingthesamething,allwarmingtheirhandatthefireoftheirownprejudices…Manenjoysagreementascowswillgrazeallthesamewayonthesideofahill。(Para。24)warmingtheirhandatthefireoftheirownprejudices…:AllfeelingverycontentandhappybecausetheysharethesameprejudicesManenjoysagreementascowswillgrazeallthesamewayonthesideofahill:Simile：enjoythepeaceful,safeandharmoniousenvironment→Theauthorthinksthatitisprobablyhumannaturetoenjoyagreementbecauseitseemstobringpeace,security，comfortandharmony.12。Grade-twothinkersdonotstampedeeasily,thoughoftentheyfallintotheotherfaultandlagbehind.Grade—twothinkingisawithdrawal,witheyesandearsopen。Itdestroyswithouthavingthepowertocreate.(Para.25）stampede：Togeteasilyfrightenedandrunwiththecrowdfallintotheotherfault:Togototheotherextreme,thatistoacttooslowlyandlagbehindwithdrawal：Detachment:(冷漠)asfromsocialoremotionalinvolvement；refusingtobepartofthecrowd。13。ItsetmewatchingthecrowdscheeringHisMajestytheKingandaskingmyselfwhatallthefusswasabout,withoutgivingmeanythingpositivetoputintheplaceofthatheadypatriotism。Buttherewerecompensations.（Para.25）fuss：Toomuchattentionorexcitementtounimportantthingsputintheplaceof:toreplacecompensations:pay,reward→ItmademewatchpeopleshoutinginjoyandsupportoftheKingandwonderwhatthissenselessexcitementwasallaboutalthoughIdidnothaveanythinggoodtoreplacethisexcitingorintoxicatingpatriotism。ButIdidgetsomethingoutofit.14。SheclaimedthattheBiblewasliterallyinspired。IcounteredbysayingthattheCatholicsbelievedintheliteralinspirationofSaintJerome'sVulgateandthetwobooksweredifferent。Argumentflagged。（Para.26）literallyinspired：AtruehistoricalrecordSaintJerome’sVulgate：TheLatintranslationoftheBible，usedinarevisedformastheRomanCatholicauthorizedversionflagged:tobecomedull→“BothMethodistsandCatholicsbelievedthattheirBooksareatruerecordoftheGod’sdivineplan。"TheauthorusedthisexampletodefyRuth’sillogicalopinion，thereforetheargumentbecamedullbecauseRuthdidn’tknowhowtorespondtoit。15。Thatwastooeasy,saidIrestivelysincethereweremoreRomanCatholicsthanMethodistsanyway;…（Para。27）restively：restlessly，difficulttocontrolone’semotion→Here，theauthorpointedoutRuth'slogicalerror.Thenumberofpeoplewhoholdaviewisnoproofofitsvalidity.16.Islidmyarmaroundherwaistandmurmuredthatifwewerecountingheads，theBuddhistsweretheboysformymoney。Shefled.ThecombinationofmearmandthosecountlessBuddhistswastoomuchforher.（Para。27)thatifwewerecountingheads:IfweweretalkingaboutthenumberofpeoplewhobelieveinthistheBuddhistsweretheboysformymoney:IwouldbetontheBuddhists；Iamsure,theyaregreaterinnumbertoomuchforher:Morethanshecouldacceptorbear→Notetheauthor’sdescriptionofthecontrastingcombinationofhisintimateactionandstrongdefiantexpressions,whicheventuallymadeRuthwithdrawandgiveupasagrade—twothinker。17。Iwasgiventhethirddegreetofindoutwhathadhappened。IlostRuthandgainedanundeservedreputationasapotentiallibertine。(Para.28)wasgiventhethirddegree:Tobeseverelyquestionedorinterrogated→Theauthorlosthisgirlfriendandwonabadnameevenasagrade-twothinker，satisfyinghimselfbyfindingoutdeficienciesbutnotseekingforthetruth。Notetheeffectoftheauthor’sself—mockery.18。Tofindoutthedeficienciesofourelderssatisfiestheyoungegobutdoesnotmakeforpersonalsecurity.Ittooktheswimmersomedistancefromtheshoreandlefthimthere，outofhisdepth.