沪外教8年级英语下册高清教材_4-教培资料-26年最新资料-同步更新_初中高中教资_03科三专项（进去保存报考的学科即可）_02科三专项（笔记真题思维导图教学设计版本二）

UNIT TOPIC AREAS FUNCTIONS Language Learning Transportation Space Hobbies and Interests Sightseeing - A Tour of London Music Emergency Keep Fit Manners Words and Expressions in Each Unit ( PP163-168 ) Vocabulary Index PP169-180 ) ( PP1-16 ) ( PP17-35 ) ( PP36-51 ) ( PP52-66 ) ( PP67-81 ) ( PP82-100 ) ( PP101-115 ) ( PP116-130 ) ( PP131-147 ) ( PP148-162 ) English language Language learning (Experiences and strategy) Language difficulties in communication Differences between British English and American English Means of transport History of transport The Earth The Sun The Moon Fable Fairy tale Story Hobbies (Collections, games, handicrafts and arts) Interests and pastimes Introduction to London Scenic spots Places of historic interest Musical instruments Music Classical music Rock and roll Emergencies Accidents Safety rules and warnings Physical fitness and exercise Healthy diet Social behaviours Eating customs Talking about languages Talking about learning a language Expressing conditions Describing means of transport Attitude Preference and comparison Talking about going to places Measurement (Size) Position and distance Duration and frequency Possibility and impossibility Intentions and plans Hopes Talking about hobbies and interests Preference Likes and dislikes Talking about cities Asking for and giving suggestions Talking about travel and tourism Likes and dislikes Preference Cause and effect Intentions and plans Asking for permission Getting information Talking about emergencies Giving advice Reminding Talking about fitness Certainty and uncertainty Asking for permission Talking about manners Possibility 1 2 3 4 5 6 7 8 9 10 Telling Tales STRUCTURES CHAT ROOM PROGRAMME Conditional clause (1) Prepositions: with, in Noun clause (1) (Object clause introduced by subordinate con- junctions that, whether, if and omission of that) intend to do, think of doing Noun clause (2) (Object clause introduced by conjunctive pronouns and adverbs; subject clause and predicative clause) Adverbial clause introduced by when, as Prepositions: for, from, round, towards, without Noun clause (3) (Revision) Past perfect (1) Past future (1) Modal verbs: may, can Direct and indirect speech (1) (say, tell and other introductory verbs; tense and other changes when reporting statements) prefer Direct and indirect speech (2) (Questions in indirect speech: the introductory verbs; with whether, if or retaining question words; necessary changes in reporting ques- tions) be worth doing Direct and indirect speech (3) (Commands, requests, advice in indirect speech: a verb of command / request / advice + object + infinitive) dislike / hate doing would rather…(than) The passive voice (1) (Form, use and by in mentioning the doer) Gerunds after prepositions Modal verb: may The passive voice (2) Active tense and their passive equivalents Phrasal verbs used in the passive remember / forget + infinitive make sure The passive voice (3) (Modal verb + passive infinitive) seem / sound / taste / feel / smell + adj. Dialogue 1 Meeting some foreign students Dialogue 2 Language learning difficulties Dialogue 1 Do you like to travel by plane? Dialogue 2 Going for a drive Dialogue 1 Exercise or go to the movie? Dialogue 2 My most memorable journey Dialogue 1 Fables and fairy stories Dialogue 2 Tom Thumb Dialogue 1 A hobby makes our life colourful Dialogue 2 What other interests have you got? Dialogue 1 What should I see? Dialogue 2 Getting back from the holiday Dialogue 1 How did you like the band? Dialogue 2 Exchanging lessons Dialogue 1 A telephone call Dialogue 2 The little boy rescued Dialogue 1 Physical training Dialogue 2 Go on a diet or exercise more? Dialogue 1 A birthday souvenir Dialogue 2 A noisy party Item 1 Some facts about English Item 2 The secret of language learning *Item 3 British English and American English Item 1 Travelling in London Item 2 Transportation *Item 3 Early boats and ships Item 1 The Earth Item 2 The Sun *Item 3 The Moon Item 1 The crafty fox Item 2 Ma Liang *Item 3 The rain angel Item 1 Taking stamps off envelopes Item 2 When an interest becomes an obsession… *Item 3 Are you a couch potato? Item 1 DAY ONE: A bus tour around London Item 2 DAY TWO: An amazing experience at Madame Tussaud’s *Item 3 DAY THREE: Head off to the Tower today Item 1 Living for music Item 2 Classical music *Item 3 Rock and roll Item 1 A brave boy Item 2 At the safari park *Item 3 How to stay safe in a thunderstorm Item 1 Who is the fittest? (1) Item 2 Who is the fittest? (2) *Item 3 How Okinawans live long and healthily Item 1 Manners are important DOS and DON’TS in England Item 2 When in Rome, do as the Romans do *Item 3 Manners in different countries Unit Unit Language Learning Language Learning 1 Topic Areas English language Language learning (Experiences and strategy) Language diffi culties in communication Differences between British English and American English Functions Talking about languages Talking about learning a language Expressing conditions Structures Conditional clause (1) Prepositions: with, in Highlights Highlights Chat Room Dialogue 1 Meeting some foreign students Dialogue 2 Language learning diffi culties Programme Item 1 Some facts about English Item 2 The secret of language learning Item 3 British English and American English * 1  Listen and guess. There are more than 2,700 languages in the world. Now you will hear some of them. Where are they spoken? 2 Do you know? 3  Listen and say. Getting Started Getting Started 1 (1) ҍສ! (2) How do you do? (3) Bonjour! (4) Hallo! (5) (6) こんにちは! We have to develop four skills when learning English. They are _____, _____, _____ and _____. German (1) A: Does your friend speak French ? Italian Spanish German B: No, he doesn’t speak French . Italian Spanish He speaks English perfectly. That’s his native language. 2 Unit 1 4  Listen and learn. If you have any language difficulties in communication, you can say: 1 Getting Started Getting Started (2) A: How well do you know English? B: Pretty well. A: Does your friend speak English, too? fluently B: Yes, he speaks English very well . with a Japanese accent (3) pronunciation A: I have a lot of trouble with spelling . Do you? writing any trouble pronunciation B: I don’t have much trouble with spelling , writing speaking but I have trouble with listening . grammar Pardon? I beg your pardon? Sorry, I can’t follow you. Can you speak more slowly, please? I’m sorry I only know a little English. Could you say that again, please? Could you repeat that? 3 Language Learning Getting Started Getting Started 1 5  Listen and repeat. 6  Listen and learn. A: How do you say that animal in English? B: I don’t know how to say that in English. Let me consult the dictionary. Er, ... it’s “cobra”, a poisonous snake. A: How do you spell it, please? B: c — o — b — r — a, cobra. bring it back (1) If this shirt doesn’t fit, may I exchange it later? get a refund you want (5) If you’re interested in my advice, I don’t think you should go. you care for go to the market. (2) If it doesn’t rain tomorrow, I’ll attend the club meeting. run some errands. (2 get a haircut. (3) If I have time tomorrow, I’ll go to the barber’s. get my hair set. borrow some money. (4) If I buy that car, I’ll have to make monthly payments. use all my savings. ( (6) If you don’t take my advice, you’ll be sorry. regret it later. (6 (6 4 Unit 1 2 Chat Room Chat Room Dialogue 1  Meeting some foreign students A: I called you last night but you were out. Where were you? B: I was at the English-speaking club. I met some foreigners there. A: Oh, did you? Tell me about them. B: They are college students. They are from New Zealand. A: Did you enjoy talking with them? B: Yes, I did. We had a good time and I learned a lot about their country. A: Did you find it difficult to understand them? B: Yes, a bit. But they spoke very slowly and very clearly for me, so I could follow most of the time. A: Did you speak Chinese to them? B: Yes, I did. We all learned a lot from each other. A: I hope I can meet them, too. B: Come with me next time. I’ll introduce them to you. A: Really? That’s very kind of you. Dialogue 2  Language learning difficulties A: Your friend’s native language is Japanese, isn’t it? B: Yes, it is. But he speaks English well. A: Does he speak English with a Japanese accent? B: Yes, he does. He speaks English with a Japanese accent. A: Does he have much trouble with pronunciation? B: Yes, he does. And he has a lot of trouble with spelling, too. A: Does he make a lot of mistakes in English? B: Once in a while he makes mistakes. A: Can he speak French, too? B: No, he can’t. He can speak Japanese, English and Chinese. 5 Language Learning 3 Programme Programme Item 1 Some facts about English 1  You are going to hear some facts about English. Supply the missing information. (1) For quite some time since the modern age, English has been the most widely used language in the world. (2) Over _____ _____ people speak English. That’s _____ _____ of the world’s population. _____ _____ _____ people speak English as their fi rst language. For the other _____ _____ _____ it’s either a second language or a foreign language. (3) Almost all international conferences and com- petitions are held in English. For example, the _____ and the _____ _____ _____. English is the main language of orga- nizations like the _____ _____. (4) _____ _____ _____ of the world’s tech- nical and scientific periodicals are in English. (5) English is the medium for _____ of the information stored in world’s computers. (6) You can buy English-language _____ and _____ in every part of the world. You can also watch _____ and _____ everywhere in the world. world’s population 6 Unit 1 3 Programme Programme 2 Read the text and check your answers. For quite some time since the modern age, English has been the most widely used language in the world. Over one billion people speak English. That’s 20 percent of the world’s population. Four hundred million people speak English as their first lan- guage. For the other seven hundred million it’s either a second language or a foreign language. Almost all international conferences and competitions are held in Eng- lish. For example, the Olympics and the Miss World Contest. English is the main language of organizations like the United Nations. English is the key to the world of science. More than half of the world’s technical and scientifi c periodicals are written in English. English is the me- dium for 80% of the information stored in the world’s computers. You can buy English-language magazines and newspapers in every part of the world. You can also watch CNN and NBC everywhere in the world. 3 Could you add more examples? (1) English-speaking nations Britain, America, New Zealand, __________, __________ (2) International conferences and competitions the Olympics, the Miss World Contest, __________, __________ (3) International organizations the United Nations, __________, __________ (4) English-language magazines and newspapers Saturday’s Review, Washington Post, __________, __________ (5) TV and radios CNN, BBC, __________, __________ 4 Discussion Why do we say English is an international language? 7 Language Learning 2 Read the text and check your answer. What’s the secret of successful language learning? We ask two experienced teachers of English for their opinions. Alastair Banton is a teacher at a language school in the UK. He also taught English in Japan. You must really want to learn the language. It is the most important thing. You also believe in yourself. Imagine yourself using the language confi dently, and think “Yes, I can do that.” Then there are other things. You need to work hard, but at the same time you need to enjoy it. Using English is fun. And you have to be realistic. Learn- ing a language takes time, and you can’t expect to know everything in a few weeks. Teresa Pelc is a teacher of English in Poland. She has taught English in a secondary school for a number of years. 3 Programme Programme Item 2 The secret of language learning 1  Alastair Banton and Teresa Pelc are both teachers of English. Listen and decide who made each of the following statements. Alastair Banton Teresa Pelc Alastain Banton _________________________ Teresa Pelc _____________________________ ü Imagine yourself using the language confi dently. ý
I praise my students for everything they do well. þ Learning a language takes time. ÿ Many students are very successful and speak English better than I. Ā Motivation is the most important thing. ā That’s why we need a teacher to push us sometimes. Ă Using English is fun. ă According to Banton, you must really want to learn the language. 8 Unit 1 3 Some of the following words are taken from the text. Some are not. They are in groups. Try to learn them. (1) experience, experienced He has much experience in teaching. He is an experienced teacher. (2) confi dence, confi dent, confi dently Be full of confi dence and don’t lose it. He is confi dent of victory. We should use English confi dently. (3) real, reality, realistic Tell me the real reason. Her dream became a reality. It is a realistic plan. (4) enjoy, enjoyable I enjoy going to the movies. I had an enjoyable time at the party. (5) succeed, success, successful Did he succeed in the examination? I wish you a success. The performance was successful. 4 Read the text again and retell it with the help of the diagram. 3 Programme Programme Alastair Banton Teresa Pelc want to learn motivation believe in yourself be ready to imagine and think need a teacher work hard enjoyable enjoy it praise be realistic successful Teresa Pelc says that motivation is the most important thing. You have to be ready to read a lot, to listen to the radio, and to watch TV. It is so easy to forget new words and new patterns. That’s why we need a teacher to push us sometimes. Even the most motivated students need that extra push some- times. However, learning a language is also very enjoyable — I praise my students for everything they do well. Many students are very successful and speak English better than I. 9 Language Learning 3 Programme Programme *Item 3 British English and American English 1 Match the British English words with the American English words below. American English British English bill bank note cookie biscuit elevator car park French fries chips gas lift pants petrol parking lot state school public school traffi c lights stop lights trousers subway Underground 5 Group work Do you enjoy learning English? What do you think is the secret of successful language learning? 10 Unit 1 3 Programme Programme 2  Listen to the text. Give some examples to show the difference in spelling between British and American English. 3 The pronunciation of some words in British English is different from that in American English. Give more examples to show the difference. glass dance plant __________ ___________ shop opera fog __________ ___________ work far sister __________ ___________ 4 Read the text and decide if the following statements are true (T) or false (F). Do you know the difference in vocabulary between British and American English? Most British people are familiar with many American equivalents for British terms, e.g. Some common words have different meanings in British and American English. British English American English long sticks of potato you eat hot with a meal chips thin slices of potato you eat cold as a snack something you wear under your trousers and next to the skin pants trousers a private school for free-paying pupils public school a free local school an underground pass tunnel under a busy street subway a railway under the ground cookie elevator gas biscuit lift petrol 11 Language Learning The difference in spelling between British and American English is well known. For example, British people write colour and dialogue while Ameri- cans write color and dialog. Besides there are some differences in pronunciation. The diagram shows some features of American pronunciation. However, the differences between British and American English are minor. You can usually understand what words mean from the context. ______ (1) Some words in American English have the exact equivalents of the words in British English. ______ (2) Some words have different meanings in British and American English. ______ (3) The difference in spelling between British and American English is great and complicated. ______ (4) British English and American English are two very different lan- guages. ______ (5) If you don’t understand a word, you can guess the meaning from the context. 3 Programme Programme ɑ –  glass dance plant ɔ – ɒ shop dollar opera r (sounded) work burn car 12 Unit 1 Box 2 Box 4 If I have time, I’ll visit her. If she said that, she was really angry. If you mix yellow and blue paint, you get green paint. If you have a ticket, you can go in. If you’re tired, go to bed. Do you see a fi lm in English? Do you keep a diary in English? Most of her paintings are done in watercolour. He always talks in a whisper. I bought him a book for Christmas, but he didn’t give me anything in return. Box 1 Box 3 4 Message Box Message Box If you ask, he’ll help you. You will fail unless you work harder. You can go out so long as you promise to be back before eleven o’clock. He speaks English with a Japanese accent. He left school with no degree. Two coffees please, one with milk and one without. I have a lot of trouble with pronunciation. This hasn’t got anything to do with you. He’s very careless with his money. 13 Language Learning 5 Data Bank Data Bank 1 Presentation Give a speech on how to enjoy learning a language. If you know English, you can do many wonderful things. (1) Watch the original British and American fi lms. (2) Read books from classic plays like Hamlet to modern thrillers like Jurassic Park. (3) Listen to English songs. (4) Communicate with foreigners. 6 DIY Lab DIY Lab smart cards tapes and a tape recorder DVD TV and radio audiovisual aids an electronic dictionary a language laboratory 14 Unit 1 6 DIY Lab DIY Lab 2 Survey Ask your classmates the following questions about learning English. Then re- port the result of the survey to the other members of your group. A questionnaire on English learning after class (1) Do you see fi lms in English often? At the cinema or on video at home? (2) Do you watch TV programmes in English or listen to English radio pro- grammes? (3) Have you joined an English-speaking club? (4) Do you go to events in English at your school (a play, a talk, a debate) often? (5) Do you like to start up a conversation with English-speaking tourists? (6) Do you read English newspapers or magazines? Name one or two of them. (7) Do you sing English songs? Do you learn the words by heart? (8) Do you keep a diary in English? (9) Do you often send and receive e-mail in English? (10) Do you use the Internet to fi nd information in English? (1) publishers and compilers (2) English-English dictionary or English-Chinese dictionary (3) number of entries (4) defi nitions and examples 3 Problem solving Your friend is going to buy a dictionary. Give him some advice so that he may get the right one. You should consider: 4 Topic discussion English — a means of communication 15 Language Learning In many cultures, people have special ways of calling their family members. In Eng- lish-speaking cultures, most people call their grandparents by their title only, such as Grandfather and Grandmother. Aunts and uncles are usually called by their names and titles, such as Aunt Kathy or Uncle John. Brothers and sisters are called by their names, not by a title. How about things in your culture? How do you call different members of your family? 7 Culture Corner Culture Corner 8 Game Zone Game Zone 1  A rhyme. Friendship I met a little friend Who came from another land. I couldn’t speak his language, But I took him by the hand. We sang together And had a lot of fun! Singing is a language You can speak with anyone. 2 Trick questions (1) Which is the longest word in the English language? (2) Which word is shorter if you put another syllable at the end? (3) What kind of phone makes music? (4) Why are movie stars cool? (5) What is easy to get into but hard to get out of? 16 Unit 1 17 . 17 . Unit Unit Transportation Transportation 2 Topic Areas Means of transport History of transport Functions Describing means of transport Attitude Preference and comparison Talking about going to places Structures Noun clause (1) (Object clause introduced by subordinate conjunctions that, whether, if and omission of that) intend to do think of doing Highlights Highlights Chat Room Dialogue 1 Do you like to travel by plane? Dialogue 2 Going for a drive Programme Item 1 Travelling in London Item 2 Transportation Item 3 Early boats and ships * 1 Match the pictures and their descriptions. 2  Listen and practise. Getting Started Getting Started 1 (1) It has two wheels and an engine. (3) It transports heavy goods on roads. (2) It transports a large number of people long distances on roads. (5) It transports people between two ports continuously. (4) It is used by workers to transport their goods or tools. A: Where are you going this year? B: I’m going abroad. A: How are you going? Are you going by ship ? plane train bus van truck, lorry motorbike ferry coach 18 Unit 2 3 Here are some sentences from conversations talking about different transport. Where does each take place? 1 Getting Started Getting Started (1) Can you take us to Piccadilly Circus? (2) We had a rough crossing from Dover to Calais. (3) Two to the British Museum, please. (4) I’ll get a couple of coffees from the buffet car. (5) Excuse me, can we take off despite the fog? (6) Which line is it for Oxford Circus? (7) Be careful when you turn that corner. air. flying. B: I’m going by sea. I like going by ship. rail. riding the train. car. driving. 