大学英语精读第二册第二单元教案

一、教学目标1. 理解课文内容，掌握课文中的重点词汇和语法知识。

2. 培养学生阅读理解和分析的能力。

3. 提高学生的口语表达能力，让学生能够运用所学知识进行简单的口语交流。

4. 培养学生的写作能力，让学生能够根据课文内容写出一篇完整的短文。

二、教学内容1. 课文内容：本文主要讲述了一位年轻人在面对生活困境时，通过坚持努力，最终实现了自己的梦想。

2. 重点词汇：determination、difficulties、opportunity、achieve、inspire 等。

3. 语法知识：现在完成时、条件状语从句等。

三、教学步骤1. 导入新课（1）展示图片，让学生根据图片内容进行简短的口语交流，引入话题。

（2）简要介绍课文背景，激发学生的学习兴趣。

2. 阅读课文（1）学生自读课文，理解课文大意。

（2）教师引导学生分析课文结构，总结课文内容。

（3）讲解重点词汇和语法知识，让学生进行跟读和练习。

3. 口语练习（1）分组讨论，让学生运用课文中的词汇和语法知识进行口语交流。

（2）教师挑选几组进行展示，给予点评和指导。

4. 写作练习（1）教师布置写作任务，要求学生根据课文内容写一篇短文。

（2）学生独立完成写作任务。

（3）教师批改作文，给予点评和指导。

5. 课堂小结（1）回顾本节课所学内容，强调重点词汇和语法知识。

（2）布置课后作业，巩固所学知识。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、口语表达能力和写作水平。

