人教修订版 高中三年级 Unit 14

Reading

Pre-reading 1. How do animals communicate? They communicate by strange sounds or body language, such as dancing or touching.

2. What kind of information do they communicate? They maybe tell their partners about the food directions and safety. For example, when bees find food in a certain place, it will tell others by dancing. When a dog feels

happy, it will shake its tail. When a gorilla sees its enemy, it will warn others of danger. 3. If you were a zoologist who wanted to study animal communication, what would you do? If I were a zoologist, I would live

together with some kinds of animals, give them much training and see how animals communicate with each other and how animals communicate with human beings.

4. Do you think that human beings and animals can communicate with each other? Why or why not? Of course. Once an animal stays with a person for a long time, he can understand his master, and he

can tell his thoughts to his master in a special way. This is why more and more people keep pets.

Lead-in

1. How do honey-bees communicate with each other? They do different dances, a circle dance and a wagging dance. 2. What are they telling each other? The are able to tell each other that food has been discovered and how far away the feeding place is.

(1) Von Frisch and his co-workers counted how many times the bees repeated the wagging dance during one hour. (2) They discovered that the farther away the feeding station was, the faster the dance was. F F True or False

(3) The number of wagging dances per minute told the direction to the feeding place. (4) Then Professor von Frisch did his third experiment, which was to discover whether the wagging dance showed direction. F T

(5) He found that the straight part of the dance was the same in the morning from what it had been in the afternoon. (6) If the feeding place was toward the sun, the dance headed straight onward during the straight part of the wagging dance. F F

(7) The experiment of Professor Karl von Frisch tells us that bees can and do communicate with each other by their dances, which may be called a kind of “language”. T

a: The dancer ran in a straight line, wagging from side to side. Careful Reading

b: Then it turned in a semicircle.

c: Run straight again.

d: Turn in another semicircle to the opposite side.

e/f: First it made a circle to the right, then to the left. It repeated these circles over and over again.

Explanation 1. Among the different kinds of bee, it is the honey-bee that has interested scientists most because of the “ language ” they use to communicate with each other.

在各种不同类型的蜂中, 蜜蜂因其在 彼此间进行沟通所用的 “ 语言 ” 而最使科 学家们感兴趣。 It is the honey-bee that has interested scientists most 是一个强调句。有关强 调句型, 特别注意两点：

1 ）强调句型中夹杂着其他从句。 e.g. It was in the house where they got married that they quarrelled bitterly. 是在他们结婚的新房里，他们发生了 激烈的争吵。 定语从句

It was not until they received their son’s letter that they felt relaxed. 他们直到收到儿子的来信才感到 轻松点。 强调句式

2) 区分强调句型和带有时间状语从句 的主从复合句。 e.g. It was on October lst, 1949 that New China was founded. 新中国是在 1949 年 10 月 1 日成立 的。 ( 强调句型 )

It was October lst, 1949 when New China was founded 年 10 月 1 早日新中国成立的时 候。 ( 状语从句 )

2. In order to tell the bees apart, he painted some bees with little dots of colour. 为了区分开这些蜜蜂, 他在一 些蜜蜂的身上涂上了有颜色的小点。 tell apart: to be able to recognize the difference between two or more things or people 识别、辨别

e.g. The twins are so much alike that we can hardly tell them apart. 这对双胞胎长得太像了, 我们几 乎分不出来谁是谁。

3. They trooped behind the first dancer, copying its movements. 它们成群结队地跟在第一个跳舞的 蜜蜂后面, 并模仿它的动作。 1) troop 原作名词, 表示 “ 一队, 一群 ” 。 如 a troop of young pioneers, a troop of visitors, 它的复数形式 (troops) 意 思是 “ 军队 ” 。

e.g. The enemy troops have been driven out of the country. 但在本文 troop 作动词用, 是 “ 结队 而行, 成群涌向 ” 的意思 ( come or go together in a group ), 用在句子 中, 句子的主语总是复数。

e.g. The game was over and the players trooped home. 比赛结束了，运动员们回家了。 The students trooped behind the teacher into the museum. 学生们列队跟着老师走进博物馆。

2) copy 原作 “ 抄写、复写 ” 讲, 此处作 “ 模 仿, 学习 ” 讲。 e.g. You should copy his strong points, not his weak points. 你应学他的长处, 而不是他的短处。

4. He marked all the bees that came to the nearby feeding place blue, and all the bees that went to the far- away place red. 他把所有到近处的喂食点的蜜蜂作 了蓝色标记, 把所有到远处的蜜蜂作 了红色的标记。

far-away ( 远方的 ) 与 nearby ( 附近 的 ) 都是合成形容词, 在此句中作定 语。 如 : a far-away forest ( 远处的森 林 ), far-away times ( 遥远的时代 ), a nearby hotel ( 附近的旅馆 ) 。

far-away 做定语时通常连写, 做 表语或作状语时则分写 (far away). 另 外, far-away 在形容词讲时中间的连字 符也可省略。 nearby 可作定语与状语。

e.g. He lives far away from the school. 他住得离学校很远。 I saw her going to a nearby post- box before lunch. 我看到她在午饭前去了一个附近 的邮筒。

你熟悉以下的合成形容词吗？ good-looking, hard-working, left- over, low-lying, nationwide, noble- minded, radioactive, well-known, widespread, worldwide

