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普通高中教科书
必修
第三册普通高中教科书
必修
第三册
主 编：陈 琳
北京主 编：陈 琳
副 主 编：张连仲
编 者：刘 晓 李陆桂 张京生 钱建源 徐 浩 雷传利
（按照姓氏笔画排序）
项目策划：王 芳 王 勇
项目负责：张黎新 郎 崧 张 涛
基础教育出版分社：
地 址：北京市西三环北路19号 外研社大厦 基础教育出版分社(100089)
咨询电话：(010)88819117/88819688
传 真：(010)88819423前 言
本教材是外语教学与研究出版社根据教育部制定的《普通高中英语课程标准（2017年版）》，在充分
调研和科学论证的基础上推出的中小学“一条龙”英语教材——《英语》（新标准）的高中部分。
本教材的主编为北京外国语大学陈琳教授，副主编为张连仲教授，编写团队包括国内高校的知名专家
学者、教研人员和一线教师。陈琳教授秉承周恩来总理提出的“一条龙”外语教学理念，总结自己从事
外语教育工作70年的经验，提出了符合中国外语教育实践的教育理论——辩证实践外语教育途径，并在
《英语》（新标准）教材中贯彻实施。
根据教育部2017年新课程标准的精神，我们启动了《英语》（新标准）高中教材的修订工作。本次
修订全面依托新课程标准要求，坚持陈琳教授的特色理论，由陈琳教授、张连仲教授指导编写团队，在充
分考虑我国英语教育实际学情和教情的前提下，进行了全面的框架重建和内容设计，保证了理论与实践的
紧密结合。
《英语》（新标准）高中教材共分10册：1—3册为必修课程教材，4—7册为选择性必修课程教材，
8—10册为选修课程中的提高类教材。
必修课程教材具备良好的体系性、延伸性和接续性，能够帮助学生根据自己的需求不断提升个性化的
语言能力，确保学生达到高中毕业基本要求，为日后进入选择性必修课程打下坚实的基础。《英语》（新标
准）必修课程教材的主要特色如下：
一、坚持立德树人根本任务。在教材的选材、内容、语言等各个方面突出学科的育人本质，帮助学生更好
地培育中国情怀，坚定文化自信，拓展国际视野，形成正确的世界观、人生观和价值观。
二、突出学科核心素养的重要性，全面培养学生的语言能力、文化意识、思维品质和学习能力，帮助学生
逐步形成正确的价值观念、必备品格和关键能力。
三、坚持理论与实践的辩证关系。从语言实践的角度设计教材的主题架构、内容结构直至每一项具体活
动，确保有实践、可实践，并通过实践促进提升，帮助学生形成素养，发展素养。
四、遵循“理解—发展—实践”的原则，以“主题”为纲设计单元任务，重要题材在各册教材中均得到体
现，且内容逐步扩展加深、螺旋式上升，符合语言教学规律。
五、语篇题材多样、体裁丰富，语言地道鲜活、难度适中，符合学生的兴趣特点，同时能够提升学生的语
篇意识，丰富语言感知与学习体验，有利于学生通过与主题语篇互动，培养在获取信息、处理信息、
重构信息过程中的逻辑思维、多元思维和批判性思维。
六、活动设计紧密围绕主题语境，注重整合语言技能和学习技能，充分体现了英语学习活动观；同时强调
交际情境的真实性和丰富性，帮助学生掌握语言技能、建构完善的知识基础，在实践中逐步形成交际
能力。
七、强调学习策略的培养，鼓励学生通过体验、实践、讨论、合作、探究等方式，利用各种学习资源完成
学习任务，解决学习中的困难，从而形成自主学习能力。
八、突出文化意识（尤其是跨文化意识）的建构与发展。通过介绍及比较中外文化，帮助学生更好地理解
文化异同，学会理解和包容不同文化，提升道路自信、文化自信，将文化知识内化为正确的文化价值
观和有利于国家和个人发展的跨文化态度与意识。
九、为教师编写了流程清晰、内容丰富的教师用书，帮助教师快速理解教材内容和相关背景知识，明确教
学目标，掌握教学节奏；同时开发了配套的网络教材和其他多媒体配套资源，丰富课程资源，拓展教
学模式。
我们希望，《英语》（新标准）高中必修课程教材能够初步培养学生的语言能力、文化意识、思维品质
和学习能力等英语学科核心素养，为他们继续学习英语和终身发展打下坚实的基础。
《英语》（新标准）系列教材
高中阶段编委会Scope and sequence
Using language
Understanding
Unit Starting out
ideas Grammar Vocabulary
Video: Absolute agony! -ed as adverbial Interpersonal
Mind your relationships
P1 manners!
Knowing me,
knowing you
Project: Setting up a problem-solving workshop P73
Video: The well that changed -ed as attributive Personal qualities
Always ready to the world
P13 help
Making a
difference
Project: Setting up a volunteer group P74
Video: The new age of Present perfect Careers in science
Life in the year invention passive
Learning to learn:
P25 3000
Word formation
The world of
science
Project: Designing a new invention P75
Video: Live from the Louvre Present continuous Chinese art forms
Cities for art passive
fans
P37
Amazing art
Project: Making an “in-class” art gallery P76
Video: Climbing Qomolangma: Past future First aid
Xu Xiake worth the risks?
P49
What an
adventure!
Project: Making a poster about a modern-day adventurer P77
Video: Hot! Hot! Hot! Ellipsis Types of natural
A city frozen in disasters
time
P61
Disaster and hope
Project: Making a poster about a major natural disaster P78
Appendices Communication bank P81 Vocabulary P120 Irregular verbs P133
Learning aid P88 Names and places P127
Words and expressions P114 Review of everyday communication (Book 1–Book 3) P130Developing ideas
Presenting
Listening and Speaking Reading Writing ideas
Saying no politely Little white lies Writing an essay Sharing your
understanding of a
Function: Learning to learn:
quotation
Making requests and refusals Understanding the
structure of an essay
Learning to learn:
Making polite refusals
To be a volunteer The power of good Writing a Recommending a
biography “Person of the Year”
Function: Learning to learn:
Making a phone enquiry Organising biographical
timeline
Learning to learn:
Identifying key points of a phone enquiry
Invention stories Franklin’s experiment: Writing an Making predictions
how much is true? experiment report about future
Function:
Telling the story behind an invention Learning to learn:
Using essay titles
Learning to learn:
Using exclamatory sentences
Contemporary art Han Gan and his horses Writing about an Recommending a
artwork local artist
Function: Learning to learn:
Expressing opinions Applying existing knowledge
Learning to learn:
Pauses in a conversation
Amazing road trips Twenty thousand Writing about a Telling an adventure
leagues under the sea diving experience story
Function:
(adaptation)
Talking about experiences
Learning to learn:
Learning to learn:
Note-taking tips Ways of dealing with new
words
Extreme weather conditions Stars after the storm Writing safety Telling a story about
guidelines hope in a disaster
Function: Learning to learn:
Talking about weather Using emotional language
Learning to learn:
Listening to weather forecasts
Reflection致 同 学
同学们，欢迎大家继续学习《英语》（新标准）高中教材！
由教育部制定并颁布的《普通高中英语课程标准（2017年版）》明确规定：普通高中英语课程
作为一门学习及运用英语语言的课程，与义务教育阶段的课程相衔接，旨在为学生继续学习英语和
终身发展打下良好基础。普通高中英语课程强调对学生语言能力、文化意识、思维品质和学习能力
的综合培养。也就是说，发展学科素养是同学们高中阶段英语学习的方向和目标。时光飞逝，必修
课程的学习已进入尾声，相信大家对必修阶段的学习要求已有了充分的认识，并为进一步发展英语
学科核心素养打下了坚实的基础。
《英语》（新标准）高中必修课程教材遵循“为用而学，在用中学，在学中用，学而能用”的原
则，为同学们提供了语言地道、优美的阅读文章和灵活多样的学习活动，力图使大家逐步获得独立
学习和自主学习的能力。
必修课程教材第三册进一步拓展话题，从自我认知、社会责任，到科技发展、艺术欣赏，再到
探索及认识自然，帮助大家提升对人与自我、人与社会、人与自然三大主题语境的认识，为选择性
必修阶段的学习做好准备。本册共六个单元，单元结构如下：
（1） 背景激活（Starting out）
该板块旨在激活同学们已有的背景知识和语言知识。我们把“看”（viewing）的活动作为
预热和导入，通过视频、文字、图片、表格等多模态语篇，帮助同学们更好地了解本单元
主题。
（2） 主题理解（Understanding ideas）
该板块通过语篇和阅读活动聚焦核心语言、结构，帮助大家在达成主题理解、实现语言形
式与意义深度加工的同时培养文化意识和思维品质。
（3） 功能运用（Using language）
该板块是对语言技能的综合学习和运用。通过语法、词汇及听说三个部分的大量语言实践
活动，发展大家的语言技能，为真实生活中的语言交际做好铺垫。
（4） 思维拓展（Developing ideas）
该板块为大家提供新的阅读语篇，从不同角度进一步呈现单元话题，调动大家的逻辑思维、
批判性思维和创造思维，并以一项读写结合的活动来检验大家前述学习活动的成果。
（5） 观点表达（Presenting ideas）
该板块主要以讨论、评选、演讲、辩论等口头表达形式进一步促进同学们对所学内容的复
习与掌握。开放或半开放性的活动有利于大家彼此合作，展示个性，充分表达自己对主题
思想的理解和认识。
（6） 自我反思（Reflection）
该板块列出了本单元话题下可以实现的学习目标，通过自我评价和总结的方式，帮助大家
反思自己的学习成果，进而认识到自己的进步与不足，逐步培养自主学习的能力。
（7） 项目实践（Project）
该板块提供真实的语境和任务，每个项目活动均由小组合作完成，力求培养大家获取信息、
相互合作、学以致用的能力。
我们希望同学们通过使用本教材，全面提高综合语言运用能力，发展英语学科的核心素养，成
为具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。Knowing me, knowing you
U
N
I
T
Starting out
1 Look at the picture and describe what each person is doing.
Talk about what kind of person they might be.
➋
➌
➊
➍
➎
➏
2 Watch the video and answer the questions.
1 What do the three conversations have in common?
2 What would you do in similar situations?
1Understanding ideas
1 Look at the problems you may face
at school. Discuss which you think Dear Agony Aunt,
is the most difficult to overcome
and why. 1 I’m in a total mess here – hope you can help
• bad performance in a subject me out!
• pressure to look good
• conflict with classmates 2 I’m 17, and a member of our school basketball
• difficulties fitting in with others team. I’m crazy about basketball, and pretty
good at it too, which is probably why I was so
Now think about who you turn to mad when we lost our last match. We played
for help when you face a problem. well, but I felt the team were let down by one
• friends member, our point guard. The point guard is a
• parents key player, but it was like he wasn’t even on the
• teachers court! Disappointed by his behaviour, I said all
• online forums this to my best friend. I was just letting off steam
• no one – you prefer to keep things really, because I was so angry, but then my friend
to yourself went and told everyone else what I’d said.
• other
3 This is so totally awkward. I’m really angry
2 Read the letters and find out what with my friend – what should I say to him?
kind of problems Ben has and who And should I say anything at all to my
he turns to for help. teammate?
4 Embarrassed and ashamed, I can’t concentrate
on anything. Please help!
Ben
2 UNIT 1Dear Ben,
1 There is an old American saying, “Loose lips sink ships.”
This means that if you speak too much about something,
especially to people who you don’t know so well, it’ll cause
all kinds of trouble.
2 The situation here is so much worse because the “loose lips”
were your best friend’s. Treated this way, you’re sure to feel
hurt – we should always be able to trust those closest to us,
and it hurts even more when we find we can’t. Absolute
3 But I have to say that it’s partly your fault, isn’t it?
You admit that you were “letting off steam”. It is
agony!
understandable in that situation, but we should always
think before we speak.
Our Agony Aunt answers
4 Here’s what you need to do. First, apologise to your your questions.
teammate. If you ever want to win any more basketball
games (and I’m sure you do!), you need to work together,
and that means communicating with each other clearly and resolving conflicts. So have a chat
with your teammate. Tell him directly and honestly that you were talking without thinking.
5 Then, talk to your friend. Friendship should be one of the greatest things in the world, but
sometimes it can be difficult. Again, your strategy is clear communication. Tell your friend
you’re angry with him for repeating what you said and making the situation worse, but that
you want to move on. Approached in this way, your friendship will soon be repaired.
6 Thirdly, and perhaps most importantly, think about your own behaviour. Don’t say too much
when you’re angry! Filled with anger, you tend to say whatever comes to your mind. This
gives people the wrong signal. Take a deep breath, calm down, and always remember: think
first, speak later. If you feel one of your teammates isn’t pulling their weight, then raise your
concerns in a professional way with your team coach.
7 If you think about other people’s feelings as well as your own, you’ll soon find everything
works out.
8 Good luck!
Agony
Aunt
Knowing me, knowing you 33 Choose the best summary of the letters.
1 Ben said something bad about his best friend, and Agony Aunt told him to
apologise to his friend.
2 Ben was angry that his team was let down by some members, and Agony Aunt told
him to take it easy.
3 Ben didn’t play well in the match, and Agony Aunt advised him to apologise to his
teammate.
4 Ben was in an awkward situation, and Agony Aunt gave him suggestions as to how
to deal with his problems.
4 Complete the sentences with expressions from the passage.
Agony Aunt’s
Ben’s problems
suggestions
• I was disappointed with my teammate • You should 4 . You need to
because I felt 1 by him. work together, and that means
5 and 6 .
• I told my best friend that my teammate • Tell your best friend you’re angry with him for
was to blame, just 2 . 7 and 8 ,
but that you want to move on.
• My best friend 3 . • Don’t 9 when you’re angry.
I don’t know what to do. Always remember: 10 .
Now match the suggestions to Ben’s problems.
Think & Share
1 What do you think of Agony Aunt’s advice? What other advice
would you give to Ben?
2 What is your understanding of the saying “Loose lips sink ships”? Do you know
any similar sayings in Chinese?
4 UNIT 1Using language
-ed as adverbial
1 Look at the sentences from the reading passage and 3 Read the plot summary and choose
answer the questions. the correct form of the words.
a Disappointed by his behaviour, I said all this to my
Inside Out is an animated
best friend.
film about the five emotions
b Approached in this way, your friendship will soon
of a girl called Riley: Joy,
be repaired.
Sadness, Fear, Disgust
1 Who was disappointed in sentence (a)? What is and Anger. Influencing /
approached in sentence (b)? Influenced mainly by Joy,
2 Why does the author use -ed instead of -ing here? most of Riley’s memories
are happy ones.
Compare them with the following sentences and
answer the questions.
Believing / Believed that she is Riley’s
c Because I was disappointed by his behaviour, I most important emotion, Joy always
said all this to my best friend. tries to take the lead. Preventing /
d If it is approached in this way, your friendship will Prevented from playing her role in Riley’s
soon be repaired. emotional development, Sadness feels
annoyed. When Riley moves to a new
3 What is the difference between the two groups of
city, she has a hard time adjusting to her
sentences?
new surroundings. Sadness wants to do
4 Why does the author choose to use -ed instead of an
her duty but by accident causes the loss
adverbial clause in the reading passage?
of Riley’s happy core memories with Joy.
Now look for more sentences with -ed as adverbial Now separating / separated from her
in the reading passage. friends and her beloved hockey team,
Riley starts to feel lost and helpless, and
2 Rewrite the underlined sentences with the -ed form.
wants to run away from her parents and
Last week, Anne was attracted by a particular article new school. Worried about her, Joy and
in a magazine, so she bought it. Three days ago, to Sadness try to work together to ensure
complete her homework quickly, she grabbed the she gets her core memories back.
magazine from her desk drawer and copied part of
the article without thinking. Her teacher was very Eventually, realising / realised that every
satisfied with her homework. Anne was praised in emotion has a role, Joy understands it
class, and she felt happy as well as ashamed. Then, the is okay for Riley to feel sad sometimes.
teacher wanted to enter her homework into a writing Accepting sadness as part of life helps
competition. Anne was shocked by the decision and did Riley deal with the emotional complexity
not know what to do. If she told the truth, the whole of growing up, and settle down in her
class would find out and accuse her of cheating. They
new life.
would look down on her. If she kept silent, maybe no
one would ever find out…?
What should Anne do?
Knowing me, knowing you 5Interpersonal relationships
4 Read the tips and underline the words that describe behaviour towards others.
1
Try to forgive someone when they apologise.
ps
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4
Don’t judge someone too quickly. It
takes time to understand a person.
5
Don’t always complain about people. Try
to look on the bright side.
5 Describe the situations with the words you 6 Work in pairs. Discuss what you should do
underlined in Activity 4. in the following situations and explain
1 I’m really sorry. I didn’t mean it. ____________ your reasons.
2 You’re so selfish! ____________ 1 You forgot your best friend’s birthday, and you
3 I know you’re sorry. It’s OK. Don’t worry about feel bad about it.
it. ____________ 2 Your neighbour always makes a lot of noise late
4 I can tell he is not easy to get along with. at night. You cannot stand it.
____________ 3 I slipped at art class and spilt some paint on my
5 I don’t want to wait for him all the time. classmate’s favourite jeans.
____________ 4 Your friends have asked you to watch a boxing
6 My pet parrot flew away with my homework. match with them, but you don’t like boxing.
____________ 5 Your colleague says that a person’s sex matters
a lot in the workplace, but you don’t agree.
6 UNIT 1Saying no politely
8 Listen again and complete the table.
Emotional quotient (EQ), or emotional
Request Refusal
intelligence quotient, is a measurement
of the ability to recognise one’s own and Kerry thinks that
Tina has to leave her
other people’s emotions. It is believed that 2 is
flat 1 .
EQ plays an even more important role 1 too long. Tina is
She wants to stay at
than IQ (intelligence quotient) in people’s welcome to stay for
Kerry’s place.
lives. Being able to say no 3 .
politely is one of the features
of emotional intelligence. Ryan cannot come,
Mike invites Ryan to because he has to
Did You Know ?
2 4 on 6 to
5 . New York at the
7 Listen to three conversations and weekend.
match them to the pictures.
a Jane would like to see Becky refuses because
3 Becky’s 7 she thinks it is better for
for some ideas. Jane to 8 .
Now talk about how the speakers make requests and
refusals. Listen again if necessary.
Learning to learn
b
If you have to say no to a request, your refusal will sound
more polite if you begin with a statement of regret, such
as I’m sorry…, I’d really like to, but… Then explain why your
answer is no, eg I’m really busy right now. If possible, suggest an
alternative – How about next week?
9 Work in pairs. Act out the conversation about asking
c
for a favour and refusing politely.
Student A: Turn to Page 81.
Student B: Turn to Page 84.
10 Work in pairs. Think of another situation and have a
similar conversation.
Knowing me, knowing you 7Developing ideas
1 Look at the pictures. What would you say if
you were student B?
L i t t l e
W h i t e
L i e s
1 Written more than two hundred years ago,
these lines by Walter Scott remain one of the
most well-known excerpts of Scottish poetry:
I didn't do very well in
Oh, what a tangled web we weave,
the exam. I only scored
When first we practise to deceive!
60. What about you?
2 We all know that honesty is an important
value and that lying is wrong, but who
can honestly say that they’ve never told a
lie? Perhaps we comfort ourselves with the
knowledge that most of the lies we tell are
“white lies”: little lies that we tell to protect
others from the truth.
A B
3 We’ve all surely had the experience of
someone cooking a meal for us that we don’t
2 Read the passage and find out the meaning like. The majority of us of course don’t tell
of “white lies”. the truth – we lie and say that the food is
“delicious”.
4 Or if a friend asks us what we think of their
new haircut, we say “It’s great!”, even if we
8 UNIT 1think it’s awful. But to what extent can we 7 Finally, we may also tell a white lie when
justify telling white lies like these? we want to protect others from bad news.
If you’ve had a bad day, do you tell your
5 One of the main reasons for telling a parents about it, or do you hide your tears
white lie is to try to make others feel and lie that your day was “fine”? If the
better. However, when we lie and say that latter, don’t you think your parents would
someone’s haircut looks good, or when we want to listen to you and understand
say that we love a meal that we secretly your feelings? Wouldn’t it be better to
hate, are we really hoping to improve the respect their concern for you and ask for
situation for someone else? Perhaps we are their advice?
in fact lying to protect ourselves from the
disappointment and anger of others. 8 Going back to Walter Scott’s lines, we
may find even white lies have results we
6 Another reason for telling a white lie is cannot know in advance. Perhaps the
to give encouragement. Say for example meal you said was “delicious” will be
that your friend asks you what you think served every time you visit. Would your
of his singing. You of course say that friend trust your opinion again if he found
it’s wonderful, despite secretly thinking out you had lied about his “wonderful”
that your cat can sing better. Stop for a singing? How would you expect others
moment and consider that perhaps your to truly understand your emotions if you
friend wants some frank comments from only shared good news instead of bad?
you so that they can improve. Or perhaps, Moreover, how would you feel if you
they need to know that they should look discovered that the people closest to you
for a different hobby. had been hiding the truth from you?
Knowing me, knowing you 93 Complete the diagram with information from the passage.
Introduction
We know lying is wrong, so why do we tell white lies?
Main body
Reason1 Reason 2 Reason 3
To make others
.
Example(s) Example(s) Example(s)
Someone’s cooking
.
Someone’s haircut
.
Analysis Analysis
Analysis Perhaps your friend wants Perhaps your parents
Perhaps we lie to protect .
ourselves Perhaps they need to know
. . .
Conclusion
Even white lies may have results we cannot predict.
So ____________________________________________.
Learning to learn
Think & Share
1 What does the “web” in the
An essay usually consists of three parts:
poem represent?
introduction, main body and conclusion.
2 What would you do in the situations described in
Start with an introduction that contains the
aims and an overview of the essay. The main the passage?
body of an essay is a series of paragraphs 3 What do you think is the difference between a lie
that explore and develop your argument. and a white lie?
The conclusion contains a summary of your
4 How would you feel if you were told a white lie?
ideas – do not introduce any new material
Share your experience with the class if this has
here! End your essay by linking your
happened to you.
conclusion back to the essay title.
4 Work in groups. Give a talk on the importance of honesty following the steps below.
• Explain what honesty is.
• Give reasons for the importance of being honest.
• Support your reasons with examples.
• End with your conclusion.
10 UNIT 1Writing an essay
5 Read the fable and choose the message you 6 Make notes based on the passage in Activity 5
think it conveys. with your own opinions.
1 Porcupines are not sociable animals.
2 The more independent you are, the better your Introduction
life will be.
Original author:
3 There should be boundaries in interpersonal
Summary of the fable:
relationships.
Main body
The Porcupine Dilemma
Viewpoint:
Adapted from a work by Schopenhauer Supporting examples in your real life:
One cold winter night, a group of
porcupines gathered together to keep
warm. As soon as they started to get closer,
they hurt each other with their quills, so
Conclusion
they had to move apart. After a short time,
they started to feel cold again, so they
moved closer together. But again they had
to move away because of the pain caused
by the other porcupines’ quills. After
repeating this process a few times, they
Now write an essay. Use the expressions in
eventually found the ideal distance where the box to help you.
they could feel warm while managing not
Useful expressions
to hurt each other.
• This fable describes…
• The fable teaches us that…
• One example of this from real life is…
• In conclusion, …
7 Share your essay with the class.
Knowing me, knowing you 11Presenting ideas
1 Work in groups. Read the quotations 2 Choose one quotation and discuss the following
and discuss their meanings. points:
• its main message
Do not do to others what you do not • how it applies to everyday life, giving examples
want others to do to you.
• what we can learn from the quotation
Confucius
3 Present your ideas to the class. Use the expressions in
the box to help you.
Good fences make good neighbours.
Proverb
Useful expressions
• We have chosen to talk about the quotation…
• The main message of this quotation is…
The most basic of all human needs
is the need to understand and be • In daily life, …
understood. • Another example is…
Ralph G. Nichols
• In conclusion, this quotation teaches us that…
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
interpret interpersonal behaviour
make requests and refusals
write an essay
give suggestions to resolve interpersonal conflicts 3 I still need to improve:
improve interpersonal skills and relationships
12 UNIT 1U
N
I
T
Making a difference
Starting out
Bai Fangli, tricycle driver
I’m old. All I can do is ride a
1 Watch the video and answer the questions. tricycle and make money for the
1 What kinds of good deeds are shown in students... Knowing that the kids
the video? now have money for school is
2 What idea does the video convey? what keeps me going and gives
me more energy.