19 Transportation Getting Started Getting Started 1 4  Listen and repeat. (1) A: How long does it take to get to the Yangtze Hotel? B: I think (that) it takes about 30 minutes. (2) A: Have you got anything to declare? B: No, I don’t think (that) I have got anything to declare. (3) A: Who is going to meet you at the airport? B: I expect that Tom will meet me there. (4) A: Will he come here on time? B: I’m afraid that there will be a delay as it is the rush hour. 5 Try to make more sentences. I hope it stays fine I believe he will go there by train I don’t believe (that) they will win the game . I know there is a garage nearby I mean there should be no argument I guess you’re right ī ī ī 20 Unit 2 1 Getting Started Getting Started 6 Make the following sentences more polite by using “Do you think ... ?”. Example Can you help me? Do you think you can help me? 7 Answer the following questions by beginning your statements with the phrase in brackets. Follow the example. Example Will he learn to drive quickly? (I’m confident) I’m confident he’ll learn to drive quickly. (1) Should we give them a hand? (2) Can I get there by bus? (3) Is he having a driving test now? (4) Can you write to me more often? (5) Will they have to come? (1) Did she make the right choice? (I’m satisfied) (2) Will she get married next year? (I’m sure) (3) Is it the same to her? (I’m sorry … not) (4) Has he decided to study English? (I’m pleased) (5) Can you help me? (I’m afraid … not) (6) Is it going to rain? (I’m afraid) 21 Transportation Getting Started Getting Started 1 8  Listen and make more sentences. 9  Listen and learn. A: I want to know whether I can make a reservation to Beijing for next Monday. B: There is a flight leaving at 9:25. I doubt if it is possible for you to start so early. A: I think that’s OK. Tom did his homework yesterday. whether she has been to England. I want to know he works hard. if you are going to see him. they are still living there. (1) A: What’s your plan for the summer vacation? B: I’m thinking of going to Beijing. A: Haven’t you been there before? B: Yes. But I want to go there for a second time. There are so many beautiful places to see. I intend to go to as many places as I can. (2) A: What will you do after school? B: I’m thinking of visiting the Ice-Carving Festival in Harbin. 22 Unit 2 Dialogue 1  Do you like to travel by plane? A: Do you like to travel by plane? B: Oh no, not at all. A: Flying is quick, isn’t it? B: Yes. But you have to wait for hours before the plane takes off. What’s more, it’s often delayed and always crowded. A: But it’s convenient and comfortable. B: I don’t think so. While aboard the plane, you can’t walk around or open the windows. By the way, the seats are uncomfortable. There is not much choice of food and there are not enough toilets. A: What happens when the plane lands? B: It’s even worse. It takes hours to get out of the airport and into the city. A: Then you prefer travelling by train, don’t you? B: Yes. Trains are much better than planes. They are cheaper, safer and more comfortable. If you miss a train, you can always catch another one later. A: But trains are much slower than planes. B: I don’t think that speed is everything. Besides, today’s high-speed rail is almost as fast as planes and much more comfortable. Dialogue 2  Going for a drive A: It’s a beautiful evening, Rudy. Why don’t we drive out to the airport? B: That’s a great idea. I enjoy walking around the airport. A: Let’s go down to the pier, too. We can watch the big ships docking. Some day I want to take a trip by ship. B: I’d rather fly. It’s the quickest and most comfortable way to travel. A: But travelling by ship is leisurely and more restful. B: That may be right, but a trip by plane is exciting, and you have more time for sightseeing after you arrive. A: It’s difficult to make a decision. Here we are at the airport. B: Look! There’s a plane landing right now. A: It’s moving so fast. Do you think it’s going to crash? B: No, it won’t crash. Watch how carefully the pilot brings the plane down. Travelling by plane is quite safe. A: Good. Then we’ll take a plane instead of a ship on our trip. We can buy our tickets right here. B: What are you talking about? What trip? We’re not going anyplace. We’re just out for a drive, remember? 2 Chat Room Chat Room 23 Transportation 3 Programme Programme Item 1 Travelling in London 1  Listen to the text and match. 3 Read the text and answer the questions. The tube is London’s underground railway. A journey by tube is quick and easy. But you do not see very much. The trains run under the streets. Some of the tube lines are very old. The oldest line in the world, the Metropolitan line, opened in 1863. The Docklands Light Railway is the new- est railway line in London. The trains have no drivers. It opened in 1991. You see much more of London from a bus. From the top of a red London (1) tube a. not to travel (2) red London bus b. special travel tickets (3) rush hour c. no drivers (4) taxi drivers d. get a good view of London (5) information centre e. friendly and helpful (6) oldest tube line f. quick and easy (7) newest tube line g. opened in 1863 2  Listen again and decide whether the following statements are true (T) or false (F). ______ (1) You can never see an underground train in London because it runs under the streets. ______ (2) Some tube lines are old but some are new. ______ (3) You can see a lot from a London taxi. ______ (4) There are some special buses for tourists. ______ (5) The buses and the tube are very busy in the morning. 24 Unit 2 3 Programme Programme 4 Pair work Talk with your partner about London’s tube and buses. (1) Why don’t we see much on the tube? (2) Can a train go without a driver? (3) How can we get a good view of London? (4) What can we get when we visit an information centre? (5) When are the buses and the tube very busy? (6) Will you take a taxi if you are a tourist in London? Why? bus, you get a good view of the city. London Transport has special buses for tourists. A tourist bus takes visi- tors to some of the famous places in London. Visit an information centre to fi nd out about special travel tickets to use on the tube and on the buses. The buses and the tube are very busy in the morning between eight o’clock and ten o’clock. They are also busy in the evening between fi ve o’clock and half past six. It is better not to travel at these times. There are lots of taxis in London. Taxi drivers are usually friendly and helpful. 25 Transportation 2 Listen and read the text. Transportation takes us anyplace and brings us nearly everything. Day and night, swift planes speed passengers through the sky. Long trains roar across the countryside carrying pas- sengers, mail, and such products as food, livestock, and coal. Automobiles, buses, and huge trucks rumble along the streets and highways. Ships steam across oceans and along lakes and rivers. Pipelines carry petroleum and natu- ral gas across thousands of miles. Developments in transportation have cut travel time greatly in the past 200 years. In 1800, it often took a businessman a month to travel by sailing ship from London to New York City. Today, he can fl y this distance by plane in only a few hours. Modern transportation also makes it possible to travel in comfort. The pioneers jolted westward over rough trails in springless wagons with wood- en wheels. Today, tourists ride on paved roads in cars and buses with wheels that have soft, air-filled tires. Passengers on the first trains sat on hard wooden seats and often choked in clouds of smoke and dust. Food could be 3 Programme Programme Item 2 Transportation 1  Listen and complete the passage. Wherever we want to go, we can take planes, trains, buses or ships. Trans- portation brings us nearly everything. In the past it took us a ________ to travel by ship from ________ to ________, but today, planes enable us to eat ________ in New York City and have ________ in London. We can travel in ____________ nowadays but passengers on the fi rst ________ sat on __________ wooden seats and often choked in clouds of ________. Transportation would not be possible ________ communication. Cars and trucks depend on traffic ________ and traffic ________. Automatic block signals and other means of communication enable railroads to operate ________. Airplanes could not ________ or ________ ________ safely with- out ________, ________ and other electronic communication ________. 26 Unit 2 3 Match the words in Column A with their meanings in Column B. 4 Many communication devices are mentioned in the text. Can you write them down? 3 Programme Programme obtained only at wayside stations. Many of today’s trains have soft, reclining seats. Air conditioning keeps the air clean and cool, and dining cars serve tasty meals. Transportation would not be possible without communication. Automo- biles and trucks could not travel on crowded streets and highways without traffi c signs and traffi c lights. Automatic signals and other means of com- munication enable railroads to operate safely. Lighthouses, lightships, buoys, and radio compasses provide information for ships at sea. Airplanes could not land or take off safely without radio, radar, and other electronic commu- nication devices. A B (1) speed a. make a deep, heavy, continuous sound (2) roar b. move under the power of steam (3) rumble c. move along quickly (4) steam d. move along by jerks (5) jolt e. make loud, deep sounds (1) __________ (2) __________ (3) __________ (4) __________ (5) __________ (6) __________ 27 Transportation 3 Programme Programme 7 Read the text again and answer the questions. (1) Why do we say transportation is very important? (2) Can you tell the journey time from London to New York 200 years ago and today? (3) Have any changes taken place since the pioneers jolted westward? (4) What’s the difference between the fi rst trains and today’s trains? (5) Would transportation be possible without communication? Show some examples. 5 Make a comparison between the pioneers and tourists today. The pioneers Tourists today jolted ride over rough trails on paved roads in springless wagon with wooden wheels in cars and buses with wheels that have soft, air-fi lled tires 6 Fill in the diagram according to the text. The fi rst trains Today’s trains seats air food (7) __________ (8) __________ (9) __________ 28 Unit 2 3 Programme Programme *Item 3 Early boats and ships 1  Listen and decide whether the following statements are true(T) or false(F). _____ (1) Early man might cross a stream with the help of a log. _____ (2) It was not diffi cult for early man to pole upstream on a raft. _____ (3) Early man hollowed out a log to make it lighter. _____ (4) Boats with oars and sails could move faster than canoes. _____ (5) Early people developed a craft with four rows of oars on each side. 2 Can you name them? You can fi nd the words in the text. (1) __________ (2) __________ (3) __________ (4) __________ (5) __________ (6) __________ (7) __________ (8) __________ (9) __________ 3 Read the text and fi ll in the blanks with verbs from the text. The fi rst boat was probably a fallen log. It ferried early man across a stream. He paddled with his hands or pushed the log through the water with a pole. 29 Transportation 3 Programme Programme (1) A fi re was _____ brightly in the fi replace. (2) Newton _____ gravity when an apple fell on his head. (3) The aircrafts _____ cars and people between England and France. (4) We should _____ these poles together with a rope. (5) Sometimes ants will _____ out a tree trunk leaving just the bark. (6) We take turns to _____ the little boat. (7) Wind power _____ the ship across the Pacifi c Ocean. (8) He _____ out his arms to embrace the little girl. 4 Read the text again and answer the questions. (1) How did early man use a log to cross a stream? (2) How did early man make a raft? (3) What did early man do when he found it diffi cult to go upstream on a log? (4) How did early men make a canoe later? (5) How many people were needed to pull the oars of a boat with three rows of oars? (6) Did these crafts have sails and masts? 5 Writing Write a short passage about early boats. The following words may help you. log ī raft ī canoe ī boat with a row of oars ī boat with two rows of oars ī boat with three rows of oars ī boat with sails Then man learned how to lash logs together to make rafts. Such rafts were often too heavy to go upstream against current. In time man discovered how to hollow out logs. He burned out the inside of the log or hollowed it out with stone axes. Later men stretched bark over a light framework of wood to make a still lighter canoe. The next big step was the development of boats and ships propelled by oars and sails. This came about the same time as the wheel. The ancient Egyptians developed a craft made of planks much like the ships of today. Those boats had a row of oars extending from front to back on each side. Later people built ships with two rows of oars on each side, one above the other. Finally, early boat builders developed a craft with three rows of oars on each side. They were much faster than any earlier ships, but it took as many as 200 people to pull the oars. These early crafts also had a sail and a mast. Some even had three masts and sails. 30 Unit 2 Box 1 4 Message Box Message Box I agree(s) argue(s) learn(s) that he is right. he didn’t do it. she left home early. You We They He She Box 5 I You We They He She ask(s) fi nd(s) out know(s) wonder(s) doubt(s) whether (if) he is late for school. you can give him a hand. I don’t doubt that Box 3 I don’t think he can do it better than me. expect believe Box 4 I’m afraid that I’ve got a cold. (not) sure sorry Box 2 I You We They He She know(s) say(s) hear(s) (that) he has come back home. think(s) believe(s) he is right. 31 Transportation 5 Data Bank Data Bank 1 Presentation Tell the class what you think is the best means of transport and why. 2 Survey Ask at least 10 students from your school the following questions and then fi ll in the form. (1) How often do you go home (go to see your grandparents, go back to your hometown)? (2) What means of transport do you usually take? 6 DIY Lab DIY Lab platform ticket office footbridge harbour dock lighthouse terminal departure lounge d l i k ffi l f l h h d k i l f tb id 32 Unit 2 6 DIY Lab DIY Lab 3 Topic discussion How to ease traffi c jams in large cities? 5 Internet surfi ng Find out on the Internet all the possible ways of travelling from San Francisco to Los Angeles. 4 Problem solving You are going to attend an English contest in Beijing, and you have 2,000 yuan in hand. You will be in Beijing for three days. How will you spend your money? Fill in the form below and try to explain it in English. Tickets Hotel Meals Fare (3) How long does it take and how much does it cost? (4) Which is the quickest way? (5) Which is the cheapest way? Name The cheapest way The quickest way Where to How often How How long How much 33 Transportation America has a car culture. Except in New York and other large cities, you will abso- lutely need a car to get around. Car insurance and a valid driver’s license, as well as car registration papers, are necessary to drive in the United States. Public transportation is available in most large cities. The subway system in each city is different. Some are very modern: they use cards as tickets and are very clean and comfortable. Other cities have older systems. They often use tokens, which look like coins. Buses are less crowded than the subway and are often a very convenient way to travel between large cities and their suburbs. But buses are often caught in huge traffi c jams especially during the rush hours. Often there is a long wait between bus- es. Buses and subways in most cities run 24 hours a day. Taxis are something of a luxury in most cities. They are quite expensive. On the other hand, taking buses or subways late at night can be a safety risk. This makes taking a taxi late at night a good idea even if it is expensive. 8 Game Zone Game Zone 1 A word game 7 Culture Corner Culture Corner At New Year, lots of people drink . There is a big display. At midnight, people play the . Another popular drink is . 34 Unit 2 2  A rhyme Over the mountains, Over the plains, Over the rivers, Here come the trains. Carrying passengers, Carrying mails, Bringing their precious loads In without fail. Thousands of freight cars All rushing on Through day and darkness, Through dusk and dawn. Over the mountains, Over the plains, Over the rivers, Here come the trains. 8 Game Zone Game Zone Edinburgh is famous for its . It is lucky to take a piece of to your friend’s house. People like to . Everybody goes to a on New Year’s Eve. Trains 35 Transportation Getting Started 1 Unit Unit Space Space 3 Topic Areas The Earth The Sun The Moon Functions Measurement (Size) Position and distance Duration and frequency Structures Noun clause (2) (Object clause introduced by conjunctive pronouns and adverbs; subject clause and predicative clause) Adverbial clause introduced by when, as Prepositions: for, from, round, towards, without Highlights Highlights Chat Room Dialogue 1 Exercise or go to the movie? Dialogue 2 My most memorable journey Programme Item 1 The Earth Item 2 The Sun Item 3 The Moon * 1 Getting Started Getting Started 1  Listen and practise. 2  Listen and practise. How long did you stay in Shanghai? I stayed in Shanghai for three years. How long does it take you to get to school by bike? It takes twenty minutes. live in London five years study English a year or two listen to the tapes about an hour review the lessons two days 3  Listen and practise. A: We’ll go to the Summer Palace tomorrow. How long will it take us to get there? B: That depends on how you go. It’ll take about one hour if you go by bus. go there by train walk from here to the station three hours half an hour 37 Space 5  Listen and repeat. (1) How far is your school from here? 4  Listen and say. Getting Started Getting Started 1 40 minutes by bike It’s about 6 kilometres away . 4 miles from here flew flight My father drove to France. It was a six-hour drive . rode bus ride took a train train ride the railway station / half an hour / on foot the airport / 40 minutes / by bus the wharf / an hour / by car Beijing / 2 hours / by air 38 Unit 3 1 Getting Started Getting Started 6  Listen and say. 7  Listen and practise. (2) How far is it to the post office? Can you tell me? long way It’s a short walk long drive short distance Does he often go to the library? Yes, he does. He often goes there. No, he doesn’t. He seldom goes there. never A: How often do you go to the movies? B: I go to the movies once a week. write home go to the library go out for lunch twice a month three times a week every other day from here to the post office. 39 Space Getting Started Getting Started 1 9  Listen and practise. 8  Listen and practise. 10 10 Answer the question. A: Wang Dong is easy to get on with. B: That’s why we have made him our monitor. how breathe A: Do you know where snails live ? when sleep what eat B: Yes, I do. (No, I don’t.) A: How can we improve our English? B: suggestion we should use English as point much as possible. My idea is that we’d better have a foreign friend . opinion we must practise it more we can sing more songs keen on football trustworthy strong in maths our captain our leader the maths rep of the class 40 Unit 3 2 Chat Room Chat Room Dialogue 1  Exercise or go to the movie? Marie: You’re really fit, Paul. Do you exercise very much? Paul: Well, I always get up very early, and then I lift weights for an hour. Marie: You’re kidding! Paul: No. And I often go roller-skating. Marie: Wow! How often do you exercise like that? Paul: About five times a week. What about you? Marie: Oh, I hardly ever exercise. I just watch TV at home. I sometimes go to the movies. Paul: Do you go to the movies a lot? Marie: Yes, I do. I go to the movies about once a week. Paul: Do you listen to the radio very much? Marie: Yes, I do. I listen to the radio every day. I usually sit quietly. It is my way to keep in good health. Dialogue 2  My most memorable journey Pat: So, what was your most memorable journey, Sarah? Sarah: Well, I took a trip across America with a friend. Pat: How long did it take? Sarah: It took nine days in all. It was great fun! Pat: That was a long trip indeed. Sarah: About 2,500 miles. We set off from New Orleans and took No. 10 Highway. It runs all the way from Florida to Los Angeles. We picked it up just outside the city, and we drove through Louisiana as far as San Antonio in Texas. Pat: Was it a tiring trip? Sarah: Oh no, it was very exciting. The first day we did 550 miles. 41 Space Programme Programme 3 Item 1 The Earth 1 Look up the following words and expressions in a dictionary and explain to your partner what they mean: 3  Read the text after the tape. Pay attention to the adverbial clauses. The Earth takes 24 hours to spin around once. We call this period of time a day. The Earth’s spinning makes day and night. Each part of the Earth spins towards the Sun and then away from it every day. When a part of the Earth is facing the Sun it is day-time there. When that part is facing away from the Sun it is night-time. In other words, as one part of the Earth turns into sun- light, another turns into darkness. It is morning and people see sunrise when a part turns into sunlight. It is evening and people see sunset when the part turns into darkness. spin around face away from spin towards move around spin away from lean towards face 2  Listen to the tape and put a tick or a cross in the boxes. (1) The Earth turns round once a day. (2) As the Earth turns some people see sunrise and night comes to their houses. (3) Some people see sunset and it is night-time there. (4) When one half of the Earth leans towards the Sun, it is summer on that part of the Earth. (5) When a part of the Earth is farther away from the Sun, it has its winter. (6) When both halves are the same distance from the Sun, they both have either winter or summer. 