5. They discovered that the farther away the feeding station was, the slower the dance was. 他们发现喂食点越远, 他们跳舞跳 得也越慢。

注意这个表示比较的句型结构： “the + 形容词 / 副词比较级 …, the + 形容词 / 副词比较级 …” 意思 是 “ 越 …, 就越 …” 。

e.g. The higher we stand, the farther we see. 站得越高, 看得越远。 The sooner you do it, the better it will be. (The sooner, the better.) 你越早做那件事就越好。 ( 愈早愈 好 )

6. So another astonishing fact came to light. 于是又发现了另外一个令人惊讶的 情况。 句中的 come to light 意为 “ 被人知 道（发现） ” 。

e.g. New facts about ancient Egypt have come to light. 最近有一些关于古代埃及的事实 被发现了。

7. They also found out that bees fly a maximum distance of 3.2 kilometres between their hive and a feeding place. 他们还发现蜜蜂在蜂巢与喂食点之间 最远能飞 3.2 公里。 f ly 作 “ 飞行 ” 讲, 通常是不及物动词。

e.g. The birds are flying high in the sky. 鸟在空中高高地飞。 fly 还可以做及物动词, 作 “ 驾驶 ; 放 ( 风筝等 ) 飞越 ” 讲。 e. g. Louis Bleriot was the first man to fly the English Channel. 路易斯 · 布莱里奥是第一个驾机飞 越英吉利海峡的人。

He flew a fighter during the war. 战争期间他是开战斗机的。 Children like to fly kites in spring. 孩子们在春开喜欢放风筝。

8. Centuries ago, the word “bee-line” was created and today the expression “to make a beeline for someone or something” means to go quickly along a straight course for somebody or something.

几个世纪以前, 人们就创造了 “beeline” ( 直线 ) 这个词。现在人们用 make a beeline for someone or something 这个 句子表示 “ 径直朝某人 或某物走过去 ” 。 make a beeline for 走直路、走近路。

e.g. As he spoke he made a beeline for the door. 他一边说一边径直朝门口走过去。 If you want to catch up with the team, you’d better make a beeline for them. 如果你想赶上队伍, 你最好抄近路。

Further Reading Part I (Para 1): Some basic knowledge about bees. Part II (Paras 2-7): Professor von Frisch’s experiment. Part III (Para 8):The late life of Professor von Frisch.

What is the main idea of the text? The text is mainly about how Professor Karl von Frisch’s experiments are done and how the bees communicate with each other using their “language”.

What can we learn from the text? In order to get a complete understanding of the communication ways of bees, Professor Karl von Frisch did a lot of experiments, observing, comparing and analyzing the results. Professor von Frisch set up

a good example for us. In fact, every one needs such a kind of scientific spirit: perseverance and great willpower. Success can’t be got easily. It is through many times of experiments that scientists can reach

some scientific conclusions. As a student, I think, I will work harder at my subjects and am ready to make great contribution to our country.

Further comprehension 1. Scientists are most interested in ____. A. the honey-bees B. some different varieties of bee C. bees who make nests in trees D. bees who don’t live in large groups A

2. ___ made it possible to research on the language of the honey-bees. A. The experiments which was designed by Professor von Frisch B. Discovering honey-bees can communicate in dark hives

C. The development of the modern beehive in 1851 D. Professor von Frisch’s newest discovery about the honey-bees C

3. Honey-bees pass information to each other by ___. A. doing circle dances B. using a verbal language C. doing different dances D. doing wagging dances C

4. Honey-bees are able to tell each other ___. A. what food has been discovered B. how far away the feeding place is C. whether there is danger nearby D. how much food they have found B

5. In the second paragraph, Professor Karl von Frisch discovered ___. A. that bees were able to find food quickly B. how honey-bees communicate with each other

C. circle dances and wagging dances had different meanings D. honey-bees couldn’t communicate in their dark hives A

6. Von Frisch did the following EXCEPT “___” to make his experiments more scientific. A. He set up two different feeding places. B. He marked the bees with little spots of color.

C. He experiments with different types of bees. D. He built a special hive with one honeycomb and a glass wall. C

7. The professor found that after the marked bees danced the others ___. A. made loud strange sounds B. began to do different dances C. flew to the feeding place immediately D. were excited and danced in the same way D

8. Which is WRONG about the further information the professor and his men discovered? A. The closer the feeding place is, the faster the wagging dance is. B. Bees fly a maximum distance of 3.2 km between their hive and a feeding place.

C. The speed of the wagging dance can tell about the amount of food. D. The direction of the wagging dance tells the direction of the feeding place. C

9. Professor von Frisch did his third experiment to discover ___. A. whether the wagging dance showed direction B. how far bees can fly between their hive and a feeding place

C. whether the wagging dance told the bees how far away a feeding place was D. how the straight part of the wagging dance was different when the sun’s position changed C

10. “So another astonishing fact came to light." The underlined part can be replaced by ___. A. came up B. was discovered C. remained unknown D. needed to be checked out B

11. ___ can show the different positions of the sun. A. The right part of the wagging dance B. The left part of the circle dance C. The straight part of the circle dance D. The straight part of the wagging dance D

12. What can be inferred from the fourth paragraph? A. Honey-bees can pass news of food at a high speed. B. Man can communicate in the same way as honey-bees do.

C. Man can learn something from animals’ behaviour. D. The expression “to make a bee-line for someone or something” was used centuries ago. C

Please read the text repeatedly and preview the LANGUAGE STUDY part. Homework