2 Look at the pictures of the three people and
read the quotations. Talk about the following
points:
Florence Nightingale,
• the contribution these people made to society
founder of modern nursing
• the qualities you admire in each of them The amount of relief and comfort
• other people who have similar qualities experienced by the sick after the
skin has been carefully washed and
dried, is one of the commonest
observations made at a sick bed.
Red Adair, oil well firefighter
It scares you: all the noise, the
rattling, the shaking. But the look on
everybody’s face when you’re finished
and packing, it’s the best smile in the
world; and there’s nobody hurt, and
the well’s under control.
13Understanding ideas
1 Look at the map and talk about water
problems in Africa.
FRESHWATER
PROBLEMS
1 As a six-year-old Canadian schoolboy, Ryan
in Africa by 2025
had trouble believing the words spoken by
Freshwater shortage (less than 1,000 m3/capita/year) his teacher that many people in developing
Freshwater stress (1,000 to 1,700 m3/capita/year) African countries couldn’t get enough clean
* Globally, renewable internal freshwater resource per water. He looked across the classroom at the
capita was around 6,000 m3 in 2014. drinking fountain. It was very close – only
ten steps away. So, Ryan asked himself, “Why
Now tick the solutions that you think do some African children have to walk ten
are most effective to supply Africa with kilometres to get water every day? And why
fresh water. is the water so dirty that it makes them
collect and purify rainwater sick?” Young Ryan thought, “Life is easy for
fund water projects me, but hard for those people. Why don’t
build wells and pumps I help?”
recycle waste water
set up facilities to purify water 2 At first, his plan was to earn money to
develop new water conservation technologies build a single well somewhere in Africa. He
cleaned windows and did gardening for his
2 Read the passage and find out what Ryan did family and neighbours. He soon reached
to help solve the problem of water shortage his first target of $70, but when he gave
in Africa. the money to a charity, he was told that it
actually cost $2,000 to build a well. Seventy
dollars was only enough for a hand pump.
14 UNIT 2The Well
That Changed
the World
Ryan understood that a hand pump wouldn’t danced happily. Some even offered him food
help the children. What they needed was a well and gifts. At first Ryan was nervous, but soon
dug near their homes. a great warmth filled him. He really had made
a difference for these children. He broke into a
3 Two thousand dollars was a lot of money, joyful smile.
but Ryan didn’t give up. He was determined
to help other children have clean water. He 5 Later, Ryan’s experience led him to set up a
started to ask for help from his classmates and foundation to encourage more people to help.
neighbours and persuaded them to donate Many inspired people gave him their support.
money. At the same time, a friend of Ryan’s Ryan’s foundation continues to attract support
mother helped make his story go public. After from more and more people, so the work of
several months, Ryan had raised the $2,000, building more wells can go on. Today, over
with which a well was built near a primary 800,000 people in 16 countries across Africa
school in Uganda. The children at the school have benefited from the life-changing gift of
no longer needed to walk for hours to get clean, safe water.
water. They were grateful to him and invited
him to visit. 6 Now, as an adult, Ryan says that the question
to ask is not “Why don’t I help?”, but “How
4 In Uganda, Ryan at last saw the finished well can I help today?”. This insight grew from the
with his own eyes. But that was not all. He determined attitude of a six-year-old boy who
also saw hundreds of delighted students who had the courage and perseverance to make his
had turned out to welcome him. They sang and dream a reality.
Making a difference 153 Choose the best explanation of the title and give your reasons.
1 The well built by Ryan solved the problem of worldwide water shortage.
2 The more wells you dig, the better the world will be.
3 The well built by Ryan encouraged more people to help make the world a better place.
4 Complete Ryan’s story with expressions from the passage.
ory
an’s
st
Ry
1 Ryan could get clean drinking water within ten steps, but some African children had to
1 . So Ryan decided to help.
2 Ryan cleaned windows and did gardening, and reached 2 . But
when he 3 , he was told it cost $2,000 to build a well.
3 Ryan persuaded his classmates and neighbours to 4 . His mother’s
friend also helped him. After several months, he raised enough money and a well was
built in Uganda.
4 Ryan visited Uganda. He saw 5 . He also saw 6
who had turned out to welcome him.
5 Later, Ryan’s experience led him to 7 to encourage more people
to help.
6 Today, the life-changing gift of clean water 8 .
Think & Share
1 What kind of person do you think Ryan is? Which of his qualities
do you admire most? Why?
2 As a senior high school student, what can you do to help people in need?
16 UNIT 2Using language
-ed as attributive
1 Look at the sentences from the reading passage and 2 Read the discussion between two
answer the questions. students about Ryan’s foundation.
Rewrite the underlined sentences
a … Ryan had trouble believing the words spoken
using the -ed form.
by his teacher…
b In Uganda, Ryan at last saw the finished well with
Ryan is a young man who is
his own eyes.
admired by a lot of people. The money
1 What was spoken in sentence (a)? What was finished which is raised by his foundation
in sentence (b)?
supports schools and communities in
2 Why does the author use -ed instead of -ing?
Africa. I think digging wells for
Compare them with the following sentences and
drinking water is a good way to solve
answer the questions.
the problem of water shortage.
c ... Ryan had trouble believing the words which
were spoken by his teacher... I absolutely agree with you. Digging
d In Uganda, Ryan at last saw the well, which was wells is a good way, but not the only
finished, with his own eyes.
way, to solve the problem of water
3 What is the difference between the two groups of shortage in Africa. As in the words
sentences? which were spoken by Ryan, we need to
4 Why does the author choose to use -ed instead of an not only donate money but also get new
attributive clause in the reading passage? ideas. I think the support which is needed
Now look for more sentences with -ed as attributive includes new technology for recycling
in the reading passage. water and education on how to use and
save water.
3 Read the passage and choose the correct form of the words.
The United Nations Children’s Fund, also knowing / known as UNICEF, is a United
Nations (UN) organisation basing / based in New York. It offers help needing /
needed by children all over the world.
UNICEF was founded on 11 December 1946, to provide food and healthcare to children
in countries damaging / damaged in World War II. Since 1953, UNICEF has taken up an extended
mission to help children in the developing / developed world, including those living / lived with
diseases or disabilities, and those affecting / affected by rapid modernisation and environmental
problems. Now, UNICEF has been working to improve the lives of children and their families across
190 countries and territories.
Making a difference 17Personal qualities
4 Read the descriptions and underline the words that describe personal qualities.
Liu Tao Li Mei Tim Anna
Tim Anna
He’s sensitive and She’s usually very He’s always She’s easygoing
rather serious, which shy, but she’s confident about with a sense of
sometimes makes generous and everything. He’s humour. She’ll try
him appear to be never hesitates to a good public to cheer you up if
a little bookish. help. She’s also speaker and I have you have a problem,
But he’s also an the most honest never seen him but she’s somewhat
independent thinker. person I know. get nervous. And lazy. Her desk is
He always knows I can always trust he’s creative. He extremely messy!
how to make her with my secrets. often comes up
wise decisions. with good ideas.
5 Put the words you underlined in Activity 4 into the table. Add any more you can think of.
Positive Neutral Negative
6 Work in pairs. Talk about people’s personal qualities using the words you have learnt.
A: I think my cousin is very brave.
B: Why do you think so?
…
18 UNIT 2To be a volunteer
8 Listen again and complete the form.
Ryan’s charity work is not unusual. Many people
Winchester Volunteer Centre
donate money and others volunteer to help run
Registration Form
charities. On most UK high streets, for example,
you will often come across people raising money
and looking for volunteers for Cancer Research Personal information
UK, the British Heart Foundation, the Royal Name: Sarah White
National Lifeboat Institution and many more. In Telephone: 077 8665 3048
China, volunteers are also playing an increasingly Preferred field: 1
important role in environmental protection,
disability assistance and many other fields.
Voluntary work description
• Intended voluntary work: teaching children
with disabilities 2 at
Peter’s Stables
• Aim: for the children to 3
and realise that they can 4
in spite of their disabilities
• Role: working 5 with the
Did You Know ?
same children in order to 6
7 Listen to the phone enquiry and complete Additional information needed
the sentences with the correct ending. • Your previous experience 7
1 Sarah likes _____. • A 8 for confirmation
2 The man suggests _____. • Available working hours
3 Erica Marshall needs to know _____.
Now talk about how Sarah makes a phone
a teaching children with disabilities enquiry on becoming a volunteer. Listen
b when Sarah can start work again if necessary.
c if Sarah is suitable for the work
d horses and being with children 9 Work in pairs. Act out a telephone enquiry.
e helping out three times a week Student A: Turn to Page 81.
f taking care of old people Student B: Turn to Page 84.
Learning to learn 10 Work in pairs. Think about other voluntary
work you would like to be involved in, and
Before making a phone enquiry, take a moment to
have a similar conversation.
prepare your questions. Take notes if necessary. Also,
remember that it’s okay to ask again when you think
it’s not clear enough!
Making a difference 19Developing ideas
1 Look at the word cloud and predict
what the man in the pictures might
have done.
frightened children
saved
heartbroken parents
various honours
business Britain
Nazis I
1 t is August 1939, and a group of frightened
public attention
children are boarding a train at Prague’s Wilson
Station. Their heartbroken parents do not join
during World War II
them. Indeed, they fear they may never see their
Jewish
forgotten journal children again. But they know that their children will
live. These are among the 669 children, most of them
2 Read the biography of Nicholas Winton Jewish, that Nicholas Winton will go on to save from
and check your prediction in Activity 1. death at the hands of the Nazis.
2 Nicholas Winton was born on 19 May 1909 in
London, to German-Jewish parents. The family later
Learning to learn took British nationality. On leaving school, Winton
worked in banks in Germany and France. He returned
Most biographies are organised in the order
to Britain in 1931, where he worked in business.
in which events happened. Whilst reading
a biography, it’s a good idea to make a
timeline to record and track important 3 In December 1938, a friend asked Winton to come
information, such as dates, places and key to Prague to aid people who were escaping from
events. This can be a useful way of displaying the Nazis. In Prague, Winton saw people living in
the kind of life the person led and even,
terrible conditions and whose lives were in danger.
sometimes, what he / she was really like.
He decided to help transport children to safety in
Britain. He established an office to keep records of
the children, and then returned to Britain to find
temporary homes for them. He used donated funds
and his own money to pay the 50 pounds per child
that the British government required. By August
1939, Winton had saved 669 children.
4 During World War II, Winton served as an officer
in Britain’s Royal Air Force. He left the military in
1954. He then worked for international charities and
for various companies. For the most part, he did not
20 UNIT 2THE POWER GOOD
of
“The British Schindler”: the life of Nicholas Winton
mention the children he saved, and his actions 6 Later, Winton received various honours for his
soon disappeared from people’s memories. achievement, including a knighthood in 2003,
and the Czech government’s highest honour,
5 That all changed in 1988 when his wife the Order of the White Lion, in 2014.
Grete found a forgotten journal at home. The
journal contained photographs and names 7 Nicholas Winton passed away on 1 July 2015,
of the children and addresses of the families at the age of 106. As the Chinese saying goes,
that took them in. She sent the journal to a “A kind-hearted person lives a long life.”
newspaper, and that year Winton was seen
on the British television programme That’s
Life. At one point, the host asked people in
the audience to stand up if Nicholas Winton
had saved their lives. A shocked Winton
watched as the majority of people rose
to their feet. The programme brought
his actions to public attention,
and Winton became a respected
figure around the world.
Making a difference 213 Match the events to the years in which they happened.
a Winton left the military.
b He was awarded the Order of the White Lion.
c He went to Prague to help refugees escape from the Nazis.
d He was invited onto the British television programme That’s Life.
e He became a businessman.
1931 1 Why did the parents fear that they would never see
Think & Share
their children again?
1938 2 Why do you think it took such a long time for Winton’s actions to
become known?
3 Which three words would you use to describe Winton’s personal qualities?
1954 4 Do you know of any Chinese who have acted in a similar way to
Winton? Share their stories with the class.
4 Work in groups. Give a talk in honour of Nicholas Winton.
1988
1 Use the table to help plan your talk.
Key actions Personal qualities
2014
2 Organise your talk following the steps below.
• Say who you are going to talk about.
• Talk about his key actions.
• Talk about his personal qualities.
• End with the main reasons why he inspires you.
3 Give your talk to the class.
22 UNIT 2Writing a biography
5 Read Tu Youyou’s CV and fill in the boxes with the corresponding information.
Education
1951–1955: Beijing Medical College (now Peking University
Health Science Centre)
Work Experience
1955–present: China Academy of Chinese Medical Sciences
Title: Tenured & Chief Researcher
Tu Youyou
Major Achievements and Awards
PERSONAL INFORMATION 1969: Worked as the leader of a research team aiming to
discover a treatment for malaria
Date of birth:
1972: Managed to extract qinghaosu from a Chinese herb,
30 December 1930
which is very effective in fighting malaria
Place of birth: 1986: Obtained a New Drug Certificate for qinghaosu, issued
Ningbo, Zhejiang, China by the Ministry of Health of China
2015: Won the Nobel Prize in Physiology or Medicine for
discovering a novel therapy against malaria
2019: Nominated for “The Greatest Person of the 20th Century”
Introduction Main body Conclusion
Name of the person: Major events (in time order): Your opinion on her contribution:
Her biggest achievement:
Now write a biography of Tu Youyou. Use the Useful expressions
expressions in the box to help you. Do further
• In (year), … • At the age of…
research if necessary.
• On (day / date), … • At one point, …
• Later, … • By (year / day /
6 Share your biography with the class.
• Finally, … date), …
Making a difference 23Presenting ideas
1 Think of someone you want to recommend as “Person of the Year”. You can choose
a well-known person or someone you know. Complete the form about the person.
PERSON
Name
OF THE YEAR
Achievements
Personal qualities
Reasons for
recommendation
2 Work in groups. Talk about your “Person of the Useful expressions
Year” and choose the best one in your group. Use the
• I recommend… because…
information in Activity 1 and the expressions in the box
• I think… is the best choice, because…
to help you.
• I agree with him / her.
• Really? I don’t think so. I think…
3 Present your “Person of the Year” to the class.
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
describe personal qualities
make a phone enquiry
write a short biography
comment on people’s moral values 3 I still need to improve:
develop a sense of social responsibility
24 UNIT 2U
N
I
T
The world of science
Harry threw the cloak around his
Starting out shoulders… Harry looked down at his
feet, but they were gone.
Harry Potter and the Philosopher’s Stone
1 Read about the inventions from
famous novels and choose those
that have become a reality. Presently I am going to press the lever,
and off the machine will go. It will
vanish, pass into future time, and
2 Watch the video and answer the
disappear.
questions.
The Time Machine
1 Which of the inventions in the
video interests you most? Why?
A faint blue light shot across it,
2 Which of the inventions in the
darkening to purple, and presently she
video do you think will become
could see the image of her son, who
a reality? lived on the other side of the earth, and
3 Of all the inventions in the world, he could see her.
which do you think is the most The Machine Stops
useful? Why?
Instead of being printed, the Earth
Chronicle is every morning spoken
to subscribers, who, in interesting
conversations with reporters, statesmen,
and scientists, learn the news of the day.
In the Year 2889
25Understanding ideas
1 Look at the pictures and talk about
The New Age of
how the way we live has changed
over time. Discuss the reasons
behind these changes.
Invention
Interviewer: Good evening, and welcome to Between the
Pages. This evening, I’ll be talking to Dr Richard Fairhurst,
whose new book The New Age of Invention has just been
published. Welcome, Richard!
Richard: Thank you. It’s a pleasure to be here.
Interviewer: I guess you have been asked about the title of
your book before. It suggests that the present day is a new
age for inventions, but many people might think that the
great age of invention is over.
Richard: Well, that’s an interesting point. There have been
golden ages of invention throughout history. Think of
the four great inventions in Ancient China: gunpowder,
papermaking, printing and the compass. These things
changed the world forever. Then there were the great
Western inventions: the steam engine, the telephone and
the radio. And now, we find ourselves
in the great new age of technology.
Interviewer: So are most of the new
2 Read the interview and find out great inventions tech-based?
what inventions are mentioned.
Richard: A lot, yes. For example,
advances in virtual reality and
wearable tech, as well as the
BTP BETWEEN
THE PAGES
26 UNIT 3flexible battery, mean we should soon be seeing a problem that needs a solution. This was no
further developments. In addition, important doubt the reason behind the invention of
advances have been made in medicine and the wheel in ancient times, which much later
environmental science thanks to increasing developed into the car. Now, reduced energy
computer power. supplies and environmental pollution have led to
more advances in the technology of new energy
Interviewer: Can you give us some examples? vehicles. But what remains important is that we
have an incredible desire to think and create, and
Richard: Sure. New inventions like 3D printers that’s the real spirit of invention.
have been used to make replacement hearts and
bone parts. In terms of the environment, it is now Interviewer: One last question. This is the one
possible to create an intelligent walking house. everyone really wants to know: will anybody
It is capable of using GPS technology to travel ever invent a time machine?
to different places, with computing technology
controlling its “legs”. What’s more, huge advances Richard: I think you’ve been watching too many
in solar technology mean it can be eco-friendly, movies! Nothing like this has been invented yet
too. and I’d say we’re a long way from an invention
like that at the moment! But, as they say, “Never
Interviewer: Impressive stuff! I’ve also been told say never!”
that you’re an inventor yourself. Is that correct?
Richard: Yes, I am, but I’m only one member of a
big team – most inventors now work as part of big
international teams.
Interviewer: I see. So what is it that inspires us to
invent things?
Richard: Most inventions start with recognising
The world of science 273 Choose the sentences that describe Dr Fairhurst’s opinions.
1 Inventions in Ancient China were better than those in the West.
2 A lot of today’s great inventions are tech-based.
3 Today, most inventors prefer working by themselves.
4 The desire to solve problems inspires invention.
5 A time machine will definitely be invented in the future.
4 Complete the mind map with information from the passage.
Ancient China – 1
virtual reality
the West – 2
wearable tech
f
o
s
o n a s t I n
i p v
e n t h e t o e n t 3
n v t d i o
I a n
y s
o
f
replacement
INVENTIONS
4
In made by 3D printers
sp
iration
for
in
recognising 7 ventions
5
using GPS, computing
technology and
8
6
Think & Share
1 If you were the interviewer, what other questions would you ask
Dr Richard Fairhurst?
2 In your opinion, what else inspires people to invent things?
28 UNIT 3Using language
Present perfect passive
1 Look at the sentences from the reading passage and 3 Imagine you are Dr Moore. Look at
answer the questions. the pictures and tell the police about
the damage and loss to your lab. Use
a I guess you have been asked about the title of your
the present perfect passive where
book before.
appropriate.
b New inventions like 3D printers have been used to
make replacement hearts and bone parts.
1 What has happened to “you” in sentence (a)?
2 Who has used new inventions to make replacement
hearts and bone parts in sentence (b)?
Compare them with the following sentences and
answer the questions.
c I guess someone has asked you about the title of
your book before.
d People have used new inventions like 3D printers to
make replacement hearts and bone parts.
3 What is the difference between the two groups of
sentences?
4 Why does the author choose to use the passive form
instead of the active form in the reading passage?
Now look for more sentences with the present
perfect passive in the reading passage.
2 Rewrite the underlined parts using the present
perfect passive.
My lab has been broken
Within the next 80 years, our lives may be changed
into! My...
beyond recognition by 3D printing. It has already
affected many things in our lives, right down to the
food we eat. For instance, some restaurants in London
have served 3D-printed hamburgers to customers.
But perhaps the most significant success that people
have achieved to date is in medicine. They have made
human body parts, including a beating heart, with 3D
printing technology. And it is not just humans who
are benefiting – in Brazil, people have given a new
3D-printed shell to a turtle injured in a forest fire!
Dr Moore
The world of science 29Careers in science
4 Look at the pictures and answer 5 Complete the introductions about different scientists
the questions. with the words in Activity 4. Pay attention to the
language that describes their careers.
Guo Shoujing (1231–1316) was a famous Chinese
1____________ of the Yuan Dynasty. He invented twelve
new instruments to study stars and planets. He also
developed a calendar which is as accurate as the Gregorian
calendar. A mountain on the Moon and a minor planet are
named after him.
physicist mathematician
British 2____________ Charles Darwin (1809–1882) is best
known for his work On the Origin of Species, in which he
explains changes in species due to natural selection. His
ideas deeply influence our understanding of the relationship
between humans and nature.
Li Daoyuan (ca 466–527) was a famous writer and
3____________ of the Northern Wei Dynasty. He did field
chemist astronomer
research across China and studied more than a thousand
rivers and streams, along with the landscape, history and
culture of the surrounding areas.
Marie Curie (1867–1934) was a world-famous 4___________,
and was first awarded the Nobel Prize in 1903 for her
extraordinary work on radioactivity. She was also regarded as
a brilliant 5____________, and was again awarded the Nobel
geographer biologist
Prize in 1911 for the isolation of pure radium.
1 What do you know about these
Chen Jingrun (1933–1996) was one of the world’s leading
careers?
6____________. His work on Chen’s Theorem made an
2 What famous scientists can you
important advance towards proving Goldbach’s Conjecture,
name in these fields?
the greatest unsolved problem in number theory.
Learning to learn
6 Work in pairs. Think about other careers in science and
Words about different careers in science
discuss what interests you most.
can be formed by adding -er, -ist or -ian
I’m interested in the work of a(n)… because…
at the end of the words about subjects,
eg biology – biologist.
30 UNIT 3Invention stories
8 Listen again and complete the notes.
Alzheimer’s disease is a brain disorder that causes
problems with memory, thinking and behaviour.
The majority of people with Alzheimer’s are 65
and above. It is recognised as the most common What is it?
mental disease among older people, and the It’s 1___________________.
number of sufferers is growing. Currently, there’s
no cure for Alzheimer’s, but
Who was it invented by?
scientists are researching
It was invented by 2___________________
ways to improve the
called Kenneth.
quality of life for people
living with the disease.
Who inspired the invention?
Did You Know ?
3___________________, who has Alzheimer’s.
7 Listen to the conversation and number the
How does it work?
pictures in the correct order.
4___________________ is sent to a mobile
phone like an alarm when the person with it
a 5___________________.
Now talk about how the speakers describe
the story behind an invention. Listen again
if necessary.
b
c 9 Work in pairs. Act out the conversation about
the invention of the telephone.
Student A: Turn to Page 82.
Student B: Turn to Page 85.
10 Work in pairs. Choose another story of an
d invention you know and have a similar
conversation.
Learning to learn
e Exclamatory sentences express strong emotions, such
as surprise, shock, joy, emphasis and excitement. These
are usually formed with what or how, and in written
form usually end with an exclamation mark.
The world of science 31Developing ideas
1 Read the short introduction to
FRANKLIN’S
Benjamin Franklin and share any
other information you know
about him.
EXPERIMENT:
How Much Is True?
1 Benjamin Franklin’s famous experiment with
lightning has introduced generations of children to
science. However, new research suggests that the
Benjamin Franklin (1706–1790) story may be fiction instead of fact.
was one of the Founding
Fathers of the United States and 2 The well-known story is that the American
helped draft the Declaration Founding Father and scientist flew a kite during
of Independence and the US a storm in 1752. At that time, there was much
Constitution. Apart from being interest in electricity. People wanted to know if
a successful statesman, he was lightning was really produced by electricity or
also well known as a leading something else. Franklin was one of them. He
American author, printer and raised the kite with a piece of string tied to it. A
publisher, successful diplomat, metal key was attached to the string. A flash of
creative scientist and inventor. lightning hit the kite, and electricity was conducted
through the string to the key. Franklin then
touched the key with his finger and got an electric
shock. This, he said, proved that lightning was a
2 Read the passage and find out what
form of electricity.
Franklin’s experiment aimed to prove.
3 For many years, schools have taught the story of
Franklin’s lightning experiment. More than one
generation of schoolchildren has been amazed
Learning to learn by his bravery and his scientific approach to
An essay title often contains an explicit or looking for the truth. Franklin, along with many
implicit question which your essay should other scientists, has inspired us and taught us that
focus on answering. For example, the scientific experiments are important in order to
title “Franklin’s Experiment: How Much Is
establish the truth and to contribute towards later
True?” makes it clear what question is being
scientific discoveries and inventions.
answered within the essay.