42 Unit 3 3 Programme Programme The Earth moves around the Sun in an orbit. It takes a year to make this journey. In that time it spins 365 and a quarter times. For some months of the year, one half of the Earth leans towards the Sun. It is summer on that part of the Earth. Half a year later, the Earth moves round to the other side of its orbit. That part of the Earth is now farther away from the Sun and has its winter, and the other part has its summer. In between summer and winter, both halves of the Earth are the same distance from the Sun. Then they have spring and autumn. 4 Give a presentation. The Earth’s spinning makes day and night. 5 How do we have four seasons? Have group discussions. Each group will present its answers to the class. 43 Space 3 Programme Programme Item 2 The Sun 1  Listen to the text and put the eight planets in order according to their dis- tances from the Sun. Earth Jupiter Mars Mercury Neptune Saturn Uranus Venus 1. Mercury. 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 2 Read the text and fi ll in the form. Compare your answers with those of your classmates. The Sun is our nearest star. It is a giant ball of super hot gases. It gives us light and heat. Without the Sun the Earth would be cold and dark. Without the Sun nothing could live on the Earth. 44 Unit 3 3 Programme Programme The Sun is surrounded by a family of planets. We call it the solar system. There are eight planets in the Sun’s family. They are all different. Mercury, the nearest planet to the Sun, is small and hot. Venus is hotter than Mercury, although Mercury is closer to the Sun. Earth and Mars are rocky and cooler. Beyond them, Jupiter, Saturn, Uranus and Neptune are large and cold. These four planets are made of gas and liquid. Size Temperature Components (Rock, gas or liquid) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune 3 Can you answer these questions with your books closed? (1) What is the Sun? (2) What does it give us? (3) What would the Earth be like without the Sun? (4) Could anything on the Earth live without the Sun? (5) What surrounds the Sun? (6) What is the solar system? (7) Which planet is nearest to the Sun? (8) Is Mercury hotter than Venus because it is closer to the Sun? (9) Which planets are rocky and cooler? (10) Which planets are large and cold? 45 Space 3 Programme Programme *Item 3 The Moon 1  After listening to the text, look up the underlined words in a dictionary and try to fi ll in the blanks. 2 Read the text and fi ll in the chart. The Moon is the Earth’s satellite. It is our next-door neighbour in space. It is only 240,000 miles away, so it looks as big as the Sun. Its diameter is 2,100 miles, about one fourth that of the Earth. There is no air on the Moon. So nothing softens the Sun’s rays. At mid- day, the temperature on the Moon is raised by the Sun’s rays to over 100°C. At night, however, the temperature falls to –150°C. (1) The Earth’s ________ joins the North and South Poles. (2) The pond is six feet in ________. (3) On Wednesday there will be a total ________ of the Sun. (4) ________ makes something fall if you drop it. (5) The Sun’s ________ fell through the gaps in the clouds. (6) Jamie followed his mother like a ________. The moon is the Earth’s satellite. Its diameter is 2,100 miles. So nothing softens the Sun’s rays. The Moon’s gravity is only 1/6 the gravity of the Earth. The Moon rotates on its axis. When the Moon casts a shadow on the Earth, there is an eclipse of the Sun. 46 Unit 3 3 Programme Programme The Moon’s gravity is only about 1/6 the gravity of the Earth. A 200-pound man weighs only 33 pounds on the Moon. When he walks, he can leap along easily. The Moon revolves around the Earth, and rotates on its axis as it re- volves. It takes about 28 days to revolve, and it takes the same length of time to rotate. So a day on the Moon is nearly a month on the Earth. Every so often, the Sun, the Moon and the Earth line up in space. The Moon comes directly between the Earth and the Sun. This stops the sunlight from reaching an area on the Earth. When the Moon casts a shadow on the Earth, there is an eclipse of the Sun. The Moon distance from the Earth diameter temperature at night gravity time taken to revolve time taken to rotate 3 Give a presentation about an eclipse of the Sun with the help of the picture. 4 Discussion (1) An eclipse of the Moon (2) A total or a partial eclipse of the Sun 47 Space 4 Message Box Message Box Box 1 S V O I have heard the news. that you are a teacher. We noticed their nervousness. that they were nervous. Box 2 That cats can’t swim is true. It is true that cats can’t swim. I know that it’s late. I know it’s late. The problem is that we have no money. Box 3 Do you know how a snail breathes? That’s why I left. It depends on how you go there. Box 4 for Tom set out for home. This parcel isn’t for you; it’s for your sister. We walked for about ten miles. What’s this money for? We could not sleep for joy. from The train starts from London. from twelve o’clock to two It is far away from here. a letter from my sister round The Earth moves round the Sun. They were sitting round the table. towards She was walking towards town when I met her. He is friendly towards me. towards the end of the 19th century without We couldn’t have done it without John. as As the Sun was rising, the birds began to sing. when It was raining when we arrived. 48 Unit 3 5 Data Bank Data Bank MOON DATA Diameter at equator: 3,476km Minimum distance from Earth: 356,000km Time to circle Earth: 27.3 Earth-days Surface temperature: -170°C to 110°C EARTH DATA Diameter at equator: 12,756km Average distance from Sun: 149.6 million km Day length: 23 hours 56 minutes Year length: 365.25 days Surface temperature: -89°C to 58°C Satellites: 1 (the Moon) 1 Presentation Find a picture of the solar system. Say something about it, including the Sun, the planets, the comets, and asteroids. 2 Pair work Have a debate with your partner. Mars seems to have had rivers and seas long, long ago. Astronomers can see dry river beds and ocean shores on Mars. You think some life lived there. There could be living creatures on Mars. Your partner speaks against you. Mars might be warm and wet long ago. Now it is very cold and dry with no sign of life. 6 DIY Lab DIY Lab 49 Space 6 DIY Lab DIY Lab 5 Internet surfi ng Find something on the Internet about Liu Yang, China’s fi rst female astronaut in space. 3 Topic discussion 7 Culture Corner Culture Corner People have been interested in the stars for hundreds of years. Long, long ago peo- ple identifi ed some patterns of stars. They named these patterns after persons and creatures from their myths and legends. Some patterns are quite easy to see, but others require a great deal of imagination. One of the patterns is easiest to recog- nize. It is Orion. It represents a hunter. What are star signs? The above patterns of stars are called constella- tions. During the year, the Sun appears to move through the space. The Sun seems to pass through 12 main con- stellations, called the constellations of the zodiac. They are also called star signs, and are important in astrology. Astrologers believe that the star signs affect human lives. On June 29, 2012 the returning cap- sule of Shenzhou-9 spacecraft touched down in north China’s Inner Mongolia Autonomous Region as planned. Three astronauts who carried out China’s fi rst manned space docking safely returned to the Earth. China’s manned space docking mission between Shenzhou-9 spacecraft and Tiangong-1 lab module achieved a complete success. What do you think of the event? Talk about it in your group. 50 Unit 3 8 Game Zone Game Zone 1 A quick fi re quiz (1) How far away is the Earth from the Sun? A. 1.5 million km. B. 15 million km. C. 150 million km. (2) How many known planets are in orbit around the Sun? A. Ten. B. Eight. C. Seven. (3) How many years old is the Solar System? A. 50 million. B. 500 million. C. 5,000 million. (4) How many years old is the Earth? A. 4 million. B. 4,600 million. C. 6,000 million. (5) How long does it take the Earth to circle the Sun? A. 265.25 days. B. 365.25 days. C. 465.25 days. (6) What is the Earth? A. A star. B. A meteorite. C. A planet. (7) What causes the seasons? A. Tilting Earth. B. Tilting Sun. C. Tilting Moon. (8) How many planets are bigger than the Earth? A. Two. B. Three. C. Four. 2  A rhyme Otherwise THERE must be magic, Otherwise, How could day turn to night, And how could sailboats, Otherwise, Go sailing out of sight, And how could peanuts, Otherwise, Be covered up so tight? Aileen Fisher 51 Space Getting Started 1 Unit Unit Telling Tales Telling Tales 4 Topic Areas Fable Fairy tale Story Functions Possibility and impossibility Intentions and plans Hopes Structures Noun clause (3) (Revision) Past perfect (1) Past future (1) Modal verbs: may, can Highlights Highlights Chat Room Dialogue 1 Fables and fairy stories Dialogue 2 Tom Thumb Programme Item 1 The crafty fox Item 2 Ma Liang Item 3 The rain angel * 1 Getting Started Getting Started 1 Give a presentation. 2  Listen and practise. A: What did Linda say she would do? B: She said that she would read Aesop’s Fables. A: Which fable do you think she probably likes best? B: The Fox That Could Not Reach the Grapes. A: Hi. How are you? B: Fine. How are you? A: Very well, thank you. I’ve got a couple of tickets for the opera. I wondered if you’d like to come along? a. b. A: You know we arranged to play football this evening? B: Oh, you’re not going to say you can’t come, are you? Grimm’s Fairy Tales tale Snow White and the Seven Dwarfs Andersen’s Fairy Tales tale The Red Shoes Arabian Nights story Ali Baba 53 Telling Tales 4 Pair work Student A reads out a statement from Column A. Student B answers Student A with a correct response from Column B. 3  Look, listen and learn. Getting Started Getting Started 1 When Jane got home, her parents had already gone to bed. When he turned on the TV, the programme had finished. When she got to the airport, the plane had taken off. When the waitress finally brought the change, the couple had already left. A I went to the airport but I couldn’t catch the plane. I was homesick while I was in New York. I met my penpal’s parents last Sunday. I told everyone the good news. 54 Unit 4 1 Getting Started Getting Started 5  Listen and rearrange the sentences to make a conversation. 6  Listen and practise. B Hadn’t they heard about it before they saw it? Oh dear! Had you forgotten your passport until I reminded you? Oh! Hadn’t you met them before last year? Poor you! Had you never lived abroad before your stay in the UK? Lisa: About a week. How about you? Henry: Are you going anywhere over the break? Henry: Oh, I don’t really have any plans. Lisa: Yes, we’re going to the beach. Henry: How long are you staying there? a. Do you think you’ll ever be a hero? I hope so. I might one day. It’s possible, but I doubt it. I’m sure I will. I’m sure I won’t. b. Are you going out tonight? Yes, I am. I think so, but I’m not sure. I might be. c. Do you think the world’s climate will change dramatically in the next fifty years? I don’t think so. I hope not. Who knows? Maybe. 55 Telling Tales Getting Started Getting Started 1 7  Listen and learn. 8 Read the newspaper headlines. What has happened to the man? Guess! “Excuse me? I’ve just jumped off the Empire State Building! ” — Now, you’re going to take the exam in June, aren’t you? How will you feel if you pass? — Well, I suppose I’ll feel very pleased. — And what will you do when you hear you’ve passed? — I think I’ll throw a party – I’ll invite all my friends to celebrate. — OK. But you might be unlucky. You might fail the exam. How will you feel if you fail? — Well, I suppose I’ll be very disappointed. — And what will you do if you fail? Give up learning? — No, I’ll take the exam again next year. (1) He must be a superman! (2) He can’t be serious. He must be joking! (3) He might be a bungee-jumper. (4) He may be acting in a film. (5) His story will be in all the newspapers. (6) He may become famous. 56 Unit 4 2 Chat Room Chat Room Dialogue 1  Fables and fairy stories A: What is a fable? Do you know? B: A fable is a short tale about animals or objects. They have human powers and faults. They can talk. Fables teach moral lessons. A: Does the reader of the fable have to figure out the moral? B: No, he doesn’t. It is often given at the end of the fable. Every man tries to convince himself that the thing he cannot have is of no value. This is the moral of Sour Grapes. A: And what are fairy stories? B: They are stories about fairies. One of the earliest collections of fairy stories is Tales of Mother Goose by Charles Perrault. It was published in France in 1697. A: Can you tell me something about myths? B: People have always asked questions about the things around. They have always wanted to know why the Sun seems to rise in the morning and set in the evening. The people of long ago did not have scientists. They had no books to search for answers. So they made up their own answers to the questions and wove them into beautiful stories. Dialogue 2  Tom Thumb Jane: What are you reading, Richard? Richard: Tom Thumb. Jane: What’s the beginning of the story? Richard: Well, there lived a man and a woman in a cottage. They were not happy be- cause they hadn’t got any children. A magician gave them a little child after he heard about it. The child was five centimetres tall, named Tom Thumb. Jane: Did he live with them? Richard: I’m afraid not. One day a big black raven picked up Tom Thumb from a field but dropped him into the waves. Jane: Did a fish eat him? Richard: Yes. A big fish swallowed Tom. He went into the stomach of the fish. Jane: What happened to him then? Richard: The king’s cook bought the fish and cut it open. There was Tom! Jane: I think the king would ask him to stay with them. Richard: Yes, you are right. In the night Tom slept in a snail shell. In the morning he caught a butterfly and rode on her back. One day a large spider attacked Tom. Tom fought with his sword but the spider bit him and he died! Jane: Poor thing! 57 Telling Tales Programme Programme 3 Item 1 The crafty fox Do you know about Aesop? You know what a fable is. It is a short story not based on fact, often with animals as characters. It conveys a moral. You must have read Aesop’s fables. 1  Listen to the text and answer the questions. (1) What are the characters in the fable? (2) What happened when the crow was ready to eat the cheese? (3) Did the crow feel happy when she heard the fox’s praise? (4) Was the crow happy in the end? 3 Read the text and guess what the following new words mean. Match them with proper explanations. One day a crow was sitting on a branch of a tree holding a piece of cheese in her beak. She was just getting ready to eat the cheese when a hungry fox looked up and saw her. The fox put on his best smile and said, “Hello Mrs Crow. How lovely you look today.” The crow was very pleased and nodded her head but said nothing. “Oh my! I bet you are a beautiful singer. I am so tired that I would like to rest under your tree. Can you sing me to sleep?” Now when the crow heard the fox’s praise she was fl attered. As she began to sing she let go of the cheese and it fell to the ground. The fox immediately jumped on it and gobbled it up. He smiled up at the crow and said politely, “Thank you!” The hungry crow was annoyed with herself for being so silly. Moral: Beware of fl attery. It may not be meant. Aesop’s Fables 2  Listen again and complete the sentences. (1) She was just getting ready to eat the cheese when a hungry fox _______________. (2) The crow was very pleased and _______________ but _______________. (3) _______________ I would like to rest _______________. (4) As she began to sing she _______________ the cheese and it fell to the ground. 58 Unit 4 3 Programme Programme Item 2 Ma Liang 1 Look at the pictures. They tell the story of a boy called Ma Liang. What can you see? What do you think the story is about? crow made angry beak eat something fast, noisily and greedily nod be very certain be fl attered make a quick movement of your head to show agreement gobble something up a large black bird annoyed the hard, pointed part of a bird’s mouth bet be pleased because someone has shown you that they admire you 4 Answer the questions after reading the fable again. (1) What did the fox do when it looked up and saw the crow? (2) How did the crow feel when she heard “How lovely you look today” ? (3) Why did the fox say “I bet you are a beautiful singer”? (4) When was the crow fl attered? (5) Why was the crow annoyed with herself? 5 Role play Work in groups of three. One acts Narrator, another Fox and the other Crow. 6 Discussion What is the lesson we should learn? 2  Close your books and listen to the story. Have you predicted the story correctly? 59 Telling Tales 3 Programme Programme 3  Listen to the story and put the following pictures in order. ŝ ŗ Ř ř Ś ś Ŝ 4  Listen again and complete the sentences. Once upon a time there was a boy who liked drawing but he was too poor to buy a brush. One night he said to himself, “If only I had a brush, I could draw pictures for the poor people in my village.” Suddenly an old man with a long white beard appeared. “Don’t be fright- ened,” he said. “Here’s a brush for you. But you must only draw pictures for poor people with it.” Ma Liang began to draw a hen, and as he did so it changed into a real hen. “Wow!” he said. “This brush must be magic!” Then he saw a poor woman cutting wood. “You need an axe,” he said. So he drew an axe and it changed into a real one. Next he saw a poor farmer plough. “You need a buffalo to pull your plough,” Ma Liang said. So he drew a buffalo and it changed into a real buf- falo. “Thank you. You are very kind,” the farmer said to Ma Liang. Soon the king heard about Ma Liang’s magic brush. “Draw me a tree with gold coins hanging on it,” he ordered. “You have plenty of gold. You don’t need any more,” Ma Liang replied. The king was very angry. “Throw him in prison!” he cried. His soldiers caught hold of Ma Liang, threw him in prison and locked the door. 60 Unit 4 3 Programme Programme *Item 3 The rain angel 1 Can you answer the questions? (1) Is the rain important for our life? (2) What makes it rain? “If I had a key I could unlock the door,” Ma Liang said. So he drew a key and it changed into a real key. He opened the door quietly and escaped. When the king discovered that Ma Liang had got away, he got on his horse and chased him with his soldiers. Ma Liang said, “I need a horse.” So he drew one and it changed into a real horse. He jumped on it and galloped away. A traditional story from China 5 Can you answer the questions with your books closed? (1) What did the boy like doing? (2) Could he afford a brush? (3) Who appeared? (4) What did he draw fi rstly? (5) Why did he draw an axe? (6) Did he draw a buffalo for a farmer? (7) What did the king ask Ma Liang to do? (8) What did the king tell his soldiers to do? (9) How did Ma Liang escape? (10) What did the king do when he discovered that Ma Liang had got away? (11) Did the king and his soldiers catch him? 2  Listen and read the text. Chrissy, a new angel, was in charge of the rain. Every week, on Monday and Thursday, she had to be sure that the clouds opened up and spread their raindrops all over the world, because every living thing on the Earth needed rain. But no one had told Chrissy how to 61 Telling Tales 3 Programme Programme make it rain, and she didn’t know what to do. Chrissy asked one of the older angels if he could help her. “The angel that had the job before you used to tell sad stories to the clouds, and that made them cry.” But Chrissy was a very happy little angel and she didn’t know any sad tales. She fl ew up to see the Man in the Moon and asked him if he knew how to make it rain. “You might try pinching the clouds to see if that would make them cry.” But Chrissy didn’t want to hurt the clouds and so she decided that was not a good idea. The next morning, as the little angel was walking around Heaven, skip- ping from cloud to cloud, she heard someone giggling. It was the little cloud she was walking on! She bent down and asked the fl uffy white cloud what was so funny. “It’s your toes,” replied the soft one. “They tickle us when you walk!” “Oh, I’m sorry,” said Chrissy, “I shall try to be more careful.” “No, no, please don’t,” said the cloud, “We love to be tickled. It makes us laugh so hard we almost cry!” Well, that gave Chrissy an idea! She bid the cloud goodbye and went off. The next day was Monday, and it was raining all over the world! Little Chris- sy was running and skipping and wiggling her toes across all the clouds in the sky. The clouds were giggling and laughing so hard that tears were coming to their eyes! And the tears were falling to the Earth and making a wonderful rain. 3 Read the story again and ask the questions in direct speech. (1) Chrissy asked one of the older angels if he could help her. “______________________________” she asked. (2) Chrissy fl ew up to see the Man in the Moon to ask him if he knew how to make it rain. “______________________________” (3) Chrissy bent down and asked the fl uffy white cloud what was so funny. “______________________________” 4 Read the story again and ask the questions in direct speech. (1) What was Chrissy in charge of? (2) What did she have to do on Monday and Thursday? (3) Had anyone told her how to make it rain? (4) Did she know what to do? (5) Did anyone give her any suggestions? What were they? 5 Have you read any other stories of the rain? Tell them in your group if you have. 62 Unit 4 Box 1 He can speak French. Can I have one of these? Can you see me? You can watch TV for half an hour. Can they be in the kitchen? It can’t be true. Box 3 I had worked. Had you worked? He had not worked. Box 5 She realized she would fail. He promised that he would telephone me next Friday. Box 2 Ask Mary – she may know. That may be true after all. Act now so that everything may be arranged in time. May I look at the picture again? You may go now. Box 4 I had known him only a week and he tried to borrow money from me. He had died before his son was born. The goalkeeper had injured his leg, and couldn’t play. When we bought it, the house had been empty for several years. When I met him, John had lived in Paris for ten years. 