2. 课后作业：检查学生的作业完成情况，了解学生对本节课内容的掌握程度。

3. 课堂测试：通过课堂测试，评估学生对本节课重点词汇和语法知识的掌握情况。

五、教学反思本节课通过阅读、口语和写作等多种形式，让学生在轻松愉快的氛围中学习英语。

在教学过程中，教师应注重激发学生的学习兴趣，培养学生的阅读理解、口语表达和写作能力。

同时，教师应关注学生的个体差异，给予学生充分的关注和指导，提高学生的学习效果。

Jefferson died long ago, but many of his ideas are still of great interest.Unit2 Lessons from JeffersonThomas Jefferson, the third President of the United States, may be less famous than George Washington and Abraham Lincoln, but most people remember at last one fact about him: he wrote the Declaration of Independence.Although Jefferson lived more than 200 years ago, there is much that we learn from him today. Many of his ideas are especially interesting to modern youth. Here are some of the things he said and wrote:1. Go and see. Jefferson believed that a free man obtains knowledge from many sources besides books and that personal investigation is important. When still a young man, he was appointed to a committee to find out whether the South Branch of the James River was deep enough to be used by large boats. While the other members of the committee sat in the state capitol and studied papers on the subject, Jefferson got into a canoe and made on-the-spot- observations.2. You can learn from everyone. By birth and by education Jefferson belonged to the highest social class. Yet, in a day when few noble persons ever spoke to those of humble origins except to give an order, Jefferson went out of his way to talk with gardeners, servants, and waiters. Jefferson once said to the French nobleman, Lafayette, "You must go into the people's homes as I have done, look into their cooking pots and eat their bread. If you will only do this, you may find out why people are dissatisfied and understand the revolution that is threatening France."3. Judge for yourself. Jefferson refused to accept other people's opinions without careful thought. "Neither believe nor reject anything," he wrote to his nephew, "because any other person has rejected or believed it. Heaven has given you a mind for judging truth and error. Use it."Jefferson felt that the people "may safely be trusted to hear everything true and false, and to form a correct judgment. Were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter."4. Do what you believe is right. In a free country there will always be conflicting ideas, and this is a source of strength. It is conflict and not unquestioning agreement that keeps freedom alive. Though Jefferson was for many years the object of strong criticism, he never answered his critics. He expressed his philosophy in letters to a friend, "There are two sides to every question. If you take one side with decision and on it with effect, those who take the other side will of course resent your actions."5. Trust the future; trust the young. Jefferson felt that the present should never be chained to customs which have lost their usefulness. "No society," he said, "can make a perpetual constitution, or even a perpetual law. The earth belongs to the living generation." He did not fear new ideas, nor did he fear the future. "How much pain," he remarked, "has been caused by evils which have never happened! I expect the best, not the worst. I steer my ship with hope, leaving fear behind."6. Jefferson's courage and idealism were based on knowledge. He probably knew more than any other man of his age. He was an expert in agriculture, archeology, and medicine. He practiced crop rotation and soil conservation a century before these became standard practice, and he invented a plow superior to any other in existence. He influenced architecture throughout America, and he was constantly producing devices for making the tasks of ordinary life easier to perform.7. Of all Jefferson's many talents, one is central. He was above all a good and tireless writer. His complete works, now being published for the first time, will fill more than fifty volumes. His talent as an author was soon discovered, and when the time came to write the Declaration of Independence at Philadelphia in 1776, the task of writing it was his. Millions have thrilled to his words: "We hold these truths to be self-evident, that all men are created equal…"8. When Jefferson died on July 4, 1826, the 50th anniversary of American independence, he left his countrymen a rich legacy of ideas and examples. American education owes a great debt to Thomas Jefferson, who believed that only a nation of educated people could remain free.大学英语精读第二册Unit 3 My First JobTrying to make some money before entering university, the author applies for a teaching job. But the interview goes from bad to worse... My First JobWhile I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived. Being very short money and wanting to do something useful, I applied, fearing as I did so, that without a degree and with no experience in teaching my chances of getting the job were slim.However, three days later a letter arrived, asking me to go to Croydon for an interview. It proved an awkward journey: a train to Croydon station; a ten-minute bus ride and then a walk of at least a quarter to feel nervous.The school was a red brick house with big windows, The front garden was a gravel square; four evergreen shrubs stood at each corner, where they struggled to survive the dust and fumes from a busy main from a busy main road.It was clearly the headmaster himself that opened the door. He was short and fat. He had a sandy-coloured moustache, a wrinkled forehead and hardly any hair. He looked at me with an air of surprised disapproval, as a colonel might look at a private whose bootlaces were undone. 'Ah yes,' he grunted. 'You'd better come inside.' The narrow, sunless hall smelled unpleasantly of stale cabbage; the walls were dirty with ink marks; it was all silent. His study, judging by the crumbs on the carpet, was also his dining-room. 'You'd better sit down,' he said, and proceeded to ask me a number of questions: what subjects I had taken in my General School Certificate; how old I was; what games I played; then fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy's education. I mumbled something about not attaching too much importance to them. He grunted. I had said the wrong thing. The headmaster and I obviously had very little in common.The school, he said, consisted of one class of twenty-four boys, ranging in age from seven to thirteen. I should have to teach all subjects except art, which he taught himself. Football and cricket were played in the Park, a mile away on Wednesday and Saturday afternoons.The teaching set-up filled me with fear. I should have to divide the class into three groups and teach them in turn at three different levels; and I was dismayed at the thought of teaching algebra and geometry-two subjects at which I had been completely incompetent at school. Worse perhaps was the idea of Saturday afternoon cricket; most of my friends would be enjoying leisure at that time. I said shyly, 'What would my salary be?' 'Twelve pounds a week plus lunch.' Before I could protest, he got to his feet. 'Now', he said, 'you'd better meet my wife. She's the one who really runs this school.'This was the last straw. I was very young: the prospect of working under a woman constituted the ultimate indignity.。

Unit 2Part I New Wordsdeclaration n. 宣布，宣告，宣言，声明a declaration of independence 独立宣言The government will issue a formal declaration tomorrow. 政府将于明天发布正式声明。

declare v. 断言，宣称He declared (that) he was right. 他力陈他是对的。

He declared his true feelings to her. 他向她表白了自己的真实感情。

independence n. 独立；自主；自立I've always valued my independence. 我一向很重视自己的独立。

I-Day 美国独立纪念日(7月4日)Young people have more independence these days. 现在的年轻人更加独立自主。

independent a. 自主的；独立的India became independent in 1947. 印度于1947年独立。

I wanted to remain independent in old age. 我希望年老时还能自给自足(独立生活)。

obtain v. 得到，获得；行，得到公认，应用Where can I obtain the book? 我在哪里能买到（得到）这本书?These ideas no longer obtain. 这些见解已经行不通了。

