Unit 3 A Hanging 练习答案演示教学

U n i t3A H a n g i n g课文翻译Unit 3A HangingA HANGINGGeorge Orwell1. It was in Burma, a sodden morning of the rains. We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages. Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two.Detailed Reading2. One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tightly to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening.3. Eight o'clock struck and a bugle call floated from the distant barracks. The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick, raised his head at the sound. "For God's sake hurry up, Francis," he said irritably. "The man ought to have been dead by this time. Aren't you ready yet?"4. Francis, the head jailer, a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. "Yes sir, yes sir," he bubbled. "All is satisfactorily prepared. The hangman is waiting. We shall proceed."5. "Well, quick march, then. The prisoners can't get their breakfast till this job's over."6. We set out for the gallows. Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him. The rest of us, magistrates and the like, followed behind.7. It was about forty yards to the gallows. I watched the bare brown back of the prisoner marching in front of me. He walked clumsily with his bound arms, but quite steadily. At each step his muscles slid neatly into place, the lock of hair on his scalp danced up and down, his feet printed themselves on the wet gravel. And once, in spite of the men who gripped him by each shoulder, he stepped slightly aside to avoid a puddle on the path.8. It is curious, but till that moment I had never realized what it means to destroy a healthy, conscious man. When I saw the prisoner step aside to avoid the puddle I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide. This man was not dying, he was alive just as we are alive. All the organs of his body were working -- bowels digesting food, skin renewing itself, nails growing, tissues forming -- all toiling away in solemn foolery. His nails would still be growing when he stood on the drop, when he was falling through the air with a tenth of a second to live. His eyes saw the yellow gravel and the gray walls, and his brain still remembered, foresaw, reasoned -- reasoned even about puddles. He and we were a party of men walking together, seeing, hearing, feeling, understanding the same world; and in two minutes, with a sudden snap, one of us would be gone -- one mind less, one world less.9. The gallows stood in a small yard. The hangman, a gray-haired convict in the white uniform of the prison, was waiting beside his machine. He greeted us with a servile crouch as we entered. At a word from Francis the two warders, gripping the prisoner more closely than ever, half led half pushed him to the gallows and helped him clumsily up the ladder. Then the hangman climbed up and fixed the rope around the prisoner's neck.10. We stood waiting, five yards away. The warders had formed a rough circle round the gallows. And then, when the noose was fixed, the prisoner began crying out to his god. It was a high, reiterated cry of "Ram! Ram! Ram! Ram!" not urgent and fearful like a prayer or a cry for help, but steady, rhythmical, almost like the tolling of a bell.11. The hangman climbed down and stood ready, holding the lever. Minutes seemed to pass. The steady crying from the prisoner went on and on, "Ram! Ram! Ram!" never faltering for an instant. The superintendent, his head on his chest, was slowly poking the ground with his stick; perhaps he was counting the cries, allowing the prisoner a fixed number -- fifty, perhaps, or a hundred. Everyone had changed color. The Indians had gone gray like bad coffee, and one or two of the bayonets were wavering.12. Suddenly the superintendent made up his mind. Throwing up his head he made a swift motion with his stick. "Chalo!" he shouted almost fiercely.13. There was a clanking noise, and then dead silence. The prisoner had vanished, and the rope was twisting on itself. We went round the gallows to inspect the prisoner's body. He was dangling with his toes pointing straight downward. Very slowly revolving, as dead as a stone.14. The superintendent reached out with his stick and poked the bare brown body; it oscillated slightly. "He's all right," said the superintendent. He backed out from under the gallows, and blew out a deep breath. The moody look had gone out of his face quite suddenly. He glanced at his wrist watch. "Eight minutes past eight. Well, that's all for this morning, thank God."15. The warders unfixed bayonets and marched away. We walked out of the gallows yard, past the condemned cells with their waiting prisoners, into the big central yard of the prison. The convicts were already receiving their breakfast. They squatted in long rows, each man holding a tin pannikin, while two warders with buckets march round ladling out rice; it seemed quite a homely, jolly scene, after the hanging. An enormous relief had come upon us now that the job was done. One felt an impulse to sing, to break into a run, to snigger. All at once everyone began chattering gaily.16. The Eurasian boy walking beside me nodded toward the way we had come, with a knowing smile, "Do you know sir, our friend (he meant the dead man) when he heard his appeal had been dismissed, he pissed on the floor of his cell. From fright. Kindly take one of my cigarettes, sir. Do you not admire my new silver case, sir? Classy European style."17. Several people laughed -- at what, nobody seemed certain.18. Francis was walking by the superintendent, talking garrulously, "Well, sir, all has passed off with the utmost satisfactoriness. It was all finished -- flick! Like that. It is not always so -- oah no! I have known cases where the doctor was obliged to go beneath the gallows and pull the prisoner's legs to ensure decease. Most disagreeable."19. "Wriggling about, eh? That's bad," said the superintendent.20. "Ach, sir, it is worse when they become refractory! One man, I recall, clung to the bars of his cage when we went to take him out. You will scarcely credit, sir, that it took six warders to dislodge him, three pulling at each leg."21. I found that I was laughing quite loudly. Everyone was laughing. Even the superintendent grinned in a tolerant way. "You'd better all come and have a drink," he said quite genially. "I've got a bottle of whiskey in the car. We could do with it."22. We went through the big double gates of the prison into the road. "Pulling at his legs!" exclaimed a Burmese magistrate suddenly, and burst into a loud chuckling. We all began laughing again. At that moment Francis'anecdote seemed extraordinarily funny. We all had a drink together, native and European alike, quite amicably. The dead man was a hundred yards away.1. 那是发生在缅甸的事情。

答卷时应注意事项１、拿到试卷，要认真仔细的先填好自己的考生信息。

２、拿到试卷不要提笔就写，先大致的浏览一遍，有多少大题，每个大题里有几个小题，有什么题型，哪些容易，哪些难，做到心里有底；３、审题，每个题目都要多读几遍，不仅要读大题，还要读小题，不放过每一个字，遇到暂时弄不懂题意的题目，手指点读，多读几遍题目，就能理解题意了；容易混乱的地方也应该多读几遍，比如从小到大，从左到右这样的题；４、每个题目做完了以后，把自己的手从试卷上完全移开，好好的看看有没有被自己的手臂挡住而遗漏的题；试卷第１页和第２页上下衔接的地方一定要注意，仔细看看有没有遗漏的小题；５、中途遇到真的解决不了的难题，注意安排好时间，先把后面会做的做完，再来重新读题，结合平时课堂上所学的知识，解答难题；一定要镇定，不能因此慌了手脚，影响下面的答题；６、卷面要清洁，字迹要清工整，非常重要；７、做完的试卷要检查，这样可以发现刚才可能留下的错误或是可以检查是否有漏题，检查的时候，用手指点读题目，不要管自己的答案，重新分析题意，所有计算题重新计算，判断题重新判断，填空题重新填空，之后把检查的结果与先前做的结果进行对比分析。