4 Message Box Message Box 63 Telling Tales 5 Data Bank Data Bank A fi ction is a story which has not really happened. It is made up. Non-fi ctions are books about things that are true. Characters are the names of people or animals that appear in stories. A fable is a story with a moral. It tries to teach us something. Animals are often used in fables. A moral is a kind of lesson we can learn. It teaches us how to behave. Fa- bles often have a moral. A narrator is someone who tells a story. A plot is what happens in a story. A setting is where a story takes place. 1 Pair work List ten fairy tales or stories both you and your partner have read. 6 DIY Lab DIY Lab 3 Problem solving Create a fox fable with your partner! Choose one of the sayings below. Make up a foxy fable to illustrate it. Look before you leap. A stitch in time saves nine. Too many cooks spoil the broth. 2 Topic discussion A tiger in tow A tiger, on the hunt for animals to devour, caught a fox. “You cannot be so bold as to eat me,” said the fox, “I am sent by the heavenly god to rule over the animal kingdom. If you eat me you will be going against a heavenly mandate. Do you think I am lying? Let me go fi rst and you follow behind. We’ll see whether any animal is so brave as not to fl ee when they see me.” The tiger agreed to the plan and accordingly went with the fox. All the animals that saw them fl ed. The tiger, under the impression that they were afraid of the fox, was unaware that he himself was the cause of the fl ight. You must be familiar with the story. What did the writer hope to tell us by writing this story? 64 Unit 4 7 Culture Corner Culture Corner Sometimes people ask questions that we do not want to answer, because they are too personal -- questions about age or income, for example. People have different ways of dealing with personal questions. Some people change the topic of conversa- tion, some laugh to show they’re embarrassed or nervous, while others may just say directly they’d prefer not to answer. What questions are considered too personal in your culture? How do people avoid answering these questions? 8 Game Zone Game Zone 1 A game Some people are talking about the bad things they did last year. Put the verbs into past tense and write them in the grid. 1. I ______ (drink) some beer at a friend’s party. 2. I ______ (draw) a funny picture of my teacher. 3. I ______ (eat) my brother’s sweets and 4. ______ (say) it 5. ______ (be) my sister. 6. I ______ (break) my dad’s computer and didn’t tell him. 7. I ______ (wear) my brother’s jumper without asking his permission. 8. I ______ (hide) my sister’s favourite T-shirt when she was going to a party. 9. I ______ (hit) my little brother when he annoyed me. 10. I ______ (forget) my best friend’s birthday. 11. I ______ (keep) some money that was supposed to be for charity. 12. I ______ (throw) my friend’s homework in the bin. 13. I ______ (put) a spider in my sister’s hair. 14. I ______ (swear) at my dad. 15. I ______ (spend) my school lunch money on crisps and sweets. 16. I ______ (hurt) my friend’s feelings by saying she was fat. 17. I ______ (sell) my brother’s Walkman to my friend because I needed some money. 18. I ______ (steal) five pounds from my mum’s purse. 19. I ______ (go) to my friend’s house instead of doing my homework. 20. I ______ (tell) mum a lie. Bad things 65 Telling Tales 8 Game Zone Game Zone I met a Horse as I went walking; We got talking, Horse and I. “Where are you going to, horse?” I said (I said to the Horse as he went by). “Down to the village to get some hay. Will you come with me?” “No, not I.” I met some Rabbits as I went walking; We got talking, Rabbits and I. “Where are you going to, Rabbits?” I said (I said to the Rabbits as they went by). “Down to the village to get some oats. Will you come with us?” “No, not I.” 2  A rhyme 66 Unit 4 Unit Unit Hobbies and Interests Hobbies and Interests 5 Topic Areas Hobbies (Collections, games, handicrafts and arts) Interests and pastimes Functions Talking about hobbies and interests Preference Likes and dislikes Structures Direct and indirect speech (1) (say, tell and other introductory verbs; tense and other changes when reporting statements) prefer Highlights Highlights Chat Room Dialogue 1 A hobby makes our life colourful Dialogue 2 What other interests have you got? Programme Item 1 Taking stamps off envelopes Item 2 When an interest becomes an obsession… Item 3 Are you a couch potato? * 1 Imagine you have a whole evening alone to do what you like. Number these activities 1 to 10 to show which you’d prefer to do: Getting Started Getting Started 1 2  Listen and talk. _____ watch television _____ read a magazine or newspaper _____ listen to music _____ sit alone and think _____ play a computer game _____ surf the Internet _____ play a musical instrument _____ watch a video or DVD _____ read a book _____ write letters or e-mail to friends A: Do you have any hobbies? B: Yes. I enjoy collecting coins. A: But I prefer collecting stamps. B: So you prefer stamps to coins. A: That’s right! A B A B A swim fish cycle hike 68 Unit 5 1 Getting Started Getting Started 3  Listen and practise. 4 Read and do the same. A: What’s your hobby? B: I like playing chess. What do you do for recreation? A: I like outdoor activities very much. I hate to stay at a place for very long. A: I’m interested in photography. I began to take pictures when I was in primary school. B: It’s a little expensive. I am fond of playing computer games. I find it great fun. doing needlework going on an outing making pottery skating painting chatting on the Net cooking climbing creative great fun boring good exercise 69 Hobbies and Interests Getting Started Getting Started 1 6 Learn the following and do the same. (1) A: I want to buy some new stamps. B: What did he say? C: He said that he wanted to buy some new stamps. (2) A: We’re watching a football match. B: What did they tell you? C: They told me that they were watching a football match. (3) A: I’ve finished my homework. B: What did she tell you? C: She told me that she had finished her homework. (4) A: I’ll play tennis with Jane. B: What did she say? C: She said that she would play tennis with Jane. I’m ill. She is reading We’ll go on an He has collected a novel. excursion. many coins. 5  Listen and learn. (1) A: What’s his hobby? B: He says that he enjoys collecting stamps. (2) A: What does he do in his spare time? B: He says that he likes swimming. (3) A: What’s the matter with her? B: She says that she has got a cold. (4) A: What do they want? B: They say that they want to go to the park. 70 Unit 5 1 Getting Started Getting Started 8 Work in pairs and complete the conversation. 7 Report what the girl and the boy said. (1) A: He loves living in London. B: But he told me ___________! (hate) (2) A: He’s moving to Canada. B: But he told me ____________! (Australia) (3) A: His girl friend hasn’t got a letter from him. B: But he told me ___________! (he / get / her) (4) A: He’ll be thirty next week. B: But he told me _________! (thirteen) (5) A: He went to Amsterdam for his last holiday. B: But he told me __________! (Barbados) (6) A: He can’t give up smoking. B: But he told me __________! (three years ago) (7) A: He was given the sack last week. B: But he told me ___________! (promotion) (8) A: He’s fallen in love with a French girl. B: But he told me ___________! (with me) “I’m going to see you this evening,” she said. She said ... “I’ve never felt like this before,” she said. She said ... “I enjoyed meeting you tonight,” he said. He said ... “I’ll ring you tomorrow,” he said. He said ... 71 Hobbies and Interests Dialogue 2  Chat Room Chat Room 2 Dialogue 1  A hobby makes our life colourful A: Do you have any hobbies? B: No. I don’t have time for hobbies. I’m always very busy. A: But you should learn how to play. In my opinion, a person without hobbies can never have a perfect life. B: What do you mean by a hobby, then? A: A hobby is something that makes your life colourful. B: What’s your hobby? A: Cooking. I am now a pupil of an excellent chef. B: Cooking is a real chore. Why are you learning it? A: No, it isn’t a chore. It is an art. It helps to mould a good character. When I learn to cook a new dish, I often invite my friends to taste it. I feel satisfied when they enjoy it. B: I’ll be glad to taste your delicious dishes. A: You are welcome, but you said you did not have time. What other interests have you got? A: Have you got any hobbies? B: Yes, I’m fond of fishing and I’m very keen on making home movies. A: I like taking photographs but I haven’t got a movie camera. B: I take a lot of photographs too, but I’m interested in the history of the cinema, so I really enjoy using a film camera. A: What other interests have you got? Do you collect anything? B: Yes, I collect stamps and I’ve got quite a big collection of records and tapes, but I don’t buy many now. A: If you had more time, what new hobby would you like to take up? B: I’d like to have some creative hobbies – making things. 72 Unit 5 3 Programme Programme Item 1 Taking stamps off envelopes 1  Stamp collecting is the collecting of postage stamps and related objects. It is one of the world’s most popular hobbies. Many casual stamp collectors accumulate stamps for sheer enjoyment and relaxation without worrying about the tiny details. But do you know how to remove a stamp from its envelope? Listen and put the following expressions in the correct order. 3 Read and decide whether the following statements are true (T) or false (F). 2  Listen again and answer the questions. (1) Washing off any traces of gum. (2) Spreading the stamp on a piece of clean paper. (3) Peeling the paper from the stamp. (4) Floating the stamp in a bowl of water. (5) Cutting neatly around the stamp. (1) Do we remove stamps from a fi rst day cover? (2) Can we tear stamps off an envelope? (3) Do we peel the stamp from the paper after stamps are fl oated? (4) What do we wash off then? (5) Can we dry stamps in sunlight? (1) Start by cutting neatly around the stamp. If a stamp has an interest- ing postmark, either leave it on its envelope or cut out the stamp and postmark together and put them in your album like that. Never remove stamps from a fi rst day cover. (2) Don’t tear stamps off an envelope. Float them face up in a bowl of clean water for about 20 minutes. Try not to let water get on the face of the stamps because the ink on some stamps may run. Float stamps on coloured envelopes separately. Thus the colour won’t run or spoil the others. (3) Gently peel the paper from the stamp, not the stamp from the paper. If the two don’t come apart easily, fl oat them for a while longer. This is the only time you should use your hands. 73 Hobbies and Interests 3 Programme Programme 4 Pair work Tell each other how to take stamps off envelopes in your own words: 5 Choose a topic you are interested in (how to plant a tree, how to make pottery, etc ... ) and discuss it. Then tell your classmates. (4) Wash off any traces of gum with a paintbrush, or an old toothbrush, in clean water. (5) Spread the stamp, face down, on a piece of clean paper to dry. To stop them curling up, put another piece of paper on top and a heavy book on top of that. Never dry stamps in sunlight or near heat: they will curl up. _____ (1) Cut neatly around the stamp fi rst. _____ (2) Water can’t get on the face of the stamps when you fl oat them in clean water. _____ (3) If the stamp and paper come apart easily, fl oat them a little longer. _____ (4) An old toothbrush can be used to wash off traces of gum. _____ (5) To stop stamps curling up, dry them in sunlight. (1) how to cut (2) how to fl oat (3) how to peel (4) how to wash (5) how to dry The following words can be used: fi rst, second, then, after that, next, fi nally, … 74 Unit 5 3 Programme Programme 2 Read and answer the questions. Many people have _____ kind of hobby. Some like collecting coins. Others _____ just like shopping. When Colin Duffy was _____, his father took him to see his local _____, Liverpool. Since then he has seen _____ matches. Colin and his wife spent their _____ in Leeds _____ Liverpool was playing that weekend. _____ children are interested in collecting _____ or _____ at some time, but few _____ as far as Tony Mattie. He _____ his house with thousands of Barbie dolls. He spends _____ every day combing their _____ and changes all their clothes _____ a month. Item 2 When an interest becomes an obsession… 1  Listen and fi ll in the missing words. Most people have some kind of hobby. Some like collecting coins. Some are keen on supporting their favourite football teams. Others even just like shop- ping. But what happens when that interest becomes the most important thing in one’s life? When Colin Duffy was six, his father took him to see his local football team, Liverpool. Since then, Colin, now thirty-six, has seen a total of 1,729 matches, and has travelled 75,000 miles to watch his team. Colin and his wife spent their honeymoon in Leeds because Liverpool was playing that weekend. Most children are interested in collecting stamps or dolls at some time, but few go as far as twenty-eight year old Tony Mattie. He fi lls his house with thousands of Barbie dolls. He spends hours every day combing their hair and changes all their clothes once a month. 75 Hobbies and Interests 3 Programme Programme 3 Pair work Retell the two stories with the help of the clues: 4 Speaking An interesting story about hobbies. Colin’s story: six → saw a football match → a total of 1,729 matches → 75,000 miles → honeymoon Tony’s story: 28 years old → house → comb hair → change clothes 1 Read the text about leisure activities and choose the best defi nition for a couch potato. *Item 3 Are you a couch potato? Centuries ago, people didn’t have much free time, because everybody was working too hard. In Britain in the nineteenth century, people had more spare time, but because the Victorians hated relaxing and doing nothing, they in- vented football, rugby and cricket. People took up more gentle activities too, like gardening and bird-watching, and it was even possible simply to watch a sport and give the impression that you were actually doing something. Gradually, leisure activities have become less and less demanding, and most (1) What do people do for pleasure during their free time? (2) How long has Colin been a football fan? (3) Why did he and his wife spend their honeymoon in Leeds? (4) What does Tony fi ll his house with? (5) What does he spend hours doing? (6) How often does he change the dolls’ clothes? 76 Unit 5 3 Programme Programme 2 What do you think of a couch potato? Are you for or against the lifestyle? Hold a debate. (1) Someone who enjoys energetic sports and active hobbies. (2) Someone who takes little or no exercise, and who spends their free time doing very little. (3) Someone who doesn’t like doing sports but is active in other ways. (4) Someone who likes indoor gardening. Sides Points For a cough potato Against a cough potato people have a variety of more or less energetic interests and hobbies. But now there is a new type of person who thinks that lying on the sofa watch- ing television on Sunday afternoon or reading the whole newspaper is the most exciting activity they can manage. This is the twentieth-century couch potato. For them, every activity is too much trouble, and laziness is an art form! So how do you spend your free time? Are you a couch potato? 77 Hobbies and Interests 4 Message Box Message Box Box 5 Prefer Which would you prefer, tea or coffee? I prefer walking to cycling. She prefers to be alone. I prefer my coffee black. Box 2 Box 4 Box 3 He said, “Sandra enjoys her job in the city.” He said that Sandra enjoyed her job in the city. “I like your tie,” she told John. She told John that she liked his tie. “You know my husband,” she said to Tom. She said to Tom that he knew her husband. “You are too noisy,” Pamela told them. Pamela told them that they were too noisy. “You are beautiful,” he whispered. He whispered that she was beautiful. this these that those now today this week (month, etc) then that day that week (month, etc) yesterday last week (month, etc) 3 days (a year, etc) ago tomorrow next week (month, etc) the day before the week (month, etc) before 3 days (a year, etc) before the next (following) day the next (following) week (month, etc) here come there go “I am tired,” she complained. She complained that she was tired. “The exhibition fi nished last week,” explained Pamela. Pamela explained that the exhibition had fi nished the week before. “I’ve won the match already,” shouted our friend. Our friend shouted that he had won the match already. “I’ve been waiting over an hour for you,” she told him. She told him that she had been waiting over an hour for him. “I had studied English for four years at school before I worked as a teacher,” he said. He said that he had studied English for four years at school before he worked as a teacher. Box 1 He said, “My friend’s name is Smith.” He said / told her that his friend’s name was Smith. 78 Unit 5 5 Data Bank Data Bank gardening play the guitar go boating make pottery play bridge collect badges do aerobics do needlework 6 DIY Lab DIY Lab 1 Presentation (1) How did you fall into your hobby? How obsessed are you with it? (2) Tell an interesting experience in having a hobby. 2 Pair work Find some envelopes with stamps on them and some necessary tools and try to take the stamps off the envelopes. As you do it, you may ask questions like this: What do I do fi rst? What’s the next step? … Your partner may answer these questions. And then change roles. 3 Topic discussion Why are some students around you obsessed with playing computer games and how can we solve this problem? 79 Hobbies and Interests 6 DIY Lab DIY Lab 7 Culture Corner Culture Corner 4 Problem solving Make a survey among your classmates and fi nd what their hobbies are. Design a questionnaire or a form. 5 Internet surfi ng Find someone with interesting hobbies on the Internet and fi ll in the form. Name Sex Profession or status Hobby Things he (she) does Result Imelda Marcos F Wife of ex-president of Philippines Buying shoes She bought more than 3000 pairs of shoes, 1000 packets of tights. Champion shopper A hobby is something people do for fun and not because they have to. In prehistoric times people were too busy fi nding food and shelter to have hobbies. When survival became easier and people had time to spare, hobbies and pastimes developed. Early pastimes included drawing, sewing, riding and dancing. Today people fill their leisure time with fi shing, cycling, collecting things, making models, playing computer games and Internet surfi ng. 80 Unit 5 8 Game Zone Game Zone 1 A game. START HERE How long have you been learn- ing English? Where? How? Go forward 3 spaces Which English pop singers do you like? Do you like learning English? Why? Why not? Talk about yourself for one minute. How do you like travelling? a by plane b by car c by coach Why? Count from 990 to 1030 It’s my teacher’s fault when I don’t learn. Do you agree with this? Why? Why not? Who is the best British sports personality in your opinion? What sport do they play? Do you listen to the BBC World Service on the radio? Tell us about it. Sorry! Go back 6 places How do you say …? a photograph b photographer c photographic What’s the difference? You’re go- ing too fast! Go back 2 spaces How many times have you been to England? What did you see? You’re too near the end! Go back 2 spaces How many languages do you speak? How did you learn them? Do you like working in groups or on your own? Why? Finished! You are the WINNER Are there any words in your language which are the same in English? (e.g. television) Tell us one thing you hate doing, or you dislike other people doing. Who’s been studying English the longest in your group? Which do you prefer and why? a a monolingual dictionary b a bilingual dictionary Have you seen a fi lm in English? Talk about it. Find the meaning of assimilate as quickly as possible. Which country would you like to visit most? What language do people speak there? How often did you speak English last week — out- side class! How do you try to remember new English words? Say three adjectives that describe your personality. You’re sleepy! Miss a turn! Describe someone in the class (the others must guess who it is). Say the alphabet a, b, c ... Tell everyone why you want to learn English. How many English or American TV programmes do you watch in your country? Do you like reading in English? Why? Why not? Tell us about an English book you have read. Where are you going, my little cat? I’m going to town to buy a new hat. What? A hat for a cat? A cat to buy a hat? Your head is too round, and your face is too flat To wear a hat. Who ever heard of a cat with a hat? Where are you going, my little cat? 2  A rhyme 81 Hobbies and Interests Unit Unit Sightseeing — Sightseeing — A Tour of London A Tour of London 6 Topic Areas Introduction to London Scenic spots Places of historic interest Functions Talking about cities Asking for and giving suggestions Talking about travel and tourism Structures Direct and indirect speech (2) (Questions in indirect speech: the introductory verbs; with whether, if or retaining question words; necessary changes in reporting questions) be worth doing Highlights Highlights Chat Room Dialogue 1 What should I see? Dialogue 2 Getting back from the holiday Programme Item 1 DAY ONE: A bus tour around London Item 2 DAY TWO: An amazing experience at Madame Tussaud’ s Item 3 DAY THREE: Head off to the Tower today * 1 Getting Started Getting Started 1  Listen and make similar dialogues with your partner. 