32 UNIT 34 However, neither the story nor the details of the with his theory of gravity. In fact, more than
experiment are entirely true. Although it has one account suggests that while Newton was
been proved that Franklin’s experiment took certainly inspired by a falling apple, there is no
place, more than one scientist has questioned proof that it hit him on the head.
what really happened. The detail about the string
and the key is true. But scientists all agree that if 6 Admittedly, fiction is often more interesting
Franklin had actually touched the key, he would than the truth. People have been more inspired
certainly have died from the electric shock. by Franklin’s spirit of scientific exploration
than by the facts themselves. But in science,
5 Scientists often question accepted ideas because facts should be proved by experiments and
they want to establish the facts. Some have research, and we should not always believe
even questioned the story about the apple that everything we read or hear – even if it is a
fell on Newton’s head and led him to come up great story.
The world of science 333 Number the statements to show how people’s attitudes towards Franklin’s
experiment have changed.
Franklin’s spirit of scientific exploration is still considered an inspiration.
People are amazed at and inspired by Franklin’s experiment.
Scientists question what really happened in Franklin’s experiment.
Think & Share
1 Do you think it matters that Franklin’s experiment might not be
true? Why?
2 What is your opinion about the statement “... we should not always believe
everything we read or hear – even if it is a great story”?
3 What qualities do you think a great scientist should have?
4 In what ways do scientists contribute to society?
4 Work in groups. Explain your understanding of the saying “Seeing is believing”, and
then give a talk about it. You may use information in the passage as examples.
1 Make notes about your understanding of the saying and list supporting details.
Your understanding Supporting details
2 Organise your talk following the steps below.
• Start your talk by explaining how you understand this saying.
• Explain why you think this way. Use the notes you have made to support your ideas.
• End your talk by summarising your points.
3 Give your talk to the class.
34 UNIT 3Writing an experiment report
5 Read the instructions for the experiment and 6 Complete the boxes with the information in
answer the questions. Activity 5. Do further research if necessary.
28 March Introduction Introduce the aim of the
experiment.
Magic bottle
This experiment is designed to
Materials
.
・ A boiled egg
・ A glass bottle (bottleneck a bit
smaller than the egg) Main body Describe the materials used
・ Hot water in the experiment and explain the procedure.
I prepared
Procedure to do this experiment.
1. Remove the shell of the egg.
Procedure:
2. Carefully pour some hot water
into the bottle.
3. Shake the bottle gently.
4. Pour out the hot water.
5. Quickly put the egg on top of
the bottle.
Conclusion Report the results and what
Results you have learnt.
… After the experiment, I can draw the
conclusion that
.
Note:
Do the experiment under the instructions
Now write a report of the experiment.
of a teacher.
7 Share your report with the class.
1 What do you think the results of this
experiment will be?
2 What can you learn from this experiment?
The world of science 35Presenting ideas
1 Work in groups. Look at the pictures and 2 Choose one of the objects in Activity 1 or an
discuss how these objects have changed over object that you use every day. Predict how it
the years. will further change over the next 50 years.
Make notes about your ideas.
My object:
How it will change:
Why it will change:
3 Present your ideas to the class. Use the notes
in Activity 2 and the expressions in the box to
help you.
Useful expressions
• It will become…
• People will use… instead of…
• It will be… for people to…
• There will be no… because…
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
talk about careers in science
tell the story behind an invention
write an experiment report
think critically about what I’ve read and heard 3 I still need to improve:
cultivate a spirit of innovation
36 UNIT 3U
N
I
T
Amazing art
Starting out
1 Watch the video and answer the questions.
1 What cities are introduced in the video?
2 What is each city famous for in the world of art? The Peacock by Yang Liping
2 Look at the pictures and answer the questions.
1 What forms of art are these works?
2 How do you feel about these works?
3 What is the most impressive artwork, building
or performance you’ve ever seen? Why did it
make such an impression on you? Share your
answer with the class.
The Persistence of Memory by Salvador Dalí
Turandot by Giacomo Puccini
The Thinker by Auguste Rodin
37Understanding ideas
1 Work in pairs and complete the 1 Hi, it’s Zack! Greetings from Paris, everyone! This
quiz. Try to guess if you are not sure broadcast is being brought to you from one of the
of the answers. largest museums on Earth – the Louvre! Today we’re
going to find out about some of the Louvre’s most
amazing treasures. Here we go!
2 Now, at the top of these stone stairs… get a load of
that! That huge sculpture you can see is the Winged
LOUVRE
FUN
QUIZ
Victory of Samothrace, or Nike of Samothrace! I can’t
even begin to tell you how amazing this is! It looks
1 Where is the Louvre Museum? like she has just flown down out of the sky and is
a In London. standing on a ship. Her head and arms are missing,
b In Paris. but you can imagine her holding her arms up high,
c In Berlin. celebrating the result of an ancient battle. And just
2 When was the original castle of look at how her dress is being folded by the wind!
the Louvre built? I really can’t believe she’s made of stone. The skill of
a The 12th century. the sculptor is just incredible.
b The 15th century.
c The 18th century. live 716
3 How many works of art are there
in its collection?
a Around 180,000.
b Around 400,000.
c Around 480,000.
4 Which work of art is among
the “Big Three” attractions of
the Louvre?
a The Code of Hammurabi.
b Liberty Leading the People.
c Venus de Milo.
2 Read the passage and find out
what Zack is doing in the Louvre.
38 UNIT 4Live from the Louvre
3 Okay, I’d better move on. You can see there 4 And now, it’s time to get up close and
are so many people here. I’m being pushed personal with one of history’s greatest artists –
around quite a bit, in fact. And you’re really Rembrandt! He painted this self-portrait about
going to love what’s coming up next. It’s the 400 years ago. Throughout his life, he made over
one and only Mona Lisa! The painting is a 90 self-portraits! No
live 1120
lot smaller than you would expect, and is one really knows
protected by glass. But from here I can get a why. Perhaps it was
good view to show you. When I look into her his way of taking a
eyes it seems she has a mind of her own! One 17th-century selfie?
moment she seems to be laughing at me, but Or was it simply
then again I catch a sense of sadness in her cheaper to paint
smile. I guess that’s why she attracts so many himself than to pay
visitors every day. for a model?
live 845 5 About 35,000 works are currently being
displayed in over 300 rooms in the Louvre,
and it would take a lifetime to see everything!
I’ll say bye for now, and hope you can all visit
this fantastic place one day to feel the power
of these great works of art for yourselves. They
really do reach out to us across the centuries as
if time itself were nothing. By the way, if you
have enjoyed this live broadcast, subscribe to
find out where I’m visiting next!
Amazing art 393 Choose three tags that best describe the main idea of the passage and give reasons for
your choices.
Louvre art Mona Lisa exhibition museum
selfie fantastic tour guide history live broadcast
4 Complete the route with expressions from the passage.
➡ ➡
Think & Share
1 Which of the three artworks makes the greatest impression on
you? Why?
2 Which galleries and museums have you visited? Share your experience with the class.
➡
➡
➡
➡
➡
➡
➡
➡
➡
➡
Winged Victory of
Samothrace Mona Lisa
Here at the top of the stairs This is perhaps the most famous
is this 1 . painting here, protected by glass. It’s
Although 2 , you can smaller than 4 . The
still imagine her posture. The folded lady in the painting seems to have 5
dress shows incredible 3 . , which makes her so interesting!
Rembrandt’s self-portrait
This is one of the 90 or more self-
portraits Rembrandt made in his
lifetime. We don’t know why he
made so many – perhaps it was his way of
6 ! Or maybe it was just
7 ?
40 UNIT 4Using language
Present continuous passive
1 Look at the sentences from the reading passage and 2 Rewrite the underlined parts using
answer the questions. the passive.
a And just look at how her dress is being folded by
Do you think going to a museum
the wind!
is the only way to see art? Actually,
b I’m being pushed around quite a bit, in fact.
art is everywhere around us! For
1 What causes the action in sentence (a)? The dress or example, on the walls of my local
the wind? pub, young people are painting
2 What is happening to “me” in sentence (b)? beautiful pictures. Some people find
graffiti too random and don’t like it,
Compare them with the following sentences and
but I like its colours. Even trees can
answer the questions.
be art – some people are trimming
c And just look at how the wind is folding her dress! trees into interesting shapes, like
d People are pushing me around quite a bit, in fact. animals or clouds. And look up –
construction workers are building
3 What is the difference between the two groups of
impressive, original buildings in every
sentences?
neighbourhood. Anyhow, it’s easy
4 Why does the author choose to use the passive form
to see great art nowadays, because
instead of the active form in the reading passage?
people are creating it everywhere
Now look for more sentences with the present you look.
continuous passive in the reading passage.
3 Look at the picture. Describe what is happening using the passive form of the
words and expressions in the box.
arrange carry hang paint put up sweep write
Amazing art 41Chinese art forms
4 Look at the pictures and answer the questions.
paper cutting embroidery seal cutting
calligraphy Chinese painting porcelain
1 What do you know about these art forms?
2 Have you tried any of these art forms? Share your experience with the class.
5 Complete the passage with the words and expressions in Activity 4.
Yesterday, I went to an amazing Chinese art festival. There were different stands where artists could
demonstrate their skills and teach the visitors! It was definitely an exciting experience for a foreign
student like me.
What caught my attention first was a 15th-century qinghua bowl in a breathtaking exhibition of
Chinese 1______________. It vividly illustrated a dragon playing with a ball.
Then I tried some 2______________, that is, making images out of paper. It was difficult, but a lot of fun!
With help from the artist, I managed to make one in the shape of a fish. Meanwhile, a woman at the
next stand was using a needle and some thread to do some 3______________. It looked so pretty!
Then I went into a section decorated like a traditional Chinese study, with two beautiful 4______________
of a pine tree and some bamboo hung on the walls.
There was also an old man writing Chinese 5______________: his writing was so free and elegant!
Another man sitting next to him showed me how 6______________ works. Chinese characters are
carved into small squares of stone and stamped onto paper with ink. He made one for me with my
name in Chinese – pretty awesome!
I also came away with a beautifully embroidered handkerchief made of soft cotton fabric, and a
porcelain cup and saucer painted in wonderful shades of blue.
6 Work in pairs. Talk about a Chinese art form that your home town is famous for.
My home town is famous for the traditional art of… People use… to…
42 UNIT 4Contemporary art
8 Listen again and complete the table.
Since it began in the late 20th century,
Jill’s opinions Andrew’s opinions
the Contemporary Art Movement
has raised questions and doubts, with
It was boring and
people asking, “Is it really art?” This
there was
It was really clever
was the case in 1999 with British artist 1_______________.
Tracey Emin’s work, My bed – which and the viewer can
It had
3_______________.
was, quite literally, her unmade bed. 2_______________
Then, in 2015, cleaners in an Italian
for me.
Empty
gallery threw away an art piece after
mistaking the pile of empty bottles,
Everyday objects
cigarette ends and pieces of coloured
It was rather can also be
paper for rubbish! While some say
lazy because the art. I could
contemporary art lacks skill, meaning
artist didn’t 5_______________
and artistic value, others argue that
4_______________. when looking at the
its worth lies in its ability to stimulate
details.
new discussions and understanding of Living room
everyday objects, such as water pipes
and iron wires. It was just
That was my
6_______________
favourite piece
anyone can make,
and it really
and my cat would
7_______________.
love to play in them.
Future
Now talk about how Jill and Andrew express their opinions
towards contemporary artworks. Listen again if necessary.
Did You Know ? 9 Work in pairs. Act out the conversation to share your
opinions about the artwork.
7 Listen to the conversation and Student A: Turn to Page 82.
choose the main idea. Student B: Turn to Page 85.
1 Everyone can create art,
whatever their background. 10 Work in pairs. Think of another artwork and have a
2 We can use art to learn about similar conversation.
the world.
Learning to learn
3 Art means different things to
different people. Pauses give the listener extra time to understand what is being
said. Pausing also allows the speaker to emphasise certain words
4 Everyone should try to include
within a sentence. Try to be aware of where and when to pause
art in their lives.
during a conversation.
Amazing art 431 Tick the words that you would use to
Han Gan
describe horses. Add any more you
can think of.
calm brave
and
cute clever
fast loyal
wild strong His Horses
Now compare your choices with the
rest of the class and share what you
know about horses. 1 What a magnificent horse! Even after more than
a thousand years have passed, we can still feel
2 Read the passage and find out what the power within its burning eyes, bared teeth
it is about. and kicking hooves. Night-Shining White, now
a An introduction to the Metropolitan kept in New York’s Metropolitan Museum of Art,
Museum of Art. is regarded as one of the most significant horse
b The story behind Night-Shining White. paintings in the history of Chinese art. Its artist,
c The famous artist Han Gan. Han Gan, is known for his skill in capturing not
only the physical features of the animal, but also its
inner spirit and strength.
韩
Learning to learn
Before reading a passage, think of what you
already know about the topic. For example,
you may already know some facts about
the Chinese horse painter, Han Gan and
his paintings. Make connections between
your background knowledge about this
Chinese historical figure and the new
information you read in the passage. This
will improve your understanding of new
concepts and information.
Developing ideas
干
44 UNIT 42 Born into a poor family in the early Tang to live with the stable workers for quite some
Dynasty, the young Han Gan had to help time. The horses, whether resting or on the
support his family by working in a local wine move, offered him plenty of inspiration. The
shop. His artistic talent was discovered by more time he spent observing these animals,
accident when he was sent to the poet Wang the more his understanding of them grew. Day
Wei’s house to collect payment for some wine. after day, Han Gan painted the horses, his
While waiting at the gate, Han Gan used a brush presenting every detail that he saw with
stick to draw pictures in the dirt and was seen his own eyes.
by the poet himself. Wang Wei decided to
sponsor the young man to study painting and 4 It is said that when the Emperor asked Han
recommended him to a master. Due to Han Gan to take a master of horse painting as his
Gan’s natural talent and years of hard work, teacher, the artist replied, “I have my own
he was eventually chosen to serve Emperor teachers, Your Majesty. All the horses in your
Xuanzong in the royal palace. stables are my very teachers.”
3 The Tang emperors were very fond of horses. 5 Those who saw Han Gan’s horse paintings all
This meant that the animal was a frequent sang high praises for his unique skill, saying
subject for artists. At that time, the most that his horses “could gallop off the paper”.
common way to study horse painting was by Even Su Shi, the famous poet of the Song
copying the works of previous painters. Han Dynasty, expressed his admiration for Han
Gan’s method, however, was different – he Gan as a master of horse painting with the
observed the animal itself. He was a frequent words, “The horses painted by Han Gan are
visitor to the royal stables and even moved in real horses.”
Amazing art 453 Complete the diagram with information from the passage.
The artist and The life of the artist Comments on
his masterpiece his work
Name of the artist Personal information Su Shi
(birth, dynasty, etc)
Name of the painting
How he became a painter Other viewers
Description of the painting
What he did as a court painter
4 Work in groups. Imagine you are a tour guide
Think & Share
1 What made Han Gan a in the Metropolitan Museum of Art. Use the
successful painter? information in Activity 3 to talk about the life
2 What does Su Shi’s comment mean to you? and work of Han Gan.
3 What can you learn from Han Gan’s way 1 Think about what information to include.
of painting? 2 Decide in what order you will introduce.
4 Do you know of any other artists famous for 3 Introduce Han Gan and his painting to your
painting animals? Introduce one to the class. group members.
46 UNIT 4Writing about an artwork
5 Read the museum introduction to the painting and 6 Complete the boxes with the
answer the questions. information in Activity 5. Do further
research if necessary.
Introduction give basic information
about the artist and the artwork
• This sunflower painting was an
1 by 2 .
• It is among his 3 .
• It was completed 4
.
Main body describe the artwork
• It shows 5 .
• It is painted mostly in 6
Sunflowers
.
• The colours range from 7
Arles, January 1889, Vincent van Gogh (1853–1890)
.
oil on canvas, 95 cm x 73 cm • 8
Van Gogh’s sunflower paintings are among his most
Conclusion give your own comments
famous, and this one was completed in Arles in 1889.
It shows sunflowers in a vase, mostly in three shades
_____________________________
of yellow. The colours of the flowers range from bright
_____________________________
yellows to brownish yellows, showing that the flowers
_____________________________
are at different stages of life.
_____________________________
_____________________________
The sunflower paintings held special meaning for Van
Gogh. When his friend Paul Gauguin, who was also a
famous painter, came to live with him for a while, he
Now write an article about the
hung the first two in his guest’s room to welcome him.
painting Sunflowers.
1 What else do you know about Van Gogh’s sunflower 7 Share your article with the class.
paintings?
2 What do you think of this one?
Amazing art 47Presenting ideas
1 Recommend a local artist and complete the form with information
about him / her.
Name
Speciality
Representative works
Key features
Reasons for recommendation
2 Work in groups. Talk about your recommended artist and vote
for the most interesting. Use the information in Activity 1 and
the expressions in the box to help you.
Useful expressions
• I recommend… because…
• I think… is the best choice, because…
• He / She specialises in…
• His / Her work shows…
• I agree with him / her.
• I’m afraid that I have to disagree. I think…
3 Present your chosen artist to the class. Vote for the best
“Neighbourhood Artist”.
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
introduce Chinese art forms
express opinions about artworks
write about an artwork
compare and contrast different forms of art 3 I still need to improve:
develop an ability to appreciate art
48 UNIT 4U
N
I
T
What an adventure!
Starting out
a
1 Look at the map, and read the
information about the three explorers.
Match the routes to the explorers. b
1 Ferdinand Magellan (1480–1521)
was a Portuguese explorer who c
sailed west from Spain across
the Atlantic and Pacific oceans
in search of a westward route
to the Spice Islands (now part of
Indonesia).
2 Vasco da Gama (1460–1524) was
a Portuguese explorer and the first
European to reach India by sea. His
initial journey to India opened up
the sea route from Western Europe
to the east by way of the Cape of
Good Hope.
3 Christopher Columbus (1451–
1506) was an Italian explorer who
completed journeys between Spain
and the Americas, thus marking the
beginning of European exploration
of the Americas. He brought native
plants such as tomatoes and tobacco
back to Spain.
2 Watch the video and answer the
questions.
1 What kind of difficulties did
Xu Xiake meet?
2 Do you know any other great
explorers? Share their stories with
the class.
49Understanding ideas
1 Look at the map and answer the questions.
CLIMBING
The South-east Ridge Route
on Qomolangma
QOMOLANGMA:
SUMMIT: 8,844 m
WORTH THE
CAMP 4:
DEATH 8,016 m
ZONE RISKS?
8,000 m above sea level
CAMP 3:
Only 30% as much oxygen
7,163 m
as available at sea level. The
human body can only stand
this height for a few days.
CAMP 2: 1 Last year, hundreds of people spent
6,400 m
good money on an experience that
they knew would include crowds,
CAMP 1:
discomfort and danger. Many would
5,944 m
become sick, due to the extreme cold
BASE CAMP:
and low air pressure, and a few would
5,334 m
even lose their lives. Yet, despite all
this, by the end of the trip many were
Facts about Qomolangma
already planning to return. For these
• Qomolangma lies on the border of Nepal and the
people, climbing Qomolangma is an
Tibet Autonomous Region of China.
• The best time to climb Qomolangma is in April experience like no other, making some
and May.
feel weak and others, powerful.
• The temperature on the mountain can get as low
as −60℃.
• The first people confirmed to have reached the top
were Edmund Hillary and Tenzing Norgay in 1953. 2 British mountain climber George
Mallory wrote of climbing
Qomolangma, “What we get from this
1 Who were the first people confirmed to have reached adventure is just sheer joy... We do not
the top of the mountain? When did this happen? live to eat and make money. We eat
2 Why do you think the climbers need so many camps
along the route?
3 What else do you know about Qomolangma? Share
the information with the class.
2 Read the passage and find out what “Type T”
personalities are.
50 UNIT 5and make money to be able to enjoy life. That 4 With the majority of attempts to climb
is what life means and what life is for.” Sadly, Qomolangma resulting either in total success
Mallory would die on the mountain in 1924, or failure, is there also a scientific reason
although his body would not be found until behind this risk-taking? Recent studies indicate
many years later. It is still not known if he that risk-taking may be part of human nature,
succeeded in reaching the top of Qomolangma with some of us more likely to take risks than
before it took his life. others. Psychologist Frank Farley has spent
years studying people who jump out of planes
3 In 2011, words similar to those of Mallory and drive fast cars, as well as those who climb
were spoken by American mountain climber Qomolangma. He refers to the personalities
Alan Arnette, who climbed Qomolangma in of these people as “Type T”, with the “T”
that year and was going to climb other high standing for “thrill”.
mountains around the world. “It brings into
focus what’s important to you.” He added, 5 Speaking to the LA Times about the “Type T”
“There are a thousand reasons to turn around personalities, Farley said, “They’ll say, ‘I’m not
and only one to keep going. You really have to taking risks, I’m an expert…’ They don’t want
focus on the one reason that’s most important to die and they don’t expect to die.”
and unique to you. It forces you to look deep
inside yourself and figure out if you really have 6 Research also suggests that our desire to seek
the physical, as well as mental, toughness to risks can be connected to how much we expect
push when you want to stop.” to benefit from the result.
7 With this in mind, are the benefits of climbing
Qomolangma worth the risks? It’s totally up
to you.
What an adventure! 513 Choose the author’s purpose in writing the passage.
1 To encourage people to climb Qomolangma if fully prepared, as risks bring many benefits.
2 To remind people to balance the benefits and risks before deciding to climb Qomolangma.
3 To suggest that people stop taking risks and climbing Qomolangma, as the risks outweigh
the benefits.
4 Complete the paragraphs with expressions from the passage.
Why Do
People Climb
Qomolangma?
Scientific reasons
Risk-taking may be part of
6 . People
George Mallory who are more likely to
7 have “Type T”
What people get from this adventure is just
personalities. Research also suggests
1 . People eat and make money to be
that our desire to seek risks can be
able to 2 , not the other way round.
connected to how much we expect
to 8 .
Alan Arnette
Each person has a(n) 3 reason for
climbing a mountain. It forces people to
4 themselves. To succeed, people
must have the physical as well as 5 .
Think & Share
1 Do you agree with Mallory’s and Arnette’s opinions? Why?
2 If you were given the chance, would you like to climb Qomolangma? Why or why not?
52 UNIT 5Using language
Past future
1 Compare the two groups of sentences 2 Write the clauses in the correct order.
and answer the questions. Sentences (a) a which / for three full days / the storm / would last
and (b) are from the reading passage.
b remain / there / we would / for many months to come
a Last year, hundreds of people spent
good money on an experience that
c wouldn’t / for a very long time / be back / we
they knew would include crowds,
discomfort and danger.
d from port / we / sailing / were
b … Alan Arnette, who climbed
Qomolangma in that year and
was going to climb other high
Now complete the captain’s memoir with the clauses.
mountains around the world.
It was spring, and 1 . We were excited – none
c This year, hundreds of people will
of us knew that these would be our final days
spend good money on an experience
together. At first, the waters of the strait were
that they know will include crowds,
discomfort and danger. calm and we spent our days working, fishing and
d … Alan Arnette, who has climbed playing cards, happily unaware that 2 . At that
Qomolangma and is going to
point, 3 was just a few dark clouds on the
climb other high mountains
horizon. Hours later, the waves rose up over our
around the world.
ship, breaking it into two and throwing us overboard.
1 What is the difference between the
Choking with water, we swam to the nearest island.
two groups of sentences?
2 What clues in the sentences help you
4 , hatching plans to escape.
decide which tense to use?
3 Match each group of sentences to the
3 Imagine you were one of the sailors in Activity 2.
correct timeline.
Answer the captain’s questions using I was going
to…, but…
Did you hunt for food?
A
Past Present Future
Did you collect any water?
B Did you put up the tent?
Past Present Future
Did you find logs to
build a fire?
Now look for more sentences with
the past future tense in the reading
passage.
What an adventure! 53First aid
4 Look at the items in the first aid kit and talk about what they are used for. Add anything else that
you think would be useful.
Learning first aid is helpful before you go
on an adventure!
cotton wool balls
alcohol
rubber gloves
ice pack
thermometer
bandage
scissors
plasters
painkillers
5 Complete the first aid guidelines with the words and expressions in Activity 4.
FIRST AID GUIDELINES
Broken arm Heatstroke
To reduce the pain, place a(n) Take the person to a cool place
1____________ on the arm. If it and give him / her lots of water
is too cold, cover it with cloth to drink. Take the person’s
beforehand. It is important to keep the arm temperature by putting a(n) 4____________
still and rigid, so make a sling out of a(n) under his / her tongue. If it is 40°C or higher,
2____________. take the person to hospital as soon as possible.