亲爱的小朋友，你们好!经过两个月的学习，你们一定有不小的收获吧，用你的自信和智慧，认真答题，相信你一定会闯关成功。

相信你是最棒的！Unit3Could you please clean your room?Section AI.根据句意及首字母或汉语提示补全单词。

1.—Could you please s_______the floor?It's so dirty.—Sure.2.Morn,can I buy a new_______(衬衫)?3.—Where is my soccer?—It is on the f_______under your bed in your room.4.Cindy,your room is in a m_______;you should tidy it up.5.Nancy came into her room and t_______down her bag on the sofa.II.用括号内所给单词的适当形式填空。

Unit 3A HangingTeaching PlanEstimated Time of Lesson: 270 minutes, 6 sessionsLearning Objectives1) Basic features of English descriptive narration2) Words and expressions3) George Orwell and his main works4) Writing strategies: dynamic description, first-person narration5) Discussion on theme of Text II “Shooting an Elephant”Pre-class Activity: Greeting, Course Rhythm and Task Description Relationship to Current Unit: narrative writing descriptive narration Materials: Teacher’s Book (5), English-English Dictionary, Blackboard, PPTTime Allocation:S 1-21.Pre-reading: Picture Activation, Pre-questions 10min2.Global Reading: Text Introduction, Culture Notes, Author, Structure15 min3.Detailed Reading (a): Text I: Paragraphs 1-7 65minS 3-44.Detailed Reading (b): Text I: Paragraphs 8-2290 minS 5-65.Consolidation Activities (a): Text Comprehension; Writing Strategies20 min6.Consolidation Activities (b): Language work; Oral Activities; Writing70 min7.Further Enhancement (Optional): Text II / Other Comprehensive PracticesLearning Objectives●Basic features of English descriptive narration●Key language & grammar points●George Orwell and his works●Writing strategies: dynamic description, first-person narration●Discussion on "Shooting an Elephant"Section One Pre-reading ActivitiesI. Picture ActivationHow much do you know about our nation’s criminal law? Does it contain capital punishment?Do you think the death penalty should be abolished in a civilized society?Open for discussion.II. Pre-questionsDo you think the death penalty should be abolished in a civilized society?Open for discussion.Section Two Global ReadingI. Text IntroductionThe text, which is a descriptive narration, relates a true story about the execution of a condemned prisoner in Burma. It describes experience of his watching a criminal being hanged while the author served in the British Imperial Police in Burma. The whole story is full of dynamic, gruesome, and miserable narrative descriptions that are impressive and unforgettable.II. Culture Notes1. Hindu(paragraph 2): a person who believes in and practices Hinduism, a religious tradition of Indian origin2. Dravidian达罗毗荼族人(paragraph 4) the term applied to a linguistically related group of people in India composed mainly of the traditionally lower caste members of Indian society such as the Tamil and more isolated highland tribes such as the Ghats and the Todas3. Ram (paragraph 10): Ram is the 7th incarnation of Vishnu and the central figure of the Ramayana epic. The Ramayan is the very soul of India. It is a complete guide to God-realization, the path to which lies in righteousness. The ideals of man are beautifully portrayed in it. Everyone should emulate those ideals and grow into ideal human beings and ideal citizens.III. AuthorGeorge Orwell乔治·奥威尔, Eric Arthur Blair (25 June 1903 – 21 January 1950), better known by his pen name George Orwell, was an English author. His work is marked by a profound consciousness of social injustice, an intense, revolutionary opposition to totalitarianism, a passion for clarity in language and a belief in democratic socialism.Orwell’s major worksNovelsBurmese Days (1934)Coming Up for Air (1939)Animal Farm (1945)Nineteen Eighty-Four (1949)EssaysShooting an Elephant (1936)Inside the Whale (1940)Boys' Weeklies (1940)Famous quotes“Who controls the past controls the future. Who controls the present controls the past.”“Minds are like parachutes--they only function when open”“Four legs good, two legs bad.”His InfluenceOrwell's influence on popular and political culture remains apparent, with numerous ofhis literary concepts, and the term "Orwellian" entering the popular vernacular.IV. Structural AnalysisPart 1(P1) the introductory part, which presents the background knowledgePart 2(P2-14) constitute the body of the storyPart 3(P15-22) form the denouement of the story, where thought-provoking descriptions are provided and some tragic anecdotes insertedSection Three Detailed ReadingA HANGINGGeorge OrwellI. Analysis1. Paragraph 1 AnalysisThe first part of the narrative story, introduces the setting and the characters of the story and briefly describes the bad living conditions of the condemned men, who lived in small cells,each of which measured about ten feet by ten and were quite bare within.2. Paragraphs 2-7 AnalysisThese paragraphs describe how a condemned prisoner was prepared for the gallows, how he was escorted on his way to the gallows and how he reacted, behaved, and marched.Detailed Reading3. Paragraph 8 AnalysisThis paragraph describes the writer's thoughts and feelings when he saw the prisoner step aside to avoid the puddle on the path. He realized what it meant to destroy a healthy, conscious man. He saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide.Detailed Reading4. Paragraphs 9-14 AnalysisThis part makes up the climax of the narrative story---the most shocking part of the tragic story.In this part, there is a detailed description of the terrible scene: When the hangman fixed the rope around the prisoner's neck and fastened the noose, the prisoner began crying out to his god. He kept crying steadily until he was hanged. Everyone had changed color. Also, there is a gruesome account of an inspection of the dead body, which was slowly revolving, as dead as a stone.5. Paragraphs 15-22 AnalysisThese paragraphs form the denouement or conclusion of the story, where thought-provoking descriptions are provided and some disagreeable anecdotes inserted.II. Questions for ParagraphsParagraph 1: questions1. Where and when did the story take place?The story took place in Burma on a sodden morning of the rains.2. Provide a general description of the condemned cells.The condemned cells, a row of sheds fronted with double bars, were like small animal cages. Each cell was about ten feet long and ten feet wide and was quite bare within except for a plank bed and a pot for drinking water. In some of the cells brown silent men were squatting at the inner bars, with their blankets draped round them.3. Try to understand the different uses of “condemned” in Paragraph 1.“the condemned cells”“the condemned men”The core word of the former is inanimate, while the latter animate.Paragraph 2: questions1. How many warders were guarding the convicted man and preparing him for the gallows? How were the warders guarding the man?Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and bound his arms tightly to his sides. They crowded very close about him, their hands gripping him carefully all the while, as if feeling him to make sure he was there.2. How did the man react while the warders were getting him ready?The condemned prisoner stood without trying to put up any resistance. He quite willingly let his limp arms be tied up with the ropes, as though he paid no attention to what was happening.Paragraph 6: questionHow was the condemned man escorted to the gallows?Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him.Paragraph 7: questionHow did the prisoner walk?He walked clumsily with his bound arms, but quite steadily. At each step his muscles slid neatly into place, the lock of hair on his scalp moved rhythmically up and down, and his feet left footmarks on the wet gravel which formed the surface of the path. And once, in spite of the men who gripped him by each shoulder, he stepped slightly aside to avoid a puddle on the path.Paragraph 8: question1. What is the main idea of this paragraph?This paragraph conveys the message that the writer saw the unspeakable wrongness of putting a life to an end when it is in full tide. In other words, he realized that it was terribly wrong to hang a healthy, conscious man.2. How do you understand the sentence “his eyes saw the yellow gravel and the grey walls”?It paints a picture of the monotonous splashes of colors at the prison, or perhaps the image may relate to grave (which is a symbol of death).This emphasizes the fact that the prisoner is doomed, and providing a touch of depression or death by making use the dull colors.Paragraph 8: activityQuestion for discussionWhat does the author imply by repeating “the prisoner stepped aside to avoid the puddle”? (Para s. 7-8)On one hand it shows that he is mentally and physically healthy and vigilant; on the other hand the puddle may foreshadow his doomed fate of being executed, and that hisvain attempts to avoid the puddles will not be able to help him to escape from it.Paragraph 9: questionWhat does Paragraph 9 tell us?This