2  Listen and practise. A: Have you ever been to London? B: Yes. I went there last summer. A: What’s it like? B: It’s a really nice place. A: Is the British Museum worth visiting? B: Yes, definitely. magnifi cent attractive traditional exciting wonderful fascinating impressive Places Time Impressions Toronto Sidney New York Big Ben Westminster Abbey the Tower of London the Tate Gallery the Forbidden City the Great Wall the Summer Palace 83 Sightseeing — A Tour of London Getting Started Getting Started 1 3  Listen and have similar dialogues with your partner. 5  Listen and practise. A: Bob, where do you want to go for holiday? B: I’m thinking of a trip to London. A: What’s it famous for? B: It is famous for the Tower of London. A: Are there many students in the library? B: What did he say? It’s too noisy. I can’t hear him. C: He asked if there were many students in the library. A: Is London famous for its historic monuments? B: Sorry. I don’t know if it is famous for its historic monuments. Paris Eiffel Tower Washington D.C. White House Moscow Red Square 4 Change the questions into statements, using if or whether. The hints may help you. Do you sing in English? (we, sang) Have you made model planes? (we, had made) Can I come to join you? (he, could, us) Are they still working? (were working) 84 Unit 6 1 Getting Started Getting Started 6  Listen and follow the example. A: Do the red buses travel around the City of London? B: I beg your pardon? A: Sorry, I wonder if the red buses travel around the City of London. 7 Complete the sentences. Is Big Ben the famous tall clock? Is Trafalgar Square in the centre of London? Is the London Eye the best sight in London? Is there a pay phone in this building? Are all the telephone booths red? Are there many museums in London? Do the Beefeaters look after the Tower? Do the English speak English? Do many visitors use a One Day Travel card in London? Does that store accept credit cards? (1) Do you need any help? Please tell me ____________________. (2) Do you know the height of Big Ben? I wonder ____________________. Example Are you hungry? I want to know if you are hungry. What is the Tower famous for? Please tell us what the Tower is famous for. 85 Sightseeing — A Tour of London Getting Started Getting Started 1 (3) Are the “Beefeaters” taking care of the Tower now? Do you know ____________________? (4) Does the London Eye attract many visitors? I want to know ____________________. (5) What do you prepare for a birthday party? Can you tell us ____________________? (6) Where are the Crown Jewels displayed? I want to know ____________________. 8  Listen and practise. A: Excuse me, how much does a One Day Travel card cost? B: Sorry, I can’t follow you. A: I don’t know how much a One Day Travel card costs. How long does it take to fl y the London Eye? Where is the Speakers’ Corner? What is the Tower of London famous for? Who lives at No. 10 Downing Street? When are you going to buy a computer? Pardon? Sorry, I don’t understand you. Sorry, could you speak up a bit, please? I don’t know I want to know I wonder Tell me 86 Unit 6 2 Chat Room Chat Room Dialogue 1  What should I see? David: Could you tell me a little about London? I’ll go on a trip there. Mary: Sure. What would you like to know? David: Well, what time should I choose for the visit? Mary: The weather is nice now in May. It’s neither too hot nor too cold. David: Oh, good! What should I see? Mary: The Tower of London, the Tower Bridge, the British Museum, Big Ben, and don’t forget to visit Hyde Park. David: Thanks a lot. Dialogue 2  Getting back from the holiday A: I’ve got back from my holiday last week. B: Where have you been? A: London. B: Really? What was it like? A: It was fantastic. I love the museums. B: How long was your holiday? A: Three weeks altogether — I wanted to stay longer! B: What about the public transport? A: Well, it is convenient to get about by Underground. B: Underground? A: Yes, it is known as “the tube”. Perhaps it’s the quickest and most efficient means of transport. B: Is it expensive? A: Not really. It’s even cheaper to buy a travel card. 87 Sightseeing — A Tour of London Programme Programme 3 Item 1 DAY ONE: A Bus Tour Around London 1 Look at the pictures and match them with the descriptions. Tower Bridge Tower of London Trafalgar Square St Paul’s Cathedral Hyde Park Buckingham Palace Westminster Abbey The Houses of Parliament No.10 Downing Street Piccadilly Circus 88 Unit 6 3 Programme Programme 2  Listen and understand. 3 Match the words in Column A with the explanation in Column B. Home to the largest indoor entertainment centre in Europe _____ A church built in the 7th century _____ A large park famous for its Speakers’ Corner _____ A historic castle which was used as a prison _____ London’s most famous square built in the early 19th century _____ The royal palace in London _____ A church where English Kings and Queens are crowned _____ The offi cial residence of the British Prime Minister _____ A symbol of London over the River Thames _____ The meeting place of the two houses of the Parliament of the UK _____ Hello, everybody! Welcome to Tony’s Tour! I’ll show you around London. We are starting at the Houses of Parliament. The famous clock, Big Ben, hangs up in a tower of the building. Londoners set their clocks by Big Ben. Our second stop is the Tower Bridge. Your tour guide will take you for a walk over the bridge and around the outside of the Tower of London. You can take photographs of the Tower Bridge, the Beefeaters and the Tower of London. The walk will take about one hour. We will then get back on the bus to continue our sightseeing tour of London. You will see St Paul’s Cathedral. Prince Charles was married to Lady Diana Spencer there in 1981. And the next will be Buckingham Palace. The Queen’s sons, Princes Charles, Andrew and Edward, were all born there. Have a nice day with Tony’s Tour! offi cial go on doing continue public amusement sight the place where one lives entertainment of authority royal something worth seeing residence belonging to a king or queen A B 89 Sightseeing — A Tour of London 3 Programme Programme 5 Group work Work in small groups and give a presentation on one of the sights in London. 4 Complete the following sentences with the above words. (1) The news is not _____. Let’s watch the CCTV news report tonight. (2) Buckingham Palace is a _____ _____. (3) It’s a quiet small town. There’s no big _____ centre, so young people don’t like to live there. (4) The sunrise is a wonderful _____ in nature. (5) Tom hopes to _____ his study in Cambridge, for he loves everything here in the small town. Item 2 DAY TWO: An Amazing Experience at Madame Tussaud’ s 1  Listen and match. A. The Garden Party B. The Grand Hall C. The Chamber of Horrors D. The Spirit of London 1 2 3 4 90 Unit 6 3 Programme Programme 2 Read the text. 3 Complete the sentences with the words in the box. (1) _______ is an object or the form of human being made in wax. (2) To _______ means “to start or establish a business, a shop, etc”. (3) _______ means “very much like a real person”. (4) A _______ is a person who kills a human being unlawfully and on purpose. (5) He was an only child and the _______ of his parents. (6) He collects a lot of _______ planes. waxwork model idol found murderer lifelike Madame Tussaud’s is a waxwork museum in central London. There you can see wax models of famous people: kings and queens, fi lm stars, sport stars, politicians, pop idols and murderers and so on. This waxwork museum is London’s most popu- lar paying tourist attraction. It was founded by Madame Tussaud. She came to London from Paris in 1802 and set up the museum in 1835. It has four main sections: the Garden Party shows models of film, pop and sport stars. Politicians from around the world are in the Grand Hall. The Chamber of Horrors is the home for infamous murderers. Finally, the Spirit of London will give you a short tour through London’s history. How do the sculptors work at Madame Tussaud’s? They do not work fast but they do their job well, and the models are amazingly lifelike. Believe it or not, human hair is put into the wax, one hair at a time. 91 Sightseeing — A Tour of London 3 Programme Programme 1 Match the words with the pictures. 4 Retell the text with the help of the diagram. fi lm stars, sport stars, pop idols Madame Tussaud’s murderers London’s history politicians kings and queens Garden Party Chamber of Horrors Spirit of London Grand Hall *Item 3 DAY THREE: Head off to the Tower today 1 2 3 4 A Beefeater Crown Jewels raven armour B 92 Unit 6 3 Programme Programme 4 Read the text. 2  Listen to the text and decide whether each of the statements is true (T) or false (F). 3  Listen again and give a short answer to each question. _____ (1) The Tower is famous for its long history. _____ (2) The Tower is well-known for four things. _____ (3) The “Beefeaters” like eating beef. _____ (4) The “Beefeaters” used to be bodyguards of kings and queens. _____ (5) The Royal Armouries is a museum of weapons and armour. _____ (6) The Ravens are large, black birds. _____ (7) Visitors can see crown jewels kept at the Tower. (1) What is the Tower of London famous for? ______________________________________________________. (2) What did the Tower use to be? ______________________________________________________. (3) Who became the bodyguards of Henry VII? ______________________________________________________. (4) What do “Beefeaters” do now? ______________________________________________________. (5) What is the old idea about the Tower? ______________________________________________________. (6) Where are the crowns and jewels displayed? ______________________________________________________. The Tower of London is the oldest major building in London. The Tower is famous for four things: the “Beefeaters”, the collection of medieval armour, the ravens and the Crown Jewels. It used to be a palace and a prison. The “Beefeaters” have guarded the Tower since 1485 when they became Henry VII’s bodyguards. They now take care of the Tower and show visitors around. They are happy to answer questions and to be photographed. People believe that they had to taste the king’s food to make sure that it was not poisoned. 93 Sightseeing — A Tour of London 3 Programme Programme The Royal Armouries is the national museum of weapons and armour. It is one of the greatest collections in the world. Large, black birds called ravens have lived at the Tower for centuries. There is a popular old idea that the Tower will fall if the ravens ever leave. The Crown Jewels have been kept at the Tower for a long time. They are displayed in the Jewel House, along with crowns and jewels from royal fami- lies all over the world. The Tower of London was built 1,000 years ago. It is very big! The Tower used to be a castle, palace and a prison. We heard myths and legends about the Tower. The Tower is beside the River Thames and the pris- oners came by boat. We saw soldiers called Beefeaters in old uniforms. We saw ravens, too. In the 17th century, Charles II decided there should be at least six ravens at the Tower. There is an old idea that the Tower will fall without the ravens. I will show you my postcards and photos. 5 Match each word in Column A with the proper word(s) in Column B to form a reasonable phrase. 6 Pair work Tell each other the four things about the Tower. 7 Read the e-mail. Find out something new or not mentioned in the text about the Tower. Tell what you fi nd to the class. A B collection apple medieval castle guard handicrafts poisoned of foreign stamps display party royal the prison 94 Unit 6 Box 1 “Are you ready?” asked John. John asked me whether I was ready. “Is your son going to Shanghai today?” he asked. He asked me if my son was going to Shanghai that day. He asked me, “What’s your name?” He asked me what my name was. “Who has taken away my umbrella?” the student said. The student asked who had taken away his umbrella. “When will the plane leave?” I wondered. I wondered when the plane would leave. He said, “Where have you been?” He asked me where I had been. “Why did she refuse to go there?” the teacher asked. The teacher asked why she had refused to go there. “Which is stronger, a horse or an elephant?” he asked his little son. He asked his little son which was stronger, a horse or an elephant. “How are you getting on with your classmates?” Mother asked me. Mother asked me how I was getting on with my classmates. “Where are you going?” He asked where she was going. “Where have you been playing?” She asked where they had been playing. “Will you be playing tomorrow?” She asked if they would be playing tomorrow. “Where have you been?” She asked where he had been. “I must go there.” She said she had to go there. be worth doing … The top-quality tea is worth buying. Box 2 Box 3 Box 4 4 Message Box Message Box 95 Sightseeing — A Tour of London 5 Data Bank 1 Presentation Read the advertisement and give a presentation to attract tourists to the London Eye. king queen prince princess crown kingdom Beefeater palace castle 6 DIY Lab “Fly the Eye!” The London Eye is 135 metres high. Standing in a capsule, just 30 minutes, you will see an exciting London! 96 Unit 6 6 DIY Lab DIY Lab 2 Pair work Choose one situation and relationship from the list at a time. Spend a few min- utes preparing your roles and then act out the conversation. Use some of the expressions below to start and end the conversation. • At an airport • In a café or bar • At a famous tourist attraction • In a hotel lounge • In someone’s offi ce A. Nice to meet you. Did you have a comfortable fl ight? B. Hi! What are you doing here? C. Excuse me. I wonder if you could help me? D. Hello! What a surprise to see you here! E. Welcome to London. Is this your fi rst visit to England? F. Well, I’d better be off. G. Right. I’d better get back to work. H. Leave me alone, will you? • Old friends who haven’t met each other for a long time • Neighbours who don’t know each other very well and meet unexpectedly • Strangers • A new comer and a veteran employee in an offi ce Situation Expressions Relationship 97 Sightseeing — A Tour of London 6 DIY Lab The zoo: The Edinburgh Zoo is a non-profit zoo in Edinburgh, Scotland. The zoo was founded in 1913 and located in the Costofina Mountains. The Edinburgh Zoo re- ceives more than 600,000 visitors per year. The pandas: Two giant pandas, Tian Tian and Yang Guang, arrived at The Edinburgh Zoo at the end of December 2011. With the arrival of the giant pandas, the zoo’s an- nual income rose by 200 percent to about 15 million pounds from 5 million pounds in 2012. Tian Tian was even voted British Woman of the Year in December 2011. Panda Zoo in the UK – the Edinburgh Zoo 7 Culture Corner 3 Topic discussion Rank the following places in order of their attraction for you. 4 Problem solving Some English friends tell you that they are going to spend a week in your town / city in the summer. Discuss with your partners: a. somewhere of natural beauty b. somewhere famous for its food and drink c. somewhere you can buy interesting souvenirs d. somewhere connected with a famous person: musician, poet, writer, etc e. somewhere of great historic interest f. somewhere you can really relax g. ... (1) what they should bring with them and why (2) what they should do / what they must do (3) what they should eat / drink (local specialty, etc) (4) what souvenirs they should buy 98 Unit 6 1 A game 8 Game Zone Game Zone Who likes winter? Some of these six people like winter and some don’t. Choose the answer to each question to find out who likes winter and who doesn’t. No, he doesn’t. No, he isn’t. No, she doesn’t. No, he won’t. No, he wouldn’t. Yes, she can. Yes, she is. Yes, she will. Yes, he has. Yes, he can. Yes, she would. Yes, she has. (1) It’s very foggy this morning and the school bus might be late. Does Eleanor go to school? No, she doesn’t. (2) Is Eleanor going to stay at home all day? (5) Mike’s class is going skiing. Can Mike ski? (6) Has Mike got some skis? (3) Ian is reading about the North Pole. Would he like to go to the North Pole? (4) Ian is playing football tomorrow. But it is going to snow tonight. Will he still play? 99 Sightseeing — A Tour of London 2  A rhyme This is the key of the kingdom 8 Game Zone Game Zone This is the key of the kingdom, In that kingdom there is a city, In that city there is a town, In that town there is a street, In that street there is a lane, In that lane there is a yard, In that yard there is a house, In that house there is a room, In that room there is a bed, On that bed there is a basket, In that basket there are some flowers. Basket on the bed, Bed in the room, Room in the house, House in the yard, Yard in the lane, Lane in the street, Street in the town, Town in the city, City in the kingdom. Of that kingdom this is the key. (7) Catherine’s mum wants her to take the dog for a walk. It’s windy and rainy. Will Catherine take the dog for a walk? (8) Has Catherine got an umbrella and a raincoat? (9) The pond froze last night. Can Angela skate? (10) Would Angela like a pair of skates for Christmas? (11) It’s been snowing and Paul is going to school. Is he good at walking in the snow? (12) Does Paul like playing in the snow? 100 Unit 6 Unit Unit 7 Topic Areas Musical instruments Music Classical music Rock and roll Functions Likes and dislikes Preference Cause and effect Intentions and plans Structures Direct and indirect speech (3) (Commands, requests, advice in indirect speech: a verb of command / request / advice + object + infi nitive) dislike / hate doing would rather…(than) Highlights Highlights Music Music Chat Room Dialogue 1 How did you like the band? Dialogue 2 Exchanging lessons Programme Item 1 Living for music Item 2 Classical music Item 3 Rock and roll * 2 Look at the pictures in Exercise 1 and make similar sentences. Getting Started Getting Started 1 1  Listen to the music and match the words with the musical instruments. I dislike/hate playing the violin because it’s difficult to play. (1) piano / hard / play (2) saxophone / boring / practise (3) cello / difficult / learn (4) flute / hard / learn (5) country and western music / difficult / understand violin drum piano cello guitar flute saxophone 102 Unit 7 3 Do you know the music? 4 Answer the questions as shown in the example. 1 Getting Started Getting Started rap rock heavy metal blues country and western folk classical opera pop jazz A: Are you going swimming this afternoon or shopping with me? B: I’d rather go shopping with you. (1) _____________ (2) _____________ (3) _____________ (4) _____________ (5) _____________ (6) _____________ (1) A: Would you like to go skating or fi shing with me? B: __________________________________. (2) A: Are you going camping this Sunday or climbing with us? B: __________________________________. (3) A: Do you want to have a rest this afternoon or go riding with me? B: __________________________________. (4) A: Would you like to stay at home next month or go camping with us? B: __________________________________. 5 Talk about the music you prefer using would rather…than. blues heavy metal dull pop opera difficult classical music jazz strong folk country and western local I would rather listen to rap than rock because rock is too loud. 103 Music Getting Started Getting Started 1 6 Look at the pictures and make similar sentences. A: Open the door please, John. B: What did he say? C: He asked John to open the door. told She asked me to sing loudly. ordered Example Be quiet in the library, please. Take good care of your grandma, please. Take her to hospital immediately, please. 7  Listen and follow the example. Read the dialogue. Sorry, I didn’t catch that. Come early tomorrow. Sorry, I wasn’t listening. Turn off the radio. Sorry, I missed that. Wait for a few minutes. What did he ask John to do? 104 Unit 7 1 Getting Started Getting Started 8 Look at the pictures and make similar sentences. A: Tell John to stop talking. B: Stop talking, John. C: What did he say? D: He told John to stop talking. told He ordered me not to make much noise. asked to come to class on time to hand in homework right now not to be late for class not to wait for us Don’t make a noise when the baby is asleep, please. Don’t make silly spelling mistakes again! Don’t be afraid of the monkey. 9  Listen and practise. 105 Music Dialogue 2  Chat Room Chat Room 2 Dialogue 1  How did you like the band? A: How did you like the band? B: I didn’t think much of that. A: No, it wasn’t too good. Pity, because they are a good group. B: I couldn’t hear the singer at all. A: Me, either. The guitars and drums were too loud. B: Still, it got better near the end. A: I bet they sound much better on their records. B: I enjoy rock music. Tell me what kind of music you like. A: Well, I like jazz and rock. I’m bored with classical music. B: Country western is my favourite. A: Do you know there’s a new band playing at the Country Western Restaurant? A group of us are going there on Friday night. Do you want to go? B: Sure, I’d love to! Exchanging lessons (At the Country Western Restaurant) A: Who’s that guy playing the guitar? He’s very good. He plays with so much feeling. B: Oh, yeah, that’s Robert. Can you believe that he also plays classical music? He also sings and plays the trumpet. Robert really loves both classical and country music. A: Oh really? Classical music and country music are so different. He’s very talented to be able to play both. B: Do you play any instruments? A: I used to play the piano. But I am out of practice on it now. B: I play the guitar, but I’m not any good. I only play to relax myself. A: Well, I’d like to learn the guitar. B: And I’ll learn how to play the piano. A: So we can exchange lessons. B: OK, that sounds great. 