最新《牛津高中英语》模块3ReadingProject课文资料.docx

最新《牛津高中英语》模块3ReadingProject课文资料.docx

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最新《牛津高中英语》模块3ReadingProject课文资料

13.M3U1.Reading—Fog

Fogwarning

WhenPollylefthomethatmorning,thecitywasalreadycoveredinagreymist.Atlunch,theradioforecastthatthemistwouldbecomeathickfogintheafternoon.Atfouro’clock,Pollyleftworkandsteppedoutintothefog.Shewonderedifthebuseswouldstillberunning.

NobusestoKingStreet

Onceoutinthestreet,shewalkedquicklytowardsherusualbusstop.

‘Howfarareyougoing?

’thebusconductoraskedherbeforehetookherfare.

‘KingStreet,’saidPolly.

‘Sorry,Miss,’repliedtheman,‘thetruthisthatitistoofoggyforthebustorunthatfar.TaketheUndergroundtoGreenPark.Theweathermightbebetterthereandyoumightbeabletogetataxi.’

Atallman

AsPollyobservedthepassengersonthetrain,shehadafeelingthatshewasbeingwatchedbyatallmaninadarkovercoat.AtlastthetrainarrivedatGreenParkstation.Whiletherestofthepassengersweregettingout,sheglancedatthefacesaroundher.Thetallmanwasnowheretobeseen.

Footsteps

WhenPollygottothestationentrance,itwasempty.Outside,wherevershelookedthefoglaylikeathick,greycloud.Therewasnooneinsight.PollysetofftowardsParkStreet.Asshewalkedalongthenarrowstreet,sheheardthesoundoffootstepsapproaching,butbythetimeshereachedthecornerofthestreet,thefootstepsweregone.SuddenlyPollyfeltaroughhandbrushhercheek,andsheheardaman’svoiceinherearsaying‘Sorry.’Themanmovedaway.Shecouldfeelherheartbeatingwithfear.

Thehelpfulstranger

Thensheheardthesoundagain-softfootstepsbehindher.Aminutebefore,shehadwishedforsomeonetocomealong.Nowshewantedtorun,butfearheldherstill.Thefootstepsseemedclosenow.Thenaman’svoicecameoutofthedarkness.‘Isanybodythere?

’

Pollyhesitated.Atlastsheanswered,‘Hello,IthinkI’mlost.’

Afewsecondslater,ahandreachedoutandgraspedherarm.Pollyfoundherselfstaringupatthefaceofanoldmanwithabeard.

‘MaybeIcanhelpyou.Whichroaddoyouwant?

’Heasked.

‘Iliveat86KingStreet,’Polyreplied.

‘Justtakemyhand,’saidtheman.‘Comewithme.You’llbeallright.’HetookPolly’shand.‘Watchoutforthestephere.’

Inhisotherhandthemancarriedastick.Pollyheardithitthestep.‘Icanremembersometerriblefogs,butmaybethatwasbeforeyourtime.Ican’tseeyourface,butyousoundyoung.Howoldareyou?

’

‘Justtwenty,’answeredPolly.

‘Ah,twenty!

Aniceagetobe!

Iwasyoungonce.Nowwe’reatthecrossroads.Turnlefthere.’

‘I’mquitelostnow.Areyousureyouknowtheway?

’Pollywasbeginningtofeelfrightenedagain.

‘Ofcourse.Youreallyshouldn’tfeelanxious.’Heheldherhandmorefirmly.

Thegratefulhelper

‘Hereweare.KingStreet.’Hestopped.

‘Thankyousomuchforcomingtomyaid,’saidPollyinrelief.‘Wouldyouliketocomeinandrestforawhile?

’

‘It’sveryniceofyou,’saidtheman,‘butI’llbeoff.Theremaybemorepeoplelosttoday,andI’dliketohelpthem.Yousee,afogthisbadisrare.Itgivesmethechancetopaybackthehelpthatpeoplegivemewhenit’ssunny.Ablindpersonlikemecan’tgetacrosstheroadwithouthelp,exceptinafoglikethis.’

14.M3U1.Project

（1）—Sharkattacks

Therearenearly400differenttypesofsharks,butonlyabout30typesareknowntohaveattackedhumanbeings.Manypeopleknowthatthemostdangeroussharkisthegreatwhiteshark,mainlybecausetheyhaveseenthemovieJaws.However,twoothersharksarealsoratherdangerous:

thetigersharkandthebullshark.

Contrarytowhatmanypeoplemightassume,evidenceshowsthatsharksseldomattackhumans.Therearethreetypesofsharkattacks.Inthemaintype,thesharkattacksyoubecauseitmistakesyouforafish,butwhenittasteshumanfleshitdecidestogiveupandswimaway.Inthesecondtype,thesharkpushesyouwithitsnosetofindoutifyouarefittobeeaten,andthenbitesyouifitthinksyouare.Inthethirdtype,thesharkwaitsforyoutoswimby,andthenattacksyousuddenly.Thelasttwotypesofattackmoreoftenresultinthedeathofhumans.

Toreducetheriskofasharkattack,youshouldfollowthesesuggestions.

⏹Donotswiminthedark.Sharkscanstillseeyoubutyoucannotseethem.

⏹Donotgoswimmingintheoceanifyouhaveafreshwound.Sharkscansmellbloodoveralongdistance.

⏹Donotwearbrightclothingorjewellery,becausesharksareattractedtotheflashofcolorsandbrightobjects.

⏹Stayingroups,assharksusuallyavoidlargenumbersofpeople.

Recently,sharkattackshavebeenincreasingaswatersportsarebecomingmorepopular.Ifasharkattacksyou,followtheadvicebelow.