paragraph first tells us something about the hangman, then it states the fact that the prisoner was half led and half pushed to the gallows, and finally the hangman fixed the rope around the prisoner's neck.Paragraph 10: question1. What do Paragraphs 10 and 11 describe?They describe the most shocking scene: When the noose was fixed, the prisoner began crying out to his god. It was a high, reiterated cry of "Ram! Ram! Ram! Ram!" It was a steady, rhythmical cry, almost like the tolling of a bell. Minutes seemed to pass. The steady crying from the prisoner continued, "Ram! Ram! Ram!" never faltering for an instant. The superintendent perhaps was counting the cries. Everyone was feeling sad, frightened and shocked.2. How do you understand the prisoner’s persistent crying of “Ram! Ram! Ram!” here?Fear?Belief?Protesting?Paragraph 12: questionWho issued the order to hang the prisoner? And how was it given?It was the superintendent who gave the order to execute the prisoner on the gallows. He suddenly made up his mind and issued the order by shouting fiercely.Paragraph 13: questionWhat does Paragraph 13 describe?This paragraph presents a description like this: A clanking noise was followed by dead silence. The prisoner had vanished instantly. An inspection was made of the dead body, which was dangling with his toes pointing straight downward.Paragraph 14: question1. How did the superintendent make sure that the prisoner was dead?The superintendent reached out with his stick and poked the bare brown body; it oscillated slightly. Thus, he made sure that the prisoner was absolutely dead.2. What can be inferred from "Eight minutes past eight. Well, that's all for this morning,thank God." uttered by the superintendent?These two sentences uttered by the superintendent imply that the hanging of the condemned man was about eight minutes late, that the prisoner was the only one who was intended to be hanged that morning, that it was a difficult task to have the prisoner killed, and that hanging condemned prisoners was a daily routine for the superintendent, warders, magistrates, etc. Now that the job was done, the superintendent felt relieved.Paragraph 15: questions1. Describe the scene that the convicts were receiving their breakfast.When the convicts were receiving their breakfast, they squatted in long rows, each man holding a tin pannikin, while two warders with buckets march round ladling out rice; it seemed quite a homely, jolly scene, after the hanging.2. How did the judicial officers feel after the Hindu was hanged?The judicial officers were feeling enormously relieved now that the job was done. One felt an impulse to sing, to break into a run, to snigger. All at once everyone began chattering gaily. Anecdotes were narrated and enjoyed.Paragraph 16: questionWhat anecdote did the Eurasian boy tell the writer?The boy told the writer that his friend (he meant the dead man) had urinated on the floor of his cell from fright when he heard his appeal had been dismissed.Paragraph 18: question1. What did Francis think of the hanging of the Hindu?Francis was satisfied that the Hindu had been hanged most effectively and most satisfactorily because shortly afterwards the dead convict was dangling with his toes pointing straight downwards. Francis had known most disagreeable cases where the doctor was obliged to go beneath the gallows and pull the prisoner's legs to ensure death/decease.2. Why did Francis mention other cases?Because he wanted to make a contrast to emphasize that the death of the Hindu was instant whereas in other difficult cases the doctor was obliged to go beneath the gallows and pull the prisoner's legs to finish the prisoner off.Paragraphs 20-21: questionRetell the head jailer's anecdote which seemed extraordinarily funny to the writer. Is it really funny to you?I don’t think it funny at all. In fact, it was most tragic. It was worse when convictsbecame difficult to control! One man, Francis recalled, clung to the bars in his cage when he and others went to take him out. It was scarcely believable that it took six warders to dislodge him, three pulling at each leg.Obviously, the man's death was a most miserable tragedy; it was absolutely not "exceptionally funny."Paragraphs 21-22: questions1. What can we infer from the last two paragraphs?We can infer that in the writer's eyes, the judicial officers, even including the writer, the head jailer, and the superintendent, were all cold-blooded, unfeeling and inhuman. The reasons were quite clear. When the anecdotes were told, the judicial officers thought of them as extremely funny, and laughed or grinned, or chuckled loudly; they all had a drink together quite amicably, though the dead man was just a hundred yards away.2. What is the writer's purpose of narrating this story?By reading the narrative story we can infer the writer's purpose. On the one hand, he intended to tell the readers how badly those convicts in Burma were treated and how tragically they were put to death; on the other hand, the narrator wanted to inform the public how cruel, inhuman and unsympathetic those judicial officers in Burma were becoming. More importantly, the writer purported to assert his stand as an abolitionist.III. Language Work of ParagraphsParagraph 1“It was in Burma, a sodden morning of the rains.”Paraphrase:The story took place in Burma on a very wet morning during the rainy season.the condemned cells: the very small rooms in a prison where prisoners, who had been sentenced to death and who were due to be hanged within a week or two, were being kept“a row of sheds fronted with double bars”Explanation:a line of one-story buildings whose front was strengthened with both inner and outer bars“Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water.”Paraphrase: Each condemned cell was about ten feet long and ten feet wide, in each of which there was only a plank bed and a pot for drinking water.squat vi. a. sit on one's heels or on the ground with the knees drawn up under or close to the body; b. occupy an empty building or settle on unoccupied land, etc. without permissione.g. The old man was squatting down by the fire, smoking a tobacco pipe.Some homeless people were squatting in that deserted house.drape sth. round/over sth. else: hang (cloth, curtains, a cloak, etc.) loosely on sth. elsee.g. A fur coat was draped round her shoulders.Dustsheets were draped over the furniture in the house.Paragraphs 2-7warder n. a jailer, a person who works as a guard in a prisone.g. The POWs (prisoners of war) clubbed their warder to death and escaped from the concentration camp.handcuff n. a pair of lockable linked metal rings for securing a prisoner's wrists vt. put handcuffs one.g. The detective took out his handcuffs and put it on the man's wrist.The policeman pounced upon the terrorist and had him handcuffed before he could make an attempt to resist.lash vt. fasten things together securely with ropes, etc.; tie sth. securely in position with ropes, etc.e.g. The slave trader lashed the slaves tightly to rings on the board.The captain lashed down the cargo on the deck.“But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening.”Paraphrase: But he stood, without putting up any resistance. He let the warders bind up his limp arms with the ropes, as if he were not aware of what was happening.float vi. move in air, water or gas; drift slowlye.g. Look! A red and yellow balloon is floating across the blue sky.The aroma of the brewed coffee floated from the kitchen.“Eight o'clock struck and a bugle call floated from the distant barracks.”Paraphrase:The clock struck eight o'clock and a bugle call drifted from the distant barracks.“The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick.”Paraphrase: The head of the jail, who was standing at a distance from the rest of us,feeling so gloomy and sullen that he was poking the gravel with his stick.prod vi. to poke sth. with one's finger or sth. pointede.g.The boy is prodding the sandy beach with a stick, enjoying it very much.For God's sake: This phrase is used when you want to make a request or ask a question or when you are annoyed, surprised, impatient, etc.Variations:For (heaven's/Christ's/goodness'/Pete's) sake"Yes sir, yes sir," he bubbled.Paraphrase: "Yes sir, yes sir," he uttered in a lively manner.quick march :a military command to tell the soldiers to walk or march fast in an orderly, neat and regular manner“gripping him by arm and shoulder”Explanation: holding him firmly by arm and shoulderbare brown backNote: two rhetorical devices are applied here, namely, alliteration (头韵) and metonymy(借代)slide v. (cause to) move smoothly along an even, polished or slippery surface; (cause to) move quietly so as not to be noticede.g. We are to slide the box by exerting a force on it.The thief slid out while nobody was looking.