106 Unit 7 3 Programme Programme Item 1 Living for Music 1  Listen to the text and decide whether each of the following statements is true (T) or false (F). _____ (1) Tommy’s parents were millionaires. _____ (2) His mother liked both singing and dancing. _____ (3) One day he felt embarrassed because he was late again. _____ (4) He got his guitar for his thirteenth birthday. _____ (5) He became famous in South Africa. 2 Read the text and learn the words connected with music. I was born near New York City. My parents weren’t rich but there was always music in our home: classical music, folk music, jazz and, most of all, pop music. I remember my mother used to listen to pop music on the radio while she cooked in the kitchen. Once she stopped what she was doing, dried her hands and started dancing with me. At night, she used to play records by The Beatles and sing along with them. By the time I was 12, I knew the words of hundreds of songs. I used to stand in front of my bedroom mirror and pretend that I was playing the gui- tar. One day my father came in, seeing me and laughing. I felt embarrassed. A few weeks later, however, father came home with a large parcel under his arm. “It’s for you, Tommy,” he said. “It’s a special present for your 13th birth- day.” That was my fi rst electric guitar. I took it out of the parcel slowly, with a big smile on my face. By the time I was 15, I was playing in a rock band. I left school and start- ed working in night clubs as a cloakroom attendant because in these clubs I could hear lots of different bands. Later, I got a job at a dance club called Nell’s. I worked there for two years. I was writing my own songs then but no one was paying any attention. One night, I decided to try something. I gave a tape of my songs to the man in charge of the music. He liked it and started playing it. After a while, people started to ask him to play my songs. Then, a recording company offered me a contract to record an album. One of the songs, “Turning Me On”, became a hit in China, Japan and Singapore. I don’t know why but I became a star in Southeast Asia. classical music band record folk music The Beatles album pop music recording hit jazz company rock star 107 Music 3 Programme Programme Item 2 Classical music 1  Listen to the text and answer the questions. 2  Listen again and fi ll in the blanks with the words from the text. 3 Read the following sentences and put them in the correct order. 4 Discuss. (1) I knew the words of hundreds of pop songs. (2) I left school. (3) I got a contract to record an album. (4) I was born near New York. (5) My father gave me a guitar for my birthday. (6) I became popular in Southeast Asia. (7) I played in a rock band. (8) My father saw me pretending to play the guitar. (9) I danced in the kitchen with my mother. (10) I worked at a dance club called Nell’s. (1) Is classical music easy to describe? (2) Did composers show strong emotions? (3) Did composers compose music for holidays? (4) Do people close their eyes to listen to classical music? (1) Some famous classical composers were Bach, Vivaldi, Haydn and _____. (2) In their music, they wanted to make beautiful music with lovely _____. (3) Then composers told stories about _____ and _____. (4) Sometimes they composed music for _____. (5) Classical music has been popular for hundreds of years. Bach wrote about _____ years ago. Beethoven wrote about _____ years ago. And Tchaikovsky wrote over _____ years ago. How do you understand living for music? 108 Unit 7 3 Programme Programme 3 Read the text and make comparison between the two groups of composers. All over the world people listen to classical music. Classical music is diffi cult to describe. It means different things to different people. Some famous classical composers were Bach, Vivaldi, Haydn and Mozart. In their music, they did not tell a story or show strong emotions. They want- ed to make beautiful and interesting music with lovely sounds. Then composers started to express ideas. They told stories about love and war. They also wrote about religion. Sometimes they composed music for holidays. Through their music composers showed strong emotions. Some of these composers were Beethoven, Schumann, Chopin, Mendelssohn, Wag- ner and Tchaikovsky. Classical music has been popular for hundreds of years. Bach wrote about 300 years ago. Beethoven wrote about 200 years ago. And Tchaikovsky wrote over 100 years ago. Sometimes people close their eyes while listening to classical music. It is diffi cult to understand sometimes. When they close their eyes they have to think about the music. However, we can all learn to enjoy classical music. Bach, Vivaldi, Haydn, Mozart Beethoven, Schumann, Chopin, Mendelssohn, Wagner, Tchaikovsky did not tell a story did not show strong emotions beautiful and interesting music lovely sounds told stories about love and war about religion for holidays showed strong emotions 4 Fill in the blanks with the words from the box. (1) Ali is a Muslim. This is his _____. Maria is a Christian. (2) We can make rubber from petroleum. _____, we cannot use it for all kinds of tires. (3) Some people enjoy themselves by closing their eyes when they hear _____ music. (4) Leonard Bernstein wrote a lot of popular music. He was a famous _____. (5) Love and hate are _____. religion however emotions classical composer 109 Music 3 Programme 2 Read the text. Rock and roll came from jazz and blues during the1950s. One of the first rock and roll songs was Bill Haley’s “Rock Around the Clock”. One of the first popu- lar rock and roll singers was Elvis Presley. Others were Buddy Holly and Chuck Berry. Now, almost every country has many rock and roll bands and singers. Sometimes performers call their music by different names, like “rap” and “punk”. They sing and play mixtures of rock and roll and talking or other sounds. “Rap” and “punk” both came from rock and roll or “rock music.” Many fans play rock music very loudly. They forget about the people who enjoy soft music. Loud music can make some people nervous. *Item 3 Rock and roll 5 Read again and discuss the questions. 1  Listen to the text and fill in the blanks. (1) Almost every country has rock and roll _____ and singers. (2) Sometimes _____ call their music by different names, like “rap” or “punk”. (3) They sing and play _____ of rock and roll and talking or other sounds. (4) Some _____ play rock music very loudly. (5) They forget about the people who enjoy _____ music. (6) Loud music can make these people _____. (7) When rock and roll was new, people had only _____ to play at home. (8) We listen to music on compact _____. (9) Most modern bands and singers ask companies to make _____ of their songs. (1) Name two composers who told stories and showed strong emotions in their music. (2) Why do people sometimes close their eyes when they listen to classical music? 110 Unit 7 3 Programme Programme 3 Fill in the blanks with the words given. 4 Read and answer the questions. soft company nervous boring mixture records cassettes compact discs raise baskets band videos performer fan ago listen (1) Hot chocolate is a ____________ of chocolate, sugar, and milk. (2) Ahmed works for a large ____________ in Riyadh. (3) Students are usually ____________ before a big test. (4) You can rent ____________ at some stores and watch them at home. (5) Are you a ____________ of rock and roll or classical music? (6) A famous ____________ played at Laura’s wedding. (7) ____________ are more expensive than cassette tapes. (8) Before cassette tapes were used, people could only play _____ at home. (9) The Beatles was a wonderful ____________. (10) Loud music is not good for our ears, but ___________ music is better. (1) Where did rock and roll come from? (2) Can you name one of the fi rst rock and roll songs? (3) What are “rap” and “punk”? (4) Some people don’t like loud music. Why? (5) Why do some fans like videos better than cassettes or compact discs? When rock and roll was new, people had only records to play at home. After that, cassette tapes were used. Now, we listen to music on compact discs. Most modern bands and singers ask companies to make videos of their songs. Making videos is very expensive. However, with videos, fans can watch the performers at the same time they listen to the music. 111 Music 4 Message Box Message Box Box 2 Box 3 I dislike playing tennis. I hate cooking dinner. I would rather have tea than coffee. He would rather have the small one than the large one. Mary would rather work in the garden than in class. Box 1 I don’t enjoy books. I don’t enjoy reading books. He doesn’t enjoy music. He doesn’t enjoy listening to music. They don’t enjoy drinks. They don’t enjoy having drinks. “Wait, please,” I said to him. I told him to wait. I said, “Don’t do that.” I told you not to do that. “Don’t destroy the wild plants,” the scientists said to them. The scientists asked them not to destroy the wild plants. “Go to the front at once!” the offi cer said to the soldiers. The offi cer ordered the soldiers to go to the front at once. Box 4 112 Unit 7 5 Data Bank Data Bank Strings violin viola cello bass Brass trombone French horn tuba trumpet Woodwinds fl ute recorder oboe clarinet Percussion cymbal drum xylophone Other instruments piano accordion harmonica 113 Music 6 DIY Lab DIY Lab 3 Topic discussion What kind of music do you like, classical, pop or rock ‘n’ roll music? Why? 5 Internet surfi ng Go online and get information of the latest GRAMMY AWARDS. 4 Problem solving Uncle Tom has been sick in hospital for a few weeks. His nephew wants to see him. He wants to bring his uncle some CDs. Now he is at a shop, but he doesn’t know what to buy. How can you help him? What music do you recommend to him? 7 Culture Corner Culture Corner Music is international. No matter what country you are in, you can understand music all over the world, for music comes from human life. But musical instruments are obviously different. In China, there are many different folk musical instruments, such as Chinese violin, 4-stringed Chinese lute, 3-stringed Chinese guitar, 4-stringed full- moon-shaped Chinese mandolin, 8-holed bamboo fl ute, Chinese wind pipe, dulcimer, Chinese zither, and waist drum. All these are only for traditional music. In America and Canada, popular musical instruments are the clarinet, harp, French horn, tuba, fl ute, which are all for classical music. The piano and drum are for all types of music. The trumpet, trombone and saxophone are both for classical and jazz. The electric guitar is for rock and pop. Cymbals are for classical, rock and jazz. 1 Class concert 2 Pair work Composers told stories about love and war in their music. Tell each other one of the stories. Organize a class concert (1) Ask your classmates to bring their musical instruments, get together and play music in the classroom. (2) Ask your classmates to bring their records, CDs or cassettes and listen to some of them. 114 Unit 7 8 Game Zone Game Zone 1 A game 2  A rhyme Work in groups of four. The teacher will play a piece of music. Name what kind of music it is. Whenever someone gives a name of a piece of the music before the others, he or she gets one point. Go on naming the pieces of music played. In the end, the one that gets the most points is the winner of the game. When the big bell rings, You go to the table, You see the same old things. Not much food on the table, Just some bread in a pan. If you say anything about it, You get in trouble with the man. Every Monday morning classical music light music dance music folk music pop music jazz rock and roll Tune 1 _________ music Tune 2 _________ music Tune 3 _________ music Tune 4 _________ music Tune 5 _________ music Tune 6 _________ music Tune 7 _________ music 115 Music Getting Started 1 Unit Unit Emergency Emergency 8 Topic Areas Emergencies Accidents Safety rules and warnings Functions Asking for permission Getting information Talking about emergencies Structures The passive voice (1) (Form, use and by in mentioning the doer) Gerunds after prepositions Modal verb: may Highlights Highlights Chat Room Dialogue 1 A telephone call Dialogue 2 The little boy rescued Programme Item 1 A brave boy Item 2 At the safari park Item 3 How to stay safe in a thunderstorm * 1 Getting Started Getting Started 1  Listen and say. 2  Listen and say. A: May I pack my school bag during the fire drill? B: Yes, you may. (No, you can’t.) A: What has happened to your car? B: It was stolen. run downstairs (not) stay in our classroom turn off the lights and fans (not) meet in the playground our house / burgle the waste paper / throw away 117 Emergency Getting Started Getting Started 1 the sign / knock down the airport / enlarge the woman / interview the train / cancel 3 Read the chart and then make sentences. Buick cars Champagne Coffee Nikon cameras Pineapples Rice Whisky is are made in grown in Brazil China France Hawaii Japan Scotland USA 4  Listen and read. Bread is not made from rice. Tea is not grown in the north. Cotton is not planted in the south. These cars are not produced in this factory. The clothes are not made by the tailor. The lake is not surrounded with trees and flowers. 118 Unit 8 1 Getting Started Getting Started 6  Listen and read these pairs of sentences. In each pair, which do you think is better? 5 Complete the sentences (passive voice). speak steal design smash found write hit kill (1) English _____ in many countries. (2) His bike has _____. (3) The window _____ yesterday. (4) Our school _____ in 1963. (5) This church _____ by Wren. (6) The man _____ by a falling tree. (7) The novel _____ by Jack London. (8) The rat _____ by Tom with a stick. (1) a. Somebody invented the compass in China. b. The compass was invented in China. (5) a. Somebody broke the window last night. b. The window was broken last night. (3) a. A thief stole my watch. b. My watch was stolen. (2) a. They export Scotch whisky all over the world. b. Scotch whisky is exported all over the world. (4) a. They sell TVs in that shop. b. TVs are sold in that shop. 119 Emergency Getting Started Getting Started 1 7  Listen and say. 8  Listen and practise. (7) a. The workers built the house last year. b. The house was built last year. (6) a. The farmers make very good wine in France. b. Very good wine is made in France. A: Excuse me, is an eraser sold at the hardware? B: No, it’s not sold there. It’s sold at the supermarket. A: Thanks. B: You are welcome. an axe / open the door(s) or the window(s) a hosepipe / put out a fire a long ladder / rescue people from a tall building a mask / protect firemen from smoke A: What is a fire extinguisher used for? B: It is used for putting out a fire. (1) his schoolbag / fi nd / at home / at the school (2) the car/ repair / at the bar / in a garage (3) CDs / sell / the supermarket / Auto Supplies 120 Unit 8 2 Chat Room Chat Room Dialogue 1  A telephone call A: Emergency. Which service, please? B: Ambulance. A: Hold on please. I’ll put you through. C: Ambulance Service. Can I help you? B: My son has fallen off a wall, and I think his leg is broken. C: Your name and address, please? B: Smith Jackson, five Maple Street. C: All right, Mr Jackson, we’ll be right there. You can cover your son to keep him warm, but don’t move him. B: Thank you. Dialogue 2  The little boy rescued A: What happened? B: Well, I was lying on the beach, when suddenly I heard someone shouting for help. A: So what did you do? B: I jumped up, looked out toward the ocean, and saw a little boy waving his arms in the air. A: What did you do next? B: I took off my shirt and watch and jumped into the water. A: Did you save the boy? B: I swam out to the little boy, held him so his head stayed above water, and brought him back to the shore. A: Well, that sounds quite an experience! B: It sure was! 121 Emergency 3 Programme Programme Item 1 A brave boy 1  Listen and decide whether each of the following statements is true (T) or false (F). _____ (1) Father was in the kitchen. _____ (2) Mother started the fi re. _____ (3) Mother ran into the boys’ bedroom. _____ (4) John shouted for help. _____ (5) John broke the window with a large stone. _____ (6) The elder boy carried John down the ladder. 3 Read the text and answer the questions. A fi re started at about two o’clock yesterday afternoon. Two little boys, Tom, 3 and Sam, 7, were in their bedroom on the fi rst fl oor. Their mother was in the kitchen. She was cooking some food with some cooking oil. The fi re started when she dropped some of the oil on the cooker. She tried to put out the fi re, but she couldn’t. The boys’ father was at work. There was a lot of smoke. The mother tried to get the two boys out of their bedroom, but she could not get through the smoke. She ran down the stairs, into the street and shouted for help. John was walking in the street when he heard her cry for help. He looked at the building and saw the smoke. There were no other people in the street at that time. The two little boys couldn’t get to the stairs because 2  Listen again and fi ll in the blanks. (1) _______________ started at about two o’clock yesterday afternoon. (2) The mother ran into the street and _______________. (3) John was walking in the street and _______________. (4) John put up _______________ by the boy’s window. (5) John _______________ Sam out of the window and _______________ Tom down the ladder. 122 Unit 8 3 Programme Programme (1) How did the fi re start? (2) Could the mother put out the fi re? (3) What did John hear and see? (4) How did John open the window? (5) Did the two boys climb down the ladder? 4 Tell the story with the help of the pictures. there was a lot of smoke. The bedroom window was shut. Sam tried to open the window, but he could not. John came to the boys’ building. He looked around. He saw a ladder. He ran and picked it up. He put it up by the boys’ window. He climbed up the ladder. But he couldn’t open the window. He went down the ladder and looked around again. He found a large stone. He picked it up and quickly ran up the ladder again. He told the boys to keep back, and then he broke the glass with the stone. He put his hand in carefully, and opened the window. He helped Sam to get out of the window. Then he climbed down the ladder. Tom couldn’t climb down the ladder. He was too small. So John car- ried him down the ladder. 123 Emergency 3 Programme Programme Item 2 At the safari park 1  Listen and put the events in the right order. (1) The dad and mum had a huge glass of brandy and calmed down. (2) The dad tried to close the window. (3) The elephant started kicking the car. (4) The huge elephant put his trunk through the window. (5) The little boy wanted to give the elephant a bit of sandwich. (6) The police stopped their car. (7) The policeman gave the dad the test. (8) They were brought to the main offi ce. 2 Read the text. Now they were at the safari park — the kids and their mum and dad. They drove through the woods where the elephants were, and they stopped to take some photos. The little boy pressed the button to open the window because he wanted to give the elephant a bit of sandwich. Anyway this el- ephant came right up and suddenly put his trunk through the window. The dad tried to close the window. But it got worse. The elephant panicked and started kicking the car. Luckily one of the guards saw what was happening on a video monitor and they drove to the woods, and rescued them, and then took them back to the main offi ce. The kids and their parents were pretty shocked and of course the car looked a bit of a mess. Anyway, the guards gave the kids some lemonade and their mum and dad a glass of brandy to calm them down, and then they set off home. When they were about halfway back, a policeman stopped their car and asked the dad what had happened. He told them all about the elephant. The policeman just looked at him and said, “An elephant? Excuse me, sir? Have you been drinking? Would you mind breathing into this, sir?” They gave him the breath test for alcohol. And of course he’d had that huge glass of brandy at the safari park, so he came out positive. Now he’s going to get a big fi ne and he’s probably going to lose his driving license for a year. 124 Unit 8 3 Programme Programme 3 Match the words in Column A with their meanings in Column B. 4 Answer the questions. 5 Retell the text according to the pictures. A safari woods button trunk monitor alcohol positive fi ne B a screen on which information is shown a small object that you press to start a machine an area covered with trees an overland journey of visiting wild animals money paid as a penalty showing presence of a disease the long nose of an elephant the pure liquid in beer, wine, brandy, whisky (1) Where did they stop to take some photos? (2) Why did the little boy open the window? (3) Why did the elephant kick the car? (4) What did the guards give the kids and their parents in the main offi ce? (5) What did the policeman do when the dad told him about the elephant? 125 Emergency 3 Programme Programme *Item 3 How to stay safe in a thunderstorm 1  Listen and decide whether the following statements are true (T) or false (F). _____ (1) Only severe thunderstorms can be very dangerous. _____ (2) If you are caught outdoors in a thunderstorm, stand under a tree. _____ (3) Don’t take a bath during a thunderstorm. 