Cut Insect bite
Put pressure on the cut with a Wash the area with liquid
clean cloth. Once the bleeding has medicine. If the bite becomes hot,
stopped, clean the area out with red and itchy, try to cool it down.
fresh water or 3____________. Once the wound If the bite is painful, give the person one or two
is cleaned and dry, cover it with a bandage. 5____________. Go to hospital if necessary.
6 Work in pairs. Offer first aid advice for injuries or illness in Activity 5. Add any more you can
think of.
A: Are you OK? What’s the matter?
B: I think I’ve broken my arm / wrist / finger. What should I do?
…
54 UNIT 5Amazing road trips
8 Listen again and complete the blog.
China’s National Highway 318,
stretching over 5,000 kilometres, When we came back, we were asked a lot A TRIP
runs from Shanghai to Zhangmu, of questions about our adventure. Here
ALONG
Tibet. It is the longest highway in we’ll try to answer the most frequently
China. Although regarded as the asked questions. HIGHWAY
most dangerous road in the country,
318
Why did you do it?
it is also known as the “heavenly
road” for its amazing views and the We did it to 1_____________________.
raw beauty of the landscape.
How did you prepare?
We really practised a lot! If we weren’t studying,
we were 2_____________________.
What difficulties did you encounter?
We had to 3______________________ day after day. We also
had to face 4_____________________ and dangerous falling
rocks. 5_____________________ started from Chengdu, but
three friends got injured.
Did You Know ?
What did you see?
7 Listen to the interview and choose The views were fantastic! The most impressive ones were
the words that best describe the those of 6_____________________.
speakers’ experiences.
1 Expensive but fun. How did you feel after the trip?
2 Difficult and unpleasant. It was the best feeling in the world! We had an adventure,
3 Challenging but rewarding. raised some money and 7_____________________ to some
children’s lives.
Now talk about how the speakers describe their
experiences. Listen again if necessary.
9 Work in pairs. Act out the conversation to talk about
the road trips across China.
Student A: Turn to Page 83.
Student B: Turn to Page 86.
10 Work in pairs. Think about a trip you have taken and
have a similar conversation.
∵
Learning to learn
While listening and taking notes, you
don’t need to write down every word
in full. Using symbols and abbreviations
can allow you to take notes more
quickly. Next time you need to take
notes, try using some of these: ∵ /
because, ∴ / therefore, 5 / five,↑/ up,
C20 / 20th century, 20 K / twenty
thousand, diff. / difference.
What an adventure! 55Developing ideas
1 Read the short introduction to Jules Twenty
Verne and answer the questions.
d
n
Thousa
s
e
u
Leag
r
Unde
a
e
S
The
Jules Verne (1828–1905) was a French
writer best known for his adventure
stories. Often called the “Father of
Science Fiction”, Verne described in
his stories technology and inventions
years before they became realities.
Verne’s most famous books are
Journey to the Centre of the Earth
(1864), Twenty Thousand Leagues
Under the Sea (1870) and Around the
World in Eighty Days (1873).
1 Have you read any stories written by Jules
Verne? What are they about?
2 What amazing things do you think you
might find in Twenty Thousand Leagues
Under the Sea?
2 Read the passage and underline the
key sentences of each paragraph. Find
out what the author intends to tell us.
56 UNIT 5I
n 1866, a terrible sea creature is seen by several ships. Biologist Professor
Pierre Aronnax and his servant, Conseil, join a ship to find and kill the
creature. After a long journey into the Pacific Ocean, the creature is finally
seen. While attacking from the ship, Aronnax and Conseil, along with the whale
hunter Ned Land, fall into the sea, and discover that the “creature” is actually a
submarine. They are captured and taken inside the submarine, where they meet
the man in charge, Captain Nemo. Ahead of its time, the submarine is also a secret
from the rest of the world. In order to keep this secret, Captain Nemo tells his
three newest passengers that they are not permitted to leave the submarine. While
Ned Land can think only of escaping, Aronnax and Conseil are fascinated by their
adventures in the new underwater world. In this part adapted from a chapter of the
book, Aronnax describes the experience of walking on the sea bed…
1 And now, how can I look back upon the impression left upon me by that walk
under the waters? Words are not enough to relate such wonders! Captain
Nemo walked in front, one of his men following some steps behind. Conseil
and I remained near each other, as if an exchange of words had been possible
through our metal cases. I no longer felt the weight of my clothes, or of my
shoes, of my air supply, or my thick helmet, inside which my head shook like a
nut in its shell.
2 The light, which lit the soil thirty feet below the surface of the ocean,
astonished me by its power. The solar rays shone through the watery mass
easily, and consumed all colour, and I clearly distinguished objects at a distance
of a hundred and fifty yards. Beyond that the colours darkened into fine shades
of deep blue, and gradually disappeared. Truly this water which surrounded
me was but another air heavier than the Earth’s atmosphere, but almost as
clear. Above me was the calm surface of the sea. We were walking on fine, even
sand, not wrinkled, as on a flat shore, which keeps the impression of the waves.
This dazzling carpet, really a reflector, drove away the rays of the sun with
wonderful intensity, which accounted for the vibration which passed through
every atom of liquid. Shall I be believed when I say that, at the depth of thirty
feet, I could see as if I was in broad daylight?
(Adaptation from Twenty Thousand Leagues Under the Sea by Jules Verne)
What an adventure! 573 Complete the table with expressions from the passage.
Adventures under the sea
Actions Feelings Views
walked under the waters no longer felt the weight solar rays shone through
the watery mass easily
Think & Share
1 What does the author mean by “Words are not enough to relate
such wonders”?
2 What do you think will happen next in the story? Share your ideas with the class.
3 What do you know about the world beneath the surface of the oceans?
4 Why do you think people want to explore this underwater world?
Learning to learn
When reading an unfamiliar word, first try to use the context of the sentence or passage to infer
its meaning. Then think about what other words would make sense in the sentence. Parts of the
word, such as prefixes, word roots and suffixes, can also be used to try and work out its meaning.
4 Work in pairs. Imagine you are the marine biologist from the story walking on the
sea bed. Talk about your experiences.
1 Plan your conversation by answering the questions.
• What did you wear and how did you breathe?
• Who did you go with?
• What did you see?
• How did you feel?
2 Have the conversation with your partner. Take turns asking each other questions and
respond to your partner’s comments.
3 Give your talk to the class.
58 UNIT 5Writing about a diving experience
5 Read the poster and answer the questions.
Two
dives and
buffet lunch
One-day included
tour to the
Farne Islands
12 divers
and 6 dive
Available UNDERSEA ADVENTURE instructors per
every day DISCOVER A HIDDEN ENGLAND tour
from 1 June to
31 July Come and explore the magical waters around the Farne Islands, one of
England’s premier dive sites. With both shallow and deep-water diving,
there’s something for divers of all skill levels, from shipwrecks waiting
for you to discover their secrets to the islands’ lovely baby seals!
WRECK DIVING: SCENIC DIVING:
Let our instructors take you on Swim with Farne’s most lovely
a circuit through the 6,810-ton residents: the thousands of grey
steamer Somali, which sank in seals that live on the island all
1941 during the Second World year. Although the 300 kg adult
War. The ship rests upright on the sea bed, about 30 males can look a bit scary – don’t worry, they’re
metres below the waves. She almost looks as though harmless! – the young seals will delight you with
she is about to set sail once again! their curiosity, as they follow you among the seaweed
forests and schools of unusual fish.
1 Where are the divers going on this adventure?
2 What are they going to do and see during the trip?
3 Which of the experiences appeals to you most and why?
6 Imagine you have been on this adventure. Make notes about your experience.
What did you do? What did you see? How did you feel?
Now write a diary entry about your adventure.
7 Share your diary entry with the class.
What an adventure! 59Presenting ideas
1 Think of an adventure story you have read or heard and make notes.
Look at the pictures for ideas.
Main character(s)
Time
Place
What happened?
What do you think about
the story?
2 Work in groups. Tell your story to other group members. Use the
notes in Activity 1 and the expressions in the box to help you.
Useful expressions
• The hero / heroine of my story is…
• This is how it all began…
• He / She was to… when suddenly…
• To make a long story short, …
• It was a(n) exciting / scary / memorable / impressive experience!
• It made me feel…
3 Choose one story as your group story and present it to the class.
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
describe items in first aid kit and their uses
talk about adventure experiences
write about a diving experience
evaluate the benefits and risks of adventurous 3 I still need to improve:
activities
cultivate a spirit of exploration
60 UNIT 5U
N
I
T
Disaster and hope
Starting out
1 Watch the video and answer the questions.
1 Where is the city? What happened there?
2 How did people there react to the disaster? What
was the result?
2 Look at the film posters and answer the questions.
1 Have you seen the films? What are they about?
2 What do you think the main characters do in the
face of these disasters?
3 What other stories do you know about natural
disasters? Share an example with the class.
61Understanding ideas
1 Look at the thermometer and answer the 1 Picking up a free newspaper at the Tube
questions. station, I see the title “Hot! Hot! Hot!”.
Today, the temperature in London is
℃
expected to reach 30 plus degrees! The
56.7℃
100 average high temperature in July is only 22
degrees, so over 30 is not usual for London.
80 It’s going to be awful on the Central Line,
with no air conditioning. Why did they have
60 to invent the Tube before air conditioning?
It’s just typical that my journey is on one of
40 the oldest lines, as well as one of the deepest.
It’s the hottest on the whole Tube system.
The highest temperature
20
recorded on Earth
2 Sure enough, going down the stairs and onto
(California, 1913)
0 the platform is like jumping into a volcano
that’s erupting. This, however, is nothing
−20 compared to the train. Because there’s no air
conditioning, the temperature inside the train
−93.2℃ −40 can reach 35 degrees! It’s lovely at the beach,
but not so when you’re wearing a suit and in
−60 a crowd of passengers! I’m sure the passenger
next to me and I are melting and becoming
−80 one! I had bacon and eggs for breakfast, and
now I’m feeling a bit sick – I hope I can make
−100 it to Bank station… I’ll avoid the feeling by
The lowest temperature
recorded on Earth
(Antarctica, 2010)
1 What happens when the temperature goes
very high or very low? How do people deal
with extreme temperatures?
2 What were the highest and lowest
temperatures recorded where you live? How
do you feel in extreme temperatures?
2 Look at the picture and predict what the
passage is about. Then read the passage and
check your prediction.
62 UNIT 6thinking about work. I work in a tall, glass building. One very
hot summer, the sun reflected off it and melted cars parked
below! Will this happen again today?
3 Yes, each summer in London definitely seems hotter than the
last. I suddenly feel a bit scared. Perhaps now is the time to start
planning for the future? I should probably put my flat on the
market and buy a boat. That way, when the Thames rises and
there is a flood in London, I’ll still be able to get to work. But
wait! Would I still have a workplace to go to? My office is only
on the third floor of the building, so quite low. I’ll speak with
my manager about moving to the top floor. Most importantly,
I will need to learn to swim! I’ll join a beginner’s swimming
class immediately. Then I’ll be able to survive even when the tall
buildings are flooded.
4 Looking through my newspaper, I’m shocked by photos showing that a hurricane in
Asia has destroyed a town. What’s more, heavy rain in Eastern Europe has caused
landslides, and the heat across Southern Europe has caused forest fires. Experts
say this bad weather has occurred due to climate change. News like this makes me
feel nervous. Now that it’s hard to avoid a disaster on Earth, perhaps I should start
thinking about moving to space…
5 “The next station is Bank!” comes the announcement. That’s my destination. Stepping
out of the station with a heavy heart, I suddenly feel a fresh wind on my face. Well,
maybe I have been worrying too much. After all, it’s only 30 degrees outside!
Disaster and hope 633 Choose the author’s purpose in writing the passage.
1 To explain why summers in London are getting hotter and hotter.
2 To complain about the London Tube.
3 To warn people about the danger of London being flooded.
4 To express his worries about the dangers of extreme weather conditions.
4 Complete the flow chart with words and expressions from the passage.
In the newspaper, there are reports of
The author is travelling on the London Tube.
natural disasters around the world caused
It is very hot and the temperature outside will
by 7 , which makes the
be 1 . He feels awful.
author feel 8 .
It is even hotter inside the train than outside, and
the author thinks he is 2 with
the passenger next to him.
Going outside, the author feels
refreshed and realises he has been
9 .
Thinking that London will probably get hotter, the author feels
3 . To prepare for the future, he thinks he should:
• 4
• 5
• 6
Think & Share
1 Do you share the author’s concerns about extreme weather
conditions? Why?
2 Do you think climate change will affect your life in the future? How would
you adapt?
64 UNIT 6Using language
Ellipsis
1 Look at the sentences from the reading passage. 3 Remove words from the news report to
make it more concise.
a It’s just typical that my journey is on one of the
oldest lines, as well as one of the deepest.
b My office is only on the third floor of the building,
so quite low.
Compare them with the following sentences and
answer the questions.
c It’s just typical that my journey is on one of the
oldest lines, as well as one of the deepest lines.
d My office is only on the third floor of the building,
so it is quite low.
1 What has been left out in sentences (a) and (b)?
CHINA’S RESCUE
2 Why does the author leave them out?
EFFORTS IN NEPAL
Now look for more sentences with ellipsis in the
reading passage. The 8.1-magnitude earthquake
that hit Nepal on 25 April 2015,
2 Read the paragraph and find out what words have was one of the worst earthquakes
been removed before or after the underlined words. in history. On hearing the news,
China was quick to start organising
Technology isn’t the only way to forecast the weather.
emergency aid.
Nature has its ways, too. Unusual animal behaviour, for
example, can indicate whether it’s cold, wet weather
International rescue teams soon
that’s on the way or a hot, dry period. If fish are
began to arrive in the country.
jumping higher than usual or frogs are croaking more
Amongst all the international
loudly, it may rain. And next time you look up at the
heavy rescue teams, the China
sky, don’t just look for rain clouds, but also for birds.
International Search and Rescue
If they are flying low, grab your umbrella. It is also said
Team (CISAR) was the first
that mice and snakes head for safer ground several days
international heavy rescue team
before an earthquake, while dogs avoiding the beach
to arrive. Consisting of 62 people,
may be a sign that a tsunami is approaching. Of course,
it not only included rescuers and
although these things may suggest something bad is
medical staff, but also included
going to happen, they won’t tell us when and where.
earthquake experts. By early May,
So, for accurate and reliable predictions, it’s best to
emergency aid worth 9.7 million US
check an official, scientific report.
dollars had been donated by China,
with a further round of emergency
aid to follow.
Disaster and hope 65Types of natural disasters
4 Look at the pictures and 5 Complete the reports with the words in Activity 4. Pay
answer the questions. attention to the words describing natural disasters.
In 1881, a(n) 1____________ struck the small Vietnamese city of
Haiphong, bringing terrible strong winds. When it hit the coast, huge
tidal waves caused severe flood, costing the lives of up to 300,000
citizens.
drought
In August 1949, the Landes region of South-west France faced a major
2____________ that lasted almost a week. Some 500 km2 of forested
land was burnt and 82 people killed. Even today, it is considered one
typhoon
of Europe’s most deadly forest fires.
The winter of 1950 to 1951 came to be known as the Winter of
Terror when over 600 3____________ struck towns and villages in the
blizzard mountains of the Swiss-Austrian Alps. Caused by exceptionally heavy
snowfall within a short period of time, they destroyed buildings and
forests, and claimed over 256 lives.
In 1960, Chile suffered the strongest 4____________ to be recorded
tsunami
in the 20th century. The shock is generally agreed to have had a
magnitude of 9.5. It caused a(n) 5____________ with waves of up to 25
metres affecting places as far away as Hawaii and Japan.
wildfire A(n) 6____________ hit Iran in February 1972, causing a week of
extremely low temperatures. Winter storms brought as much as 7.9
metres of snow in the south of the country, resulting in the deaths of
about 4,000 people.
avalanche
In July 2011, a(n) 7____________ struck East Africa. It was said to be
the worst in 60 years, and not a single drop of rain fell for almost a
whole year. It led to a severe food crisis and threatened the livelihoods
of more than 9.5 million people.
earthquake
6 Work in pairs. Talk about a recent natural disaster you have
1 Which one do you think is
heard about or seen on the news.
the most dangerous?
2 Can you name some big
natural disasters in history?
66 UNIT 6Extreme weather conditions
8 Listen again and complete the form.
For thousands of years, people have been trying
Anchorage
to predict the weather. In China during the Shang
Dynasty, people recorded weather forecasts • You will need 1___________.
on animal bones and tortoise shells. Centuries • Temperatures will stay around 2___________ ℃ .
later, in Greece, the philosopher, Aristotle wrote Phoenix
his theories about how weather conditions
• Temperatures are really high and it’s probably
formed. Weather forecasting advanced over time,
hot enough to 3__________.
with more and more instruments to measure
• Be sure to 4___________ if you or others have
temperature, humidity and air pressure. Today,
symptoms of heatstroke.
satellite data and computer technology help
Houston
scientists predict the weather more precisely and
comprehensively. • It’s 5___________ season and there will be a
big one across the Atlantic.
Did You Know ?
• Stay 6___________ and listen out for the
latest forecasts.
7 Listen to the weather forecast and match the
Washington, DC
weather symbols to the locations on the map.
• Temperatures are going to stay around
7___________ .
℃
• Don’t drive 8___________!
San Francisco
• Temperatures are going to be around
9___________ .
℃
• People are suffering from 10___________,
which are causing damage and loss.
Now talk about how the speaker describes the
weather. Listen again if necessary.
a b c
9 Work in pairs. Act out the conversation to
talk about an extreme weather condition.
d e Student A: Turn to Page 83.
Student B: Turn to Page 86.
Learning to learn 10 Choose another extreme weather condition
and have a similar conversation.
When listening to a weather forecast, pay attention
to the following information:
• temperature levels
• descriptions of forthcoming weather conditions
• weather warnings
Disaster and hope 67Developing ideas
1 Look at the map and answer the questions.
HURRICANE KATRINA
AUGUST 23–31, 2005
It is one of the costliest natural disasters
in US history, causing USD 108 billion in
damage. It claimed more than 1,800 lives.
Mississippi
Alabama
1 It’s strange, but I don’t really remember
Louisiana much about the hurricane itself. It all
New Orleans Atlantic Ocean happened so quickly. I was sitting in
Aug 29, 08:00 EDT
Category 3, 125-mph winds my room with my cat, Smartie, on my
Gulf of Mexico Aug 24, 20:00 EDT lap, when the roof just flew off. All of
Florida
Aug 28, 20:00 EDT tropical storm, 50-mph winds a sudden, there was sky where the roof
Category 5, 160-mph winds
had been. I was so frightened that I
just froze.
Bahamas
Aug 23, 14:00 EDT
tropical depression forms 2 Mom cried to get out quickly, but it
Hurricane EDT: Eastern Daylight Time
was already too late by then. The rain
Tropical storm mph: miles per hour
was coming down so hard and so
fast. Our street turned into a river in
1 Where did Hurricane Katrina form?
seconds. We were going nowhere.
2 Where did it hit?
3 How long did it last?
3 At first, I was pleased we could stay
4 How many people lost their lives in the hurricane?
at home, but soon it got really tough.
5 What was the cost of the damage Hurricane
Without a roof, staying inside was
Katrina caused?
too dangerous. There was water
everywhere, but we couldn’t drink any
2 Read the passage and talk about your understanding
of it otherwise we’d get really sick.
of the title.
We just had drinking water that was
sent to us by helicopter, but it was
Learning to learn
never enough. It was August, so it
People often use emotional words and imagery to describe was really, really hot and it smelled so
an important event or memorable experience. These words bad everywhere! I just spent the days
and phrases help us identify and interpret the thoughts and watching the boats going up and down
feelings of the author of the passage.
68 UNIT 6Stars
after the storm
the street and looking out for Smartie. He had 6 Now, one year has passed and I’m back home
disappeared the moment the storm hit. in New Orleans. Some families have yet to
return, but many others have come back.
4 Living in the open air, we became breakfast, Although we are surrounded by reminders
lunch and dinner for the mosquitos. But of the disaster, we are working together to
Mom said that whatever happens, we should rebuild our homes and our lives. Now we have
always try to see the good side of things. It another chance to look up at the stars of New
was difficult to stay positive, though. We had Orleans, their beauty inspiring us and giving us
lost our home and everything in it, including confidence to move on.
Smartie. All we had left were the clothes on
our backs. But as Mom kept on reminding us,
we were all together and safe. Mom’s words
made us feel better. I remember us all lying
under the midnight sky and looking up at the
stars. Because there were no lights, we could
see the Big Dipper, the Little Dipper and the
Milky Way. It was amazing! Even though we
had lost a lot, moments like those gave us
hope for the future.
5 Although it was only a few days before we
were rescued, it felt like months. We were
taken to another town in a faraway county.
Thankfully, Smartie came home just in
time. We were so happy to take him with
us, although then, none of us knew that we
wouldn’t be back for quite a while.
Disaster and hope 693 Complete the diagram with words and expressions from the passage.
Think & Share
1 Why does the author say “Although it was only a few days
before we were rescued, it felt like months”?
2 What sort of attitude to life is reflected in the author’s experience of looking at
the night sky?
3 If you were in the same situation as the author, what would you think and do?
4 What do you think could be done to help the local people rebuild their homes?
4 Work in pairs. Act out an interview with the author about their experience of
Hurricane Katrina.
1 Read the passage again and underline the important information.
2 Prepare questions for the interview using the information you underlined.
ENACIRRUH
ANIRTAK
Feelings Causes
• The roof 2 .
During the
1 • The street turned into a river and we
hurricane
were going nowhere.
• We didn’t have enough drinking water.
worried
• It was hot and 3 .
Right after
the hurricane
• Mom told us to 4 .
hopeful • The amazing stars at night gave us
hope for the future.
A few days • We were rescued.
5
later • Smartie 6 .
Many families have come back to New
One year later optimistic Orleans and are working together to
7 .
• How did you feel when you realised that Smartie had disappeared?
3 Decide the roles of interviewer and interviewee. Act out the interview.
70 UNIT 6Writing safety guidelines
5 Read the hurricane safety guidelines and 6 Make notes for flood safety guidelines based
answer the questions. on the hurricane safety guidelines in Activity 5.
Do further research if necessary.
Hurricane Safety Guidelines
Flood Safety Guidelines
Many people have no idea what to do when Things to do before a flood:
a disaster strikes. Being prepared is the best
way to increase your chances of survival. Read
these tips on hurricane safety so that you and
your family can survive this common threat to
coastal cities.
Things to do during a flood:
Things to do before a hurricane
• Protect your property: close windows and tape
them up, and bring indoors anything that could
blow away.
• Make sure you have sufficient food, water, Things not to do during a flood:
medicine and batteries for electrical appliances.
• If you cannot get home in time, find other shelter
as soon as you can.
Things to do during a hurricane
• Stay in the shelter.
• Stay away from windows. Now write flood safety guidelines. Use the
• Listen to weather warnings. expressions in the box to help you.
Things not to do during a hurricane
Useful expressions
• Do not go outside.
• The first thing to do is…
• Do not go near any glass structures.
• Do not…
• Do not assume the storm has passed even if the
• Never…
wind stops. Dangerous winds may return.
• Remember (not) to…
• Try to…
• It’s important (not) to…
1 What is the purpose of safety guidelines?
2 What type of language is used in safety
7 Share your guidelines with the class.
guidelines?
Disaster and hope 71Presenting ideas
1 Do some research online and find a story about 2 Work in groups. Tell your story to
hope in the face of disaster. Complete the notes with other group members. Use the notes
information about your story. in Activity 1 and the expressions in the
box to help you.
Date:
Useful expressions
Place:
• This story took place in… on…
Main character(s): • We follow our main character(s)…,
as he / she / they…
What happened?
• Unwilling to abandon his / her /
their…, he / she / they…
• He / She / They finally made it to
safety by…
Do you think it’s a touching story? Why?
• I think this story is touching because…
• From the story, I realise that…
What did you learn from the story? 3 Choose one story as your group story
and present it to the class.
Reflection
1 After completing this unit, I can rate my 2 I’ve learnt to make use of the following
performance 1 (excellent), 2 (good) or words and expressions:
3 (in need of improvement).
describe natural disasters
talk about the weather
write safety guidelines
find out more about weather and climate 3 I still need to improve:
develop environmental awareness and make
efforts to protect Earth
72 UNIT 6Setting up a problem-solving workshop
UNIT 1 It is both common and normal for teenagers to come across personal problems
Project that are difficult to solve. Besides getting advice from parents and teachers, it
can also be helpful to ask friends and classmates to suggest ways to solve these
problems. Set up a problem-solving workshop in class and become an Agony
Aunt or Uncle yourself!
