Lesson 3-4 - The Black Cat (notes to class discussion part 2)
黑猫英语分级读物高中

黑猫英语分级读物高中Black Cat Graded Readers for High SchoolReading is a fundamental skill that not only enhances our knowledge and understanding of the world but also provides us with a means of personal growth and development. In the realm of language learning, reading plays a crucial role in improving proficiency and expanding one's vocabulary. One exceptional resource that caters to the needs of high school students learning English is the Black Cat Graded Readers series.The Black Cat Graded Readers are a collection of carefully curated literary works that are specifically designed to meet the linguistic and cognitive abilities of English language learners at the high school level. These readers are organized into different levels, each catering to a specific range of language proficiency, allowing students to gradually progress in their reading skills and comprehension.One of the standout features of the Black Cat Graded Readers is their focus on authentic literature. Rather than presenting simplified orwatered-down versions of classic texts, these readers offer adaptations that maintain the original narrative structure and literary elements while making them more accessible to non-native English speakers. This approach not only enhances the reading experience but also exposes students to the richness and nuances of the English language as it is used in various literary genres.The selection of titles within the Black Cat Graded Readers series is truly impressive. From beloved classics like "The Picture of Dorian Gray" by Oscar Wilde to contemporary works such as "The Kite Runner" by Khaled Hosseini, the series covers a diverse range of genres and themes. This breadth of content ensures that students can explore a wide array of literary styles and narratives, broadening their cultural understanding and linguistic horizons.One of the key strengths of the Black Cat Graded Readers lies in their carefully crafted language and vocabulary. Each level within the series is meticulously designed to introduce new vocabulary and grammatical structures in a progressive and manageable manner. This gradual approach allows students to build their language skills steadily, without feeling overwhelmed by the complexity of the texts.Moreover, the readers are supplemented with a range of pedagogical tools and resources that further enhance the learning experience. Accompanying each book are comprehensive glossaries,explanatory notes, and comprehension exercises, all of which are designed to support students in their understanding of the text and their overall language development.The benefits of using the Black Cat Graded Readers in the high school classroom are numerous. Firstly, they provide students with an engaging and accessible way to improve their reading comprehension skills. By exposing them to authentic literature at a level that matches their proficiency, students can develop a deeper appreciation for the English language and its nuances.Secondly, the readers serve as a valuable resource for language teachers. Educators can utilize the series to design targeted lesson plans and activities that cater to the diverse learning needs of their students. The carefully curated content and supplementary materials offer a structured and comprehensive approach to language instruction, making it easier for teachers to facilitate effective learning.Moreover, the Black Cat Graded Readers have the potential to foster a love of reading among high school students. By presenting them with captivating stories and characters, the series can ignite a spark of curiosity and encourage students to explore the world of literature beyond the classroom. This, in turn, can lead to a lifelong appreciation for reading and a deeper understanding of the Englishlanguage.In conclusion, the Black Cat Graded Readers for high school are an exceptional resource that offers a unique blend of literary quality, language learning, and pedagogical support. By providing students with access to authentic literature at their level of proficiency, these readers empower them to develop their reading skills, expand their vocabulary, and cultivate a deeper appreciation for the English language. As a valuable tool for both students and teachers, the Black Cat Graded Readers have the potential to transform the language learning experience and inspire a passion for reading that extends far beyond the confines of the classroom.。
麦克米伦原版英语阅读理解Reading Comprehension G1一年级