“the lock of hair on his scalp danced up and down, his feet printed themselves on the wet gravel”Paraphrase: the cluster of hair on top of his head moved rhythmically up and down, and his feet left prints on the wet grainy stones that formed the surface of the path. puddle n. a small pool of water, esp. of rain water on a path or roadParagraph 8“When I saw the prisoner step aside to avoid the puddle I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide.”Paraphrase: When I watched the prisoner walk aside to evade the pool of rain water on the path, I realized how awfully wrong it was to hang an active, healthy and conscious man.unspeakable adj. (usu. derogatory) indescribable; that can not be expressed in wordse.g. I was shocked by the unspeakable cruelty of the terrorists who killed so many innocent people.The writer of this narrative piece laid bare the unspeakable corruption of the government.“all toiling away in solemn foolery.“Paraphrase: All the organs of his body were playing their normal functions, all were working very hard and solemnly, but they were doing something useless because they would be destroyed in a few minutes.on the drop: on the trapdoor on the gallowswith a sudden snap: with a sudden sharp noise; with a sudden sharp crackParagraphs 9-14convict n. a person who has been convicted of crime and who is being punished, esp. by imprisonmente.g. All the convicts in the prison were due to be hanged in a couple of weeks. servile a. too ready to obey others; lacking independencee.g. I strongly dislike his servile flattery and his servile manner.crouch vi. lower the body by bending the knees, e.g. in fear or to hiden. in a crouching positione.g. The cat crouched, ready to leap.The little boy crouched behind the sofa.The children all dropped down into a crouch before the meeting began.noose n. a loop with a running knot, tightening as the rope is pullede.g. When the noose was fixed, the prisoner was blindfolded.The convicted man is facing the hangman's noose.reiterate vt. say or do sth. again or repeatedlye.g. The professor reiterated his proposal so that everybody might consider it carefully.toll vt. ring a bell with slow, regular strokes, esp. for a death or funerale.g. The bell is being tolled for the death of terrorism.“never faltering for an instant”Paraphrase: never wavering for a momentfalter vi. (of one's voice) waver; speak hesitatingly; act, move, or walk hesitatingly usu. because of fear, weakness, or indecisione.g. His voice faltered as he tried to speak.Jane walked boldly up to the platform without faltering.The commander faltered for some time before he declared the command.“his head on his chest”: he was lowering/hanging his head“Everyone had changed color.”Paraphrase: Everyone was feeling so horrified that their faces turned paler.dangle v. hang or swing loosely; hold sth. so that it swings looselye.g. I have a bunch of keys dangling at the end of a chain.He dangled his watch in front of the baby.“Very slowly revolving, as dead as a stone.”Paraphrase: His dead body was turning in a circle slowly.revolve v. (of a planet, etc.) move in a circular orbit; (cause to) go round in a circle; rotate; have sb. or sth. as one's chief concern; centre on sb. or sth.e.g. The earth revolves around the sun on its axis.The discussion revolved around the measures to be taken to ease traffic congestion.oscillate v. (cause to) move repeatedly and regularly from one position to another and back again; keep moving backwards and forwards between two extremes of feeling, behavior, opinion, etc.; wavere.g. A pendulum oscillates.Manic depressives oscillate between depression and elation."He's all right," said the superintendent.Paraphrase: "The convicted man is absolutely dead," remarked the chief warder.“He backed out from under the gallows, and blew out a deep breath.” Paraphrase: The superintendent withdrew from under the gallows and sent out a deep breath from his mouth.Paragraphs 15-22ladle vt. serve food with a ladle or in large quantities; distribute sth. (too) lavishlye.g. She ladled cream over her pudding.She isn't one to ladle out praise, but when she says "Good", she means it.homely a. plain and simple; (of a place) making sb. feel comfortablee.g. A homely woman is one who lives a plain and simple life.It is a homely place, which makes one feel comfortable.jolly a. happy and cheerful; lively and pleasant; delightful or enjoyablee.g. A jolly person laughs in a jolly manner.We attended a jolly party last weekend.“An enormous relief had come upon us now that the job was done.”Paraphrase: Now that the Hindu was hanged, we felt tremendously relieved.impulse n. sudden urge to act without thinking about the results; tendency to act in this way; push or thrust; stimulus; impetuse.g. He felt an irresistible impulse to jump.I am not a man of impulse.The government has given an impulse to agricultural development.“One felt an impulse to sing, to break into a run, to snigger.”Paraphrase: One felt a sudden urge to sing songs, to start running and to laugh in a half-suppressed manner.“All at once everyone began chattering gaily.”Paraphrase: All of a sudden, everyone began talking quickly, and cheerfully. Eurasian n. & a. (a person) of mixed European and Asian parentagee.g. He married a Eurasian, who gave birth to a pretty girl.“when he heard his appeal had been dismissed, he pissed on the floor of his cell.”Paraphrase:When he heard his appeal had been rejected, the convicted man was so terribly frightened that he urinated on the floor of his cell.appeal n. act of taking a question to a higher court where it can be heard again and a new decision can be given; earnest request; attractiveness or intereste.g. Everyone has the right of appeal.The poor country made an appeal for help, especially for food.Does jazz hold any appeal for you?“What do you think of my new silver cigarette case, sir?”Paraphrase: “Do you not admire my new silver case, sir?”Note: The boy raised this question with the intention to show off his cigarette case and more importantly to change the topic of conversation to drive away the unpleasantness of the hanging.garrulously ad. talking away about unimportant thingse.g. Some people tend to talk garrulously about trifles."Well, sir, all has passed off with the utmost satisfactoriness." Paraphrase: Well, sir, everything has taken place and come to a most satisfactory end"I have known cases where the doctor was obliged to go beneath thegallows and pull the prisoner's legs to ensure decease. Most disagreeable." Paraphrase: "I have known instances where the doctor was obliged to go beneath the gallows and pull the prisoner's legs to make sure that the convict was really dead. This is a most unpleasant thing to do.""You will scarcely credit, sir, that it took six warders to dislodge him, three pulling at each leg."Paraphrase:“You will hardly believe, sir, that it took six warders to remove him from his fixed position, three pulling at each leg."genially ad. kindly; pleasantly; sociablye.g. Our teacher presents his lectures genially.The old lady genially smiled at the lovely children.“We all had a drink together, native and European alike, quite amicably.” Paraphrase:We all had a drink of whiskey together, native and European alike, in a quite cheerful and friendly atmosphere.Section Four Further EnchantmentI. Lead-in QuestionsDo you think it’s brutal to kill a huge living creature, like an elephant? Why?Text IISHOOTING AN ELEPHANTGeorge OrwellII. Notes1) “I first grasped the hollowness, the futility of the white men's dominion in the East.” (Paragraph 2): I first understood the worthlessness and failure of the white men's control over the countries in Asia.2). sahib (Paragraph 2): (in former times) a male European in India, Pakistan or Southeast Asia, especially with some official position or rank3). natives (Paragraph 2): Burmans4). “I should have about as much chance as a toad under a steam-roller.” (Paragraph 4): IfI missed the elephant, I would likely be caught and trampled on by him just as a toad was knocked down and rolled over by a steam-roller.5). “a grinning corpse like that Indian up the hill” (Paragraph 4): The present selection is an extract from Shooting an Elephant. At the beginning of the story, it was reported that an elephant was ravaging the bazaar and had killed a black Dravidian coolie.6). “I did not then know that in shooting an elephant one should cut an imaginary bar running from ear-hole to ear-hole.” (P aragraph 5): I was not, at that time, aware that in shooting an elephant one should imagine a bar going into its head from one ear-hole and coming out from the other.III. Fun Time & Memorable Quotes1. Fun Time2. Memorable QuotesIf you really want to do something, you will find a way. If you don’t, you will find an excuse.— Jim Rohn Great minds discuss ideas; average minds discuss events; small minds discuss people.— Eleanor Roosevelt Your life would be very empty if you had nothing to regret.— Vincent van Gogh。