⏹Keepcalm.Donotpanic.

⏹Hitthesharkonthenosewithyourfist.

⏹Stickyourfingerintheshark'seye.

Don'tbefrightenedbysharks:

youare30timesmorelikelytobehitbylightningthanbeattackedbyashark.

15.M3U1.Project

（2）—Thewonderfulworldofpigeons

Itisnight.Allisquiet.Thesoldiersareasleepwhileaguardwatchesfortheenemy.Thereisaflash,andthesoundofguns!

Theyarebeingattacked!

Hundredsofenemysoldiersrushtowardsthem.Theyareallgoingtobekilledunlesstheygethelp.Whatshouldtheydo?

Anofficerwritesashortmessagequicklyonasmallpieceofpaper:

'Beingattacked!

Hurry!

'

Herollsupthepaperandputsitintoasmallcase,andthenreachesintoacageandgetsabird.Attachingthemessagetoitsleg,hesetsthebirdloose.Itimmediatelyfliesintotheairanddisappearsinthedark.

Willthebirdarriveintime?

Willtheybesaved?

Thoughitmayseemhardtobelieve,thebirdtheofficerusesisthesamebirdoftenseeninpublicparks—thepigeon.Pigeonshaveawonderfulsenseofdirectionandcanfindtheirwayhomeoverlongdistances.Indeed,pigeonshavebeenknowntoflyhomefromasfarawayas1,800kilometres.Thatiswhypigeonshavebeenusedsinceancienttimestocarrythenewsoreventhemail.However,itwasinwarthattheyfoundtheirgreatestuse.DuringbothWorldWarIandII,pigeonswereemployedbyarmiestocarrymessagestoandfromthefrontlines,savingthelivesofmanysoldiersandevenhelpingwinsomeimportantvictories.

Howdopigeonsfindtheirway?

Pigeonsappeartohaveacompassinsidethemthattellsthemwhichwayisnorth.Howthiscompassworksremainsamystery.Ofcourse,sinceacompassaloneisnotenoughtofindone'sway,theyalsoappeartousetheirsightandeventheirsenseofsmelltotellthemwhichwaytheyshouldgo.Unlikehumans,theynevergetlostandcanalwaysfindtheirwayhome.

16.M3U2.Reading—Englishanditshistory

Allthroughhistory,peoplefrommanydifferentcountriesandcultureshavelivedtogetherinBritain.TheEnglishlanguageismadeupofthegrammarandvocabularythesepeoplebroughttoBritain.ThatiswhyEnglishhassomanydifficultrulesthatconfusepeople.

OldEnglish

OldEnglishisverydifferentfromtheEnglishwespeaknowadays.Infact,wewouldnotbeabletounderstanditifweheardittoday.Beforethemiddleofthe5thcentury,peopleinBritainallspokealanguagecalledCeltic.ThentwoGermanicgroupsfromtheEuropeanmainland—theanglesandtheSaxons—occupiedBritain.OldEnglishconsistedofamixtureoftheirlanguages.（BoththeEnglishlanguageandtheEnglishpeoplearenamedaftertheangles;thewordAnglewasspeltEngleinoldEnglish.）AsidefromplacenamessuchasLondon,veryfewCelticwordsbecamepartofoldEnglish.Attheendofthe9thcentury,theVikings,peoplefromNorthernEuropeancountriessuchasDenmarkandNorway,begantomovetoBritain.Theybroughtwiththemtheirlanguages,whichalsomixedwithOldEnglish.Bythe10thcentury,OldEnglishhadbecometheofficiallanguageofEngland.

WhenwespeakEnglishtoday,wesometimesfeelpuzzledaboutwhichwordsorphrasestouse.ThisisbecauseEnglishhasmanywordsandphrasesfromdifferentlanguages,butwithsimilarmeanings.Forexample,thewordsickcamefromawordonceusedbytheAnglesandtheSaxons,whileillcamefromawordonceusedbytheNorwegians.

MiddleEnglish

MiddleEnglishisthenamegiventotheEnglishusedfromaroundthe12thtothe15thcenturies.ManythingsplayedapartinthedevelopmentofthisnewtypeofEnglish.ThemostimportantcontributionwasfromtheNormans,aFrench-speakingpeoplewhodefeatedEnglandandtookcontrolofthecountryin1066.However,theNormanConquestdidnotaffectEnglishasmuchastheAnglesandtheSaxons’victoryabout600yearsearlier,whichledtooldEnglishreplacingCeltic.EventhoughtheNormansspokeFrenchfortheentire250yearstheyruledEnglish,FrenchdidnotreplaceEnglishasthefirstlanguage.Ontheotherhand,theEnglishlanguagedidborrowmanywordsfromFrench.Thisresultedinevenmorewordswithsimilarmeanings,suchasanswer（fromOldEnglish）andreply（fromOldFrench）.Itisinterestingtolearnhowthewordsforanimalsandmeatdeveloped.AftertheNormanConquest,manyEnglishpeopleworkedasservantswhoraisedanimals.Therefore,thewordsweuseformostanimalsraisedforfoodsuchascow,sheepandpig,camefromOldEnglish.However,thewordsforthemeatoftheseanimals,whichwasservedtotheNormans,camefromOldFrench:

beef,mutton,porkandbacon.

OldFrenchmadeothercontributionstoMiddleEnglishaswell.InOldEnglish,theGermanicwayofmakingwordspluralwasused.Forexample,theysaidhouseninsteadofhouses,andshoeninsteadofshoes.AftertheNormanstookcontroltheybeganusingtheFrenchwayofmakingplurals,addingan–stohouseandshoe.OnlyafewwordskepttheirGermanicpluralforms,suchasman/menandchild/children.

Af