On the farm Simple story based on noises of form animals (pictures and sentences) Word/picture matching (animals) Classifying animals (form and wild animals) The wind Information text in form of poem Sentence completion using picture clues Keeping a weather diary (recording ; using sentences) Kites Poem Hand-eye co-ordination and sentence completion Classifying rhyming words (eve) into sets Growing things Information text showing a process (pictures and sentences) Sequencing pictures and sentences Sentence completion based on numbers and colours At the seaside Poem Picture and word matching Answering simple questions using picture clues Animal alphabet Alphabetically-organised text (in form of simple dictionary) Sentence completion (using alpabetically-organised text with picture clues) Arranging words in alphabetical order according to first letter The day the doctor come Simple story about a common experience (pictures and sentences) Sentence completion ('people's jobs ' theme; using picture and context clues) Word-making (using words ending in '011', 'ell' and 'ill' in rhyming sets) My body Information text (naming ports of body) in form of poem and labelled picture Labelling picture and sentence completion Sentence completion focusing on 'sensory' verbs (using picture clues) The big carrot Traditional story (pictures and sentences) Drown responses based on positional words (such as 'on', 'above' etc.) Sentence completion based on the story (using picture clues) Ten little monkeys Number rhyme Completing rhyming phrases Completing familiar nursery rhyme
小学三年级上册第3次英语第4单元期测验题(答案和解释)

小学三年级上册英语第4单元期测验题(答案和解释)英语试题一、综合题(本题有50小题,每小题2分,共100分.每小题不选、错误,均不给分)1.What do you use to write?A. PenB. SpoonC. ChairD. Table2.What do we use to brush our teeth?A. combB. toothbrushC. knifeD. spoon3.Which sentence uses the correct word order?A. She always go to school by bus.B. She always goes to school by bus.C. She go always to school by bus.D. She goes always to school by bus.4.What is the opposite of "fast"?A. TallB. SlowC. HappyD. Light5.What do you use to write?A. PencilB. PlateC. ShoeD. Book6.Which animal says "woof"?A. catB. birdC. dogD. cow7.In the winter, I wear a warm __, a scarf, and gloves to stay warm. I also wear a pair of __ to protect my feet from the cold. Sometimes, my family and I go ice __ at the local rink.8.What do we use to eat rice?A. ForkB. SpoonC. KnifeD. Plate9.I love going to the beach during the summer. The weather is always warm, and I can swim in the sea. I also enjoy building sandcastles with my little brother. We collect seashells along the shore, and sometimes, we see crabs. After playing, we have a picnic under a big umbrella. I love the sound of the waves and the feeling of the sand between my toes.10.Which one is a tool?A. SawB. DogC. PlateD. Chair11.In my classroom, we have many __ on the walls. There is also a big __ in the front of the room, where our teacher writes important notes. Each student has a __ where we keep our books and homework. I always bring my __ to class to help me write and draw. We also have a __ for when we need to take a break.12.What is the opposite of "light"?A. DarkB. FastC. HeavyD. Small13.What is the first meal of the day?A. LunchB. SnackC. DinnerD. Breakfast14.Which of these is a shape?A. CircleB. AppleC. ChairD. Dog15.What is the opposite of "happy"?A. AngryB. SadC. ExcitedD. Sleepy16.Which of these is a mode of transportation?A. CarB. TshirtC. PhoneD. Pen17.What is the opposite of "fast"?A. SlowB. QuickC. FastestD. Strong18.I ______ (not/understand) the science lesson today, so I ______ (ask) my teacher for help. She ______ (explain) the topic again, and I ______ (understand) it much better.19.We ______ (go) to the shopping mall last Saturday. We ______ (buy) some clothes and ______ (eat) lunch at a restaurant. After that, we ______ (watch) a movie. It ______ (be) a wonderful day.20.Which of these is a shape?A. CircleB. SpoonC. ChairD. Table21.We are going to the park __________ Sunday.A. onB. atC. inD. to22.What is the opposite of "soft"?A. HardB. WarmC. ColdD. Big23.How do you say "我爱你" in English?A. I like youB. I love youC. I miss youD. I need you24.Which of these is a month of the year?A. MondayB. SummerC. MarchD. Weekend25.I am learning how to play chess. It is a very ______ game because you have to think carefully about your moves. My dad is teaching me how to play, and I am getting better every day. Sometimes, my sister joins us, but she is still learning the rules. I hope to win a game soon!26.What is the opposite of “hot”?A. WarmB. CoolC. WetD. High27.Which of these animals can fly?A. ElephantB. CatC. BirdD. Fish28.I ______ (never/see) such a beautiful rainbow before. Yesterday, after it ______ (rain), the sun ______ (come) out, and we ______ (see) a huge rainbow across the sky. It ______ (be) so colorful that we ______ (take) a picture of it.29.Which of these is the opposite of "hot"?A. ColdB. WarmC. LightD. Heavy30.I enjoy reading books in my free time. My favorite books are about animals and nature. Every weekend, I go to the bookstore to find new books to read. I also enjoy drawing pictures based on the stories I read.31.This is _______ dog.A. hisB. heC. himD. he’s32.Which of these is a month of the year?A. MondayB. MarchC. SummerD. Week33.What time is it?A. It is a pencil.B. It is 10 oclock.C. It is in the box.D. It is Monday.34.Which one is a vehicle?A. CarB. AppleC. DogD. Book35.In the summer, we often ______ (go) on vacation to the beach. Last summer, we ______ (visit) a beautiful beach in Thailand. We ______ (swim) in the sea and ______ (eat) fresh seafood.36.Which of these is used to play music?A. GuitarB. SpoonC. PlateD. Chair37.Which of these is not a toy?A. BallB. DollC. BookD. Teddy Bearst weekend, my family and I went to the beach. The weather was warm and sunny. We played __ in the sand, built sandcastles, and swam in the __. My dad took lots of photos, and we had a picnic with sandwiches and __.39.Which animal has a long neck?A. GiraffeB. DogC. CatD. Elephant40.What is the opposite of "happy"?A. SadB. AngryC. ExcitedD. Funny41.There ________ many books in the library.A. isB. areC. beD. am42.Yesterday, I ______ (go) to the park with my friends. We ______ (play) soccer for two hours. After the game, we ______ (sit) on the grass and ______ (talk) about our favorite sports. Then, we ______ (eat) some snacks and ______ (laugh) a lot. It ______ (be) a very fun afternoon.43.Which of these is a food?A. CarB. AppleC. BookD. Chair44.Which animal can swim?A. BirdB. FishC. CatD. Lion45.I ______ (read) a book about the moon last night. It ______ (tell) me how astronauts ______ (travel) to space and ______ (explore) other planets. I ______ (think) it ______ (be) very interesting, and now I ______ (want) to learn more about space. 