Different laws obtain in different places. 不同的法律适用在不同的地方。

besides prep./ad. 除…以外（还）；而且，也He had other people to take care of besides me. 除了我以外, 他还需要照料其他人。

I don't want to go; besides, I'm too tired. 我不想去, 再说我也太累了。

Unit 2Part I New Wordsdeclaration n. 宣布，宣告，宣言，声明a declaration of independence 独立宣言The government will issue a formal declaration tomorrow. 政府将于明天发布正式声明。

declare v. 断言，宣称He declared (that) he was right. 他力陈他是对的。

He declared his true feelings to her. 他向她表白了自己的真实感情。

independence n. 独立；自主；自立I've always valued my independence. 我一向很重视自己的独立。

I-Day 美国独立纪念日(7月4日)Young people have more independence these days. 现在的年轻人更加独立自主。

independent a. 自主的；独立的India became independent in 1947. 印度于1947年独立。

I wanted to remain independent in old age. 我希望年老时还能自给自足(独立生活)。

obtain v. 得到，获得；行，得到公认，应用Where can I obtain the book? 我在哪里能买到（得到）这本书?These ideas no longer obtain. 这些见解已经行不通了。

Different laws obtain in different places. 不同的法律适用在不同的地方。

besides prep./ad. 除…以外（还）；而且，也He had other people to take care of besides me. 除了我以外, 他还需要照料其他人。