2 Read the text and match the words with the defi nitions. Thunderstorms occur all over the world, and they can be very dangerous. Here are some important rules for you to follow during a thunderstorm. First, be aware of the weather. Always check the weather forecast before beginning any outdoor activities. Second, if you are caught outdoors, take shelter. Don’t use land-line phones, because electricity can pass through the wires. Try to get into a building or a car. Don’t stand under a tree, because lightening usually hits the highest target. Third, be careful indoors during a thunderstorm. Avoid taking a bath or shower until the storm has passed. Stay away from big metal objects such as your refrigerator. If you follow these rules, you can stay safe in any thunderstorm. (1) occur a. knowing about a situation or a fact (2) severe b. a person, building, or area to be attacked (3) aware c. to happen, especially unexpectedly (4) shelter d. to try to prevent something from happening (5) target e. serious and dangerous (6) avoid f. a place where people are protected from bad weather or from danger 3 Make a pamphlet with pictures to tell people: (1) what a thunderstorm is; (2) do’s during a thunderstorm; (3) don’ts during a thunderstorm. 126 Unit 8 Box 3 Do people speak English in many countries? Is English spoken in many countries? Yes, it is. / No, it isn’t. Did Wren design the church? Was the church designed by Wren? Yes, it was. / No, it wasn’t. Box 2 People don’t produce oil in America. Oil is not produced in America. They don’t sell oranges in the shop. Oranges are not sold in the shop. Box 6 Are you interested in going to the show? The children are fond of reading picture books. Box 4 How does she make the doll? How is the doll made? How many chairs have they repaired today? How many chairs have been repaired today? When can they make roads safe? When can roads be made safe? Box 5 may You may go now. May I look at the picture again? That may be true after all. Ask Mary — she may know. Act now so that everything may be arranged in time. 4 Message Box Message Box Box 1 Printing was introduced into Europe from China. My watch was stolen. Colour TVs are sold in that shop. The house is being built. It was made in Portugal. 127 Emergency 5 Data Bank Data Bank first-aid kit emergency exit ambulance stretcher life buoy life boat life jacket lifeguard fire engine fire brigade fire hydrant fire extinguisher 128 Unit 8 6 DIY Lab 7 Culture Corner In many countries abroad, people can now call the number 911 for any major emer- gency. The number is used to reach the police, the fire department, or an ambu- lance. An operator asks the caller for details of the emergency. The operator then sends the appropriate help. Many of the operators are trained to give some help over the phone until the ambulance arrives. Some 911 operators can identify the address even when the caller is unable to speak. In China, if a building is on fire, dial 119. If you need the police, dial 110. You can dial 120 when an ambulance is needed. Do you know when people dial 122? 1 Presentation Look at the pictures. Describe a fire. You may talk about the pictures one by one. 2 Role play Students should form groups of three, then act out the following story. The roles are: Li Na, the man, and the elderly woman. One afternoon, while Li Na was walking home, she wanted to call her mother. When she was dialing the number, a car stopped and out came a man. She was shocked to find the man running toward an old woman, who was lying on the ground. The man happened to be a doctor. How could Li Na help the old wom- an? She used her cellphone to call the first-aid center. When the ambulance ar- rived, the old woman had come round with the help of the man and Li Na. 3 Internet surfing Go online and get some information about Red Cross or other international orga- nizations that look after victims of war, famine and earthquake etc. 129 Emergency 2  A rhyme. 8 Game Zone Game Zone 1  A tongue twister A bad day I overslept and missed my train, Slipped on the sidewalk In the pouring rain, Sprained my ankle, Skinned my knees, Broke my glasses, Lost my keys, Got stuck in the elevator, It wouldn’t go, Kicked it twice and stubbed my toe. Bought a pen that didn’t write, Took it back and had a fight. Went home angry, Locked the door. Crawled into bed, Couldn’t take any more. A flea and a fly were trapped in a flue. And they tried to flee for their life. The flea said to the fly “let’s flee!” And the fly said to the flea “let’s fly!” Finally both the flea and fly managed to flee through a flaw in the flue. 130 Unit 8 Unit Unit Keep Fit Keep Fit Topic Areas Physical fi tness and exercise Healthy diet Functions Giving advice Reminding Talking about fi tness Certainty and uncertainty Structures The passive voice (2) Active tense and their passive equivalents Phrasal verbs used in the passive remember / forget + infi nitive make sure Highlights Highlights Chat Room Dialogue 1 Physical training Dialogue 2 Go on a diet or exercise more? Programme Item 1 Who is the fi ttest? (1) Item 2 Who is the fi ttest? (2) Item 3 How Okinawans live long and healthily * 9 1  Listen and practise. Getting Started Getting Started 1 take a yoga class join a gym stop staying up too late A: What can I do if I want to keep fit and healthy? B: I think you should eat good healthy food. A: Thank you. A: I always feel tired these days. I really want to relax myself. B: Why don’t you have a walk after dinner every day? y? (2) (1) take regular exercise take part in sports reduce your weight by dieting not drink alcohol stop smoking have regular health checkups 132 Unit 9 You need to take some medicine. Make sure that you have a good rest. Be sure to go to the hospital and have a check. Don’t forget to close the window next time before you sleep. 2  Listen and repeat. 3  Listen and say. 1 Getting Started Getting Started Mother: You don’t look well, Tom. Tom: Maybe, I’ve got a cold, Mum. I slept with the window open last night. Mother: You should go to see the doctor. (1) A: Mind your head, please. See the building is being repaired. B: Thank you. (2) A: Mind your step, please. See the road is being mended. B: Thank you. sunglasses some snacks a big hat an umbrella A: I’m going hiking tomorrow. B: Oh, great! Remember to wear strong shoes. A: Yes, I will. B: And don’t forget to take enough water in your bag. A: No, I won’t. Thanks. (3) 133 Keep Fit Getting Started Getting Started 1 (2) A: Is there anything interesting on the news this evening? B: Yes. A new railway will be built. (3) A: Have you been to the site for the new school? B: Yes, I have. I am just back from there. A: How are things going there? B: Excellent. A new building has been set up. (4) A: A new building is being put up there, isn’t it? B: Yes, it is. A: How long will it take to finish it? B: About eight months. school set up hospital found car factory build road complete gymnasium build cable lay cable lay gymnasium build canal dig 4  Listen and say. (1) A: It’s a nice laboratory. When was it built? B: It was built last year. computer install a few days ago programme design last month metre import in 2002 134 Unit 9 2 Chat Room Chat Room Dialogue 1  Physical training A: You look so strong, Peter. Do you often take part in physical training? B: Yeah, I do. I often go to the gym after work. A: What do you do there? B: I practise running. And I like playing tennis, you know. A: How often do you go there? B: Nearly every day. A: I see. I like tennis, too. B: Oh, then we can go and play together sometime. A: Yes, but I’m not very good at it. A: No problem. I won’t play too hard. Dialogue 2  Go on a diet or exercise more? A: Oh, Lily. My weight has gone up again. B: I’m not surprised. You eat too much, Lucy. A: And I think it’s not good to sit for hours at a desk in the classroom. B: I can’t agree more. A: I really wish I could lose weight. B: Well, why don’t you go on a diet? A: I’ve tried diets before, but they’ve never worked. B: Perhaps you should exercise more. Why don’t you go to an exercise class? A: Yes. Maybe I should. B: And remember to eat more vegetables and fruit and avoid food with too much fat. A: Yes, I will. Thank you. 135 Keep Fit 3 Programme Programme Item 1 Who is the fittest? ( 1 ) 1 Do you like these sports? 3 Read the text and check your answers. When you walk into the house, you should take care that you don’t fall over. There are mountain bikes, sports bags and various pieces of sports equip- ment all over the hall. The house is occupied by fi ve sports science students from University College, Chester. They eat, live and breathe sport. They work hard to keep fi t. Karl, the canoeist, describes a typical day: “In the morning, we go for a run before breakfast, and then we have classes at college. Then we go running again or swimming, and then a quick lunch. In the afternoons, a canoeist a footballer a tennis player a runner a shot putter 2  Listen to the text and answer the questions. (1) Who lives in the house? (2) How many times a day do they do sports? (3) How do they earn extra money? 136 Unit 9 3 Programme Programme we do coaching to earn some extra money, and evenings are spent in the gym or playing football.” All the five boys are obviously fit. But who is the fittest? They will be asked to do some tests. Read on and the answer will be found. 1 Pair work In pairs, guess the answers before you read the texts. Choose from: a. the footballer b. the tennis player c. the canoeist d. the runner e. the shot putter Item 2 Who is the fittest? (2) 2 Read the text. (1) Who was the fattest? __________ (2) Who was the thinnest? __________ (3) Who was the strongest in the test of strength? __________ (4) Who could keep running the longest time? __________ (5) Who was the most fl exible? __________ (6) Who jumped the highest? __________ (7) Who was the fastest sprinter? __________ (8) Who was the slowest? __________ (9) Who could do the most sit-ups? __________ (10) Who was the fi ttest? __________ The fi ve sports science students were asked to do some physical tests a few days ago. (1) Body fat They began the test by measuring body fat. The one with the most body fat was the shot putter. The thinnest was the tennis player. 137 Keep Fit 3 Programme Programme (2) Endurance ( the ability to keep doing something diffi cult ) The next test was running. The fi rst who got tired was the shot putter. He was followed by the canoeist. The runner was, not surprisingly, the last to get tired. (4) Strength The next test was lifting weights to test the strength of their arms. The shot putter was obvi- ously the strongest. A high-jump test was used to test the leg strength, and the runner jumped the highest, one centimetre more than the canoeist. (3) Flexibility Then they were asked to do stretching, that is, they were told to put out their arms, legs, etc, as far as possible. This time the shot putter be- came the winner. The second was the runner. (5) Speed This test was to measure the sprinting speed. The tennis player was the fastest, just ahead of the footballer, and the shot putter was the last. (6) Abdominal muscles Last, their abdominal muscles were tested by doing continuous sit-ups. The footballer only managed two minutes, and after fi ve minutes the only one left was the tennis player. He lasted the full eight minutes. 138 Unit 9 3 Match the words with their defi nitions. 3 Programme Programme (1) measure a. fi nd the size or amount of (2) endurance b. cause to become longer than usual (3) fl exibility c. run a short distance at full speed (4) stretch d. the ability to bend easily (5) sprint e. the ability to keep doing something diffi cult 4 Read the conclusion and check your answer. A system of points was used and the result was as follows: The shot putter was in the last place, then the canoeist, and then the foot- baller. The second place was the tennis player, and the winner was Robert, the runner! *Item 3 (1) Chiako is _____ years old. (2) Although she is old, she is still _____ and _____. (3) Okinawa is a group of _____. (4) She gets up at _____ in the morning and then _____ a brisk _____. She goes to the beach to watch the _____ every day. (5) _____ percent of her food is plant food. (6) Besides walking and playing gate-ball, she also likes _____ and _____. (7) She _____ slim because she eats a low-calorie _____. (8) _____ is in a hurry. 1  Listen and fi ll in the blanks with the words you hear in the story. How Okinawans live long and healthily 139 Keep Fit 3 Programme Programme 2  Listen again and decide whether the following statements are true (T) or false (F). _____ (1) Okinawa is an island in the Pacifi c Ocean. _____ (2) There are one hundred people who are over 100 years old in Okinawa. _____ (3) The old woman, Chiako, feels lonely because she is too old. _____ (4) Chiako takes a brisk walk three times a week. _____ (5) Chiako is interested in gate-ball and swimming. _____ (6) Chiako eats a low-calorie diet because of her health problem. _____ (7) Chiako does everything that she likes. _____ (8) Chiako eats both plant food and animal food. _____ (9) She says that she was a child when she was 80 years old. _____ (10) She thinks good friends should take care of each other. 3  Listen and read the text. Chiako is active and healthy. She gets up at 7am every day, takes a brisk 30-minute walk and plays gate-ball with her friends three times a week. There is nothing unusual, except that she is 102 years old. She is not alone — there are hundreds of healthy centenarians who lead similar lives in Okinawa. Okinawa is a group of islands in the Pacifi c Ocean. Near a beach, there is a large stone with the following words: “At 70 you are still a child, at 80 you are just a youth, and at 90, if the ancestors invite you to heaven, ask them to wait until you are 100, and then you might consider it.” Okinawans manage to stay slim in old age by eating a low-calorie diet which consists of three quarters plant food and one quarter animal food. They eat seven servings of fruit and vegetables every day and they stop eat- ing when they are 80% full. They also keep active by dancing, walking and gardening. In other words, they do things they enjoy. They have developed a stress-resistant personality. Nobody is in a hurry, timetables are nonexistent and there is always tomorrow. Hundreds of peo- ple, old and young, go to the beach to watch the sunset. As well as large extended families, Okinawans have strong networks of friends. When someone is ill and doesn’t come to work, a neighbour will al- ways knock on the door to fi nd out how he (or she) is. There’s no magic pill. If you have friends, a healthy diet and a stress-free lifestyle, you will live longer. It is as simple as that! 140 Unit 9 3 Programme Programme 4 Choose the right word for each of the following explanations. A B (1) lead a. a member of a family who lived a long time ago (2) centenarian b. someone who is 100 years old or older (3) ancestor c. live (4) serving d. relaxed or not worried (5) stress-resistant e. keep attractively thin (6) non-existent f. an amount of food that is enough for one person (7) magic g. not existing (8) stay slim h. having special power (9) extended i. someone’s character (10) personality j. made bigger 5 Match the words or phrases in Column A with the explanations in Column B. live to a great age eat a low-calorie diet keep active develop a stress-resistant personality have a lot of friends 6 Tell the class how to live longer. The following chart may help you. (1) _____ ( A: important B: active ) energetic (2) _____ ( A: brisk B: dancing ) quick and full of energy (3) _____ ( A: beach B: island ) an area of sand or small stones next to the sea or a lake (4) _____ ( A: diet B: plant ) the kind of food that someone usually eats (5) _____ ( A: healthy B: slim ) attractively thin 141 Keep Fit Remember to lock the door. Remember to post these letters. Don’t forget to feed the cat. He forgot to pay me. They’re going to build a new school. A new school is going to be built. They’ll clean the classroom after class. The classroom will be cleaned after class. They discussed the problem at the meeting. The problem was discussed at the meeting. My father has repaired the watch. The watch has been repaired. They were making a new type of machine. A new type of machine was being made. I had fi nished the work when he came to see me. The work had been fi nished when he came to see me. He writes a letter once a week. A letter is written once a week. The teacher is criticizing Tom. Tom is being criticized. 4 Message Box Message Box We must look after the children. The children must be looked after. You can play with the dog quite safely. The dog can be played with quite safely. I can’t put up with the noise. The noise can’t be put up with. I think he’s coming, but I’m not quite sure. I’m not sure when I saw her last. Are you sure of your facts? I think the door’s locked, but I’d better go and make sure it is. It seemed like a disaster at the time. We paint the house every year. The house is painted every year. We painted the house last week. The house was painted last week. We’ll paint the house next week. The house will be painted next week. We are painting the house now. The house is being painted now. We are going to paint the house. The house is going to be painted. We have painted the house. The house has been painted. We had painted the house by then. The house had been painted by then. We were painting the house when he came. The house was being painted when he came. Box 1 Box 2 Box 3 Box 4 Box 5 142 Unit 9 (2) Go on a diet. 5 Data Bank Data Bank Some ways to keep fi t and healthy. (1) Eat good healthy food. (3) Keep to the stress-free lifestyle. (4) Make regular health check-ups. (5) Keep away from the drugs. (7) Don’t skip breakfast. (6) No smoking. (8) Avoid over surfi ng the Internet. 143 Keep Fit 5 Data Bank Data Bank 1 Take a fi tness test. (9) Regular exercise and sport. (10) Make friends. 6 DIY Lab DIY Lab (1) On an average day, do you … A. climb more than 100 stairs? Yes. / No. B. do at least one hour housework? Yes. / No. C. walk or cycle to school? Yes. / No. (2) How often do you walk 5 kilometres or more? A. Once a month. B. Once a week. C. Never. (3) How much sport do you do every month? A. More than ten hours. B. 2 – 9 hours. C. Less than 2 hours. (4) How often do you spend 20 minutes or more doing an activity that makes you hot or sweaty? A. Three or more times a week. B. Once or twice a week. C. Not at all. (5) How long does it take you to walk a kilometre? A. Less than ten minutes. B. 10 – 20 minutes. C. I can’t walk that far. Are you dangerously unfit? 144 Unit 9 6 DIY Lab DIY Lab (6) Do you do the following activities once a week? Do you … A. go for a run? Yes. / No. B. play a ball game? Yes. / No. C. do some aerobic exercises? Yes. / No. (7) Tick the following activities you often do when you’re on holiday. a. Go hiking. b. Go swimming. c. Go sightseeing. d. Go dancing. e. Sleep or rest. f. Eat or drink. (8) Do you smoke? Yes. / No. Use the following “How to score” to check your partner’s answers and see what score you and your partner have got. How to score: (1) A. Yes: 5 / No: 0 B. Yes: 5 / No: 0 C. Yes: 5 / No: 0 (2) A. 3 B. 5 C. 0 (3) A. 5 B. 3 C. 0 (4) A. 5 B. 3 C. 0 (5) A. 5 B. 3 C. 0 (6) A. Yes: 5 / No: 0 B. Yes: 5 / No: 0 C. Yes: 5 / No: 0 (7) a. 5 b. 5 c. 3 d. 3 e. 0 f. 0 (8) Yes:-10/No:0 a. 20 or less: Your health and your life are in danger. You must do more exercise. b. 21 ~ 30: Could be worse, but not much worse. But you need exercise, too. c. 31 ~ 40: Not bad, but could be better. Your exercise should be increased a bit. d. 41 ~ 50: You are healthier than the average person. Keep on! e. 51 or more: You are super-fi t. Are you a professional athlete? (Or are you a liar?) 2 What’s your partner’s score? 3 Read the following conclusion and advice, and then fi nd out what you should do to keep fi t. 145 Keep Fit The power of a good night’s sleep There’s plenty of advice out there about what to do to get to sleep but what about what not to do? Next are some of the pre-bedtime activities that could be hurting your chance at getting a good night’s sleep. 1. Exercise Exercise is a vital activity for your health, and can actually contribute to getting bet- ter-quality sleep. The problem, though, is that exercising within three hours of bed- time can raise your body temperature, and make dozing off more diffi cult. 2. Watch TV / Surf the Web Studies have shown that pre-slumber screen time can impede your body’s ability to fall asleep. So close that laptop and turn off that TV about an hour before bed. 3. Drink too many fl uids Caffeine, of course, and alcohol both make it diffi cult to get a good night’s rest. You shouldn’t go to bed thirsty, however, as you’ll likely wake up in the middle of the night to get a drink of water. Balance is key here. 4. Work Whatever work or school issue it is, it can certainly wait until morning. Getting work done stimulates your brain and can cause you unneeded stress — pretty much the opposite of what you want to feel if you’re trying to fall asleep! 5. Read interesting stories Many of us have done this: you’re reading a really interesting novel and you tell your- self, “Oh just one more page!” Suddenly, it’s 2:00 am and you have to be awake in four hours. Reading a really interesting book, essay or novel before bed will make it diffi cult to get to sleep. Perhaps you can remedy it by fi nding the most boring thing imaginable to read! 6. Have serious conversations You’ve probably heard the phrase, “Don’t go to bed angry.” And, as it turns out, it’s totally accurate! Research has shown that sleeping directly after a fi ght or unpleas- ant experience will effectively preserve your emotions until you awake. Thus, you’ll have a much harder time falling asleep after a serious conversation. 