46.In the afternoon, I ______ (visit) my grandmother. She ______ (live) in a small house by the lake. We ______ (have) tea and cookies together. My grandmother always ______ (tell) me interesting stories about her childhood. I ______ (love) spending time with her.47.Which of these is used to write?A. KnifeB. PencilC. PlateD. Fork48.What is the opposite of "new"?A. SmallB. HeavyC. OldD. Light49.Which month comes after June?A. MayB. JulyC. AugustD. September50.What is the opposite of "hot"?A. WarmB. ColdC. SweetD. Soft(答案及解释)。
TheBlackCatandOtherStories-PenguinReaders

Early American novelists tended to be cautious. Many of them aimed to please Puritans and publishers alike by putting morals before plot. One such writer was Charles Brockden Brown (1771–1810), but the books he published at the turn of the century were different from his others in one respect – he included an element of horror in them. A little later, Nathaniel Hawthorne (1804–1864) wrote novels and collections of short stories concerning themselves with evil and the darker side of the human soul.
00600高级英语2017-2022完型填空(附答案+翻译)

202204上Lesson 8 para 5She appealed to me because she was like people I had never met personally.她对我很有吸引力,因为她像我从来没有亲自遇到过的人。
Like women in English novels who walked the moors (whatever they were) with their loyal dogs racing at a respectful distance.像英国小说里的女子,她们在沼泽地(不管是什么地方)上散步,她们忠实的小狗与主人保持一定距离以示对主人的尊敬。
Like the women who sat in front of roaring fireplaces, drinking tea incessantly from silver trays full of scones and crumpets.像坐在炉火熊熊的壁炉前的女人,不停地从放满茶点蛋糕和松脆饼的银托盘中端茶来喝。
Women who walked over the "heath" and read morocco-bound books and had two last names divided by a hyphen.像在石南丛生的荒地上行走的女士,阅读着摩洛哥山羊皮装订的书籍,并且有用连字符隔开的两个姓氏。
上Lesson 11 Paragraph 4与这种人同住一室会使人对人性丧失信心,因为即使是最重要的一天,同这种人也无法沟通交流,也没有什么午夜的密谈,更没有一同商议一天的痛苦和快乐究竟有多少。
To share a bedroom with one of these fellows is to lose one's faith in human nature, for, even after the most eventful day, there is no comparing notes with them, no midnight confidence, no casting up the balance of the day's pleasure and pain.他们很快就进入了愚蠢的熟睡中,留下你一人在心里折腾,而且他们还都鼾声如雷,十分讨厌。
英语教学设计实践答案(3篇)

第1篇IntroductionThe following teaching design is tailored for a middle school English class, focusing on a unit about "Hobbies and Interests." The lesson aims to enhance students' speaking and listening skills while fostering their ability to express their own hobbies and interests. The target age group is 13-15 years old, and the class duration is 45 minutes.Objective1. Knowledge Objective: Students will be able to understand and use key vocabulary related to hobbies and interests.2. Skill Objective: Students will be able to engage in a conversation about their hobbies and interests with their peers.3. Emotional Objective: Students will develop an interest in exploring and sharing their personal hobbies and interests.Teaching Aids- Whiteboard- Projector- Handouts with vocabulary and questions- Audio recording of a conversation about hobbies- Pen and paper for individual activitiesTeaching Procedure1. Warm-up (5 minutes)- Activity: Brainstorming- Ask students to write down their favorite hobbies on the board.- Encourage them to share their hobbies with the class and explain why they enjoy them.2. Presentation (10 minutes)- Activity: Vocabulary Presentation- Introduce key vocabulary related to hobbies and interests (e.g., collect, paint, read, play music, travel).- Use pictures and real-life examples to illustrate the meanings of the words.- Have students practice using the new vocabulary in sentences.3. Practice (15 minutes)- Activity: Role Play- Pair students up and give them a handout with a conversation about hobbies.- Ask them to read the conversation and practice it with their partner.- Monitor and provide feedback on their pronunciation and fluency.- Activity: Group Discussion- Divide the class into small groups.- Provide each group with a list of questions related to hobbies and interests.- Ask the groups to discuss the questions and share their opinions.4. Production (10 minutes)- Activity: Personal Hobbies Interview- Pair students up again.- Each student interviews their partner about their hobbies and interests using the questions provided.- The other student listens carefully and takes notes.- After the interview, the pair swaps roles.5. Assessment (5 minutes)- Activity: Quick Write- Ask students to write a short paragraph about their favorite hobby, using the new vocabulary and structure learned in the lesson.