I don't want to go; besides, I'm too tired. 我不想去, 再说我也太累了。

Unit 2 The Richest Man in America,Down HomeI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (despite his wealth, Sam Walton remains done-home anddevoted to his team) and the structure of the text ;2. learn to use indirect description in portraying a person and to use keywords for more efficient reading;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities relatedto the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea ofthe text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 10（Para. 3）: It was nice, but no palace.2. Line 36-37(Para.10): It buried the Forbes list at the bottom of page 2.3. Line 75-76(Para.20): who was stunned at such generosity after the stingy employer he left to john Wal-Mart.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises aft er Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1. T asks Ss the following questions on the recorded passage:—What happened to Abraham Lincoln one day? (Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money. )— How is the story related to the theme of the unit— values? (Abraham Lincoln regarded honey as an important value)2. Ss do Cloze B in after-text exercises to learn more about the values of American millionaires.3. Rich people I know (15 minutes)1) Before class, Ss are asked to collect stories, news reports, pictures, books, or even video clips (if relevant equipment is available for showing them in class) of rich people.2) In class, Ss form groups of three to four to share what they have collected.3) Groups discuss what values these rich people hold dear.4) Speakers for several groups report their discussion results to the class.5) T reminds Ss to keep these values in mind when they study Text A, and see whether Sam Walton cherishes them or not.B. While-reading tasks1. Text organization (20 minutes)1) T asks Ss to scan the text to see if there is any natural dividing lines separating it into par (The text can be divided into three parts. Between each part, there is a blank line.)2) T draws Ss’ attention to Text Organization Exercise 2, guides them through the directions, that they can grasp the main function of each part.Ss scan the text again to underline all the names mentioned and tell who these persons are.(They are: Jamie Beaulieu, waiter at Sam Walton’s birthday partyJonnie Baker, night manager at the local Wal-MartRichard Hoback, Mayor of Bentonville, ArkansasGordon Garlington, pastor of the local churchJohn Marshall, local barberJim Von Gremp, corporate affairs directorFerold F Arend, retired president of Wal-MartJim Hendren, company lawyer4) Ss will notice that the text transits from Part II to Part IIIwhen the first corporate job -corporate affairs director — is mentioned.2. T explains language points and gives Ss practice (seeLanguage Study). (60 minutes)3. Finding synonyms or synonymous phrases for “down-home”(10 minutes)1) T asks some Ss to explain the title of Text A in their ownwords.2) Ss work alone to find out synonyms or synonymous phrasesfor “down-home”.3) Some Ss report their findings to the class.(Para 5 carry on like plain folksPara 6 folksy waysPara 7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara 11 not a front-page person)4) T reminds Ss to vary their own writings by synonyms or synonymousphrases.C. Post-reading tasks1 Using indirect description in portraying a person (25 minutes)1) Ss complete Text Organization Exercise 2 and compare answers with eachother.2) T makes Ss think by asking Ss this question: How does the author revealthese character traits of Sam Walton? Does he come forward to tell usdirectly what Sam Walton is like?T introduces methods of indirect description and writes them down on the blackboard: anecdotes, examples, quotes, comparison and contrast, etc.Ss work in pairs to find out examples of these methods.5) Some pairs report their findings to the class.6) T urges Ss to adopt these methods when describing a person.2. T guides Ss through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (3 minut es)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period)5. T asks Ss to prepare the next unit: (2 minutes)1) do the pre-reading task;2) preview Text A.VIII. Assignments:Assignments for 1st and 2nd periods:●Vocabulary Exercises I, II, III in Text A●Listen to the recording of the textAssignments for 3rd and 4th periods:●Review what have been learned in class●Comprehensive Exercises, I, II in Text A●Read the text fluently and imitate the pronunciation and intonation of therecordingAssignments for 5th and 6th periods:●Review what have been learned in class●Language Practice in Text B●Preparations for paragraph recitation and dictation of new words andexpressions in Unit 2Assignments for 7th and 8th periods:●Review what have been learned in class●Home listening: Task 1, 2 and 3●Previewing text A in Unit 3IX. Teaching Reflection:Try to listen to the feedback of the students during and after the course, analyze the weaknesses in teaching and improve the methods as much as possible.The feedback from the students:The methods taken to improve the teaching and learning:X. Appendix: Teaching Contents:A. Text AnalysisTo make a character portrait convincing, an author must refrain from telling readers directly what the person is like. Instead, he/she lets readers deduce.Of all the methods of indirect description, the one used most frequently in Text A is quotation. The author quotes not only Sam Walton himself, e.g. “Th e reason for our success... is our people and the way they’re treated and the way they feel about their company. They believe things are different here, but they deserve the credit”, but also his townsfolk and colleaguesThe text begins with an anecdote: how waiter Jamie Beaulieu had anticipated a lavish mansion at the Waltons, only to find an ordinary-looking household. This kind of beginning lures readers to go on. There are other anecdotes, like how Sam Walton forgot his wallet and insisted on fetching it to pay the local barber, and how he lost 