《牛津高中英语》模块3ReadingProject课文.docx
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《牛津高中英语》模块3ReadingProject课文
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.
After