Unit 3A HangingConsolidation ActivitiesI. Text prehension1. Decide which of the following best states the author's purpose BA.To criticize the reaction of the on-lookers during a hanging.B.To present his humanistic view on capital punishment.C.To describe the process of an execution.D.To show sympathy to the man that had been hanged.II. Judge, according to the text, whether the following statements are true or false.1). Each cell, ten feet by ten in size, was barely furnished except for a plank bed and a pot for drinking water. [T]2). According to the superintendent, the prisoner should be executed at 8 o'clock. [T]3). A group of prisoners were walking towards the gallows to be hanged. [F]4). When the noose was fixed around the prisoner's neck, he emitted urgent and fearful cries for help. [F]5). As the superintendent was counting the prisoner's cries to a fixed number, all on the spot, including the Indian warders, were terribly upset. [T]6). We went round the gallows to make sure that the hanged prisoner was actually dead. [T]7). From what the Eurasian boy said, the hanged man was an undaunted man. [F]II. Writing StrategiesThis text is a piece of dynamic or descriptive narration, telling us a true story about the hanging of a convict in Burma. The narrative text first presents a general description of the poor, simple living conditions of the condemned men before they were put to death on the gallows. Next, it focuses on a dynamic and specific description of how a condemned man, a Hindu, was guarded and escorted to the gallows and how he was hanged. Then, some anecdotes are presented and some events described, which provide food for thought. Evidently, the events are organized mainly in the order of their occurrence, following the natural time sequence. It is to be noted that Paragraphs 9-14 make up the climax of the story.Also, it is not to be overlooked that the first-person narration is adopted, which renders the events described or narrated more vivid, objective and believable, and which makes it possible and convenient for the narrator to put across his own thoughts and feelings in the process of narration. Besides, it is worth our attention that the beginning of this narrative story is well connected with its conclusion. The questions below are to be answered:1. Do you agree that the narrative story is full of dynamic descriptions? If you do, provide examples to support your viewpoint.→ Yes, I do. The story is so full of dynamic verbs that more than 90% of the sentences contain one or two, or even more action verbs. Obvious examples are found in Paragraphs 2, 7, 8, 9, 10, 11, 12, 13, 14, and 15.2. Which paragraphs contain flashbacks?→ Flashbacks are found in Paragraphs 16, 18, and 20.3. What do you know about the advantages of the first-person narration?→The employment of the first person narration renders the events described or the plots narrated more vivid, objective and believable, and makes it possible and convenient for the narrator to express or demonstrate his own thoughts or psychological activities in the process of narration.4. How is the beginning of the story associated with its conclusion?→Both the beginning and the conclusion of the narrative story touch on or briefly describe the hard life and tragic fate of the condemned prisoners.III. Language Work1. Explain the underlined part in each sentence in your own words.1.These were the condemned men, due to be hanged within the next week or two.→ who were scheduled to be hanged2. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. → who was a small, thin, and weak man3. They crowded very close about him, with their hands always on him in a careful, caressing grip.→ holding him firmly and continuously in a careful manner4. Two warders marched on either side of the prisoner, with their rifles at the slope. →carrying rifles that tilted over their shoulders5. At each step his muscles slid neatly into place.→ his muscles appeared to be functioning normally6. …and in two minutes, with a sudden snap, one of us would be gone -- one mind less, one world less.→we will lose a man who can also think and reason like us, and who is also a unique individual like each of us2. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them.vibrate oscillate1).More and more people believe that the mon stocks oscillate in a predictablycyclical way.2).Half sleeping, she could feel the train vibrate with the monotonous roll of wheelsalong the track.3).He will never forget his first experiences as a total stranger in the big city,those years which oscillated between hope and despair.4).When you play a note on any guitar, you create an overtone series, and thoseovertone series e about through the string vibrating in properly divided lengths.motion movement1).In the middle of the blaze stands a tall dead pine, which caught a lighteningbolt during last night's thunderstorm and set the fire in motion.2).The jury watched the tape dozens of times in slow motion and in freeze frame.3).The movement of the enemy troops in the border area has been closely monitored.4).The labour movement has been assailed by accusations of sexism and demands forchange from feministsinspect examine1).They don't normally give any advance notice about which building they're goingto inspect for the annual quality assessment.2).The aim of the course is to examine certain philosophical issues which arisefrom modern linguistics.3).If it is our contention that the weapons inspectors have all the authority theyneed now to inspect those sites, do you think those sites should be inspected now?4).Here is an opportunity for students to examine the concepts of what it is tobe an environmentalist, and to examine their own behaviour in this context.dangle suspend1).Once inside the hall, we could see chandeliers suspended on heavy chains fromthe ceiling.2).The belt of her coat dangled in the mud.3).Joan suggested we suspend a rope from the garage roof to secure the door fromfalling.4).A gold bracelet dangled from his left wrist.3. Fill in the blank in each sentence with a word or phrase from the box, using its appropriate form.1).She thought she was too homely to get a date.2).I could hear the note of appeal in her voice as she asked me to talk things overagain.3).In this decade of politics, many more women have bee magistrates.4).I hope that we can settle this issue amicably.5).This is a far from solemn book -- it is a rich mix of pleasures and information,and is full of surprises.6).We rushed out of the shop in hot pursuit, but the thief had vanished into thinair.7).He twisted and turned, trying to free himself from the rope.8).I tried to excuse myself for missing her party but made the attempts veryclumsily.4. Make a sentence of your own for each of the given words with meanings other than those used in the text. You may change the part of speech of these words.1) cells→ Those cells divide and form many other different types of cells.2) yield→ Last year 400,000 acres of land yielded a crop worth $1.75 billion in that country.3) lock→ The police beat them up and locked them in a cell.4) stand by→ I think we have to stand by what we believe.5) tick→ A wind-up clock ticked busily from the kitchen counter.6) side→ He calls me twenty times a day and needs me by his side.5. Put the words in the parentheses into their appropriate tenses and aspects.When I (1) opened (open) the door I (2) saw (see) a man on his knees. He clearly (3) had been listening (listen) to our conversation and I (4) wondered (wonder) how much he (5) had heard (hear). When I (6) asked (ask) what he (7) was doing (do), he (8) said (say) that he (9) had dropped (drop) a 50p piece outside the door and (10) had been looking (look) for it. I (11) didn’t see (not see) any sign of the money, but I (12) found (find) a small notebook and pencil which he probably (13) had dropped (drop) when the door (14) opened (open) suddenly. So he (15) had been taking (take) notes of our conversation! The notes (16) were (be) written in a foreign language, so I (17) turned (turn) to the stranger and (18) asked (ask) him to translate. But he (19) pulled (pull) my hat over my eyes and (20) ran (run) off down the corridor. By the time I (21) recovered (recover) from the shock he (22) had disappeared (disappear) round the corner. Curiously enough, when I (23) moved (move) my foot I (24) found (find) that I (25) had been standing (stand) on a 50p piece. Perhaps he (26) had been telling (tell) the truth after all!6. Put a word in each blank that is appropriate for the context.Of the many problems in the world today, none is as widespread, or as old, as crime. Crime, in all its (1) forms, penetrates every layer of society and touches every human being. Whatever you do, wherever you live, you are (2) victim of crime whether you like it or not, whether you know it or not. Crime, (3) especially violent crime, has risen to a point where many people are afraid to walk (4) alone in their own neighborhoods, afraid to open their doors after (5) dark, and even afraid to speak out and voice their own opinions. Some experts have identified several factors that (6) contribute to the crime rate: massive urbanization, unemployment and poverty, and a large immigrant (7) population. The most important problem thatremains (8) unsolved is how to stop crime from happening. So far, different types of solutions have been proposed to (9) bat various crimes. Are they all very (10) effective? No, not at all. Therefore, more effective measures and more powerful actions are to be taken against all sorts of crime so that our world may be a better place to live in.IV. Translation1. Translate the following into English.1). 当我女儿听说十二岁以下的儿童不得入场观看那场电影时，她气得双脚直跳。