4 straight games after a Wal-Mart employee asked him a question about pricing.Sam Walton is a folksy guy, of which a lot of examples are given. Examples of how generous an employer he is are also plentiful.Jami e Beaulieu’s anticipation and the reality he later found out form a contrast. It reveals SamWalton’s down-home characteristics. When retired company president Ferold F. Arend compared Sam Walton with his previous employer, we appreciate further Sam Walton’s generosity.B. Cultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metalstatue on the front of every Rolls-Royce car. The company was formed in 1905—1906 by Charles Rolls (1877—1910) and Henry Royce (1863—1933) and also produces aircraft engines. The Rolls-Royce company was bought by the German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type.2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in1903 by Henry Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938.5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship.When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with 1.9 billion dollars, followed in second place by LiuYongxing of the Hope Group with 1 billion dollars. The richest businesswoman on the list was Yang Lan of Sun Television, with 63 million dollars.C. Language StudyHe imagined what surely awaited: He imagined what he was surely to see.2. r emote: far away in space o r timeExamples:The supply of electricity to remote mountainous villages is one of the local development projects in Yunnanprovince.Taming the deserts is no longer a dream of the remote futurebut a practical human endeavor.3. d iscount: amount of money which may be taken off the full price Examples: T raditional retailers who’ve opened cyberstores may offer special discounts to online shoppers.Though online bookstores usually offer discounts, don’texpect to save much.4. It was nice, but no palace: The house was nice, but not luxurious.5. O nly in America can a billionaire carry on like plain folks ...: It is only in America that a billionaire can live in the same way as ordinary people...only: In writing and formal speech, you can put “only” at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be”followed by the subject of the main clause.Examples: 1. Only here was it safe to prepare and handle hot drinks.2. Only then did Peter realize that he still hadn’t phoned his mother.3. Only when the injured limb is fully mobile will the runnerbe encouraged to re-strengthen it.carry on: behave or conduct oneself in a specific wayExamples:There’s nothing unusual about them. They carry on just like everybody else.He carries on as if he were a millionaire, spending money left,right and centre.folk: people in general (You can refer to people as folk or folks.) Examples: They got married and had kids and lived like other folks.These are the folks from the local TV station.get away with: do sth. wrong or risky without being caught or punishedExamples: They claimed that they knew how to play the system and get away with it.Eric has been getting away with tax fraud for years.6. bird dogs: dogs which hunt birds7. local: of or for a particular placeExamples:The plane was to take off at 6 a.m. and land at 7 a.m.local time. Three-quarters of the investment needed tohost the Olympics would be borne by central and localgovernment.8. treatment: the way you deal with sb. or behave towards them(followed by of)Examples: Like everyone else, I resent his cruel treatment of his old father.The old woman suffered from bad treatment at the handsof her sons. None of them were willing to take care of her.9. by/from all accounts: according to what everyone saysExamples: Tom, by all accounts, is a superb teacher.The Chinese football team will play the Koreans tonight. Itshould be a match worth watching, by all accounts. 10. cheerful: (of sb.) happy in a lively, energetic way; (of sth.) makingyou feel happyExamples: One of the reasons why she is successful is that she is able to remain cheerful in acnsls.They are both very cheerful in spite of their colds.The kindergarten is bright and cheerful, with plenty of toys.I like songs with cheerful tunes.11. blend in/into: If sb. blends into a particular group or situation, orif they blend in, they seem to belong there or are not noticeable, because their behavior is similar to that of the other people involved.(used in the patterns: blend in; blend into sth.; blend in with sth.) Examples: What he said reinforced my determination to blend in with my surroundings.As a newly-appointed manager, he was not sure whether hecould blend in.The painter blended in with the crowd at the art sale. 12.throw o ne’s weight around: behave in an aggressively arrogantwayExamples: Mr. Smith is not much of a manager. He always throws his weight around.Folks don’t like their chairman as he always throws hisweight around.13.reserve: 1) order or book (a seat, book, room, table, etc.)Examples: The service at that five-star restaurant is excellent. I’ll reserve a table for five there.Demand will be huge, so ask your friends to reserve ticketsfor the concert.2) keep for a special use (used in the pattern: be reserved forsb./sth.)Examples: In the United States lanes are reserved for cars with more than one occupant. Some seats on the buses arereserved for the old.14. “Look, he’s just not that way.”: You see, he is not the sort ofperson to reserve seats for himself.15. o pen up: unlock and open the door so that people can get inExamples: Open up, or I break in.They open the school up at 7:45 a.m. so that students canhave more sleep.16. I t buried the Forbes list at the bottom of page 2.: The Forbes listwas arranged at the bottom of page 2 in the Benton County Daily Democrat so that it could not be found easily.17. h eadline: the title of a newspaper article, printed above the articlein large lettersExamples:Headlines in the newspaper are arranged so that they attract attention.The headlines in the newspapers were to please millions ofpeople in China: Beijing to host the 2008 OlympicGames.18. h old to: keep