- Collect the writings for assessment.Conclusion- Activity: Sharing and Reflection- Ask students to share their favorite hobby with the class.- Encourage them to reflect on what they learned during the lesson and how they can incorporate their new vocabulary and skills into theirdaily lives.Feedback and ReflectionAt the end of the lesson, collect feedback from students regarding their learning experience. Reflect on the effectiveness of the teaching methods used and identify areas for improvement. Consider the following questions:- Did the students engage actively in the activities?- Did the vocabulary and skills presented align with the learning objectives?- Were the activities appropriate for the age and level of the students?- How can the lesson be adapted to better suit the needs of the students?ConclusionThis practical English teaching design aims to provide a structured and engaging lesson that enhances students' language skills while fostering their personal interests. By incorporating various activities and allowing for individual expression, the lesson encourages students todevelop a love for learning and a deeper understanding of the English language.第2篇Objective:The primary objective of this English teaching design is to enhance students' proficiency in English by integrating technology into the classroom. This approach aims to make learning more engaging, interactive, and effective, while also preparing students for the digital age.Target Audience:This lesson plan is designed for secondary school students in grades 9-12, with a focus on improving their reading, writing, speaking, and listening skills.Duration:One hour per session, for a total of 10 sessions over a month.Materials:- Interactive whiteboard or projector- Computers or tablets for each student- Internet access- Online learning platforms (e.g., Google Classroom, Edmodo)- Textbooks and supplementary reading materials- Flashcards- Markers and whiteboard erasersLesson Overview:The lesson will be divided into four main sections: Warm-up, Introduction, Activity, and Conclusion. Each section will incorporate technology to enhance the learning experience.1. Warm-up (10 minutes):- Activity: Use a PowerPoint presentation to display a series ofpictures related to the upcoming topic. Students will be asked to describe the pictures using complete sentences in English.- Technology Integration: Utilize the interactive whiteboard to allow students to contribute their descriptions directly onto the board.2. Introduction (10 minutes):- Activity: Introduce the new topic by showing a short video clip or a related news article. This will provide context and pique students' interest.- Technology Integration: Use a computer or tablet to project the video or article onto the screen. Encourage students to take notes on key points.3. Activity (30 minutes):- Activity: Divide the class into small groups and assign each group a different task using online learning platforms.- Group 1: Research a specific topic related to the lesson and create a presentation using Google Slides.- Group 2: Write a short story or a poem based on the lesson's theme and post it on a class blog using WordPress.- Group 3: Record a video discussing their understanding of the topic and upload it to a video sharing platform like YouTube.- Group 4: Create a mind map or Venn diagram comparing and contrasting two related topics using an online tool like XMind.- Technology Integration: Provide each group with a computer or tablet and internet access. Encourage students to collaborate and share their work online.4. Conclusion (10 minutes):- Activity: Bring the class back together to share their findings and discuss the common themes they noticed.- Technology Integration: Use the interactive whiteboard to display the groups' presentations, stories, videos, or mind maps. Have each group present their work and invite the class to ask questions or provide feedback.Assessment:- Formative Assessment: Monitor student participation during the activities and provide feedback on their progress.- Summative Assessment: At the end of the unit, administer a writtentest or an oral presentation to evaluate students' understanding of the key concepts.Reflection and Adaptation:- Reflection: After the completion of the lesson, reflect on the effectiveness of integrating technology into the classroom. Consider what worked well and what could be improved.- Adaptation: Adjust the lesson plan as needed to better suit the students' needs and preferences. For example, if a particular activity was not well-received, consider modifying it for the next session.Conclusion:This practical design for English language teaching demonstrates how technology can be effectively integrated into the classroom to enhance the learning experience. By incorporating various digital tools and platforms, teachers can create a more engaging, interactive, and effective learning environment that prepares students for the challenges of the digital age.