1 Work in groups. Research advice columns for teenagers in newspapers,
Investigate
magazines or online and find out:
• what problems teenagers commonly face
• what sort of advice is given to them
2 Organise these problems into the following categories. Add more if necessary.
• issues with friends
• conflicts with parents
• problems with studies
Choose one category for your group and set up a problem-solving workshop.
Plan
You need to:
• think of a name for your workshop
• set up a mailbox either in the classroom or online to collect letters asking for help
• decide how and when you will reply to the letters
1 Run your problem-solving workshop. Let your class know how to use your
Create
workshop and encourage them to take part.
2 As a group, review the letters you have received. Discuss the problems and
work out possible solutions. Write your replies.
Tell the rest of the class about your problem-solving workshop. You may include
Present
the following information:
• how many letters you received
• what difficulties you encountered when working out possible solutions
• how you overcame these difficulties
Project 73Setting up a volunteer group
UNIT 2 Volunteering is a great way to help others. From picking up litter, to organising a
Project charity concert, planting flowers or helping out at your local hospital, there are
many things you can do to help make where you live a better place.
1 Work in groups. Research volunteer groups that already exist in your
Investigate
neighbourhood and find out:
• what they focus on (eg environmental protection, animal welfare)
• what sort of work they do
• how much time they devote to this work
2 Think about other people and places in your neighbourhood that would
benefit from the support of a volunteer group. Make a list of ideas. You may:
• search online
• consult existing volunteer groups and organisations
1 Decide which of the people or places on your list you would most like to help.
Plan
2 Discuss possible ways to help.
3 Organise your ideas and make a detailed plan. Make sure you include all the
information in the table.
Time
Location
Team members
Aim(s)
Action(s)
1 Set up your group and think of a name for it.
Create
2 Start volunteering! Remember to:
• get permission
• respect others and their privacy
• ask for help if you need it
Tell the rest of the class about your volunteering experience. Explain how you
Present
overcame the challenges and how helping others made you feel.
74Designing a new invention
UNIT 3 Invention is a creative process, and it often begins with an everyday problem that
Project needs to be solved. Inspiration is all around you, so keep an open and curious mind,
identify a problem and solve it!
1 Work in groups. Think of some practical problems that you face in daily life and
Investigate
make a list.
2 Choose the problem you would most like to solve and discuss:
• What has caused the problem?
• How could you solve the problem?
1 Decide what invention you will design to solve the problem and discuss its
Plan
working principles.
2 Make notes about the key features of your invention.
3 Decide what skills and materials you will need to create it.
1 Draw a picture of your invention.
Create
2 Label the key features and list the materials needed to make it.
3 Write a general introduction explaining the working principles of the invention.
1 Show your picture and present your invention to the rest of the class.
Present
Remember:
• state the problem you want to solve
• explain how the invention works in solving the problem
• describe how you would create the invention
2 Share what you have learnt through the process of designing the invention
and ask the class for advice about how to further improve it.
3 If possible, try making the invention after class.
Project 75Making an “in-class” art gallery
UNIT 4 Art is a powerful way to represent life and express feelings. Understanding and
Project appreciating art not only brings us joy, but also opens doors to better expressing
ourselves and understanding the world. Visiting an art gallery is a way to see and
experience the power of art. Bring that power to your classmates by creating your
own gallery in class.
Investigate 1 Find out where these works of art are on display.
Campbell’s Soup Cans Water Lilies and Japanese Bridge
Galloping Horse
Andy Warhol Claude Monet
Xu Beihong
2 Visit the websites of these museums or galleries and find information about
these works of art. Make sure to make notes of the following:
• the size and positioning of the work
• the content and layout of related text
3 Visit the websites of other major art galleries and museums to find out what
famous works of art they have on display. You could visit the websites of:
• the Palace Museum, Beijing
• the National Portrait Gallery, London
• the Uffizi Gallery, Florence
1 Work in groups. Discuss and decide on a theme for an exhibition in your
Plan
gallery. You could consider:
• a famous artist (eg Picasso, Wu Guanzhong)
• a particular genre (eg landscape painting, pop art)
2 Decide which works of art you would like to include in the exhibition.
3 Design the layout of the exhibition.
1 Print out pictures of your selected works of art.
Create
2 Write a brief introduction to each work.
3 Display the pictures according to the design and layout of the exhibition.
1 Welcome the class to your gallery. Find out what they think of it and of the
Present
artworks you have included in the exhibition.
2 If possible, make a web page for your gallery after class.
76Making a poster about a modern-day adventurer
UNIT 5 From the first explorers to today’s travellers, humans have always had a desire to
Project discover new places and experiences. This adventurous spirit is part of what drives
understanding, learning and progress. Even today, there are still many adventurers
constantly pushing human limits. Make a poster about a modern-day adventurer
and find out more about this big, exciting world.
1 Find out the most famous modern-day adventurers. Make notes about:
Investigate
• their names, ages and nationalities
• where they went and what they did there
2 Work in groups. Choose one of the adventurers and research him / her in
more detail. You may want to find out about:
• his / her experiences
• his / her motivation
• the risks and dangers he / she faced
• what skills and knowledge he / she had beforehand
1 Decide what information you will include in your poster.
Plan
2 Draft the layout of your poster. Include photos and maps to bring the
adventurer’s story to life.
1 Make your poster according to your draft layout.
Create
2 Prepare a short commentary explaining why you chose this adventurer and
what you think we can learn from him / her.
1 Present your poster to the class. Find out what they think of your modern-
Present
day adventurer.
2 Vote as a class for the adventurer who most inspires you.
Project 77Making a poster about a major natural disaster
UNIT 6 Every year, tens of millions of people around the world are affected by natural
Project disasters. A disaster can destroy a community and the after-effects can lead to
drought, disease and even death. Quick and appropriate action in the face of a
disaster can limit its effects on you as well as others.
1 Work in groups. Discuss some natural disasters and choose the one that
Investigate
most interests you.
2 Go online or search the library to find out:
• what caused the natural disaster and how or why it occurred
• the worst-hit country or region
• its impact on the surrounding environment and the people living there
• what happened to the people caught up in it
• what actions these people took or could have taken to protect themselves
and others
1 Decide what information to include in your poster.
Plan
2 Collect pictures, diagrams and maps.
3 On a large piece of paper, sketch the layout of your poster, deciding how
best to position the text and pictures.
1 Organise the information you have collected and make your poster according
Create
to your chosen layout.
2 Review your design to make it more effective.
Present your poster to the class.
Present
78Appendices
• Communication bank
• Learning aid
• Words and expressions
• Vocabulary
• Names and places
• Review of everyday communication
(Book 1–Book 3)
• Irregular verbsCommunication bank
8800Communication bank
UNIT Useful expressions
• Have you got a minute?
Saying no politely
• Hello…! Just the person I wanted
to see.
9 Work in pairs. Act out the conversation about asking
• Well, the thing is…
for a favour and refusing politely.
• I was just wondering if you could…
Student A
• I promise…
You will go on a trip with your family for two weeks and you
• Oh, come on, please…
would like to ask Student B to take care of your pet cat. Explain
to him / her:
• You’d like to send your pet cat to his / her flat to stay for
two weeks.
• Your cat is well-behaved and won’t make any trouble.
• You will treat him / her to dinner when you come back.
UNIT Useful expressions
• I’m interested in…
To be a volunteer
• Could you tell me how to become
a volunteer?
9 Work in pairs. Act out a telephone enquiry.
• I enjoy…
Student A
• Can you tell me a bit more?
You’re interested in taking up voluntary work about
• What should I do to get the work?
environmental protection, and you’re going to make a
• Is there anything else I need to
telephone enquiry about it. Information you’d like to know:
know?
• what kind of work is available
• the responsibilities of the work
• the requirements on you
• the person to contact
CCoommmmuunniiccaattiioonn bbaannkk 8811Communication bank
UNIT Useful expressions
• Who invented…?
Invention stories
• When was… invented?
• How was… invented?
9 Work in pairs. Act out the conversation about the
• What was the first phone call
invention of the telephone.
about?
Student A
• What other interesting things…?
You are going to give a presentation about the invention of
the telephone. As part of your research, you speak to Student B
who has just read a book about it. Ask him / her questions to
find out more information. Information you’d like to know:
• the inventor
• year of invention
• the inventing process
• the first phone call
• other interesting things about the invention
UNIT Useful expressions
• What do you think of…?
Contemporary art
• I think it is…
• I especially like…
9 Work in pairs. Act out the conversation to share your
• I have to disagree because…
opinions about the artwork.
• There’s a great deal of meaning in
Student A
the work. For example, …
You like this painting very much. Share what you think of it,
• I think the artist is saying…
based on the following opinions:
• It has a wonderful sense of movement and energy.
• It is vivid and original.
• It expresses the artist’s emotions and imagination.
• Some art critics have described the painting as a form of
dance or music.
Jackson Pollock
Summertime: Number 9A 1948
8822UNIT Useful expressions
• Which city did you…?
Amazing road trips
• Did you go to…?
• Which places of interest did
9 Work in pairs. Act out the conversation to talk about
you…?
the road trips across China.
• Did you enjoy any…?
Student A
• What about…?
You and Student B have just come back from two
• The first city I…
different trips north-to-south across China. You took the
• Then…
following route, visited some scenic spots and tasted
• In…, I visited…
some local food:
• The most delicious…
• Qingdao / Zhanqiao Pier / seafood
• Hangzhou / West Lake and gardens / Dongpo Pork
• Xiamen / Gulangyu Island / fish ball soup
Ask Student B about his / her trip and complete the table. Then answer his / her questions
about your trip.
Places of interest he /
Cities he / she went to Food he / she tasted
she visited
UNIT Useful expressions
• I’m calling to check that…
Extreme weather conditions
• How long have… lasted?
• What’s the effect of…?
9 Work in pairs. Act out the conversation to talk about an
• How do you cope with…?
extreme weather condition.
• Is there anything I can do to…?
Student A
• How has the weather changed…?
You learn from a TV report that Student B’s city has been
suffering from rainstorms and floods. Call Student B to check
if he / she is safe and ask about the weather. Information
you’d like to know:
• how long the rainstorms have lasted • what you can do to help
• the effect of the rainstorms on his / her city • how the weather has changed over recent years
• how to cope during rainstorms and floods
CCoommmmuunniiccaattiioonn bbaannkk 8833Communication bank
UNIT Useful expressions
• What’s up?
Saying no politely
• Oh, you mean…?
• I’m afraid…
9 Work in pairs. Act out the conversation about asking
• I’m sorry, but…
for a favour and refusing politely.
• I think it would be better to…
Student B
• But maybe…
Student A would like you to do him / her a favour. You have to
refuse politely. Explain to him / her:
• You don’t want your room to be messy.
• Your parents won’t allow it.
• You know another classmate who likes cats and maybe
he / she would like to help.
UNIT Useful expressions
• First of all, you need to…
To be a volunteer
• Well, they do…
• The most important thing is…
9 Work in pairs. Act out a telephone enquiry.
• You can contact…
Student B
• Well, once you’ve contacted…
You work at a volunteer centre. Your job is to answer enquiries
• And then, you should think
about voluntary work and give practical step-by-step advice
about…
on how to get started. The voluntary work you recommend is
coastal clean-up at North Beach.
Responsibilities:
• collect waste from the beach
• stop people from littering the beach and the ocean
• record the waste and write reports
Requirements:
• fill in the registration form
• provide a letter of recommendation
• think about the time you want to help out
Contact:
• Mr Brown, Tel. 012 3481 2177
8844UNIT Useful expressions
• The telephone was invented by…
Invention stories
in…
• When…, he…
9 Work in pairs. Act out the conversation about the
• He later…, and finally…
invention of the telephone.
• The first phone call was about…
Student B
• It is interesting that…
You’ve just read a book about the invention of the telephone.
Student A, who is going to give a presentation on the same • First phone call: On 10 March 1876,
topic, asks you for information. Bell made the first clear and complete
• Inventor: Alexander Graham Bell phone call to his assistant, saying, “Mr
• Invention created in: 1876 Watson – come here – I want to see
• Background: Bell was a teacher at a school for the deaf. you.”
He tried to invent a machine to send messages over • Other information: Bell never had
an electronic wire. This eventually led to the idea of a a telephone in his study, where he
telephone. Later, with his assistant, he created a device to wanted to be alone with his thoughts
produce and receive sound waves using electrical signals. and work.
UNIT Useful expressions
• What do you think of…?
Contemporary art
• I think it is…
• I have to disagree because…
9 Work in pairs. Act out the conversation to share your
• There’s no meaning in the work.
opinions about the artwork.
For example, …
Student B
• I can’t see… in the work, but I can
You think this painting is boring and meaningless. Share what
see…
you think of it, based on the following opinions:
• To be honest, I prefer…
• It’s just paint poured in random lines and shapes.
• There is no recognisable form within the painting, so it is
difficult to understand.
• It didn’t require much artistic skill to create.
• It doesn’t hold as much meaning as more traditional paintings
of recognisable subjects.
Jackson Pollock
Summertime: Number 9A 1948
CCoommmmuunniiccaattiioonn bbaannkk 8855Communication bank
UNIT Useful expressions
• The first city I…
Amazing road trips
• Then…
• In…, I visited…
9 Work in pairs. Act out the conversation to talk about
• The most delicious…
the road trips across China.
• Which city did you…?
Student B
• Did you go to…?
You and Student A have just come back from two
• Which places of interest did
different trips north-to-south across China. You took the
you…?
following route, visited some scenic spots and tasted
• Did you enjoy any…?
some local food:
• What about…?
• Jiaozuo / Yuntaishan Geopark / youcha
• Changsha / Yuelu Mountain / preserved meat
• Guilin / Lijiang River / rice noodles
Answer Student A’s questions about your trip. Then ask Student A about his / her trip
and complete the table.
Places of interest he /
Cities he / she went to Food he / she tasted
she visited
UNIT Useful expressions
• Thank you for…
Extreme weather conditions
• The… have lasted…
• The most serious effect is…
9 Work in pairs. Act out the conversation to talk about an
• Be sure to…
extreme weather condition.
• I’d really appreciate it if you
Student B
would…
Your city has been suffering from rainstorms and floods.
• There have been more…
Student A calls you to check you are safe and ask about the
weather. Give him / her the information.
• Duration: about five days
• Effect: no electricity; shortage of food and drinking water;
damage to property
8866• Points for attention: stay away from fallen power lines, particularly in or near water; move
to higher ground, away from the flow of water
• Things to help: make a donation; volunteer to help people in need; share knowledge on
how to prevent disease
• Changes to the weather: more frequent extreme weather conditions; more severe
rainstorms and floods
CCoommmmuunniiccaattiioonn bbaannkk 8877Learning aid
1 We played well, but I felt the team were let down by one
member, our point guard.
Key expressions
We could also say
in a mess
Although we played well, I personally thought the
let… down
team didn’t get the best result because our point
point guard
guard didn’t do a great job.
let off steam
be angry with let… down: to not do something that someone
be sure to do trusts or expects you to do
apologise to eg She’s a great player and never lets her fans down.
communicate with
point guard: the guard who leads the offense by
move on
directing or setting up the plays
pull one’s weight
eg He kept his eyes fixed on the television as the
white lies
point guard hit a three-point shot from the corner.
tell a lie
protect… from
tell the truth
to what extent
2 Disappointed by his behaviour, I said all this to my best
even if friend. I was just letting off steam really, because I was
hide… from so angry, but then my friend went and told everyone else
what I’d said.
disappointed by his behaviour → because I was
disappointed by his behaviour
disappointed by his behaviour是一个过去分词短语，在
句中作状语，表示原因。
Q: 过去分词的作用是什么？
A: 过去分词表达被动语义或动作的完成，可在句
中构成谓语，以及用作表语、定语、状语和复
合宾语。其引导的短语作状语修饰谓语动词或
整个句子时，可表示原因、伴随、时间等意义，
说明谓语动作发生的背景或情况。
Q: 使用过去分词时应注意哪些问题？
A: 过去分词在句中作状语时一般情况下其逻
辑主语与主句的主语一致。比如，本句中
disappointed的逻辑主语为主句主语I，即“我
对他的行为感到失望”。
88let off steam: to get rid of your anger, excitement, or energy in a way that does
not harm anyone by doing something active
eg When Jackie was frustrated, she let off steam by going for a run.
3 Embarrassed and ashamed, I can’t concentrate on anything.
We could also say
I can’t focus on anything because I feel embarrassed and ashamed.
Q: 本句中过去分词的用法和第2条注释里的用法有什么不同？
A: 此处的过去分词是单独的过去分词在句中作状语，不表示动作，而是表示状态。
Q: 这种情况下过去分词只能放在句首吗？
A: 不是的，也可放在句中或句后。例如：1) He turned away disappointed.
2) Shelley, astonished, urged her to explain.
4 Loose lips sink ships.
We could also say
Don’t speak carelessly because you never know who is listening and how they
will react to what they hear.
Background information
This phrase was coined as a slogan during World War II when the US Office
of War Information attempted to limit the possibility of people unintentionally
giving useful information to the enemy. It was one of several similar slogans
which all came under the campaign’s basic message – “Careless talk costs lives”.
5 Treated this way, you’re sure to feel hurt – we should always be able to trust those
closest to us, and it hurts even more when we find we can’t.
Learning aid 89Learning aid
be sure to do: to be certain to happen, succeed, or have a particular result
eg If you practise a lot, you’re sure to pass the exam.
6 If you feel one of your teammates isn’t pulling their weight, then raise your concerns
in a professional way with your team coach.
We could also say
If you feel one of your teammates isn’t playing well as they should, you should
talk to your team coach about your concerns in a professional way.
pull one’s weight: to do one’s full share of work
eg Everyone has to pull their weight during a match.
7 Written more than two hundred years ago, these lines by Walter Scott remain one of
the most well-known excerpts of Scottish poetry…
We could also say
Although Walter Scott wrote these lines more than two hundred years
ago, they are still known by a lot of people as famous excerpts of
Scottish poetry…
Background information
Sir Walter Scott (1771–1832) was a Scottish novelist, poet, historian, and
biographer who is often considered both the inventor and the greatest
practitioner of the historical novel. The lines quoted in the passage are from his
long epic poem Marmion: A Tale of Flodden Field, which is a historical romance
in verse of 16th-century Britain, ending with the Battle of Flodden Field (1513).
What we can learn from the lines “Oh, what a tangled web we weave, / When
first we practise to deceive!” is that lying often snowballs into a bigger problem.
If a person starts out by telling one lie, then they have to follow it up with
another and another.
908 But to what extent can we justify telling white lies like these?
to what extent: to the degree or limit of something
eg To what extent does concern for others influence the choices you make?
Learning aid 91Learning aid
1 As a six-year-old Canadian schoolboy, Ryan had trouble
believing the words spoken by his teacher that many
people in developing African countries couldn’t get
Key expressions
enough clean water. He looked across the classroom at
look across
the drinking fountain.
drinking fountain
earn money
the words spoken by his teacher → the words which
turn out
were spoken by his teacher
make a difference spoken by his teacher是一个过去分词短语，修饰the
set up words，补充更多信息，表示words 是老师说出的。
benefit from
Q: 本句中过去分词结构的用法与上一单元所学的
make one’s dream a reality
用法有什么不同？
transport… to safety A: 此处的过去分词结构作定语，放在所修饰名词
keep records of 的后面，相当于一个定语从句，使语言更加简洁。
temporary home
at one point look across: to look from one side to the other
rise to one’s feet eg After helping clean the window, he looked
bring… to public attention across the room to see if there was anything
else he could do.
pass away
Q: look across与look over，look through 有什么
区别？
A: look across 强调从一边看到另一边。look over
强调迅速地检查。例如：look over the proposal
before the meeting意为“会前迅速检查提案”。
look through可以表示翻查、翻找，也可以
表示（假装）没有注意到。例如：She looked
through me.意为“她假装没看到我”。
drinking fountain: a piece of equipment in a public
place that produces a stream of water for you to
drink from
922 In Uganda, Ryan at last saw the finished well with his own eyes. But that was not all.
He also saw hundreds of delighted students who had turned out to welcome him.
the finished well → the well which was finished
finished也是-ed结构，修饰 well，表示井已经建好了。
Q: 本句中过去分词结构有什么特别之处？
A: 此处的过去分词是单个词作定语，一般放在所修饰名词或代词的前面。
Q: 在词典上可以查到finished词条，释义为“完成的，结束的”，也就是说-ed
结构可以充当形容词？
A: 是的，这种单个词的-ed结构常常也可以看作是形容词。这段话中的delighted
也是这种用法。
turn out: to go somewhere in order to be present at an event or take part in
an activity
eg Crowds of people turned out to watch the charity performance.
Background information
Uganda is a landlocked country in East Africa. Its official languages are
English and Swahili. Poverty is widespread and many local people have limited
access to clean water. However, the water situation is improving, partly due to
international aid.
3 Ryan’s foundation continues to attract support from more and more people, so the
work of building more wells can go on. Today, over 800,000 people in 16 countries
across Africa have benefited from the life-changing gift of clean, safe water.
We could also say
Ryan’s foundation is still running and more and more people are offering their
support. Because of this, more wells are being built and clean, safe water is now
available to more than 800,000 people in 16 countries across Africa. The water
is a gift that has changed these people’s lives.
Learning aid 93Learning aid
the life-changing gift → the gift that has changed people’s lives
Q: life-changing是什么用法，该如何理解？
A: life-changing为合成形容词，由名词life和动词change的现在分词构成，意为“能
改变人的一生的”。这种类型的合成形容词比较常见。例如：English-speaking
意为“说英语的”；life-threatening意为“危及生命的”；troublemaking意为“捣
乱的”；heartbreaking意为“令人心碎的”。两个词之间有时加“-”，有时
不加“-”，平时要多注意积累。
Q: heartbreaking和heartbroken这两个词的用法有什么不同？
A: 在heartbreaking和heartbroken中，heart都是break的施动对象，但
heartbreaking意为“使人心碎的”，主语可以是人也可以是物、事，而
heartbroken意为“心碎的”，主语一般是人。
4 Now, as an adult, Ryan says that the question to ask is not “Why don’t I help?”, but
“How can I help today?”. This insight grew from the determined attitude of a six-
year-old boy who had the courage and perseverance to make his dream a reality.
We could also say
Now, Ryan has grown up. He no longer asks the question “Why don’t I help?”,
but “How can I help today?”. This understanding began when he was six years
old. Even as a little boy, he was determined to help and kept working to make
his dream come true.
5 These are among the 669 children, most of them Jewish, that Nicholas Winton will
go on to save from death at the hands of the Nazis.
We could also say
These children are among the 669 children, and most of them are Jewish. Their
lives will be saved by Nicholas Winton from the hands of the Nazis.
946 He established an office to keep records of the children, and then returned to Britain
to find temporary homes for them. He used donated funds and his own money to
pay the 50 pounds per child that the British government required.
We could also say
He set up an office to record information about the children, and then he
returned to Britain to find homes for them to live in temporarily. The British
government demanded 50 pounds for each child, and he used the money that
was collected and his own money to pay it.
keep records of: to keep information about something that has happened
eg They kept records of every book they had sold.
temporary home: a home that you intend to live in for a limited time
eg During World War II, many children were sent out of the city to live in
temporary homes in the countryside, where it was safer.
7 At one point, the host asked people in the audience to stand up if Nicholas Winton
had saved their lives. A shocked Winton watched as the majority of people rose to
their feet.
We could also say
At one moment, the host asked people in the audience to stand up if Nicholas
Winton had saved their lives. Winton was shocked as he saw most of the people
standing up.
at one point: at one moment
eg At one point, someone in the crowd started cheering and, after that,
everyone joined in.
rise to one’s feet: to stand up
eg When he had finished his meal, he rose to his feet and left the restaurant.
Learning aid 95Learning aid
8 Later, Winton received various honours for his achievement, including a knighthood
in 2003, and the Czech government’s highest honour, the Order of the White Lion,
in 2014.
Background information
• A knighthood is a title in the British honours system, and is often granted to
those who have made a significant contribution to the country.
• The Order of the White Lion was first created in 1922 by Czechoslovakia
as an award for foreign citizens. After World War II, it became an award for
those who had helped liberate the country from Nazi occupation. In the 1990s,
it was re-established as the highest order of the Czech Republic. Unlike in the
past, it is now awarded to Czech citizens and foreigners alike for outstanding
services to the Czech Republic.