(Para.29）satisfiestheyoungego:Tomakeonefellproudofone’sabilityandclevernessoutofhisdepth：Tobeinthewaterthatistoodeepforyoutostandinandbreathe→Theauthorusesthismetaphortoexpresstheideathatgrade—twothinkinghasitslimitations.Itdoesnothaveanythingpositivetooffer.19.Icameupintheendwithwhatmustalwaysremainthejustificationforgrade-onethinking。Idevisedacoherentsystemforliving。Itwasamoralsystem,whichwaswhollylogical。（Para.31)→Accordingtotheauthor，grade—onethinkingmustbebasedonacoherentandlogicalsystemforliving,inotherwords，amoralsystem，withoutwhichyoucannotproveyourselftobeagrade—onethinker。Judgingbythecontext,thissystemprobablyreferstoone’sworldoutlookandbasicpoliticalbeliefsandmoralprinciples.20.ItwasRuthalloveragain。Ihadsomeverygoodfriendswhostoodbyme,andstilldo。Butmyacquaintancesvanished，takingthegirlswiththem.(Para。32）alloveragain:repeated→WhathadhappenedtoRuthandmenowhappenedagain。Mygrade-twothinkingfrightenedawaymanyofmyacquaintances。21。Hadthegamegonetoofar？Inthoseprewardays,Istoodtoloseagreatdeal，forthesakeofahobby。(Para。33)thegame:Hisgrade—twothinkingwhichhetakesasahobbygonetoofar:Togobeyondwhatisreasonableandacceptablestoodtolose：Tobelikelytolose→Inthoseprewardayswhenmanypeoplewerefullyworkeduptoapoliticalfrenzy,itwasverydangeroustovoicedifferentopinions。Youmightlosefriendsoryourjob.22。NowyouareexpectingmetodescribehowIsawthefollyofmywaysandcamebacktothewarmnest…(Para。34）→NowyouthinkIwilltellyouhowIgraduallysawmystupidityinbeingagrade—twothinkerandthereforedecidedtogiveitupandreturntothemajorityofgrade-threethinkers。23.Butyouwouldbewrong.Idroppedmyhobbyandturnedprofessional.（Para。35)→Butyouguessedwrong.Ididnotdropmyhobbyofthinking（here,wecansayhemightgiveupthehobbyofgrade—twothinking)。InsteadIwentfurtherandbecameaprofessionalthinker。LanguageStudy=1\＊ROMANI.WordStudy1。acquaintancen。a。（CN）apersonwhomoneknows b.(UN）knowledgeorinformationaboutsomethingorsomeonen.acquaintanceshipv.acquaint：tocometoknowpersonally;tomakefamiliar；toinform;·Mrs.Bosomleyhasbecomemerelyanoddingacquaintance。點頭之交·FewofmyacquaintanceslikeSheila。認(rèn)識的人·TheguidehassomeacquaintancewithItalian.懂一點意大利語·Hehasawideacquaintanceshipamongallsortsofpeople.交往甚廣2。anguishv。（vi.)tofeelorsufferanguishn.agonizingphysicalormentalpain;tormenta。anguished·Shewasinanguishoverhermissingchild.·anguishedcries3。bulgev.tocurveoutward；toswellup；tostickoutn.a。aprotrudingpart;anoutwardcurveorswellingb。asudden,usuallytemporaryincreaseinnumberorquantity·Hispocketwasbulgingwithsweets。·Thebabyboomcreatedabulgeinschoolenrollment.4.conferv。a。tobestow（e。g。anhonor)授予 b.toinvestwith(acharacteristic）賦予；使帶有 c.(vi。)tomeetinordertodeliberatetogetherorcompareviews協(xié)商·Thegovernmentconferredamedalonthehero?！iplomaswereconferredonmembersofgraduatingclass.·Theengineersandtechniciansarestillconferringontheunexpectedaccident。5。contemplatev。a。tolookatattentivelyandthoughtfullyb。toconsidercarefullyandatlength;c.tohaveinmindasanintentionorpossibility·Shestoodcontemplatingherfigureinthemirror.·Theyoungsurgeoncontemplatedthedifficultoperationofkidneytransplant?！heiscontemplatingatriptoEurope,butshehasn’tplannedityet.6。contemptn。scorn；afeelingthatsb.orsth。isnotimportantanddoesnotdeserveanyrespect·Ifeelnothingbutcontemptforsuchdishonestbehavior。