第3篇IntroductionThe purpose of this English teaching design is to create an engaging and interactive learning environment that incorporates technology to enhance the learning experience of students. This case study focuses on a secondary school English class in China, where the target group is students in Grade 8. The lesson aims to improve students' reading comprehension and vocabulary acquisition skills through the use ofdigital tools and multimedia resources.ObjectiveBy the end of the lesson, students will be able to:1. Comprehend the main ideas and details of a given text.2. Expand their vocabulary through the use of digital dictionaries and interactive games.3. Develop critical thinking skills by analyzing and evaluating the content of the text.4. Demonstrate their understanding of the text through various forms of digital presentations.Materials and Resources1. Interactive whiteboard or computer projector.2. Projector-connected laptop with internet access.3. Digital dictionaries (e.g., Oxford Dictionaries Online).4. Vocabulary-building apps (e.g., Quizlet, Anki).5. Online reading materials (e.g., articles, stories, videos).6. Presentation software (e.g., PowerPoint, Google Slides).7. Handouts with text excerpts and questions.Teaching Procedure1. Warm-up (5 minutes)- Begin the lesson with a quick review of the previous lesson's vocabulary using a digital dictionary.- Engage students in a brief discussion about their weekendactivities using a digital platform (e.g., Padlet) to encourage interaction and participation.2. Introduction (5 minutes)- Introduce the theme of the lesson and the text to be studied using a digital presentation.- Highlight the learning objectives and expectations for the students.3. Pre-reading (10 minutes)- Use a digital platform to show a related video or image to activate prior knowledge and generate interest in the topic.- Distribute handouts with a few questions about the text to be studied. Encourage students to discuss their predictions with a partner.4. Reading (20 minutes)- Project the text on the interactive whiteboard or computer screen.- Divide the text into sections and have students read silently or in pairs.- Use a digital dictionary to look up any unfamiliar vocabulary words.- Encourage students to take notes on key information and main ideas.5. Comprehension Check (10 minutes)- Use a digital platform (e.g., Kahoot!, Quizizz) to assess students' understanding of the text.- Review the answers and discuss any misconceptions or difficult concepts.6. Vocabulary Building (15 minutes)- Introduce new vocabulary words related to the text using a vocabulary-building app.- Have students practice using the new words in sentences or complete exercises on the interactive whiteboard.7. Critical Thinking (10 minutes)- Present a series of questions or prompts that require students to analyze and evaluate the content of the text.- Encourage students to share their opinions and support their arguments with evidence from the text.8. Presentation (10 minutes)- Have students work in groups to create a digital presentation (e.g., using PowerPoint or Google Slides) summarizing their understanding ofthe text.- Allow each group to present their findings to the class.9. Closing (5 minutes)- Conclude the lesson by summarizing the main points discussed andthe new vocabulary introduced.- Assign homework that includes further reading and vocabulary practice.Assessment1. Formative Assessment:- Observe students' participation in discussions and group activities.- Monitor students' use of digital tools and resources during the lesson.- Use digital platforms to assess students' understanding of the text and vocabulary.2. Summative Assessment:- Evaluate students' digital presentations and their ability to summarize the text.- Assign a reflective essay or journal entry where students can express their thoughts on the text and the use of technology in the classroom.ConclusionThis English teaching design incorporates technology to create a dynamic and interactive learning environment that supports students' reading comprehension and vocabulary acquisition skills. By utilizing digital tools and resources, students are able to engage with the material in new and exciting ways, enhancing their learning experience and promoting critical thinking skills.。
小学三年级下册第十次英语第1单元期末试卷(答案和解释)

小学三年级下册英语第1单元期末试卷(答案和解释)英语试题一、综合题(本题有50小题,每小题2分,共100分.每小题不选、错误,均不给分)1.Which of these animals is known for its long neck?A. GiraffeB. ElephantC. LionD. Bear2.Where is the cat?A. The cat is on the table.B. The cat on table.C. The cat is the table.D. On the cat is table.3.Which sentence is in the simple present tense?A. I eat breakfast every morning.B. I ate breakfast every morning.C. I will eat breakfast every morning.D. I am eating breakfast every morning.4.Which of these is used to cut?A. KnifeB. SpoonC. ForkD. Plate5.How do you say "谢谢" in English?A. GoodbyeB. PleaseC. SorryD. Thank you6.What is the color of a school bus?A. YellowB. BlueC. GreenD. Red7.Which sentence is correct?A. I saw a elephant in the zoo.B. I saw an elephant in the zoo.C. I saw the elephant in the zoo.D. I saw elephant in the zoo.8.What is the opposite of "big"?A. SmallB. TallC. HeavyD. Fast9.Which of these words is a color?A. RunB. RedC. JumpD. Sing10.Which of these words is a fruit?A. CarrotB. AppleC. DogD. Table11.What do we use to write on a blackboard?A. PenB. ChalkC. KnifeD. Fork12.What do you wear on your feet?A. ShirtB. ShoesC. HatD. Gloves13.What do we use to clean our teeth?A. BrushB. SpoonC. PlateD. Knife14.Which of these is used to write?A. SpoonB. PenC. PlateD. Shoes15.Which