961 I guess you have been asked about the title of your book
before. It suggests that the present day is a new age for
Key expressions inventions, but many people might think that the great
virtual reality age of invention is over.
wearable tech
in addition
you have been asked about → someone has asked
in terms of
you about
fly a kite you have been asked about是现在完成时的被动语态，
tie… to 突出动作承受者you，而非动作实施者someone，侧重
along with 体现人们对事件本身的关注。
establish the truth
Q: 现在完成时的被动语态的基本结构是什么？
take place A: 现在完成时的被动语态的基本结构为“主语+
die from have / has been +过去分词”。使用时需注意:
主语是行为动作的承受者；动作或状态在说话
come up with
之前已经结束或持续到现在并对现在产生影响
或造成结果。
Q: 一般在什么情况下使用现在完成时的被动语
态呢？
A: 可根据主语与谓语之间的关系以及动作或状态
与现在有无联系进行判断。一般情况下，在学
术语体和新闻报道中使用比较频繁，旨在体现
论述的客观性和公正性。
2 So are most of the new great inventions tech-based?
tech-based: using or involving technology
eg Investors were accused of not giving new tech-
based companies enough support.
Learning aid 97Learning aid
3 For example, advances in virtual reality and wearable tech, as well as the flexible
battery, mean we should soon be seeing further developments.
We could also say
For example, we can expect further developments very soon, as great progress
has been made in virtual reality, wearable tech and the flexible battery.
wearable tech: wearable technology, consisting of things that can be worn (such
as clothing or glasses) and contain computer technology
eg Wearable tech such as “smart clothes” can be used to monitor heart rate.
Background information
Virtual reality is the term used to describe a three-dimensional, computer-
generated environment that a person can interact with and explore.
People are immersed in the environment of this virtual world and, while there,
are able to manipulate objects and perform actions. Virtual reality is usually
implemented using technology such as special headsets and gloves that stimulate
the wearer’s senses and create the illusion of reality.
4 New inventions like 3D printers have been used to make replacement hearts and
bone parts.
Q: be used to do与be used to doing, used to do有什么区别？
A: be used to do表示被动，意为“被用来做某事”。be used to doing意为“习
惯于做某事”。例如：be used to sleeping early 意为“习惯早睡”。used to
do意为“过去常常做某事”，特别强调现在不那样了。例如：used to enjoy
gardening 意为“过去喜爱园艺”。
Background information
A 3D printer can create a solid, three-dimensional object. It does this by printing
multiple layers of material that build up to form the object.
985 It is capable of using GPS technology to travel to different places, with computing
technology controlling its “legs”. What’s more, huge advances in solar technology
mean it can be eco-friendly, too.
We could also say
The intelligent walking house can move around using GPS technology.
Computing technology controls its “legs”. Moreover, the use of advanced solar
technology ensures that it is harmless to the environment.
eco-friendly: not harmful to the environment
Q: eco-friendly中eco是哪个单词的缩写？
A: eco是ecology的缩写，ecology意为“生态”。以eco为前缀的词大多与生态
相关，如ecotourism 意为“生态旅游”， ecosystem意为“生态系统”。
6 Most inventions start with recognising a problem that needs a solution. This was no
doubt the reason behind the invention of the wheel in ancient times, which much
later developed into the car.
We could also say
The ideas behind most inventions come from people trying to solve a problem.
This is certainly why the wheel was invented long ago. Many years after the
invention, the wheel developed into the car.
7 More than one generation of schoolchildren has been amazed by his bravery and his
scientific approach to looking for the truth. Franklin, along with many other scientists,
has inspired us and taught us that scientific experiments are important in order to
establish the truth and to contribute towards later scientific discoveries and inventions.
We could also say
Many generations of children have been impressed by Franklin’s brave
behaviour and his use of scientific methods to look for the truth. We can
learn from Franklin and many other scientists that scientific experiments
Learning aid 99Learning aid
are important for discovering and proving the truth. In addition, scientific
experiments help with the success of later scientific discoveries and inventions.
along with: accompanying; together with
eg Positive thinking, along with a little action, will help you turn your ideas
into reality.
establish the truth: to find out facts that will prove that something is true
eg Efforts are being made to establish the truth behind the mysterious paintings.
8 Some have even questioned the story about the apple that fell on Newton’s head
and led him to come up with his theory of gravity. In fact, more than one account
suggests that while Newton was certainly inspired by a falling apple, there is no
proof that it hit him on the head.
We could also say
Some scientists have doubts about the story of an apple falling on Newton’s head,
which inspired him to discover the law of gravity. However, many reports mention
that although the falling apple certainly provided inspiration, there is nothing to
prove that the apple actually hit him on the head.
come up with: to suggest or think of an idea or a plan
eg He’s come up with a new way to test his ideas.
Background information
In 2010, to celebrate its 350th anniversary, Britain’s Royal Society released a
digital version of a manuscript containing an early account of the apple story.
The manuscript would become a biography of Newton, entitled Memoirs
of Sir Isaac Newton’s Life, written by William Stukeley, one of Newton’s
contemporaries and first biographers. In his 1752 book on Newton, Stukeley
writes: “After dinner, the weather being warm, we went into the garden and
drank tea, under the shade of some apple trees, only he and myself. Amidst
other discourse, he told me, he was just in the same situation, as when formerly,
the notion of gravitation came into his mind. It was occasion’d by the fall of
an apple, as he sat in a contemplative mood. Why should that apple always
descend perpendicularly to the ground, thought he to himself. Why should it
not go sideways or upwards, but constantly to the earth’s centre? Assuredly the
reason is, that the earth draws it.”
1009 Admittedly, fiction is often more interesting than the truth. People have been more
inspired by Franklin’s spirit of scientific exploration than by the facts themselves.
We could also say
We are agreeing unwillingly that fiction is often more interesting than the truth.
People have been more encouraged by Franklin’s spirit of scientific exploration
than by the actual facts.
Learning aid 101Learning aid
1 This broadcast is being brought to you from one of the
largest museums on Earth – the Louvre! Today we’re
going to find out about some of the Louvre’s most
Key expressions
amazing treasures.
get a load of
have a mind of one’s own
This broadcast is being brought to you… → I’m
but then again
bringing the broadcast to you…
reach out to
be being done是现在进行时被动语态的基本结构，表示
by the way 说话时或现阶段正在进行或发生的被动动作，强调主语
by accident 是动作的承受者。
be fond of
Q: 现在进行时的主动语态变为被动语态需注意哪
on the move
些问题？
day after day A: 现在进行时的主动语态变为被动语态的关键是
sing high praises for 把be doing变为be being done。此外，一般情
况下可以省略原来充当主语的名词或代词，如
果有必要强调时可以用“by +施动者”表示，
常放在句子后面。比如课文第二段中的And
just look at how her dress is being folded by
the wind! 。
Q: 现在进行时的主动语态有时可以表示将来意义，
现在进行时的被动语态也可以吗？
A: 是的，现在进行时的被动语态也可以表示将来
意义。例如：A party is being held tonight. 但是
要注意，此种用法仅限于少数及物动词。
Background information
The Louvre Museum in Paris, France, is one of the
oldest, largest and most famous art galleries and
museums in the world. The Louvre was originally
a royal palace, until Louis XIV moved his court to
Versailles in 1682. It became a public museum in
the late 18th century, and has since built one of the
greatest collections of art in the world, including da
Vinci’s Mona Lisa, Delacroix’s Liberty Leading the
People and Alexandros’s Venus de Milo.
1022 Now, at the top of these stone stairs… get a load of that! That huge sculpture you can
see is the Winged Victory of Samothrace, or Nike of Samothrace!
We could also say
Now, at the top of these stone stairs, take a look and you can see the huge
scuplture of the Winged Victory of Samothrace, also known as Nike of
Samothrace!
get a load of: used to tell someone to look at or listen to someone or something
that you think is funny or interesting
eg Get a load of that view!
Background information
Winged Victory of Samothrace is a marble sculpture of Nike, the Greek
goddess of victory. Created around the 2nd century BC, it shows the winged
goddess standing on the prow of a ship. As one of the most celebrated
sculptures in the world, it was most likely commissioned in commemoration
of a naval victory. It was discovered in 1863 by a French diplomat, Charles
Champoiseau, on Samothrace, Greece, and since 1884 has been prominently
on display at the Louvre.
3 Her head and arms are missing, but you can imagine her holding her arms up high,
celebrating the result of an ancient battle. And just look at how her dress is being
folded by the wind! I really can’t believe she’s made of stone.
Q: 现在进行时被动语态中的被动动作一定是说话时正在发生的吗？
A: 不一定，现在进行时的被动语态也可以用来表示现阶段正在进行的被动动作或
经常性的一些行为。例如：A new station is being built. 和He is always being
praised by the teacher.
Q: 哪些动词一般不用于现在进行时的被动语态呢？
A: 一些表示状态、心理活动、拥有、存在等的动词,一般不用现在进行时的被动
语态，而是常用一般现在时的被动语态来表示此时此刻或目前主语正承受的动
作。例如：Mary, come here. You are wanted on the phone.
Learning aid 103Learning aid
4 When I look into her eyes it seems she has a mind of her own! One moment she
seems to be laughing at me, but then again I catch a sense of sadness in her smile.
I guess that’s why she attracts so many visitors every day.
We could also say
When I look into her eyes, it seems she has her own thoughts and opinions! At
one point she seems to be laughing at me, yet I also get a feeling of sadness in
her smile. I guess that’s what makes her such an attraction to visitors every day.
have a mind of one’s own: to have strong opinions and the ability to make one’s
own decisions
eg Olivia certainly has a mind of her own!
but then again: used for introducing a statement that makes what you have just
said seem less true, or that is the opposite of what you have just said
eg I suppose Elaine might help; but then again, she might not.
5 I’ll say bye for now, and hope you can all visit this fantastic place one day to feel
the power of these great works of art for yourselves. They really do reach out to us
across the centuries as if time itself were nothing.
We could also say
I’ll say bye for the moment, and I hope all of you can visit this wonderful and
impressive museum one day, and feel the power of these great works of art for
yourselves. Although several centuries have passed since their creation, they
really do interest us and touch us as if no time at all has gone by.
6 Night-Shining White, now kept in New York’s Metropolitan Museum of Art, is
regarded as one of the most significant horse paintings in the history of Chinese art.
We could also say
Night-Shining White is now housed in the Metropolitan Museum of Art in New
York. It is considered one of the most important horse paintings in the history
of Chinese art.
104Background information
Night-Shining White is a portrait, and the name, of a favourite horse of Emperor
Xuanzong (r. 712–756). The painting is 34 cm wide by 30.8 cm high. Delicate
and precise, it is an example of “baihua” (or “white painting”), a term used in
Tang texts to describe monochrome painting with ink shading, as opposed to
full colour painting.
Over the years, many seals and inscriptions have been added to the painting
and its borders by its owners. Being a distinctive mark of Chinese art collecting,
these serve as a record of the work’s journey through history and the impression
it has left upon each generation.
7 Those who saw Han Gan’s horse paintings all sang high praises for his unique skill,
saying that his horses “could gallop off the paper”.
We could also say
People who saw Han Gan’s horse paintings praised highly for his skill, and said
that his images were so lifelike that it seemed as if the horses were going to
come out of the paper and run away.
sing high praises for: to speak very highly of something or someone
eg People sing high praises for poetry of Li Bai and Du Fu.
Learning aid 105Learning aid
1 Last year, hundreds of people spent good money on
an experience that they knew would include crowds,
discomfort and danger.
Key expressions
good money
an experience that they knew would include → （比
make money
较）an experience that they know will include
succeed in
take one’s life
Q: 这句话中knew表示过去，would表示将来，
应该如何理解？
bring… into focus
A: 这里使用的是过去将来时态，表示过去某个时
figure out
间点对未来的看法。
human nature
refer to
good money: an amount of money that you think
leave an impression
is large
upon somebody
eg His father paid good money for the once-in-a-
account for
lifetime experience of walking the Inca Trail.
2 For these people, climbing Qomolangma is an experience
like no other, making some feel weak and others, powerful.
We could also say
Climbing Qomolangma is a unique experience
for people seeking adventure. It is an adventure
that can make some feel powerless and others
feel powerful.
3 Sadly, Mallory would die on the mountain in 1924,
although his body would not be found until many years
later. It is still not known if he succeeded in reaching the
top of Qomolangma before it took his life.
106Q: 这句话中有两处用到了过去将来时，这两处应该如何理解？
A: 第一处Mallory would die on… 是过去将来时最基本的用法，表示从过去看将
要发生的情况或动作。第二处 although his body would not be found…是过去
将来时的否定用法，并且使用了被动语态。
Q: 过去将来时也分主动语态和被动语态吗？
A: 是的，过去将来时被动语态的基本形式为：would be done; was / were going to
be done。如果掌握了一般将来时的被动语态，那么过去将来时的被动语态也
可以轻松拿下。
take one’s life: to kill someone
eg The Himalayas have taken the lives of countless mountain climbers.
Background information
George Mallory (1886–1924) was a British explorer and mountaineer who was
a leading member of early expeditions to Mount Qomolangma. He disappeared
in 1924 while attempting to reach the summit. In 1999, Mallory’s body was
found at 8,155 metres, and it was determined that he had died after a bad fall.
It is hoped that his camera will one day be found and reveal whether he made it
to the top. Nonetheless, he will always be remembered for his famous reply
to a reporter’s question about why he wanted to climb Mount Qomolangma:
“Because it’s there!”
4 It brings into focus what’s important to you.
bring… into focus: if you bring something into focus, people start to talk about it
and pay attention to it
eg People have recently brought these issues into focus.
5 There are a thousand reasons to turn around and only one to keep going. You really
have to focus on the one reason that’s most important and unique to you. It forces
you to look deep inside yourself and figure out if you really have the physical, as well
as mental, toughness to push when you want to stop.
Learning aid 107Learning aid
We could also say
During the climb, you may find many excuses to stop and turn back. You must
think about the most significant reason why you want to continue. It makes you
look deep inside yourself and decide whether you’re strong and determined
enough in both body and mind to keep going.
figure out: to understand or to find the answer to something by thinking
carefully about it
eg We had to figure out the connection between the two events.
6 With the majority of attempts to climb Qomolangma resulting either in total success
or failure, is there also a scientific reason behind this risk-taking?
We could also say
Many people try to climb Qomolangma and they either make it or they don’t.
Why is it that they risk their lives in this way? Is there a scientific reason for
doing so?
7 And now, how can I look back upon the impression left upon me by that walk under
the waters? Words are not enough to relate such wonders!
We could also say
And now, what can I say about the way it felt to walk underwater? Words are
not enough to describe the beauty and uniqueness of the experience!
8 We were walking on fine, even sand, not wrinkled, as on a flat shore, which keeps
the impression of the waves. This dazzling carpet, really a reflector, drove away the
rays of the sun with wonderful intensity, which accounted for the vibration which
passed through every atom of liquid. Shall I be believed when I say that, at the depth
of thirty feet, I could see as if I was in broad daylight?
108We could also say
We were walking on flat and smooth sand. It was different to the sand on
a beach, which still bears the marks of the tide. Like a bright carpet, the sand
reflected the sunlight shining through the water, which shook with small, quick
movements. Will anyone believe me when I say that, even thirty feet beneath the
surface, I could see as clearly as in the light of day?
account for: to be the reason why something exists or happens
eg Recent pressures at work may account for Steve’s odd behavior.
Learning aid 109Learning aid
1 It’s just typical that my journey is on one of the oldest
lines, as well as one of the deepest. It’s the hottest on the
whole Tube system.
Key expressions
air conditioning
go down the stairs Q: 本句中as well as one of the deepest后的lines
look through 为什么可以省略？
move to space
A: 此处as well as连接的是两个平行的名词短语，
因为这两个平行名词短语的中心词同为lines，
fly off
所以可以省略。在省略名词中心词时，我们既
all of a sudden
可以省略前一个名词短语的中心词，也可以省
keep on
略后一个名词短语的中心词，因此我们也可以
have yet to do
说：It’s just typical that my journey is on one of
the oldest as well as one of the deepest lines. 不
过这种省略现象主要见于书面语体。
Q: 英语中的并列句也可以进行省略吗？
A: 是的，并列句的省略是最常见的。一般说来，
在后句中与上文相同的成分通常会被省略。但
需要注意，省略并不是随意而为的，只有当省
略的词义已经出现在句中，并且在不影响句意
的情况下才可以省略。
2 Sure enough, going down the stairs and onto the
platform is like jumping into a volcano that’s erupting.
This, however, is nothing compared to the train.
We could also say
As expected, when I go down the stairs and walk
onto the platform, I feel very hot. It is just like
jumping into an erupting volcano. However, it is
much hotter inside the train.
1103 My office is only on the third floor of the building, so quite low. I’ll speak with my
manager about moving to the top floor.
so quite low → so it is quite low
Q: 本句中的省略应该如何理解？
A: 第一句的后半部分省略了主语和谓语，即：my office is，因为它们与前半部分
的主语和谓语相同，如果不省略的话就会显得很啰唆。当然，我们也可以说：
On the third floor of the building, my office is quite low.
Q: 英语中省略句的作用是什么？
A: 英语中，为了使语言简洁明了、重点突出或上下文紧密相连，可以省去某些句
子成分而保持句子原意不变。了解和掌握这一现象，在阅读上有助于理解，在
写作上有助于用词简练、行文自然流畅。
4 Looking through my newspaper, I’m shocked by photos showing that a hurricane in
Asia has destroyed a town.
We could also say
I read the newspaper and am shocked by the photos, which show that a
hurricane in Asia has destroyed a town.
look through: to read quickly
eg I looked through the database and found the information I needed.
5 I was sitting in my room with my cat, Smartie, on my lap, when the roof just flew off. All
of a sudden, there was sky where the roof had been. I was so frightened that I just froze.
We could also say
I was sitting in my room and my cat Smartie was on my lap. Just then, the roof
of my room was blown away. Suddenly, there was no roof, but the sky. I was
very scared and didn’t know what to do.
Learning aid 111Learning aid
fly off: to go away or separate quickly and suddenly
eg The car crashed when the wheel flew off.
all of a sudden: quickly and without warning
eg All of a sudden we heard a loud noise.
6 Our street turned into a river in seconds. We were going nowhere.
We could also say
Our street became a river very quickly. We couldn’t go anywhere.
7 I remember us all lying under the midnight sky and looking up at the stars. Because
there were no lights, we could see the Big Dipper, the Little Dipper and the Milky Way.
Background information
The Big Dipper is a pattern of stars that looks like the outline of a large ladle,
or dipper. It consists of the seven brightest stars of the constellation Ursa Major,
also known as the Great Bear.
The seven stars of the Little Dipper belong to the constellation Ursa Minor, or
the Little Bear. Some of them are rather dim and can only be seen without the
influence of light pollution.
The Milky Way is the galaxy that contains our solar system. “Milky” describes
its appearance seen from Earth – a dim glowing band arching across the night
sky, in which the naked eye cannot distinguish individual stars.
8 Some families have yet to return, but many others have come back. Although we
are surrounded by reminders of the disaster, we are working together to rebuild our
homes and our lives.
We could also say
Although some families have not returned yet, many others have. The
surroundings remind us of the hurricane, but we are working together to build
our homes and our lives again after the disaster.
112have yet to do: if you have yet to do something, you have not done it
eg The group has yet to find a replacement for the director who left
in September.
reminder: someone or something that makes you remember a particular person,
event or situation
eg The cold served as a reminder that winter wasn’t quite over.