Unit 3A HangingConsolidation ActivitiesI. Text Comprehension1. Decide which of the following best states the author's purpose BA.To criticize the reaction of the on-lookers during a hanging.B.To present his humanistic view on capital punishment.C.To describe the process of an execution.D.To show sympathy to the man that had been hanged.II. Judge, according to the text, whether the following statements are true or false.1). Each cell, ten feet by ten in size, was barely furnished except for a plank bed and a pot for drinking water. [T]2). According to the superintendent, the prisoner should be executed at 8 o'clock. [T]3). A group of prisoners were walking towards the gallows to be hanged. [F]4). When the noose was fixed around the prisoner's neck, he emitted urgent and fearful cries for help. [F]5). As the superintendent was counting the prisoner's cries to a fixed number, all on the spot, including the Indian warders, were terribly upset. [T]6). We went round the gallows to make sure that the hanged prisoner was actually dead. [T]7). From what the Eurasian boy said, the hanged man was an undaunted man. [F]II. Writing StrategiesThis text is a piece of dynamic or descriptive narration, telling us a true story about the hanging of a convict in Burma. The narrative text first presents a general description of the poor, simple living conditions of the condemned men before they were put to death on the gallows. Next, it focuses on a dynamic and specific description of how a condemned man, a Hindu, was guarded and escorted to the gallows and how he was hanged. Then, some anecdotes are presented and some events described, which provide food for thought. Evidently, the events are organized mainly in the order of their occurrence, following the natural time sequence. It is to be noted that Paragraphs 9-14 make up the climax of the story.Also, it is not to be overlooked that the first-person narration is adopted, whichrenders the events described or narrated more vivid, objective and believable, and which makes it possible and convenient for the narrator to put across his own thoughts and feelings in the process of narration. Besides, it is worth our attention that the beginning of this narrative story is well connected with its conclusion.The questions below are to be answered:1. Do you agree that the narrative story is full of dynamic descriptions? If you do, provide examples to support your viewpoint.→Yes, I do. The story is so full of dynamic verbs that more than 90% of the sentences contain one or two, or even more action verbs. Obvious examples are found in Paragraphs 2, 7, 8, 9, 10, 11, 12, 13, 14, and 15.2. Which paragraphs contain flashbacks?→ Flashbacks are found in Paragraphs 16, 18, and 20.3. What do you know about the advantages of the first-person narration?→The employment of the first person narration renders the events described or the plots narrated more vivid, objective and believable, and makes it possible and convenient for the narrator to express or demonstrate his own thoughts or psychological activities in the process of narration.4. How is the beginning of the story associated with its conclusion?→Both the beginning and the conclusion of the narrative story touch on or briefly describe the hard life and tragic fate of the condemned prisoners.III. Language Work1. Explain the underlined part in each sentence in your own words.1.These were the condemned men, due to be hanged within the next week or two.→ who were scheduled to be hanged2. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes.→ who was a small, thin, and weak man3. They crowded very close about him, with their hands always on him in a careful, caressing grip.→ holding him firmly and continuously in a careful manner4. Two warders marched on either side of the prisoner, with their rifles at the slope.→carrying rifles that tilted over their shoulders5. At each step his muscles slid neatly into place.→ his muscles appeared to be functioning normally6. …and in tw o minutes, with a sudden snap, one of us would be gone -- one mind less, one world less.we will lose a man who can also think and reason like us, and who is also a unique individual like each of us2. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them.vibrate oscillate1).More and more people believe that the common stocks oscillate in a predictablycyclical way.2).Half sleeping, she could feel the train vibrate with the monotonous roll of wheelsalong the track.3).He will never forget his first experiences as a total stranger in the big city, those yearswhich oscillated between hope and despair.4).When you play a note on any guitar, you create an overtone series, and those overtoneseries come about through the string vibrating in properly divided lengths.motion movement1).In the middle of the blaze stands a tall dead pine, which caught a lightening boltduring last night's thunderstorm and set the fire in motion.2).The jury watched the tape dozens of times in slow motion and in freeze frame.3).The movement of the enemy troops in the border area has been closely monitored.4).The labour movement has been assailed by accusations of sexism and demands forchange from feministsinspect examine1).They don't normally give any advance notice about which building they're going toinspect for the annual quality assessment.2).The aim of the course is to examine certain philosophical issues which arise frommodern linguistics.3).If it is our contention that the weapons inspectors have all the authority they neednow to inspect those sites, do you think those sites should be inspected now?4).Here is an opportunity for students to examine the concepts of what it is to be anenvironmentalist, and to examine their own behaviour in this context.dangle suspend1).Once inside the hall, we could see chandeliers suspended on heavy chains from theceiling.2).The belt of her coat dangled in the mud.3).Joan suggested we suspend a rope from the garage roof to secure the door fromfalling.4).A gold bracelet dangled from his left wrist.3. Fill in the blank in each sentence with a word or phrase from the box, using its appropriate form.1).She thought she was too homely to get a date.2).I could hear the note of appeal in her voice as she asked me to talk things over again.3).In this decade of politics, many more women have become magistrates.4).I hope that we can settle this issue amicably.5).This is a far from solemn book -- it is a rich mix of pleasures and information, and isfull of surprises.6).We rushed out of the shop in hot pursuit, but the thief had vanished into thin air.7).He twisted and turned, trying to free himself from the rope.8).I tried to excuse myself for missing her party but made the attempts very clumsily.4. Make a sentence of your own for each of the given words with meanings other than those used in the text. You may change the part of speech of these words.1) cells→ Those cells divide and form many other different types of cells.2) yield→ Last year 400,000 acres of land yielded a crop worth $1.75 billion in that country.3) lock→ The police beat them up and locked them in a cell.4) stand by→ I think we have to stand by what we believe.5) tick→ A wind-up clock ticked busily from the kitchen counter.6) side→ He calls me twenty times a day and needs me by his side.5. Put the words in the parentheses into their appropriate tenses and aspects.When I (1) opened (open) the door I (2) saw (see) a man on his knees. He clearly (3) had been listening (listen) to our conversation and I (4) wondered (wonder) how much he (5) had heard (hear). When I (6) asked (ask) what he (7) was doing (do), he (8) said (say) that he (9) had dropped (drop) a 50p piece outside the door and (10) had been looking (look) for it. I (11) didn’t see(not see) any sign of the money, but I (12) found (find) a small notebook and pencil which he probably (13) had dropped (drop) when the door (14)opened (open) suddenly. So he (15) had been taking (take) notes of our conversation! The notes (16) were (be) written in a foreign language, so I (17) turned (turn) to the stranger and (18) asked (ask) him to translate. But he (19) pulled (pull) my hat over my eyes and (20) ran (run) off down the corridor. By the time I (21) recovered (recover) from the shock he (22) had disappeared (disappear) round the corner. Curiously enough, when I (23) moved (move) my foot I (24) found (find) that I (25) had been standing (stand) on a 50p piece. Perhaps he (26) had been telling (tell) the truth after all!6. Put a word in each blank that is appropriate for the context.Of the many problems in the world today, none is as widespread, or as old, as crime. Crime, in all its (1) forms, penetrates every layer of society and touches every human being. Whatever you do, wherever you live, you are (2) victim of crime whether you like it or not, whether you know it or not. Crime, (3) especially violent crime, has risen to a point where many people are afraid to walk (4) alone in their own neighborhoods, afraid to open their doors after (5) dark, and even afraid to speak out and voice their own opinions. Some experts have identified several factors that (6) contribute to the crime rate: massive urbanization, unemployment and poverty, and a large immigrant (7) population. The most important problem that remains (8) unsolved is how to stop crime from happening. So far, different types of solutions have been proposed to (9) combat various crimes. Are they all very (10) effective? No, not at all. Therefore, more effective measures and more powerful actions are to be taken against all sorts of crime so that our world may be a better place to live in.IV. Translation1. Translate the following into English.1). 当我女儿听说十二岁以下的儿童不得入场观看那场电影时，她气得双脚直跳。