one is a fruit?A. LettuceB. CarrotC. AppleD. Potato16.Which animal lives in the jungle?A. TigerB. DogC. CowD. Elephant17.Which of these is used to play a game?A. BallB. ChairC. TableD. Book18.What is the opposite of "hot"?A. ColdB. WarmC. SweetD. Hard19.Which of these words is a noun?A. SingB. QuicklyC. AppleD. Run20.What color is the sky?A. GreenB. YellowC. BlueD. Pink21.What is the opposite of "fast"?A. SlowB. BigC. TallD. Heavy22.Which one is a tool?A. ScissorsB. SpoonC. PlateD. Chair23.I ______ (study) English for three years. I ______ (like) learning English because it ______ (help) me communicate with people from different countries. Last week, my teacher ______ (give) us a homework assignment to write a short story. I ______ (finish) it yesterday and ______ (hand) it in.24.My sister ______ (be) very good at drawing. She ______ (draw) pictures every day. Yesterday, she ______ (draw) a picture of a beautiful sunset. I ______ (watch) her work, and I ______ (feel) amazed by her talent. She ______ (give) me the picture as a gift.25.I _______ a sandwich for lunch.A. eatB. eatsC. eatingD. ate26.What color is an orange?A. GreenB. BlueC. RedD. Orange27.Which month comes after July?A. JuneB. AugustC. SeptemberD. October28.How many days are in a week?A. 5B. 7C. 10D. 1429.Which fruit is yellow?A. OrangeB. BananaC. AppleD. Grape30.What is the opposite of "heavy"?A. LightB. TallC. BigD. Small31.Which word means "fast"?A. SlowB. QuickC. TallD. Hot32.What color is a ripe banana?A. RedB. YellowC. GreenD. Blue33.Which of these is a number?A. ChairB. FiveC. BookD. Spoon34.What do we use to write?A. PenB. TableC. ChairD. Book35.What is the opposite of "up"?A. LeftB. RightC. DownD. Forward36.What do you usually do in the morning before you go to school?A. Take a napB. Brush your teethC. Eat lunchD. Watch TV37.I love going to the zoo with my parents. Last weekend, we went to see the pandas. The pandas were sitting in a tree and eating __. They looked very cute, and many people were taking pictures of them. After that, we went to see the lions. The lions were lying under a tree, resting in the __. It was a sunny day, and we all enjoyed the visit to the zoo.38.What’s the weather like today?A. It’s raining.B. It’s a cat.C. It’s a book.D. It’s Monday.39.What do we use to write on paper?A. ScissorsB. PenC. EraserD. Ruler40.We ______ (have) a test yesterday. I ______ (study) very hard for it. When I______ (get) the results, I ______ (feel) happy because I ______ (do) well on the test. My teacher ______ (say) I ______ (improve) a lot.41.Which of these is a cold drink?A. Hot waterB. LemonadeC. CoffeeD. Tea42.Which of these animals is a mammal?A. FishB. BirdC. TigerD. Turtle43.My dad is a __, and he works in a big __. Every day, he wears a __ to work and carries a __ with him. After work, he likes to relax at home with our family. On weekends, he sometimes takes us to the __ to watch a movie. He is a very busy but kind father.44.Fill in the blank with the correct preposition: We will meet _______ the library at 3 p.m. We need to bring all _______ our books and notes to the meeting. The meeting will be held _______ the third floor of the building.45.Which of these is the opposite of "happy"?A. SadB. TallC. FastD. Quiet46.Which of these is an animal that can fly?A. CatB. BirdC. FishD. Dog47.What do we use to write?A. PenB. KnifeC. PlateD. Spoon48.Which one is a pet?A. DogB. TigerC. ElephantD. Lion49.What is the opposite of "old"?A. YoungB. TallC. HeavyD. Light50.What animal is King of the Jungle?A. ElephantB. LionC. TigerD. Bear (答案及解释)。
新概念英语第三册mp3打包下载

★⽆忧考新概念英语频道为⼤家整理的新概念英语第三册mp3打包下载,供⼤家参考。
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A Puma at large 逃遁的美洲狮 Listen to the tape then answer the question below. 听录⾳,然后回答以下问题。
Where must the puma have come from? Pumas are large, cat-like animals which are found in America. When reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously. However, as the evidence began to accumulate, experts from the Zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar. The hunt for the puma began in a small village where a woman picking blackberries saw 'a large cat' only five yards away from her. It immediately ran away when she saw it, and experts confirmed that a puma will not attack a human being unless it is cornered. The search proved difficult, for the puma was often observed at one place in the morning and at another place twenty miles away in the evening. Wherever it went, it left behind it a trail of dead deer and small animals like rabbits. Paw prints were seen in a number of places and puma fur was found clinging to bushes. Several people complained of "cat-like noises' at night and a businessman on a fishing trip saw the puma up a tree. The experts were now fully convinced that the animal was a puma, but where had it come from? As no pumas had been reported missing from any zoo in the country, this one must have been in the possession of a private collector and somehow managed to escape. The hunt went on for several weeks, but the puma was not caught. It is disturbing to think that a dangerous wild animal is still at large in the quiet countryside. New words and expressions ⽣词和短语 puma n. 美洲狮spot v. 看出,发现 evidence n. 证据 accumulate v. 积累,积聚 oblige v. 使……感到必须 hunt n. 追猎;寻找 blackberry n. ⿊莓 human being ⼈类 corner v. 使⾛投⽆路,使陷⼊困境 trail n. ⼀串,⼀系列 print n. 印痕 cling v. 粘 convince v. 使……信服somehow adv. 不知怎么搞地,不知什么原因 disturb v. 令⼈不安参考译⽂美洲狮是⼀种体形似猫的⼤动物,产于美洲。