toExamples: John holds to his belief that you can be successful as long as you work hard. She always holds passionately tothe view that her mother is an angel.19. stock: shares of a company that are sold to investorsExamples:You’d better get professional advice before buying stocks or bonds. After a dull start, stock prices moved ahead againyesterday.20.o n the run: continuously active and moving about; try to avoidbeing capturedExamples: I have been on the run all day and I am exhausted.He has to be on the run from one office to another to get thepermit to open a take-away restaurant.He is on the run from the police.21.steer clear of: keep away fromExamples: Children are told to steer clear of troublemakers.Members of the club steer clear of controversial issuessuch as religion.22.But the real story in his mind is ... : But what is always on hismind is23. make up: form the whole of (sth.)Examples: Women make up nearly 50% of university entrants.The college is made up of fourteen departments and fiveresearch centers.24. liable: likely (to do sth.)Examples:It’s liable to snow heavily tomorrow.The sports meeting is liable to be postponed until nextweek because of the bad weather.25. as laid down...: as establishedlay down:officially establish a rule, or officially state the way in which sth. must be doneExamples: Conditions for membership are laid down in the soccer club rules.The school authorities have issued a new booklet layingdown regulations for Students.26. loyalty: the quality of staying firm in your friendship or support forsbisth.; a strong feeling that one wants to be faithful tosb./sth. (followed by to)Examples: My father is a soccer fan. His loyalty to the local team has taken him all over the country to see them play.Once his mind was made up, General Lee never changedhis loyalty to the South.27.s ystem: 1) set of ideas, theories, principles, etc. according to whichsth. is doneExamples: Most of the teachers are doing research work, trying to find a goodsystem of teaching English.The classification of the books in the library follows theDewey Decimal System.All the employees are required to work on an eight-hoursystem.2) g roup of things or parts working together as a wholeExamples:With the further development of automation, morecomplicated control systems have come into being.Manned space vehicles have life-support systemsdesigned to meet all the physical needs of the crew. 28. c ut prices and margins to the bone: reduce prices and marginsconsiderably or dramatically29. qualify: have or give (sb.) a legal right (to sth./to do sth.)(followed by for or infinitive to)Examples:A few useful skills — English teaching, for example —qualified foreigners for work visas.Highly trained staff are well qualified to give practicaladvice to students when they select courses.30. option: 1) (in business) an agreement or contract that givessb. the right to buy or sell sth. such as property or sharesat a future dateExamples:With cash, stock options and the promise of vastresources, Microsoft has attracted faculty elites to itsresearch center.Jones has taken an option on that house.2) s th. you can choose to doExamples: She has the option of entering graduate school orstarting her professional career. Analysts say that thelaunch of the euro offers a new and attractive option. 31. scholarship: (award of a) grant of money to a scholarExamples: He can’t afford to go to college if he doesn’t win ascholarship.Some companies have set up scholarships for bothstudents and teachers at ouruniversity.32. and the like: and other things of the same sortIf you mention particular things or people and then add “and the like”, you are indicating that there are other similar things or people that can be included in what you are saying.Examples: Many students are also keeping fit through jogging, aerobics, weight training, and the like.Always carry your passport, money and the like with youwhile you are traveling abroad.33. cultivate: 1) make a special effort to establish and develop (sth.)Examples: They encourage students to cultivate special interests in theoretical physics.Some students try to cultivate a love of art.2)prepare land and grow crops on itExamples: They cultivated 500 acres in the suburb.The remote area has barely been cultivated for decades.34. reward: give sth. to (sb.) in return for work or services (used in thepattern: reward sb. for sth. with sth.)Examples: The officer is to be rewarded for his efforts with promotion to the rank of inspector.If you do well in the final exams, I will reward you with atrip to Hong Kong.35. retire: (cause to) stop working at one’s job, usu. because of age(followed by from)Examples: Although their careers are important they plan to retire at 50.The school had to employ the retired teachers to give classes.36. ...who was stunned at such generosity after the stingyemployer he left to join Wal-Mart: who, having left his stingy employer to join Wal-Mart, was shocked at such generosity by Walton37. come/get aboard: (AmE, infml) joinExamples:New employees who came aboard in the last six weeks have not been tested.This is her second promotion since coming aboard.38. the way they’re treated: how they’re treatedWhen “the way” is followed by a defining relative clause, this clause can be either a “that” clause or a clause beginning with “in which”.For example, you can say “the way she told the story”, “the way that she told the story”, or “the way in which she told the story”. There is no difference in meaning.Examples: Scientists have spent years studying the way the brain retains information.The information highway will have an unimaginableimpact on the way people communicate with each other.39. deserve: be sth. or have done sth. for which one should receive (areward, special treatment, etc.); be entitled to (not used in thecontinuous tense)Examples: I am only partly responsible for the success of this book,my collaborator deserves more credit.They deserve a better salary for the job they do. Mary deserves a reward for her efforts。