必修一 . Unit 3: Journal Travel基知能回扣一 . 中心1.要点1日，志 n21海拔高度 n2运送，运 n/vt22投诚，折服3更喜 vt23山谷 n4不利条件 n24慢而行，一步 vi/n5用 n25弯 ,使曲折 n/vt/vi6流 vi/n26度 n7服， vt27沸 vi8自行 vi28n/vt9vi/n29小包，包裹 n10最后，于 adv30保 n11表 n/vt31羊毛，毛品 n12喜的 adj32可信的 adj13喜33景，看 n/vt14弊端 n34枕 n15固的 adj35子夜 n16vt36火焰，光辉 n17关怀，37在⋯.下边 prep18决定，确立 vt38宇 n19决的 adj39洞窟 n20旅行，旅途 n402．形化：1. persuade v. ----n.adj.2.transport v.n.adj.3.determine. v.n.adj.4.brave adj.n.adv.v.5.dream v.n.adj.(无梦的，不做梦的)6.graduate v.n.adj.7. organize v .n.adj.二. 高短 .1.下定信心____________________2.关怀，在意 _____________________3.梦想做某事 ____________________4.服某人做某事 _____________________5.很有趣____________________6.改想法____________________7.像平时一 ____________________8.搭起 , 成立____________________9.自那以来 -____________________10. 喜，喜 ____________________11.投诚，折服，步 ______________12.照旧 ____________________13 在子夜 ____________________14.持做某事 ____________________15.迫不急待地干某事____________________三. 要点句式 .依据课文达成以下句子并翻译成中文。