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Lesson 3-4: ‘The Black Cat’ by Edgar Allan Poe (Notes to class discussion) Name: __________________________________ Section: ___________The unreliable narrator- This entire story is filtered through the point of view of the diseased, guilty imagination ofthe narrator- In the opening, he says he is not mad, not dreaming, and yet doesn‟t expect people to believe him. →the only reason to explain this claim is that he is LYING.- Insists on his sanity, keen on assuring the readers that he is not mad. But the more hetries to explain the events irrational, the more we discover about his insanity.- “a series of mere household events” →challenges readers‟ perception of his behavior→the description is obviously inadequate to describe such horrifying crime- “the ordinary succession of very natural causes and effects” → in reality no succession(logical sequence) can be found.- Admits that he indulges in drinking, but offers no explanation of what lay behind thisdesire to escape through alcohol, or why his drinking habit would cause him to behave in such a violent way → unable to deal with his inner dark side → resorts to drinking toparalyze his mind → alcohol is seen as a symptom of self-destruction- He says the events have “natural causes and effects”, but apparently he attempts toperceive these events with supernatural elements.Use of supernatural elements to perceive the reality (only in the mind of the narrator)undercut his credibility:-Recalls his wife saying b lack cats are …witches in disguise‟-imprint of dead cat→ narrator tries to provide a rational explanation in order to dispelhis terror-the patch of white fur on the second cat‟s chest which gradually c hanges until itresembles gallows→ a reminder to his subconscious guilt over killing the cat / revealshis death instinct(Freud‟s theory: the impulse within all for self-destruction)– the narrator has a premonition of where he is going to end up (hanging from a rope)→We allhave the experience of looking at a certain object – a cloud in the sky, perhaps, a shadowon a wall, or a distinctive pattern in a piece of wood – that at first has nothingremarkable about it but then suddenly appears to resemble a face or some other familiarobject or creature. → must have something to do with our subconscious mindThe narrator‟s disturbed, abnormal mind / One-sided psychic development- Emotionally undeveloped and unbalanced →Never developed the ability to have good relationship with others / past disappointments in his attempts to create bonds with others - Repression of childhood abuse for feminine qualities (his “tenderness for heart”) / teased by friends at childhood /- “paltry friendship and gossamer fidelity of mere Man”→ suggest that he has experiencedbetrayal by friends and unhappy friendships in the past- Downside of immature marriage, problems with relationships, his marriage in particular He hates is wife, but the social pressure imposed upon him by the institution of marriage forces him to submerge his feelings, and eventually projects the hatred towards his wife on the black cat- Anxiety threatens his self-esteem and security, leading to a combination of repression and displacement- Even his kindness and tender-heartedness as a youth is out of balance, a sentimentalitythat seems unnatural because it was carried to excess – friends laugh at him- No healthy way to deal with his darker side (darker side is repressed)- Harms animals because animals are morally superior to mere humans he resents animals for being morally superior to himself- Shares the same personality (love animals) with his wife – no room for anything else in his mind and emotions. When other elements of his psyche strive for expression, they are denied, until a breaking point that pushes him to destructive behavior.- Hardly any remorse- Even the initial remorse over the loss of Pluto‟s eyes is …a feeble and equivocal feeling, and the soul remained untouched‟- Blames everything on perverseness and the cat as if he can‟t exercise his free will, that murmuring his wife is a natural consequence so that he can minimized hisresponsibility“spirit of PERVERSENESS” – a fundamental part of human character according to the narrator- “one of the primitive impulses of the human heart”- Prompts him to do the opposite of what he knows to be right- evade taking personal responsibility for his own actions, although he is aware that what he has done is a sin and would be offensive to God.- Just an excuse to justify a catastrophic moral failing, as if he could not help it because it is a law dictating human nature / the narrator invents what he claims to be an aspect of human condition so that he can evade from responsibility and guilt- Evert Augustus Duykinck says in a critique that such perverseness should be “rightly classed, not among the original impulses of humanity, but among the phenomena of insanity.”- Perverseness ensures that a person does something for the very reason that he should not do it; he does wrong simply for the sake of it, because it has an irresistible attraction for him.