Expressions:bebeneathcontempt極為荒謬可鄙的 bringintocontempt使受人鄙視 holdincontempt鄙視，蔑視 incontemptof不顧，不把······放在眼里7。exaltv。a。toraiseinrank,character，orstatus b。toglorify,praise，orhonor c.toincreasetheeffectorintensityofexalteda.excited；noble；exaggerated·Complementarycolorsexalteachother.·Hewasexaltedtothepositionofpresident.·Theretiringprofessorisexaltedbyhiscolleagues.·anexalteddedicationtoliberty·Hehasanexaltedsenseofhisimportancetotheproject.8.headyTrytotranslatethefollowingphrases:headyliqueur醉人的烈酒theheadynewsoftriumph振奮人心的獲勝消息aheadyoutburstofanger猛一聲怒喝aheadycurrent一股湍流headytactics機(jī)敏的戰(zhàn)術(shù)tooheadytoreasonwith太專橫而無法與之理論9。hustlevt。a.toconveyinahurriedorroughmanner b。tocauseorurgetoproceedquicklyc。togainbyenergeticeffortvi.toworkormoveenergeticallyandrapidly·Thepolicehustledtheprisonerintoavan.·Motherhustledthechildrenofftoschoollesttheyshouldbelate?！ehustledtogetdinnerreadyontime。10.impedimentn.a。afactoreventwhichmakesactiondifficultorimpossibleb.anorganicdefectpreventingcleararticulation·Themainimpedimenttodevelopmentisthecountry’shugeforeigndebt?！ehasanimpedimentinspeech.他講話口吃。11.integratev.a。tomakeintoawholebybringingallpartstogether；tounify b.tojoinwithsomethingelse；unitedisintegrate：tobecomereducedtocomponents,fragments,orparticles·Manysuggestionsareneededtointegratetheplan.·Theteachersaretryingtointegrateallthechildrenintosociety?！heextractedcasewassoolditjustdisintegratedwhenaworkerpickeditup。12.musculara。a.of,relatingto，orconsistingofmuscleb.havingwell—developedmusclesc。havingorsuggestinggreatpower;forcefulorvigorous·amuscularbuild一副強壯的體格·muscularcontraction肌肉的收縮·muscularadvocacygroups有力的擁護(hù)團(tuán)體13.proficienta.havingormarkedbyanadvanceddegreeofcompetence,asinanart,vocation,profession,orbranchoflearningn。anexpert；anadept·Aproficientsurgeonistheproductoflengthytrainingandexperience。·Sheisproficientat/infigureskating.14.stampedev。to（tocauseto)fleeinpanicortoactonmassimpulsen.a。asuddenfrenziedorheadlongrushorflightb.amassimpulsiveaction·Rumorsofashortagestampededpeopleintobuyingupfood.·aherdofstampedingcattle·astampedeofsupportforthecandidate紛紛支持那個侯選人=2\*ROMANII.PhrasesandExpressions1。atthetimeatatime在······時候atalltimes在任何時候,經(jīng)常atonetime一度，曾經(jīng)atthetime那時候attimes有時候atthesametime盡管如此,同時atthebestoftimes在最有利的時候2。doawaywith·Theyhavedoneawaywithcorporalpunishmentinourschool.廢除體罰·Thecityhasdecidedtodoawaywithoverheadwires。消除高架線·Theyagreedthatprivilegesmustbedoneawaywith。取消特權(quán)·Therobbersdidawaywiththeirvictims.干掉受害者·Itisabouttimeallthisobsoletemachinerywasdoneawaywith。處理掉舊機(jī)器3。fewandfarbetween·InNevadathetownsarefewandfarbetween。·Reallyexcitinggamesarefewandfarbetween.·Placeswhereyoucangetwaterarefewandfarbetweeninthedesert.4。for(one’s)moneyaccordingtoone’sopinion,choice，orpreference依照某人的意見、選擇或偏好·Formymoney,it’snotworththetrouble.5。inthefleshintheperson，present·Ihavecorrespondedwithhimforsomeyears,butIhavenevermethimintheflesh.·Heisnicerinthefleshthaninhisphotograph?！leshandblood:血肉之軀·Thosesorrowsaremorethanfleshandbloodcanbear。·Theauthordoesn’tgivehischaractersanyfleshandblood。逼真的形象·makeone’sfleshcreep：使人毛骨悚然·Hisstorymademyfleshcreep.·thornintheflesh：肉中刺·Theguerrillabandwasathorninthefleshoftheinvaders。6。lagbehindtofailtokeepupapace;tostraggle·Theelderpeopleandchildrenalwayslagbehindwhenwegoforawalk。·Don'tletasi