Learning aid 113Words and expressions
UNIT 1 ▫ complexity / kəmˈpleksɪti / n. 复杂性，错综复杂 5
* agony / ˈæɡəni / n. 痛楚，苦难 2 ▫ forgive / fəˈɡɪv / v. 原谅，宽恕 6
agony aunt 知心阿姨 2 ▫ criticise / ˈkrɪtɪsaɪz / v. 批评，指责 6
help out 帮一把 2 ▫ embarrassment / ɪmˈbærəsmənt / n. 尴尬，难为情 6
let down 使失望，辜负 2 boxing / / n. 拳击（运动） 6
ˈbɒksɪŋ
▫ steam / stiːm / n. 蒸汽，水蒸气 2 * tangled / ˈtæŋɡ(ə)ld / adj. 纠结的；复杂的 8
let off steam 发泄怒火，宣泄情绪 2 * web / web / n. 蜘蛛网；错综复杂的事物 8
▫ loose / luːs / adj. 控制不严的 3 * weave / wiːv / v. 编，织 8
* lip / lɪp / n. （ 嘴）唇 3 * deceive / dɪˈsiːv / v. 欺骗 8
▫ sink / sɪŋk / v. 使（船）沉没 3 ▫ justify / ˈdʒʌstɪfaɪ / v. 证明（别人认为不合理的事）
loose lips sink ships 祸从口出 3 有道理；为……辩护 9
▫ fault / fɔːlt / n. 责任，过错 3 frank / fræŋk / adj. 坦率的，坦诚的，直言不讳的 9
▫ resolve / rɪˈzɒlv / v. 解决（问题、困难） 3 tear / tɪə / n. 眼泪，泪水 9
strategy / ˈstrætədʒi / n. 计谋，策略；行动计划 3 * latter / ˈlætə / n. 后者 9
signal / / n. 信号；暗号 3 moreover / / adv. 此外，而且 9
ˈsɪɡn(ə)l mɔːrˈəʊvə
▫ breath / breθ / n. 一口气 3 independent / ˌɪndɪˈpendənt / adj. 独立的 11
take a breath 吸一口气 3 ▫ apart / əˈpɑːt / adv. 分离，分开 11
pull one’s weight 做好分内事，尽责 3 ▫ fence / fens / n. 栅栏，围栏，篱笆 12
concern / / n. 忧虑，担心 3
kənˈsɜːn
▫ annoyed / əˈnɔɪd / adj. 恼怒的，烦恼的 5 UNIT 2
▫ adjust / əˈdʒʌst / v. 适应，（使）习惯 5 contribution / ˌkɒntrɪˈbjuːʃ(ə)n / n. 贡献 13
duty / / n. 职责，义务；责任 5 relief / / n. 减轻，缓解 13
ˈdjuːti rɪˈliːf
accident / ˈæksɪd(ə)nt / n. 意外事件，偶然因素 5 ▫ shortage / ˈʃɔːtɪdʒ / n. 短缺，不足，缺乏 14
by accident 偶然，意外地 5 ▫ internal / ɪnˈtɜːnl / adj. 内部的 14
▫ core / kɔː / adj. 核心的（课程、团体等） 5 effective / ɪˈfektɪv / adj. 有效的，产生预期效果的 14
ensure / / v. 确保，保证 5 fund / / v. 为……提供资金，资助 14
ɪnˈʃʊə fʌnd
注：词汇表中，未加符号的单词为必修单词；加▫的为选择性必修单词；加*的为未做要求的单词。
114▫ recycle / ˌriːˈsaɪk(ə)l / v. 再利用，回收利用 14 ▫ temporary / ˈtemp(ə)rəri / adj. 短期的，短暂的；
▫ fountain / ˈfaʊntɪn / n. 喷水池 14 临时的 20
earn / / v. 挣（钱） 14 military / / n. 军队 20
ɜːn ˈmɪlɪt(ə)ri
donate / / v. 捐赠，捐献 15 rise to one’s feet 站起身来 21
dəʊˈneɪt
break into a smile 突然笑起来 15 achievement / / n. 成绩，成就 21
əˈtʃiːvmənt
▫ foundation / faʊnˈdeɪʃ(ə)n / n. 基金会 15 * knighthood / ˈnaɪthʊd / n. （ 英国的）爵士封号或
▫ insight / ˈɪnsaɪt / n. 顿悟，猛醒 15 头衔 21
* perseverance / ˌpɜːsɪˈvɪərəns / n. 不屈不挠， chief / tʃiːf / adj. 最高级别的，首席的 23
坚持不懈 15 major / / adj. 重要的，主要的 23
ˈmeɪdʒə
▫ reality / riˈælɪti / n. 真实，现实 15 treatment / ˈtriːtmənt / n. 治疗；疗法 23
▫ extend / ɪkˈstend / v. 持续；延伸 17 ▫ obtain / əbˈteɪn / v. 获得，得到 23
▫ mission / ˈmɪʃ(ə)n / n. 职责；使命 17 ▫ drug / drʌɡ / n. 药物，药材 23
disease / dɪˈziːz / n. 疾病，病 17 ▫ certificate / səˈtɪfɪkət / n. 证明书，证书 23
▫ disability / ˌdɪsəˈbɪlɪti / n. 残疾，残障 17 ▫ ministry / ˈmɪnɪstri / n. （ 政府的）部 23
▫ territory / ˈterɪt(ə)ri / n. 地区，地方 17 further / ˈfɜːðə / adj. 更多的，附加的 23
▫ sensitive / ˈsensɪtɪv / adj. 敏感的，容易生气的 18
generous / / adj. 慷慨的，大方的 18 UNIT 3
ˈdʒen(ə)rəs
hesitate / / v. 迟疑，犹豫 18 press / / v. 按 25
ˈhezɪteɪt pres
▫ cancer / ˈkænsə / n. 癌症 19 shoot / ʃuːt / v. 射出（光线等），放射 25
▫ royal / ˈrɔɪəl / adj. 王室的，皇家的 19 * gunpowder / ˈɡʌnˌpaʊdə / n. 火药 26
▫ institution / ˌɪnstɪˈtjuːʃ(ə)n / n. 机构，团体 19 * compass / ˈkʌmpəs / n. 指南针，罗盘 26
▫ assistance / əˈsɪst(ə)ns / n. 帮助，援助 19 ▫ virtual / ˈvɜːtʃuəl / adj. 虚拟的，模拟的 26
▫ registration / ˌredʒɪˈstreɪʃ(ə)n / n. 登记，注册 19 virtual reality 虚拟现实 26
confirmation / / n. 证实，证明 19 wearable tech 可穿戴技术 26
ˌkɒnfəˈmeɪʃ(ə)n
* Nazi / ˈnɑːtsi / n. 纳粹党员，纳粹分子 20 flexible / ˈfleksɪb(ə)l / adj. 易弯曲的，柔韧的 27
* Jewish / ˈdʒuːɪʃ / adj. 犹太人的，犹太教的 20 battery / ˈbæt(ə)ri / n. 电池 27
aid / / v. 帮助，援助 20 in addition 除此之外，另外 27
eɪd
Words and expressions 115Words and expressions
* compute / kəmˈpjuːt / v. 计算 27 Goldbach’s Conjecture 哥德巴赫猜想 30
capable / ˈkeɪpəb(ə)l / adj. 有能力的 27 ▫ theory / ˈθɪəri / n. 学说，理论 30
stuff / / n. 东西，物品 27 mental / / adj. 精神的；精神健康的 31
stʌf ˈmentl
desire / / n. 渴望，欲望 27 cure / / n. 药剂；疗法 31
dɪˈzaɪə kjʊə
never say never 别轻易说决不 27 ▫ draft / drɑːft / v. 起草，草拟 32
passive / / adj. 被动的 29 declaration / / n. 声明，宣告 32
ˈpæsɪv ˌdekləˈreɪʃ(ə)n
beyond / / prep. 无法…… 29 experiment / / n. （ 科学）实验 32
bɪˈjɒnd ɪkˈsperɪmənt
▫ instance / ˈɪnstəns / n. 例子，实例 29 * lightning / ˈlaɪtnɪŋ / n. 闪电 32
significant / sɪɡˈnɪfɪkənt / adj. 重要的，影响 ▫ fiction / ˈfɪkʃ(ə)n / n. 虚构的事，想象的事 32
深远的 29 metal / / n. 金属 32
ˈmetl
▫ injure / ˈɪndʒə / v. 使受伤，弄伤 29 attach / əˈtætʃ / v. 系，绑；贴 32
▫ chemist / ˈkemɪst / n. 化学家 30 flash / flæʃ / n. 闪光 32
▫ astronomer / əˈstrɒnəmə / n. 天文学家 30 conduct / kənˈdʌkt / v. 传导（热、电） 32
▫ biologist / baɪˈɒlədʒɪst / n. 生物学家 30 ▫ scientific / ˌsaɪənˈtɪfɪk / adj. 科学（上）的 32
▫ accurate / ˈækjʊrət / adj. 精确的 30 entirely / ɪnˈtaɪəli / adv. 完全地，彻底地 33
Gregorian calendar 公历，阳历（自1582年 ▫ gravity / ˈɡrævɪti / n. 重力，引力 33
起在西方使用的历法） 30 account / / n. 记述，描述 33
əˈkaʊnt
▫ minor / ˈmaɪnə / adj. 小的 30 ▫ proof / pruːf / n. 证明，证据 33
▫ origin / ˈɒrɪdʒɪn / n. 起源，起因 30 procedure / prəˈsiːdʒə / n. 程序，步骤，手续 35
▫ species / ˈspiːʃiːz / n. 物种 30
natural selection 自然选择 30 UNIT 4
field research 实地研究，实地调研 30 ▫ greet / ɡriːt / v. 问候，迎接，招呼 38
▫ stream / striːm / n. 小河，小溪 30 ▫ broadcast / ˈbrɔːdkɑːst / n. 广播节目，电视节目 38
▫ extraordinary / ɪkˈstrɔːd(ə)n(ə)ri / adj. 非凡的， stair / steə / n. 楼梯 38
出色的 30 ▫ load / ləʊd / n. 某物的量 38
▫ brilliant / ˈbrɪljənt / adj. 聪颖的，才华横溢的 30 get a load of… 注意，仔细看（常用于表示
▫ radium / ˈreɪdiəm / n. 镭（一种化学元素） 30 惊讶或羡慕） 38
116battle / ˈbætl / n. 战斗，战役 38 * dirt / dɜːt / n. 灰尘，尘土 45
▫ fold / fəʊld / v. 折起 38 ▫ sponsor / ˈspɒnsə / v. 资助 45
▫ sculptor / ˈskʌlptə / n. 雕刻家，雕塑家 38 ▫ emperor / ˈemp(ə)rə / n. 皇帝 45
* portrait / ˈpɔːtrɪt / n. 人物照片；肖像 39 ▫ fond / fɒnd / adj. 喜爱的 45
* selfie / ˈselfi / n. 自拍照 39 be fond of… 喜欢…… 45
▫ exhibition / ˌeksɪˈbɪʃ(ə)n / n. 展出，展览 40 frequent / ˈfriːkwənt / adj. 经常发生的，频繁的 45
▫ neighbourhood / ˈneɪbəhʊd / n. 社区，街坊 41 * majesty / ˈmædʒɪsti / n. 陛下 45
* embroidery / ɪmˈbrɔɪd(ə)ri / n. 刺绣图案， * gallop / ˈɡæləp / v. （ 马）飞奔，疾驰 45
刺绣品 42 ▫ vase / vɑːz / n. 花瓶 47
* seal / siːl / n. 印章，图章 42 ▫ mostly / ˈməʊstli / adv. 大部分；主要地 47
seal cutting 篆刻 42 ▫ shade / ʃeɪd / n. （ 色彩的）浓淡，深浅，色度 47
▫ calligraphy / kəˈlɪɡrəfi / n. 书法 42
* porcelain / ˈpɔːslɪn / n. 瓷器 42 UNIT 5
▫ demonstrate / ˈdemənstreɪt / v. 示范，演示 42 ▫ initial / ɪˈnɪʃ(ə)l / adj. 开始的，最初的 49
▫ vividly / ˈvɪvɪdli / adv. 生动地 42 thus / ðʌs / adv. 因此，从而 49
▫ needle / ˈniːdl / n. 缝衣针 42 ▫ zone / zəʊn / n. 地区，地带 50
▫ elegant / ˈelɪɡənt / adj. 高雅的，优美的 42 oxygen / ˈɒksɪdʒ(ə)n / n. 氧气 50
▫ carve / kɑːv / v. 刻（图形或字母） 42 ▫ border / ˈbɔːdə / n. 国界，边界 50
▫ contemporary / kənˈtemp(ə)rəri / adj. 当代的 43 confirm / kənˈfɜːm / v. 证实，证明 50
▫ cigarette / ˌsɪɡəˈret / n. 香烟 43 crowd / kraʊd / n. 人群 50
▫ lack / læk / v. 没有，缺乏 43 * sheer / ʃɪə / adj. 纯粹的，十足的 50
▫ stimulate / ˈstɪmjʊleɪt / v. 刺激，促使，促进 43 bring… into focus 使……成为焦点 51
* magnificent / mæɡˈnɪfɪs(ə)nt / adj. 宏伟的， attempt / əˈtempt / n. 努力，尝试 51
壮丽的 44 failure / / n. 失败 51
ˈfeɪljə
* bare / beə / v. 使暴露，露出 44 ▫ psychologist / saɪˈkɒlədʒɪst / n. 心理学家 51
* hoof / huːf / n. 蹄 44 * thrill / θrɪl / n. 惊险，刺激 51
wine / / n. 葡萄酒 45 port / / n. 港，港口 53
waɪn pɔːt
Words and expressions 117Words and expressions
unaware / ˌʌnəˈweə / adj. 未觉察到的， ▫ relate / rɪˈleɪt / v. 相联系，有关联；讲述 57
未意识到的 53 * helmet / ˈhelmɪt / n. 头盔，钢盔 57
▫ alcohol / ˈælkəhɒl / n. 酒精 54 nut / nʌt / n. 坚果（仁） 57
* bandage / ˈbændɪdʒ / n. 绷带 54 ▫ astonish / əˈstɒnɪʃ / v. 使吃惊，使惊讶 57
* plaster / ˈplɑːstə / n. 创可贴 54 ▫ ray / reɪ / n. 光线，光束 57
* thermometer / θəˈmɒmɪtə / n. 体温计 54 ▫ consume / kənˈsjuːm / v. 消耗 57
▫ rubber / ˈrʌbə / n. 橡胶，合成橡胶 54 ▫ distinguish / dɪˈstɪŋɡwɪʃ / v. 看清；认出 57
▫ cotton / ˈkɒtn / n. 棉布，棉纱 54 ▫ gradually / ˈɡrædʒuəli / adv. 逐渐地，逐步地 57
▫ wool / wʊl / n. 羊毛，毛织物 54 surround / səˈraʊnd / v. 环绕，围绕 57
cotton wool 药棉，脱脂棉 54 ▫ wrinkled / ˈrɪŋk(ə)ld / adj. 有皱褶的 57
guideline / ˈɡaɪdlaɪn / n. 指导方针，指导原则 54 ▫ shore / ʃɔː / n. 岸，滨 57
▫ cloth / klɒθ / n. 布 54 ▫ carpet / ˈkɑːpɪt / n. 地毯 57
▫ bleeding / ˈbliːdɪŋ / n. 流血，失血 54 ▫ intensity / ɪnˈtensɪti / n. （ 光、声等的）强度 57
▫ liquid / ˈlɪkwɪd / n. 液体，液态物 54 * vibration / vaɪˈbreɪʃ(ə)n / n. 震颤，震动 57
▫ injury / ˈɪndʒəri / n. 伤，损害 54 * atom / ˈætəm / n. 原子 57
▫ stretch / stretʃ / v. 延伸，绵延 55 ▫ depth / depθ / n. 深，深度 57
▫ league / liːɡ / n. 里格（旧时长度单位，相当于 broad / brɔːd / adj. 宽的，阔的 57
3英里或3海里） 56 in broad daylight 在大白天 57
▫ servant / ˈsɜːv(ə)nt / n. 仆人，佣人 57 beneath / bɪˈniːθ / prep. 在……之下，
* submarine / ˈsʌbməriːn / n. 潜（水）艇 57 在……正下方 58
charge / tʃɑːdʒ / n. 主管，负责 57 ▫ resident / ˈrezɪd(ə)nt / n. 居民，住户 59
▫ captain / ˈkæptɪn / n. 船长 57 male / meɪl / n. 雄性动物 59
ahead / / adv. 在前面 57
əˈhed
permit / / v. 允许，准许，许可 57 UNIT 6
pəˈmɪt
* fascinated / ˈfæsɪneɪtɪd / adj. 被迷住的， disaster / dɪˈzɑːstə / n. 灾难，灾祸 61
被吸引住的 57 tube / / n. 管子 62
tjuːb
chapter / / n. 章节 57 the Tube （ 伦敦的）地下铁道，地铁 62
ˈtʃæptə
118plus / plʌs / adj. （ 用于数字后面表示）多，余 62 ▫ satellite / ˈsætɪlaɪt / n. 人造卫星 67
erupt / ɪˈrʌpt / v. （ 火山）爆发，喷发 62 ▫ precisely / prɪˈsaɪsli / adv. 精确地，准确地 67
immediately / ɪˈmiːdiətli / adv. 即刻，马上 63 ▫ billion / ˈbɪljən / num. 十亿 68
hurricane / / n. 飓风 63 lap / / n. （ 坐着时的）大腿部 68
ˈhʌrɪkən læp
* landslide / ˈlændslaɪd / n. 山崩，滑坡 63 nowhere / ˈnəʊweə / adv. 什么地方都不，无处 68
occur / / v. 发生 63 otherwise / / adv. 否则，要不然 68
əˈkɜː ˈʌðəwaɪz
announcement / əˈnaʊnsmənt / n. 通告，公告 63 * helicopter / ˈhelɪkɒptə / n. 直升机 68
▫ forecast / ˈfɔːkɑːst / v. 预测，预报 65 ▫ mosquito / məˈskiːtəʊ / n. 蚊子 69
▫ grab / ɡræb / v. 攫取，抓住 65 midnight / ˈmɪdnaɪt / n. 子夜，午夜 69
* tsunami / tsʊˈnɑːmi / n. 海啸 65 the Big Dipper 北斗七星 69
▫ reliable / rɪˈlaɪəb(ə)l / adj. 可信赖的，可靠的 65 the Little Dipper 小北斗七星 69
▫ rescue / ˈreskjuː / n. 营救，解救 65 the Milky Way 银河 69
▫ emergency / ɪˈmɜːdʒ(ə)nsi / n. 紧急情况， county / ˈkaʊnti / n. （ 美国等国家的）县；
不测事件 65 （英国的）郡 69
▫ typhoon / ˌtaɪˈfuːn / n. 台风 66 have yet to 还没有 69
* blizzard / ˈblɪzəd / n. 暴风雪 66 ▫ threat / θret / n. 威胁，可能会带来危险的
* avalanche / ˈævəlɑːntʃ / n. 雪崩 66 人（事） 71
▫ exceptionally / ɪkˈsepʃ(ə)nəli / adv. 极其，非常 66 ▫ property / ˈprɒpəti / n. 所有物，资产，财产 71
▫ claim / kleɪm / v. （ 战争、事故等）夺去（生命） 66 sufficient / səˈfɪʃ(ə)nt / adj. 足够的，充足的 71
▫ crisis / ˈkraɪsɪs / n. 危机 66 ▫ shelter / ˈʃeltə / n. 庇护，掩蔽 71
▫ threaten / ˈθretn / v. 威胁到，危及 66
Words and expressions 119Vocabulary
A be fond of… 喜欢…… 45
accident / / n. 意外事件，偶然因素 5 beneath / / prep. 在……之下，
ˈæksɪd(ə)nt bɪˈniːθ
account / / n. 记述，描述 33 在……正下方 58
əˈkaʊnt
▫ accurate / ˈækjʊrət / adj. 精确的 30 beyond / bɪˈjɒnd / prep. 无法…… 29
achievement / əˈtʃiːvmənt / n. 成绩，成就 21 ▫ billion / ˈbɪljən / num. 十亿 68
▫ adjust / əˈdʒʌst / v. 适应，（使）习惯 5 ▫ biologist / baɪˈɒlədʒɪst / n. 生物学家 30
* agony / ˈæɡəni / n. 痛楚，苦难 2 ▫ bleeding / ˈbliːdɪŋ / n. 流血，失血 54
agony aunt 知心阿姨 2 * blizzard / ˈblɪzəd / n. 暴风雪 66
ahead / əˈhed / adv. 在前面 57 ▫ border / ˈbɔːdə / n. 国界，边界 50
aid / / v. 帮助，援助 20 boxing / / n. 拳击（运动） 6
eɪd ˈbɒksɪŋ
▫ alcohol / ˈælkəhɒl / n. 酒精 54 break into a smile 突然笑起来 15
announcement / əˈnaʊnsmənt / n. 通告，公告 63 ▫ breath / breθ / n. 一口气 3
▫ annoyed / əˈnɔɪd / adj. 恼怒的，烦恼的 5 ▫ brilliant / ˈbrɪljənt / adj. 聪颖的，才华横溢的 30
▫ apart / əˈpɑːt / adv. 分离，分开 11 bring… into focus 使……成为焦点 51
▫ assistance / əˈsɪst(ə)ns / n. 帮助，援助 19 broad / brɔːd / adj. 宽的，阔的 57
▫ astonish / əˈstɒnɪʃ / v. 使吃惊，使惊讶 57 ▫ broadcast / ˈbrɔːdkɑːst / n. 广播节目，电视节目 38
▫ astronomer / əˈstrɒnəmə / n. 天文学家 30 by accident 偶然，意外地 5
* atom / ˈætəm / n. 原子 57
attach / / v. 系，绑；贴 32 C
əˈtætʃ
attempt / əˈtempt / n. 努力，尝试 51 ▫ calligraphy / kəˈlɪɡrəfi / n. 书法 42
* avalanche / ˈævəlɑːntʃ / n. 雪崩 66 ▫ cancer / ˈkænsə / n. 癌症 19
capable / / adj. 有能力的 27
ˈkeɪpəb(ə)l
B ▫ captain / ˈkæptɪn / n. 船长 57
* bandage / ˈbændɪdʒ / n. 绷带 54 ▫ carpet / ˈkɑːpɪt / n. 地毯 57
* bare / beə / v. 使暴露，露出 44 ▫ carve / kɑːv / v. 刻（图形或字母） 42
battery / ˈbæt(ə)ri / n. 电池 27 ▫ certificate / səˈtɪfɪkət / n. 证明书，证书 23
battle / / n. 战斗，战役 38 chapter / / n. 章节 57
ˈbætl ˈtʃæptə
120charge / / n. 主管，负责 57 D
tʃɑːdʒ
▫ chemist / ˈkemɪst / n. 化学家 30 * deceive / dɪˈsiːv / v. 欺骗 8
chief / / adj. 最高级别的，首席的 23 declaration / / n. 声明，宣告 32
tʃiːf ˌdekləˈreɪʃ(ə)n
▫ cigarette / ˌsɪɡəˈret / n. 香烟 43 ▫ demonstrate / ˈdemənstreɪt / v. 示范，演示 42
▫ claim / kleɪm / v. （ 战争、事故等）夺去（生命） 66 ▫ depth / depθ / n. 深，深度 57
▫ cloth / klɒθ / n. 布 54 desire / dɪˈzaɪə / n. 渴望，欲望 27
* compass / ˈkʌmpəs / n. 指南针，罗盘 26 * dirt / dɜːt / n. 灰尘，尘土 45
▫ complexity / kəmˈpleksɪti / n. 复杂性，错综复杂 5 ▫ disability / ˌdɪsəˈbɪlɪti / n. 残疾，残障 17
* compute / kəmˈpjuːt / v. 计算 27 disaster / dɪˈzɑːstə / n. 灾难，灾祸 61
concern / / n. 忧虑，担心 3 disease / / n. 疾病，病 17
kənˈsɜːn dɪˈziːz
conduct / kənˈdʌkt / v. 传导（热、电） 32 ▫ distinguish / dɪˈstɪŋɡwɪʃ / v. 看清；认出 57
confirm / / v. 证实，证明 50 donate / / v. 捐赠，捐献 15
kənˈfɜːm dəʊˈneɪt
confirmation / ˌkɒnfəˈmeɪʃ(ə)n / n. 证实，证明 19 ▫ draft / drɑːft / v. 起草，草拟 32
▫ consume / kənˈsjuːm / v. 消耗 57 ▫ drug / drʌɡ / n. 药物，药材 23
▫ contemporary / kənˈtemp(ə)rəri / adj. 当代的 43 duty / ˈdjuːti / n. 职责，义务；责任 5
contribution / / n. 贡献 13
ˌkɒntrɪˈbjuːʃ(ə)n
▫ core / kɔː / adj. 核心的（课程、团体等） 5 E
▫ cotton / ˈkɒtn / n. 棉布，棉纱 54 earn / ɜːn / v. 挣（钱） 14
cotton wool 药棉，脱脂棉 54 effective / / adj. 有效的，产生预期效果的 14
ɪˈfektɪv
county / ˈkaʊnti / n. （ 美国等国家的）县； ▫ elegant / ˈelɪɡənt / adj. 高雅的，优美的 42
（英国的）郡 69 ▫ embarrassment / ɪmˈbærəsmənt / n. 尴尬，难为情 6
▫ crisis / ˈkraɪsɪs / n. 危机 66 * embroidery / ɪmˈbrɔɪd(ə)ri / n. 刺绣图案，
▫ criticise / ˈkrɪtɪsaɪz / v. 批评，指责 6 刺绣品 42
crowd / kraʊd / n. 人群 50 ▫ emergency / ɪˈmɜːdʒ(ə)nsi / n. 紧急情况，
cure / / n. 药剂；疗法 31 不测事件 65
kjʊə
▫ emperor / ˈemp(ə)rə / n. 皇帝 45
ensure / / v. 确保，保证 5
ɪnˈʃʊə
Vocabulary 121Vocabulary
entirely / / adv. 完全地，彻底地 33 fund / / v. 为……提供资金，资助 14
ɪnˈtaɪəli fʌnd
erupt / / v. （ 火山）爆发，喷发 62 further / / adj. 更多的，附加的 23
ɪˈrʌpt ˈfɜːðə
▫ exceptionally / ɪkˈsepʃ(ə)nəli / adv. 极其，非常 66
▫ exhibition / ˌeksɪˈbɪʃ(ə)n / n. 展出，展览 40 G
experiment / ɪkˈsperɪmənt / n. （ 科学）实验 32 * gallop / ˈɡæləp / v. （ 马）飞奔，疾驰 45
▫ extend / ɪkˈstend / v. 持续；延伸 17 generous / ˈdʒen(ə)rəs / adj. 慷慨的，大方的 18
▫ extraordinary / ɪkˈstrɔːd(ə)n(ə)ri / adj. 非凡的， get a load of… 注意，仔细看（常用于表示
出色的 30 惊讶或羡慕） 38
Goldbach’s Conjecture 哥德巴赫猜想 30
F ▫ grab / ɡræb / v. 攫取，抓住 65
failure / ˈfeɪljə / n. 失败 51 ▫ gradually / ˈɡrædʒuəli / adv. 逐渐地，逐步地 57
* fascinated / ˈfæsɪneɪtɪd / adj. 被迷住的， ▫ gravity / ˈɡrævɪti / n. 重力，引力 33
被吸引住的 57 ▫ greet / ɡriːt / v. 问候，迎接，招呼 38
▫ fault / fɔːlt / n. 责任，过错 3 Gregorian calendar 公历，阳历（自1582年
▫ fence / fens / n. 栅栏，围栏，篱笆 12 起在西方使用的历法） 30
▫ fiction / ˈfɪkʃ(ə)n / n. 虚构的事，想象的事 32 guideline / ˈɡaɪdlaɪn / n. 指导方针，指导原则 54
field research 实地研究，实地调研 30 * gunpowder / ˈɡʌnˌpaʊdə / n. 火药 26
flash / / n. 闪光 32
flæʃ
flexible / / adj. 易弯曲的，柔韧的 27 H
ˈfleksɪb(ə)l
▫ fold / fəʊld / v. 折起 38 have yet to 还没有 69
▫ fond / fɒnd / adj. 喜爱的 45 * helicopter / ˈhelɪkɒptə / n. 直升机 68
▫ forecast / ˈfɔːkɑːst / v. 预测，预报 65 * helmet / ˈhelmɪt / n. 头盔，钢盔 57
▫ forgive / fəˈɡɪv / v. 原谅，宽恕 6 help out 帮一把 2
▫ foundation / faʊnˈdeɪʃ(ə)n / n. 基金会 15 hesitate / ˈhezɪteɪt / v. 迟疑，犹豫 18
▫ fountain / ˈfaʊntɪn / n. 喷水池 14 * hoof / huːf / n. 蹄 44
frank / / adj. 坦率的，坦诚的，直言不讳的 9 hurricane / / n. 飓风 63
fræŋk ˈhʌrɪkən
frequent / / adj. 经常发生的，频繁的 45
ˈfriːkwənt
122I * latter / ˈlætə / n. 后者 9
immediately / ɪˈmiːdiətli / adv. 即刻，马上 63 ▫ league / liːɡ / n. 里格（旧时长度单位，相当于
in addition 除此之外，另外 27 3英里或3海里） 56
in broad daylight 在大白天 57 let down 使失望，辜负 2
independent / / adj. 独立的 11 let off steam 发泄怒火，宣泄情绪 2