- We all have the pleasure of defying moral authority at some point of our life. We break school rules just because we find pleasure in breaking rules. We peer into the abyss – we grow dizzy ad sick. Our first impulse is to shrink from the danger, but unaccountably we remain.Why “a large splotch of white” on the second cat‟s chest?-The second cat is adopted out of guilt and remorse. The narrator wants to make compensation after the death of Pluto. The “large splotch of white” may symbolize his remaining conscience. But as the narrator can‟t process his repressed dark feelings (of his hatred for his wife and subconscious guilt) in a normal manner, this pattern of white fur slowly amplifies his guilt and serves as a premonition of his downfall by changing to gallows in his mind.Why does the narrator brag about the solid construction of the wall and raps on the wall with his cane?- Statement to the police and rapping of spot of the wall where the corpse is buried is completely unnecessary- Unconscious desire to be caught (inner guilt and remorse)- enjoy his moment of triumph over the forces of law and order, an act of pride and arrogance stemming from his inner security and anxiety.Narrator‟s wife- Unnamed / physical appearance not described / character is little developed- Kind disposition, enjoys animals, puts up with the narrator without complaints, endlessly patient – every sign of being a good wife- Wife‟s goodness leads to her death, since her lack of reaction towards his physical assault arouses the narrator‟s furySymbolic meaning of Pluto and the second cat1)The darker forces within the narrator‟s personality that he at first attempts to repressbut which eventually establish control over him / decay in the narrator‟s soul-Pluto – In Greek mythology, it is the god of death and the underworld-The presence of the cat is a reminder of his lack of psychic wholeness-Since he has failed to integrate this “dark” side of his personality in a manner that would enable him to live a stable, productive life (his id and superego fail to worktogether to achieve a balanced ego), the symbol of this deficiency, the black cat, follows him around everywhere.-The narrator appears to have no understanding of his psychic processes, all he can do is lash out in ignorance and destroy the cat.-Since he has not cured his original condition, another cat soon appears on the scene and functions as an even more direct symbol of the narrator‟s guilt and of the fate that awaits him.-When the second cat disappears after he kills wife, he sleeps well and is completely relieved → reinforces the idea that the black cat represents his inner dark side → cat (dark side), sleeps well-At the end, the second black cat is found perching on the corpse‟s head, one more indication that the cat is a reminder of a dark, disturbed MIND (INSIDE THE HEAD).2)The narrator‟s hidden hatred for his wife-The cat is a displacement of his wife. Killing the cat reflects a desire to kill his wife-Why hate his wife?He resents the humble devotion of his wife, sweet-natured, patient, uncomplaining despite endless violence and abuse. / The narrator despises his wife for her weakness in being the “uncomplaining wife, the most patient of sufferers”. He physically assaults and abuses his wife, but she never fights back / Her lack of reaction is a constant irritant the husband.-Whenever the narrator mentions his wife, the cat is close by. →the intimacy between husband and wife →the cat represents his wife-The mysterious apparition of the cat appears on the wall above the couple‟s bed → adds to the idea of the cat is a representation of his wife, who shares the same bed with him -How the second cat clings to the narrator mirrors the physical intimacy between a husband and wife →…fastening its long claws in my dress‟, …chamber, in this manner, to my breast‟ and …its vast weight was incumbent on my heart” →The narrator‟s fear for the cat‟s being so sticky to him is an indication of his resentment for his wife.-The narrator has stronger guilt after killing Pluto –“I blush, I burn, I shudder”, but he expresses no such feeling when he records the murder of his wife, which he relates in a flat, matter-of-fact tone. He even sleeps well after the murder.-“It takes two people to make a murder”–The wife‟s timid nature may be a false impression created by a frightened woman. Her inability to stand up for herself may have drawn the narrator‟s aggression towards her. → The wife, well-aware of how her husband‟s distort ed mind works, uses her only weapon against him. She points out that black cats are …witches in disguise‟. She keeps pointing out to him the patch of white fur on the cat‟s chest, where he eventually sees the gallows. She is taking advantage of his inner guilt to produce the desired effect, to terrorize the terrorist.Symbolic meaning of the wall / house-Symbolizes his remaining conscience and sanity.-The house burnt symbolizes the narrator‟s remorse and guilt is being wiped out-The wall, which signifies sanity, is well-constructed and solid according to the narrator, but ultimately dismantled by justice (the police) -- an irony (EXPECTATION: a solid wall and house does not crumble; REALITY: the house is burnt, the wall crumbles and exposes evidence of his murder)。