（2024版新教材）2024-2025学年三年级英语上册同步分层课时练（人教PEP版）Unit3 Amazing animalsPart A 第3课时Let’s spell一、选出与画线部分读音相同的一项。

( )1. illA. likeB. kid( )2. jetA. jobB. thanks( )3. legA. ballB. listen( )4. kingA. kiteB. bed( )5. dadA. antB. name二、按照正确笔顺，书写下方的字母。

1.2.3.4.三、单选题。

( )1. ______ is behind(在……后面) “H”.A. GB. LC. I( )2. 字母Gg的左邻右舍是：______。

A. Ee和FfB. Ff和HhC. Hh和Ii( )3. A, C, ______ I, K. What’s the missing letter(缺少的字母)?A. MB. GC. O( )4. 请按照字母表顺序选择正确的选项。

A. DCAB. EFGC. FEC( )5. 字母Gg后面的字母是：________A. IiB. FfC. Hh四、看图，选出下列图片所对应单词的首字母，并写在四线三格内。

（可重复使用）1. 2. 3.ll et ite4. 5. 6.ion eg id五、用手写体将下列字母的大小写形式按照字母表顺序写在四线三格上。

H g E A f D六、圈出藏在图中的四个字母，并按字母表顺序将其大小写形式写在四线三格上。

1. 2. 3. 4.参考答案一、选出与画线部分读音相同的一项。

B A B B A二、按照正确笔顺，书写下方的字母。

略三、单选题。

C B B B C四、看图，选出下列图片所对应单词的首字母，并写在四线三格内。

（可重复使用）1.ill2.jet3.kite4.lion5.leg6.kid五、用手写体将下列字母的大小写形式按照字母表顺序写在四线三格上。

2024年人教版三年级上册英语第三单元课后练习3（含答案和概念）试题部分一、选择题：1. Which letter is the first in the English alphabet?A. AB. BC. CD. DA. catB. dogC. birdD. fish3. What is the opposite of "big"?A. smallB. tallC. shortD. fat4. Which of the following is a fruit?A. appleB. carrotC. riceD. meat5. Look at the picture, what's this?A. It's a book.B. It's a pen.C. It's a ruler.D. It's a bag.6. Which sentence is correct?A. I am seven.B. I am seven years old.C. I am seven year old.D. I am seven years.A. tallB. shortC. fatD. old8. What color is the sky?A. redB. blueC. greenD. yellowA. HelloB. GoodeC. Thank youD. Please10. Which of the following is a school subject?A. EnglishB. footballC. musicD. all of the above二、判断题：1. The sun rises in the west. ( )2. "Dog" and "cat" are both animals. ( )3. "I am eleven years old" is correct. ( )4. Apples are a kind of vegetable. ( )5. "He is tall" means "He is short". ( )6. "Thank you" is used to express gratitude. ( )7. A pen is used for writing. ( )8. "I like apples" and "I don't like apples" mean the same thing. ( )9. The sky is green. ( )10. "What's your name?" is a question. ( )三、填空题：1. My mother is a _______. She works in a hospital.2. I go to school _______ ( bus/ on foot).3. There are seven days in a _______.4. The sun sets in the _______.5. "I am _______ (taller/ shorter) than you" means the person is not as tall as the other.6. We use a _______ to write and a _______ to draw.7. The _______ is the largest planet in our solar system.8. "Can I help you?" is a question to offer _______.9. A _______ is a place where we can borrow books.10. If today is Monday, tomorrow will be _______.11. The _______ is the opposite of "cold".12. "_______" is the color of the leaves in autumn.13. We celebrate _______ on the first of January.14. A _______ is a animal that can fly.15. "_______" is the past tense of "go".16. I _______ (like/ don't like) eating vegetables.17. The _______ is the smallest unit of a sentence.18. If you want to ask someone's age, you say, "How_______ are you?"19. A _______ is a place where we can buy food.20. "_______" is the opposite of "true".四、简答题：1. What is the capital city of France?2. Write down the full form of "UK".3. Explain the difference between "I like" and "I don't like".4. How do you spell "pencil"?5. What is the weather like today? Please describe it.6. What is your favorite subject in school and why?7. Can you describe your best friend?8. What do you usually do after school?9. What is the name of the planet that is known as the "Red Planet"?10. How many months are there in a year?一、选择题答案：1. A2. A3. A4. A5. A6. B7. A8. B9. A10. D二、判断题答案：1. ×2. √3. √4. ×5. ×6. √7. √8. ×9. ×10. √三、填空题答案：1. doctor2. bus3. week4. west5. shorter6. pen; pencil7. Jupiter8. help9. library10. Tuesday11. hot12. yellow13. New Year's Day14. bird15. went16. don't like17. word18. old19. supermarket20. false四、简答题答案：1. Paris2. United Kingdom3. "I like" means to have a positive feeling towards something, while "I don't like" means to have a negative feeling or to not enjoy something.4. PENCIL5. [Answer may vary based on the actual weather]6. [Answer may vary based on personal preference]7. [Answer may vary based on personal description]8. [Answer may vary based on personal routine]9. Mars10. TwelveReading Comprehension: Students must understand simple questions and sentences to answer correctly.Cultural Knowledge: Questions about holidays and basic geographical knowledge are included.各题型所考察学生的知识点详解和示例：填空题：These questions evaluate students' vocabulary, grammar, and sentence construction skills. Filling in the blank with the correct word demonstrates an understanding of the word's meaning and its appropriate use in a sentence.简答题：These questions test students' ability to express themselves in writing and their knowledge of specific facts. Answering "What is the capital city of France?" requires students to recall factual information they have learned.。

牛津译林版八上Unit3复习优质教案答案版一、教学内容本节课复习牛津译林版八年级上册Unit 3《A day out》的内容，主要涉及章节为Grammar和Integrated skills。

详细内容包括：现在进行时态的用法，特别是与一般现在时态的区别；询问某人正在做什么的交际用语；描述某人在做某事的句子结构；以及阅读理解技巧。

二、教学目标1. 能够熟练运用现在进行时态描述正在发生的事情。

2. 学会询问并回答某人正在做什么，提高交际能力。

3. 提高阅读速度和理解能力，掌握文章中的关键信息。

三、教学难点与重点难点：现在进行时态的运用和一般现在时态的区别。

重点：熟练运用现在进行时态进行句子构建，以及阅读理解的技巧。

四、教具与学具准备1. 教具：PPT、黑板、教学卡片。

2. 学具：课本、练习册、文具。

五、教学过程1. 引入：通过展示一组图片，让学生观察并描述图片中的人物正在做什么，引导他们运用现在进行时态。

2. 例题讲解：讲解现在进行时态的构成和用法，与一般现在时态进行对比，让学生明确两者的区别。

a. 现在进行时态：主语 + am/is/are + 动词ing形式b. 一般现在时态：主语 + 动词原形3. 随堂练习：让学生根据所给情景，用现在进行时态和一般现在时态进行句子构建。

4. 交际用语：教授如何询问并回答某人正在做什么，进行角色扮演练习。

5. 阅读理解：指导学生阅读文章，提取关键信息，完成相关练习。

6. 小组活动：学生分组，根据所给话题，运用现在进行时态进行讨论和交流。

六、板书设计1. Unit 3 A day out2. 重点词汇和句型：现在进行时态：am/is/are + 动词ing形式询问某人正在做什么：What is he/she doing?描述某人正在做某事：He/She is + 动词ing形式3. 阅读理解技巧：skimming and scanning七、作业设计1. 作业题目：a. 根据所给情景，用现在进行时态和一般现在时态造句。