ˌɪndɪˈpendənt
▫ initial / ɪˈnɪʃ(ə)l / adj. 开始的，最初的 49 * lightning / ˈlaɪtnɪŋ / n. 闪电 32
▫ injure / ˈɪndʒə / v. 使受伤，弄伤 29 * lip / lɪp / n. （ 嘴）唇 3
▫ injury / ˈɪndʒəri / n. 伤，损害 54 ▫ liquid / ˈlɪkwɪd / n. 液体，液态物 54
▫ insight / ˈɪnsaɪt / n. 顿悟，猛醒 15 ▫ load / ləʊd / n. 某物的量 38
▫ instance / ˈɪnstəns / n. 例子，实例 29 ▫ loose / luːs / adj. 控制不严的 3
▫ institution / ˌɪnstɪˈtjuːʃ(ə)n / n. 机构，团体 19 loose lips sink ships 祸从口出 3
▫ intensity / ɪnˈtensɪti / n. （ 光、声等的）强度 57
▫ internal / ɪnˈtɜːnl / adj. 内部的 14 M
* magnificent / mæɡˈnɪfɪs(ə)nt / adj. 宏伟的，
J 壮丽的 44
* Jewish / ˈdʒuːɪʃ / adj. 犹太人的，犹太教的 20 * majesty / ˈmædʒɪsti / n. 陛下 45
▫ justify / ˈdʒʌstɪfaɪ / v. 证明（别人认为不合理的事） major / ˈmeɪdʒə / adj. 重要的，主要的 23
有道理；为……辩护 9 male / / n. 雄性动物 59
meɪl
mental / / adj. 精神的；精神健康的 31
ˈmentl
K metal / / n. 金属 32
ˈmetl
* knighthood / ˈnaɪthʊd / n. （ 英国的）爵士封号或 midnight / ˈmɪdnaɪt / n. 子夜，午夜 69
头衔 21 military / / n. 军队 20
ˈmɪlɪt(ə)ri
▫ ministry / ˈmɪnɪstri / n. （ 政府的）部 23
L ▫ minor / ˈmaɪnə / adj. 小的 30
▫ lack / læk / v. 没有，缺乏 43 ▫ mission / ˈmɪʃ(ə)n / n. 职责；使命 17
* landslide / ˈlændslaɪd / n. 山崩，滑坡 63 moreover / mɔːrˈəʊvə / adv. 此外，而且 9
lap / / n. （ 坐着时的）大腿部 68
læp
Vocabulary 123Vocabulary
▫ mosquito / məˈskiːtəʊ / n. 蚊子 69 * porcelain / ˈpɔːslɪn / n. 瓷器 42
▫ mostly / ˈməʊstli / adv. 大部分；主要地 47 port / pɔːt / n. 港，港口 53
* portrait / ˈpɔːtrɪt / n. 人物照片；肖像 39
N ▫ precisely / prɪˈsaɪsli / adv. 精确地，准确地 67
natural selection 自然选择 30 press / / v. 按 25
pres
* Nazi / ˈnɑːtsi / n. 纳粹党员，纳粹分子 20 procedure / prəˈsiːdʒə / n. 程序，步骤，手续 35
▫ needle / ˈniːdl / n. 缝衣针 42 ▫ proof / pruːf / n. 证明，证据 33
▫ neighbourhood / ˈneɪbəhʊd / n. 社区，街坊 41 ▫ property / ˈprɒpəti / n. 所有物，资产，财产 71
never say never 别轻易说决不 27 ▫ psychologist / saɪˈkɒlədʒɪst / n. 心理学家 51
nowhere / / adv. 什么地方都不，无处 68 pull one’s weight 做好分内事，尽责 3
ˈnəʊweə
nut / / n. 坚果（仁） 57
nʌt
R
O ▫ radium / ˈreɪdiəm / n. 镭（一种化学元素） 30
▫ obtain / əbˈteɪn / v. 获得，得到 23 ▫ ray / reɪ / n. 光线，光束 57
occur / əˈkɜː / v. 发生 63 ▫ reality / riˈælɪti / n. 真实，现实 15
▫ origin / ˈɒrɪdʒɪn / n. 起源，起因 30 ▫ recycle / ˌriːˈsaɪk(ə)l / v. 再利用，回收利用 14
otherwise / ˈʌðəwaɪz / adv. 否则，要不然 68 ▫ registration / ˌredʒɪˈstreɪʃ(ə)n / n. 登记，注册 19
oxygen / ˈɒksɪdʒ(ə)n / n. 氧气 50 ▫ relate / rɪˈleɪt / v. 相联系，有关联；讲述 57
▫ reliable / rɪˈlaɪəb(ə)l / adj. 可信赖的，可靠的 65
P relief / / n. 减轻，缓解 13
rɪˈliːf
passive / ˈpæsɪv / adj. 被动的 29 ▫ rescue / ˈreskjuː / n. 营救，解救 65
permit / pəˈmɪt / v. 允许，准许，许可 57 ▫ resident / ˈrezɪd(ə)nt / n. 居民，住户 59
* perseverance / ˌpɜːsɪˈvɪərəns / n. 不屈不挠， ▫ resolve / rɪˈzɒlv / v. 解决（问题、困难） 3
坚持不懈 15 rise to one’s feet 站起身来 21
* plaster / ˈplɑːstə / n. 创可贴 54 ▫ royal / ˈrɔɪəl / adj. 王室的，皇家的 19
plus / plʌs / adj. （ 用于数字后面表示）多，余 62 ▫ rubber / ˈrʌbə / n. 橡胶，合成橡胶 54
124S stuff / / n. 东西，物品 27
stʌf
▫ satellite / ˈsætɪlaɪt / n. 人造卫星 67 * submarine / ˈsʌbməriːn / n. 潜（水）艇 57
▫ scientific / ˌsaɪənˈtɪfɪk / adj. 科学（上）的 32 sufficient / səˈfɪʃ(ə)nt / adj. 足够的，充足的 71
▫ sculptor / ˈskʌlptə / n. 雕刻家，雕塑家 38 surround / səˈraʊnd / v. 环绕，围绕 57
* seal / siːl / n. 印章，图章 42
seal cutting 篆刻 42 T
* selfie / ˈselfi / n. 自拍照 39 take a breath 吸一口气 3
▫ sensitive / ˈsensɪtɪv / adj. 敏感的，容易生气的 18 * tangled / ˈtæŋɡ(ə)ld / adj. 纠结的；复杂的 8
▫ servant / ˈsɜːv(ə)nt / n. 仆人，佣人 57 tear / tɪə / n. 眼泪，泪水 9
▫ shade / ʃeɪd / n. （ 色彩的）浓淡，深浅，色度 47 ▫ temporary / ˈtemp(ə)rəri / adj. 短期的，短暂的；
* sheer / ʃɪə / adj. 纯粹的，十足的 50 临时的 20
▫ shelter / ˈʃeltə / n. 庇护，掩蔽 71 ▫ territory / ˈterɪt(ə)ri / n. 地区，地方 17
shoot / / v. 射出（光线等），放射 25 the Big Dipper 北斗七星 69
ʃuːt
▫ shore / ʃɔː / n. 岸，滨 57 the Little Dipper 小北斗七星 69
▫ shortage / ˈʃɔːtɪdʒ / n. 短缺，不足，缺乏 14 the Milky Way 银河 69
signal / / n. 信号；暗号 3 the Tube （ 伦敦的）地下铁道，地铁 62
ˈsɪɡn(ə)l
significant / sɪɡˈnɪfɪkənt / adj. 重要的，影响 ▫ theory / ˈθɪəri / n. 学说，理论 30
深远的 29 * thermometer / θəˈmɒmɪtə / n. 体温计 54
▫ sink / sɪŋk / v. 使（船）沉没 3 ▫ threat / θret / n. 威胁，可能会带来危险的
▫ species / ˈspiːʃiːz / n. 物种 30 人（事） 71
▫ sponsor / ˈspɒnsə / v. 资助 45 ▫ threaten / ˈθretn / v. 威胁到，危及 66
stair / steə / n. 楼梯 38 * thrill / θrɪl / n. 惊险，刺激 51
▫ steam / stiːm / n. 蒸汽，水蒸气 2 thus / ðʌs / adv. 因此，从而 49
▫ stimulate / ˈstɪmjʊleɪt / v. 刺激，促使，促进 43 treatment / ˈtriːtmənt / n. 治疗；疗法 23
strategy / ˈstrætədʒi / n. 计谋，策略；行动计划 3 * tsunami / tsʊˈnɑːmi / n. 海啸 65
▫ stream / striːm / n. 小河，小溪 30 tube / tjuːb / n. 管子 62
▫ stretch / stretʃ / v. 延伸，绵延 55 ▫ typhoon / ˌtaɪˈfuːn / n. 台风 66
Vocabulary 125Vocabulary
U W
unaware / / adj. 未觉察到的， wearable tech 可穿戴技术 26
ˌʌnəˈweə
未意识到的 53 * weave / wiːv / v. 编，织 8
* web / web / n. 蜘蛛网；错综复杂的事物 8
V wine / / n. 葡萄酒 45
waɪn
▫ vase / vɑːz / n. 花瓶 47 ▫ wool / wʊl / n. 羊毛，毛织物 54
* vibration / vaɪˈbreɪʃ(ə)n / n. 震颤，震动 57 ▫ wrinkled / ˈrɪŋk(ə)ld / adj. 有皱褶的 57
▫ virtual / ˈvɜːtʃuəl / adj. 虚拟的，模拟的 26
virtual reality 虚拟现实 26 Z
▫ vividly / ˈvɪvɪdli / adv. 生动地 42 ▫ zone / zəʊn / n. 地区，地带 50
126Names and places
NAMES Benjamin Franklin / /
ˈbendʒəmɪn ˈfræŋklɪn
Ben / / 本 2 本杰明·富兰克林 32
ben
Riley / / 莱莉 5 Newton / / 牛顿 33
ˈraɪli ˈnjuːt(ə)n
Tina / / 蒂娜 7 Salvador Dalí / / 萨尔瓦多·达利 37
ˈtiːnə ˈsælvədɔː ˈdɑːli
Kerry / / 克丽 7 Giacomo Puccini / /
ˈkeri ˈdʒɑːkəʊməʊ pʊˈtʃiːni
Ryan / / 瑞安 7 贾科莫·普契尼 37
ˈraɪən
Becky / / 贝姬 7 Auguste Rodin / / 奥古斯特·
ˈbeki ɒˈɡjuːst ˈrəʊdæn
Walter Scott / / 沃尔特·司各特 8 罗丹 37
ˈwɔːltə skɒt
Schopenhauer / / 叔本华 11 Zack / / 扎克 38
ˈʃəʊpənˌhaʊə(r) zæk
Confucius / / 孔子 12 Rembrandt / / 伦勃朗 39
kənˈfjuːʃəs ˈrembrænt
Ralph G. Nichols / / 拉尔夫· Tracey Emin / / 特蕾西·艾敏 43
rælf dʒiː ˈnɪkəlz ˈtreɪsi ˈemɪn
G. 尼科尔斯 12 Jill / / 吉尔 43
dʒɪl
Florence Nightingale / / Vincent van Gogh / / 文森特·
ˈflɒr(ə)ns ˈnaɪtɪŋɡeɪl ˈvɪnsənt vænˈɡɒf
弗洛伦丝·南丁格尔 13 梵高 47
Adair / / 阿代尔 13 Paul Gauguin / / 保罗·高庚 47
əˈdeə(r) pɔːl ˈɡəʊɡæn
Tim / / 蒂姆 18 Ferdinand Magellan / /
tɪm ˈfɜːdɪnənd məˈɡelən
Erica Marshall / / 埃丽卡· 费迪南德·麦哲伦 49
ˈerɪkə ˈmɑːʃ(ə)l
马歇尔 19 Christopher Columbus / /
ˈkrɪstəfə kəˈlʌmbəs
Schindler / / 辛德勒 21 克里斯托弗·哥伦布 49
ˈʃɪndlə(r)
Nicholas Winton / / 尼古拉斯· Vasco da Gama / / 瓦斯科·
ˈnɪkələs ˈwɪntən ˈvæskəʊ dəˈɡɑːmə
温顿 21 达·伽马 49
Richard Fairhurst / / 理查德· Edmund Hillary / / 埃德蒙·
ˈrɪtʃəd ˈfeəhɜːst ˈedmənd ˈhɪləri
费尔赫斯特 26 希拉里 50
Moore / / 穆尔 29 Tenzing Norgay / / 丹增·诺尔盖 50
mʊə(r) ˈtenzɪŋ ˈnɔːɡeɪ
Charles Darwin / / 查尔斯· George Mallory / / 乔治·马洛里 50
tʃɑːlz ˈdɑːwɪn dʒɔːdʒ ˈmæləri
达尔文 30 Alan Arnette / / 艾伦·阿内特 51
ˈælən ɑːˈnet
Marie Curie / / 玛丽·居里 30 Frank Farley / / 弗兰克·法利 51
ˈmɑːri ˈkjʊəri fræŋk ˈfɑːli
Names and places 127Names and places
Jules Verne / / 儒勒·凡尔纳 56 Pacific / / Ocean 太平洋 49
dʒjuːlz vɜːn pəˈsɪfɪk
Pierre Aronnax / / 皮埃尔· Spice / / Islands 香料群岛 49
piˈeə(r) ˈærənæks spaɪs
阿龙纳斯 57 Indonesia / / 印度尼西亚（国家） 49
ˌɪndəʊˈniːziə
Conseil / / 康塞尔 57 Spain / / 西班牙（国家） 49
kɒnˈseɪ speɪn
Ned Land / / 内德·兰德 57 Cape of Good Hope 好望角 49
ned lænd
Nemo / / 尼摩 57 Nepal / / 尼泊尔（国家） 50
ˈniːməʊ nɪˈpɔːl
Smartie / / 斯玛蒂 68 Mount Qomolangma / /
ˈsmɑːti ˈtʃəʊməʊˌlɑːŋmə
Andy Warhol / / 安迪·沃霍尔 76 珠穆朗玛峰 50
ˈwɔːhəʊl
Claude Monet / / 克劳德·莫奈 76 Tibet / / Autonomous Region 西藏自治区
klɔːd mɒˈneɪ tɪˈbet
Picasso / / 毕加索 76 （中国自治区名） 50
pɪˈkɑːsəʊ
Jackson Pollock / / 杰克逊· Farne / / Islands 法恩群岛 59
ˈdʒæks(ə)n ˈpɒlək fɑː(r)n
波洛克 82 Antarctica / / 南极洲 62
æntˈɑːktɪkə
Alexander Graham Bell / / Thames / / 泰晤士河 63
ˌælɪɡˈzɑːndə ˈɡreɪəm bel temz
亚历山大·格雷厄姆·贝尔 85 Haiphong / / 海防（越南城市） 66
ˌhaɪˈfɒŋ
Watson / / 沃森 85 Chile / / 智利（国家） 66
ˈwɒts(ə)n ˈtʃɪli
Alps / / 阿尔卑斯山脉 66
ælps
PLACES Iran / / 伊朗（国家） 66
ɪˈrɑːn
Uganda / / 乌干达（国家） 15 Anchorage / / 安克雷奇（美国城市） 67
juːˈɡændə ˈæŋkərɪdʒ
Winchester / / 温切斯特（英国城市） 19 Houston / / 休斯敦（美国城市） 67
ˈwɪntʃɪstə(r) ˈhjuːstən
Prague / / 布拉格（捷克首都） 20 Phoenix / / 菲尼克斯（美国城市） 67
prɑːɡ ˈfiːnɪks
Wilson / / Station 威尔逊车站 20 San Francisco / / 旧金山（美国
ˈwɪls(ə)n ˌsænfrænˈsɪskəʊ
Brazil / / 巴西（国家） 29 城市） 67
brəˈzɪl
Louvre / / 卢浮宫 38 Washington / /, DC 华盛顿（美国
ˈluːvr(ə) ˈwɒʃɪŋt(ə)n
Berlin / / 柏林（德国首都） 38 首都） 67
bɜːˈlɪn
Metropolitan Museum of Art 大都会艺术 Mississippi / / 密西西比（美国州名） 68
ˌmɪsɪˈsɪpi
博物馆 44 Alabama / / 亚拉巴马（美国州名） 68
ˌæləˈbæmə
Arles / / 阿尔勒（法国城市） 47 Louisiana / / 路易斯安那（美国州名） 68
ɑːlz luːˌiːziˈænə
128Florida / / 佛罗里达（美国州名） 68 Uffizi / / Gallery 乌菲齐美术馆 76
ˈflɒrɪdə uːˈfɪtsi
Bahamas / / 巴哈马（国家） 68 Florence / / 佛罗伦萨（意大利城市） 76
bəˈhɑːməz ˈflɒr(ə)ns
New Orleans / / 新奥尔良（美国
njuː ˈɔːliənz
城市） 69
Names and places 129Review of everyday communication (Book 1–Book 3)
Book 1 Agreeing and disagreeing
Exactly!
Exchanging ideas I agree.
What do you think? That is true.
How about…? I see your point.
What’s your opinion? No doubt about it.
It would be a good idea to… I suppose so.
I’ve got an idea.
I don’t agree.
Asking for and giving clarification That’s just not true.
I beg your pardon? I’m afraid I totally disagree.
What does… mean? I’m not so sure about that.
What’s that for? I don’t think so.
When you say… you mean…, right? That’s not always the same.
It means… Talking about advantages and disadvantages
It’s a shorter way of saying… This can only be a good / bad thing.
You use it to… The upside / downside to this is…
The advantage / disadvantage is…
Making apologies and offering forgiveness There are pros and cons to this.
I’m so sorry! Another good / negative aspect is…
I’m really sorry that… Best / Worst of all, …
Can you forgive me?
Please forgive me for…
Please don’t be angry with me… Book 2
I didn’t mean to…
Persuading others
It’s OK. Did you know that…?
It’s all right. It’s made from…
I understand that… It’s rich in…
Let’s forget about it. Absolutely. It’s good for…
Don’t worry about it. There’s… off the total price.
Making suggestions Extending and accepting an invitation
You should… Are you free…?
How about…? Would you like to…?
Perhaps you could… It’s celebrated for… on…
It might be a good / bad idea to… You can wear…
Why don’t you…? You can… if you like.
Yes, I’d love to…
When does…?
130What’s the origin of…? There’s a… called… It’s…
Do I need to…? I’d recommend…
Should I bring… with me? You can…
Giving explanations Interrupting politely
The main reason was… Sorry to interrupt, but…
The best / worst thing is… Excuse me, but can I just ask…?
My biggest challenge was… Could I just stop you again to check…?
What keeps me going is… Do you mind if I ask another question?
I hope that… Sorry, but I was wondering whether…
It’s been a pleasure. Is it OK if I jump in for a second?
Making arrangements
I’ve got tickets… Book 3
It’s close to…
It starts at… Making requests and refusals
We can… Have you got a minute?
I think… Hello…! Just the person I wanted to see.
Let’s meet at… at… Well, the thing is…
I suggest… I was just wondering if you could…
I promise…
Did you manage to get tickets for…? Oh, come on, please…
Where is…?
When does it start? What’s up?
How can we get there? Oh, you mean…?
How about…? I’m afraid…
Where / When shall we meet? I’m sorry, but…
Should I bring…? I think it would be better to…
But maybe…
Asking for and giving information
I was wondering where the… is. Making a phone enquiry
Could you please tell me how I can get to…? I’m interested in…
When does… open / close? Could you tell me how to become a volunteer?
Could you recommend any…? I enjoy…
What else do you recommend? Can you tell me a bit more?
Do you happen to know…? What should I do to get the work?
I’d like to know… Is there anything else I need to know?
It’s on… Street / Road. Telling the story behind an invention
Take the first / second turning on your right / left. The telephone was invented by… in…
Go straight on. When…, he…
It opens / closes at… He later…, and finally…
Review of everyday communication (Book 1–Book 3) 131Review of everyday communication (Book 1–Book 3)
The first phone call was about… The first city I…
It is interesting that… Then…
In…, I visited…
Expressing opinions The most delicious…
What do you think of…?
I think it is… Talking about weather
I especially like… I’m calling to check that…
I have to disagree because… How long have… lasted?
There’s a great deal of meaning in the work. For What’s the effect of…?
example, … How do you cope with…?
I think the artist is saying… Is there anything I can do to…?
There’s no meaning in the work. For example, … How has the weather changed…?
I can’t see… in the work, but I can see…
To be honest, I prefer… Thank you for…
The… have lasted…
Talking about experiences The most serious effect is…
Which city did you…? Be sure to…
Did you go to…? I’d really appreciate it if you would…
Which places of interest did you…? There have been more…
Did you enjoy any…?
What about…?
132Irregular verbs
Infinitive Past tense Past participle
am / is was been
are were been
beat beat beaten
become became become
begin began begun
bet bet bet
break broke broken
bring brought brought
build built built
burn burnt, burned burnt, burned
buy bought bought
can could —
catch caught caught
choose chose chosen
come came come
cost cost cost
dig dug dug
do did done
draw drew drawn
dream dreamt, dreamed dreamt, dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
Irregular verbs 133Irregular verbs
Infinitive Past tense Past participle
fight fought fought
find found found
fly flew flown
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang (悬挂) hung hung
have / has had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
learn learnt, learned learnt, learned
leave left left
lend lent lent
let let let
lie (躺) lay lain
134Infinitive Past tense Past participle
lose lost lost
make made made
may might —
mean meant meant
meet met met
pay paid paid
put put put
read read read
rebuild rebuilt rebuilt
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
shake shook shaken
shall should —
shine shone, shined shone, shined
shoot shot shot
shut shut shut
sing sang sung
sink sank sunk
Irregular verbs 135Irregular verbs
Infinitive Past tense Past participle
sit sat sat
smell smelt, smelled smelt, smelled
speak spoke spoken
spell spelt, spelled spelt, spelled
spend spent spent
spread spread spread
stand stood stood
stick stuck stuck
strike struck struck
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
weave wove woven
will would —
win won won
wind wound wound
write wrote written
136后 记
为了在高中英语学科教育中全面贯彻党的教育方针，落实立德树人根
本任务，外语教学与研究出版社以党的十九大精神为指引，组织专业团队，
在深入领会《普通高中英语课程标准（2017年版）》精神的基础上，对
《英语》（新标准）高中教材进行了全面修订。
在主编陈琳教授的指导下，副主编张连仲教授带领作者团队、编辑团
队和设计团队精心设计、反复打磨，确保全面落实党的教育方针，实现从
学科角度培养学生的核心素养，提升高中学生的英语应用能力和学习能力。
我们对整个团队的艰辛努力表示由衷的感谢。
此次修订得到了广大教研员和一线教师的无私帮助。他们丰富细致的
意见和建议，确保修订后的教材具有更为合理的内容和结构设计，更加贴
合一线教学需求。我们向各位可敬的教研员和老师致以诚挚的谢意。
此次修订也得到了英方编审专家和中外社会各界人士及组织的大力
支持。本册的英方编审专家是：Simon Greenall，Ingrid Wisniewska，
Carmel Reilly，Chris Rose，Robert Gott，Sharon Dalgleish，Melanie
Guile，Paul Mason，James Styring。本册第二单元“主题理解”部分
的非洲淡水资源紧缺图片由Philippe Rekacewicz，Delphine Digout，
UNEP/GRID-Arendal提供，Ryan和非洲儿童的照片由Ryan’s Well基金
会授权使用。“思维拓展”部分的Nicholas Winton爵士的部分照片由他
的女儿Barbara Winton女士授权使用。第四单元“背景激活”部分的《图
兰朵》剧照由国家大剧院提供，“思维拓展”部分的韩干画像由画家苏文
授权使用。他们的支持保证了教材的语言真实地道、内容鲜活多样。在此，
我们一并向他们表示真诚的感谢。
教材是学生学习与教师教学的重要内容和手段，是落实学科课程标准
的重要介质。时代在前进，教材的建设也将持续发展，教材编写工作是永
无止境的。我们热切期待修订后的《英语》（新标准）高中教材得到业内
专家持续指正，在未来的实践中亦将广泛征求使用者的意见，使之更加完
善，适应我国高中英语教育的不断发展，为学生继续学习英语和终身发展
打下良好基础，为培养具有中国情怀、国际视野和跨文化沟通能力的社会
主义建设者和接班人做出应有的贡献。
外语教学与研究出版社
2019年3月N e w S t a n d a r d