7 Culture Corner Culture Corner 146 Unit 9 8 Game Zone Game Zone 1 A joke Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard his living, And the child that is born on the Sabbath day Is bonny and blithe, and good and gay. (Anonymous) One day, a wife asked her husband: “Would you please sweep the leaves on the ground? You often say that we are equal and we should take care of each other.” The husband said: “Well, darling. The leaves on the ground are all yours. You see, mine are still on the tree.” Monday’s child 2  A rhyme 147 Keep Fit Getting Started 1 Unit Unit Manners Manners 10 10 Topic Areas Social behaviours Eating customs Functions Asking for permission Talking about manners Possibility Structures The passive voice (3) (Modal verb + passive infi nitive) seem / sound / taste / feel / smell + adj. Highlights Highlights Chat Room Dialogue 1 A birthday souvenir Dialogue 2 A noisy party Programme Item 1 Manners and important DOS and DON’TS in England Item 2 When in Rome, do as the Romans do Item 3 Manners in different countries * 1 Getting Started Getting Started 1  Listen and practise. dictionary cell phone close the window open the door stay here for a while do me a favour come and join us clean the blackboard litter everywhere spit in public bounce a ball in the classroom A: Would you mind if I sit here? B: No, not at all. A: Thanks. A: I wonder if you could make some room for me? B: Yes, no problem. A: Thank you. A: Excuse me. It’s a mistake to take the magazines out of the reading-room. B: I’m sorry. A: I came to return your bike yesterday, but you were out. B: Well, you didn’t have to. I don’t use it now. (1) (2) (3) (4) 149 Manners A: Look at that girl. She looks very beautiful. B: Oh, yes. She is really beautiful. 2  Listen and learn. 3  Listen and say. Getting Started Getting Started 1 She looks very beautiful. The cloth feels very soft. The dish tastes nice. The roast duck smells wonderful. His voice sounds very nice. She seems very angry. (1) A: Must I return the book today? B: Yes, it must be returned today. (2) A: How long will it take to finish the work? Can it be done in three days? B: No, it can’t be done in such a short time. renew the magazine fi nish the work hand in the essay in two days tomorrow by Tuesday solve the problem fi x the radio work out the plan in an hour in one day in a couple of days 150 Unit 10 1 Getting Started Getting Started 4  Listen and repeat. (1) A: When do you think the work can be finished? B: I’m afraid it can’t be finished until Sunday. (3) A: Take care! It may be broken. B: Yes, I will. (2) A: The work must be finished today. B: OK. We’ll do our best to finish it today. (3) A: What are they busy doing? B: They are busy painting the rooms. A: When should they finish it? B: It should be finished in a day or two. (4) A: May I use your watch? B: Yes, but you’ve got a watch yourself. A: It needs to be repaired. solve the problem fi x the radio work out the plan in an hour in one day in a couple of days radio camera bike fi x load mend 151 Manners Chat Room Chat Room 2 Dialogue 1  A birthday souvenir Jack: Hi, Miss Wang. Lanlan has invited me to her home for dinner this evening. Today is her birthday. Wang: Oh, it sounds very nice. Jack: Yes, but what do you do when you’re invited to someone’s house for dinner here? Wang: Well, we usually bring a small gift. Jack: Like what? Wang: Anything like a gift. I think you can bring a bunch of flowers, or a small handcraft as a birthday souvenir. Jack: Thank you. Is it all right if I bring a friend along? Wang: Well, you are expected to call first and ask if it’s OK. Dialogue 2  A noisy party May: Tom, you don’t look well today. Tom: I didn’t sleep well last night. May: Oh, I see. I thought you were ill. What happened? Tom: Remember the girl I told you about? May: The one who moved in next door a few days ago? Tom: Yes. She held a birthday party last night. A lot of people were invited to her home, and they kept singing and dancing until midnight. May: Did you go and stop them? Tom: No. I was kept awake until two o’clock. May: I think you can go to talk to her and tell her not to disturb people like that again. ? 152 Unit 10 3 Programme Programme A B (1) manner a. not special; ordinary (2) common b. happening by chance, not planned (3) generation c. social behaviours (4) disgusted d. a quick hit on one’s back (5) backslapping e. all the people who were born at about the same time (6) private f. feeling of dislike for sth unpleasant (7) accidental g. only for use by one particular person or group, not for everyone Item 1 Manners and important DOS and DON’TS in England 1  Listen to the text and fi ll in the blanks with the words you hear in the story. In England… (1) It is impolite for men to __________ especially in churches. (2) When yawning or coughing, __________ with your hand. (3) Men and women both __________ for each other. (4) If your nostrils need de-bugging, __________. (5) If you want to pass wind, __________. 3 Read the text and make up the sentences according to the text and the words given. 2 Match the words in Column A with the explanations in Column B. Good manners are very important in our life. It is easy for people with good manners to get on well with others. Nobody likes those who have bad man- ners. But what are good manners or bad manners? They are different in dif- ferent regions or countries. Here are some dos and don’ts in England. In England… 153 Manners 3 Programme Programme (1) Do take your hat off when you go indoors (men only). (2) Do cover your mouth. When yawning or coughing, always cover your mouth with your hand. (3) Do open doors for other people. Men and women both hold open the door for each other, and it depends on who goes through the door fi rst. (6) Do not pass wind in public. Now how can we say this politely? Let’s say that you want to pass wind. What do you do? Go somewhere private and let it out. If you ac- cidentally pass wind in company, say pardon me. It is still seen as being impolite for men to wear hats indoors especially in churches. Nowadays, it is becoming more common to see men wearing hats indoors. However, this is still seen as being impolite, especially to the older generations. (4) Do not pick your nose in public. We are disgusted by this. If your nostrils need de-bugging, use a handkerchief. (5) Avoid doing gestures such as backslapping and hugging. This is only done among close friends. 154 Unit 10 3 Programme Programme What will you say to Tom when you fi nd that he …… (1) is wearing a hat in the church ___________________________________ (should) (2) is coughing in front of you ____________________________________ (had better) (3) is walking in front of others and will pass through the door fi rst _____________________________________ (remember) (4) wants to pick his nose in the public _____________________________________ (not forget) (5) wants to hug with a new comer _____________________________________ (had better not) (6) accidentally passes wind in the class ____________________________________ (should) 1  Listen and fi ll in the chart. Item 2 4 Discussion It is easy for people with good manners to get on well with others. Can you give more dos and don’ts in England? We have a meeting at four o’clock. What time will they arrive? Germans Americans The British Italians When in Rome, do as the Romans do 155 Manners prefer not to work while eating and consider lunch a time to relax like to talk business before dinner are happy to have a business lunch and discuss matters over a drink 3 Read the text. 3 Programme Programme the British the Germans the French the Japanese like to eat fi rst and talk afterwards Travelling gets easier and easier. We live in a global village. But how do we know and understand each other? Here is a simple test. Imagine you have a meeting with foreign visitors at four o’clock. What time will your guests probably arrive? If they are German, they will be bang on time. If they are American, they will probably be 15 minutes early. If they are British, they will be 15 minutes late, and you should allow up to an hour for Italians. English is widely understood. But it is not necessarily the same with Eng- lish customs. For example, the British are happy to have a business lunch and discuss matters with a drink during the meal. The Japanese, however, prefer not to work while eating. Lunch is thought, in Japan, to be a time to relax and to get to know one another, and the Japanese rarely drink at lunchtime. Germans like to talk business before dinner while the French like to eat fi rst and talk afterwards. The French think they have to be well fed before they discuss anything. So it is important for us to know the saying: When in Rome, do as the Romans do. Adapted from World Guide to Good manners By Norman Ramshan 2  Listen and match the people with their attitude. 156 Unit 10 3 Programme Programme *Item 3 Manners in different countries 1  Read and listen to the following paragraphs carefully and pay attention to manners in different countries. 4 Can you explain the following sentences? 5 Answer the questions. (1) In my country, men usually go to restaurants on their own. They always take off their shoes before they go in. Then they usually sit down on the fl oor around a small, low table. In the evening they often sing songs. (1) We live in a global village. (2) They will be bang on time. (3) Lunch is thought to be a time to relax. (4) The Japanese rarely drink at lunchtime. (5) The French think they have to be well fed before they discuss anything. (1) Suppose you invite some friends to a party. They are from America, Britain, Germany and Italy. Who will probably come fi rst? Who might be the second? Who would be the last to arrive? (2) Do Japanese like to work while eating? Why? Do you agree with them? (2) We always offer our guests something to drink when they arrive, usually tea, boiled water, or perhaps coffee or soft drinks. We think it is polite to accept a drink even if you are not thirsty. When you have had enough to drink, you put your hand over your cup. Your host may insist that you have more to drink. 157 Manners 3 Programme Programme (6) In my country, the left hand should never be used for greeting, eating, drinking or smoking. And you should take care not to admire any- thing in your host’s home. They may feel they have to give it to you. (4) If the invitation says eight o’clock, then we arrive exactly at eight. With friends we know well, we sometimes arrive fi fteen minutes before. (3) People’s private lives are very important, so they never ask you personal questions about your age, income, family or your job. They usu- ally stay with safe subjects like the weather, fi lm, and restaurants. (5) In my country you shouldn’t sit down in a café until you have shaken hands with everyone you know. And we like to eat fi rst and talk business afterwards. 2 Role play Have a role play in your group. Act each paragraph of the text. Cast yourselves in the following roles. (1) four Japanese young men (2) a Chinese couple and some foreign guests (3) two Englishmen (4) an American couple and a Chinese couple and their children (5) a few Frenchmen and Frenchwomen (6) a few Arabians and a few Chinese 158 Unit 10 4 Message Box Message Box Our tent was blown down by a gust of wind. The shop was broken into. The old rules have been done away with. The children are taken good care of by the nurses. The house / houses must be painted. can’t may needn’t doesn’t / don’t need to has to / have to doesn’t / don’t have to had to didn’t have to Box 1 Box 2 She has to leave. We had to pay. I lost it so I’ll have to buy a new one. You’ll have to wait if we arrive late. Box 3 He looks sad. The music sounds bad. The meal tastes good. The fl owers smell sweet. These sheets feel soft. Box 4 seem She seems happy (to me). Do whatever seems best. It seems (to me) (to be) the best solution. It seemed like a disaster at the time. It seems that she’s right. Box 5 159 Manners make noise in public blow one’s nose 5 Data Bank Data Bank 2 Pair work Ask each other the following questions: 1 Presentation Make a short speech about: (1) It is bad manners to lean over the table to get food. (2) It’s considered good manners in some regions to leave a little food on your plate. 6 DIY Lab DIY Lab slap backs (shoulders) shake hands embrace (hug) litter spit Some words and expressions used for manners. 160 Unit 10 In China, when you meet people and say “Have you eaten?”, it is consid- ered polite and acceptable. But in the Western countries, it is thought to be funny or ridiculous. In Britain or America it’s considered impolite to ask how much money one earns, yet in China people ask this question quite often. In China, when you hear people say “Your English is very good”, most probably you will say “No, not so good” and you think you’re modest. But American or British people would say “Thank you!” with a big smile. When the Chinese have friends over for dinner, the hosts often get food for the guests with chopsticks to show their hospitality. Westerners, instead, say “Help yourself.” or “Make yourself at home.” In many countries, people are taught table manners in their childhood. Meals can be made very enjoy- able by people with good table manners. 6 DIY Lab DIY Lab 7 Culture Corner Culture Corner 3 Internet surfi ng Go online and search for some manners of Maori, the aboriginal race of New Zealand. (1) It’s late and your neighbours are playing very loud music. What do you say to them? (2) You meet Ms Esther Craig for the fi rst time. You don’t know how to address her. What would you say? (3) You’d like to borrow a book from one of your friends. What would you say? (4) Your host serves you food that you don’t like. You eat it, but then the host offers you more. What would you say? (5) When you’re leaving a shop, the shop assistants says, “Have a nice day!” What do you say? 161 Manners 8 Game Zone Game Zone 1 A game 2  A rhyme How do you like to go up in a swing, Up in the air so blue? Oh, I do think it the pleasantest thing Ever a child can do! Up in the air and over the wall, Till I can see so wide, Rivers and trees and cattle and all Over the countryside – Till I look down on the garden green, Down on the roof so brown – Up in the air I go flying again, Up in the air and down! – Robert Louis Stevenson The swing Ball relay Divide the class into smaller groups where they must ar- range themselves into lines, with an average of about 6 children per line. Each line is given a ball and the group must pass the ball from one end of the line to the other without the ball touching the floor. This can be done in a number of ways, using their backs, from side to side, through their legs, from chest to chest, or giving the group an opportunity to make up their own way. 162 Unit 10 Words and Expressions in Each Unit 163 Words and Expressions in Each Unit Words and Expressions in Each Unit pattern /ptən/ n. छྠ motivated /məυtiveitid/ adj. Ⴝ׶֭ࠗļႽ ࠚࠦྦྷ֭ enjoyable /indɔiəbəl/ adj. ਿಮბঁ֭ praise /preiz/ v. ᄩဠ * Item 3 vocabulary /vəkbjυləri/ n. ՕࠀļႰՕ equivalent /ikwivələnt/ n. ཕֱ༆ļ๥ၴՕ diagram /daiə rm/ n. ๵ўĭ๵ྡ minor /mainə/ adj. ࢨུ֭ĭࢨՙ္֭ context /kɒntekst/ n. ഐ༷໛  Unit 2 Getting Started transport /trnspɔt/ v. ᄖඃ rough /rf/ adj. ఐᖷҊ௤֭ĭ׈Ც֭ buffet /bυfei/ n. ঁҜļሹሁҜ take off గٮ declare /dikleə/ v. ĩཧݢܹĪഫЙ delay /dilei/ n. ငԆļຈင give a hand Ђሁ reservation / rezəveiʃən/ n. ჯׯ Ice-Carving Festival Ѫךࢳ Chat Room Dialogue 2 pier /piə/ n. ચ๰ dock /dɒk/ v. ĩ൘ĪԷĩ൚Ī೎Է༂ leisurely /leəli/ adj. Ⴓཅ֭ĭҊߢҊળ restful /restfəl/ adj. Ⴓཅ֭ĭυໟ֭ Programme Item 1 underground /ndə raυnd/ adj. ׁ༷֭ Item 2 anyplace /enipleis/ adv. ᄥĩ֦Īಱލׁ٢ speed /spid/ v. ĩ൘Īঁූྣ࣑ Unit 1 Getting Started perfectly /pfiktli/ adv. ຣ્ׁ  native /neitiv/ adj. Яݛ֭ accent /ksənt/ n. ९ႃ pronunciation /prə nnsieiʃən/ n. هႃĭნႃ cobra /kəυbrə/ n. ဌ࣬ഠ fi t /fit/ v. ൩ގĭ൩ၚ  refund /rifnd/ n. ຄঃ errand /erənd/ n. ҽൡļ൘ଉ set /set/ v. ൘ĩ๰هĪतӶྠ  payment /peimənt/ n. ᆮڹļЙԗ  savings /seiviŋs/ n. ԭ࿁ࣉĭձঃ care for ࡁࢨļᅾܬļᄃၱ regret /ri ret/ v. ၔݵĭ޲߷ Chat Room Dialogue 2  once in a while அقĭ࡟ࠏ Programme Item 1 billion /biljən/ n. ്ၩ either...or ĩ਎ᆈᆵᇗĪrrࠏrr conference /kɒnfərəns/ n. ߾ၸ hold /həυld/ v. ऐྣ the United Nations ৻ގݛ periodical / piəriɒdikəl/ n. ఁॄĭᄞᇅ medium /midiəm/ n. ૊ࣂĭ܅ख store /stɔ/ v. ሃձ  Item 2 secret /sikrit/ n. ૥૩ļम౔ experienced /ikspiəriənst/ adj. ھႽࣤယ֭ confi dently /kɒnfidəntli/ adv. ሹ྘ׁ realistic /riəlistik/ adj. ཋൔ֭ļൔൡ౸൦֭ motivation / məυtiveiʃən/ n. ׶৷ļࠟهࠚ ࠦྦྷ ŜሇĻћΔ֎Օແ{ၴ༈ࢥცႏნॣӹћሡ|ĩ୕ϹĪu໼࠱Օࠀўvᇗ֭֎ՕŞ Words and Expressions in Each Unit 164 livestock /laivstɒk/ n. ࡍ࿆ĭഽ࿆ rumble /rmbəl/ v. ੐੐ྣ࣑ pipeline /paiplain/ n. ܽ֩  sailing ship վྠِԷ pioneer / paiəniə/ n. ຑߡᆈĭ༽ڋ jolt /dəυlt/ v. ׈Ც trail /treil/ n. ུ੦ springless /spriŋləs/ adj. ໵֘ߦ֭ wagon /w ən/ n. ĩ୬gજঠ֭ĪࠒӢ pave /peiv/ v. ௳ĩ੦Ī air-fi lled /εəfild/ adj. ԑట֭ choke /tʃəυk/ v. ൘ᇖ༗ obtain /əbtein/ v. ࠎ֬ reclining seat ࠋ׶॔Ф቞໒ air conditioning ४נ communication /kə mjunikeiʃn/ n. ࢔๡৻ ༪ļ࢔ੈ enable /ineibəl/ v. ൘େܜ lighthouse /laithaυs/ n. ֯෻ lightship /lait ʃip/ n. ֯Է buoy /bɔi/ n. ڤћ device /divais/ n. ഩЩĭሕᇊ * Item 3 ferry /feri/ v. ၣԷؐĩಮֱĪ paddle /pdl/ v. ႰࢉߋĩԷĪ pole /pəυl/ n. Їĭێ lash /lʃ/ v. ႰിঙІ upstream / pstrim/ adv. ୑ੈĭཧഐႻ current /krənt/ n. ණੈ hollow /hɒləυ/ v. ຓ४ bark /bɑk/ n. ඖோ canoe /kə nu/ n. ؇଩ᇢ propel /prəpel/ v. ๿࣑ oar /ɔ/ n. ࢉ craft /krɑft/ n. Է plank /plŋk/ n. ଩ϸ extend /ikstend/ v. ഭԣĭᅢि mast /mɑst/ n. ຽێ Unit 3 Getting Started depend on भׯჇĭ൲rrؿׯ wharf /wɔf/ n. ચ๰ fli ht /flait/ n. ٮྣļٮ֭ࠗݼӹ keen on ༧ߓĭಫᇛჇ rep /rep/ n. օў Chat Room Dialogue 1 weight /weit/ n. ĩ۟ਸ਼֭Ī۟ਸ਼௓ Programme Item 1 spin /spin/ v. ࿐ሏ in other words ߘछߍ඲ orbit /ɔbit/ n. ݍ֩ lean /lin/ v. ౨྄ Item 2 Jupiter /dupitə/ n. ଩ྚ Mars /mɑz/ n. ࠍྚ Mercury /mkjυri/ n. ණྚ Neptune /neptjun/ n. ݢຮྚ Saturn /stən/ n. ๺ྚ Uranus /jυərənəs/ n. ็ຮྚ Venus /vinəs/ n. ࣉྚ giant /daiənt/ adj. कվ֭ surround /səraυnd/ v. ຾಩ solar system ฆဥ༪ liquid /likwid/ n. ၉เ * Item 3 satellite /stilait/ n. ໗ྚ diameter /daimitə/ n. ᆸ࣭ soften /sɒfən/ v. ĩ൘Īѕೄ೐ gravity / rviti/ n.ᇟ৷ĭႌ৷ revolve /rivɒlv/ v. ĩ൘Ī࿐ሏļ಩ሏļĩ็ เĪ܌ሏ rotate /rəυteit/ v. ĩ൘Ī࿐ሏ axis /ksis/ n. ᇨ cast /kɑst/ v. ๯ഥ  eclipse /iklips/ n. ಸ൒ļᄍ൓ Words and Expressions in Each Unit 165 Unit 4 Getting Started fable /feibəl/ n. ჭစ fairy tale /feəri teil/ n. ലߍܫൡ dwarf /dwɔf/ n. ዆ೈ Arabian /əreibiən/ adj. εঠѽ֭ homesick /həυmsik/ adj. ඹཛྷ֭ļའࡍ֭ anywhere /eniweə/ adv. ໵ઊލԱ dramatically /drəmtikli/ adv. ༬ञྦྷׁ suppose /səpəυz/ v. ๿འĭࡔഩ invite /invait/ v. ာ౰ celebrate /selibreit/ v. ౱ለ superman /sjupəmn/ n. әಮ bungee /bndi/ n. еࠦ Chat Room Dialogue 1 power /paυə/ n. େ৷ļ׶৷  fault /fɔlt/ n. ݞո  moral /mɒrəl/ adj. ֩֫ĩഐĪ֭  fi gure out ਽߾֦ convince /kənvins/ v. ൘྘ڣ sour /saυə/ adj. ෞ֭ fairy /feəri/ n. ༾୷ myth /miθ/ n. ലߍ search for ෎Ҹĭ෎෴ Dialogue 2 thumb /θm/ n. ଟᆿ magician /mədiʃən/ n. ଒ඔ൅ raven /reivən/ n. վ໱࿬  spider /spaidə/ n. ᆰᇲ  attack /ətk/ v. ܆ࠔ Programme Item 1 character /kriktə/ n. ำྦྷĭำᆠ  convey /kənvei/ v. ϴᄖļԶպ crafty /krɑfti/ adj. ࢟ᅒ֭ beak /bik/ n. ଡ଼ቑ  fl atter /fltə/ v. ړӽ  gobble / ɒbəl/ v. ঺຅޿࿻  beware /biweə/ v. ུྗ  fl attery /fltəri/ n. ፀ૑ Item 2 beard /biəd/ n. ޹྾  frighten /fraitn/ v. ࣡५ magic /mdik/ adj. ଒ඔ֭  plough /plaυ/ n. ৚  buffalo /bfələυ/ n. ĩႎ؏ĭ٬ᇥֱ֭Īණ ୬ļŜ્Ş્ᇥဿ୬ order /ɔdə/ v. ଉਿ unlock /nlɒk/ v. िrr෵ escape /iskeip/ v. ฮຊ  chase /tʃeis/ v. ሜے  gallope / ləp/ v. ٮԈ * Item 3 angel /eindəl/ n. ็൘  in charge of ᅯܽļᅾܬ spread /spred/ v. ഭᅢ raindrop /reindrɒp / n. თַ bend /bend/ v. ຝ౿  fl uffy /flfi/ adj. ುસස֭ļஷෆ֭ tickle /tikəl/ v. ۯᆲĭ൘هဨ bid /bid/ v. ԣࡖļ๯ћļለᄃ  wiggle / wi əl/ v.ĩ൘ĪԙԦĭϭ׶ Unit 5 Getting Started coin /kɔin/ n. ႟у recreation / rekrieiʃən/ n. ზ৉ needlework /nidlwk/ n. ՗ྸĭڑವ photography /fətɒ rəfi/ n. തႝ Barbados /bɑbeidɒs/ n. ϠϠاබ sack /sk/ n. ࢻܮ promotion /prəməυʃən/ n. ฼ϡĭ࣓ാ Chat Room Dialogue 1 chef /ʃef/ n. ԥ൅ chore /tʃɔ/ n. ࡍ༈ᄞൡ mould /məυld/ v. ෙᄷ satisfi ed /stisfaid/ adj. ۓ֦઩ၱ֭ Dialogue 2 Words and Expressions in Each Unit 166 be keen on ؛rrሪૡļ༧ρ movie camera אႝതႝࠗ take up /teikp/ v. ମగ Programme Item 1 postage /pəυstid/ n. Ⴗሯ related /rileitid/ adj. Ⴝܹ֭ļཕܹ֭ object /ɒbdikt/ n. ༆เ casual /kuəl/ adj. அಞ֭ļҊࣤၱ֭ accumulate /əkjumjυleit/ v. ࠚऒĭؘࠚ sheer /ʃiə/ adj. Պխ֭ļय؛֭ relaxation / rilkseiʃən/ n. ෆԇĭߗތ trace /treis/ n. ޚࠞ gum / m/ n. ࢓ spread /spred/ n. ഭᅢĭᅢि peel /pil/ v. Бĭཬ neatly /nitli/ adv. ᆤࢹׁ postmark /pəυstmɑk/ n. ႷՌ album /lbəm/ n. ĩႷ௘ֱ֭Īᅜ๔ҍ spoil /spɔil/ v. ෭ߒļನઁ apart /əpɑt/ adv. ٻ৞ሪ paintbrush /peintbrʃ/ n. ߊл curl /kl/ v. ĩ൘Īत౿ * Item 3 couch potato /kaυtʃpəteitəυ/ n. ᇜಸ঴ೣᄥ ࡍ֭ಮ Victorian /viktɔriən/ n. ໃا৮࿸୷ຮ൐օ ֭ᇿଈಮ༆ invent /invent/ v. ه଄ cricket /krikit/ n. ŜঘŞ᱔᱘ļŜᄖ׶Şϸ౷ gentle /dentl/ adj. ໙ތ֭ demanding /dimɑdiŋ/ adj. ॖ౸֭ more or less ࠏاࠏച energetic / enədetik/ adj. ԑ઩ࠋ৷֭ļࠚ ֭ࠦ Unit 6 Getting Started beefeater /bif itə/ n. આ؟෻֭໗ѩ attract /ətrkt/ v. ༓ႌĭႌగrr֭ሇၱ jewel /duəl/ n. ЗൎļЗൎ൭༆ Chat Room Dialogue 2 effi cient /ifiʃənt/ adj. ེ੹֭ۢ Programme Item 1 residence /rezidəns/ n. ሆԱļሆᅕ entertainment / entəteinmənt/ n. ზ৉ Item 2 waxwork /wkswk/ n. ঢᇍ௞ĭঢས wax /wks/ n. ঢ idol /aidl/ n. அསĭൻԔϰ֭ಮࠏ༆ politician / pɒlitiʃən/ n. ᆧᇕࡍ chamber /tʃeimbə/ n. ൱ĭ٤࡟ infamous /infəməs/ adj. Ԡظ֭ļԡଈᅺᇿ֭ murderer /mdərə/ n. ଜೲٝĭྪ൵ amazingly /əmeiziŋli/ adv. ਿಮ࣡఍ׁ lifelike /laiflaik/ adj. зᆏ֭ĭᢐᢐೊ഻֭ * Item 3 medieval / mediivəl/ adj. ᇗൟࡈ֭ bodyguard /bɒdi ɑd/ n. Дᬊļࣦ໗ჼ armoury /ɑməri/ n. ळྈॷ collection /kəlekʃən/ n. ൴ࠪļ൴ҧ௞ display /displei/ n. v. ӯਡĭᅢ঳ poison /pɔizən/ n. & v. Ⴝ؅ļᄥrrᇗ٪؅ Unit 7 Getting Started cello /tʃeləυ/ n. վ฼౞ guitar / itɑ/ n. ੊ཇ౞ĭࠥ෸ fl ute /flut/ n. ӑֺ saxophone /sksə fəυn/ n. ೛ॠබܽ rap /rp/ n. ඲ӗ rock /rɒk/ n. ူݗ৉ heavy metal վႃਐᇟࣉඓĩאሸĪူݗ৉ blues /bluz/ n. ঩נļѹ੢බĩగჿჇ્ݛ ଺٢֭၊ᇝߗબ્֭ݛޙಮ૾۫Ī classical /klsikəl/ adj. ܦ׍֭ĭԶ๬֭ jazz /dz/ n. फ൞ႃ৉ Chat Room Words and Expressions in Each Unit 167 Dialogue 1 record /rekɔd/ n. ӗ௓ Programme Item 1 embarrassed /imbrəst/ adj. ᓁᓀ֭ĭࣴ௯֭ cloakroom /kləυkrυm/ n. ၑા࡟ hit /hit/ n. ဎԣ֭Ӷ܇ļޣ׶၊൐֭ಮ༆ļ ڌྣ၊൐֭ײ༎ Item 2 composer /kəmpəυzə/ n. ቜ౿ࡍ emotion /i məυʃən/ n. ౮ۓĭ౮࿊ĭۓ౮ religion /rilidən/ n. ሿࢥĭ྘ဧ * Item 3  performer /pəfɔmə/ n. ဎቅᆈĭўဎᆈ cassette /kəset/ n. ޏ൜Րփ compact disc ݃கļࠟ݃ӗ௓ Unit 8 Getting Started fi re drill ཰٥ဎ༥ Hawaii /həwaii/ n. ༹ືၓ Whisky /wiski/ n. ື൞ࡄࣽ smash /smʃ/ v. ս෦ extinguisher /ikstiŋ wiʃə/ n. ૽ࠍఞ put out ૽ࠍ rescue /reskju/ v. ႗ࣿĭࣿჹ hosepipe /həυzpaip/ n. ཥ࢓೐ܽ Chat Room Dialogue 1 emergency /imdənsi/ n. ࣍ࠬ౮ঋĭ๴ه ൡࡹ ambulance /mbjυləns/ n. ࣿ߁Ӣ Programme Item 1 cooker /kυkə/ n. #ႏ%ਫ਼ᄹ Item 2 trunk /trŋk/ n. 1. ඖی 2. ཨи panic /pnik/ v. ۓ֦࣡ߢļ൘࣡ߢെն calm /kɑm/ adj. ᆛׯ֭ĭྗ௤టތ֭ alcohol /lkəhɒl/ n. ࣽļݫࣽ࣢֭ႊਠ positive /pɒzitiv/ adj. ဥྦྷ֭ * Item 3 occur /ək/ v. ه഻ severe /siviə/ adj. ࠦແظਤ֭ļ്ٻကᇟ֭ aware /əweə/ adj. ၱൕ֦֭ļᆱ֭֩ shelter /ʃeltə/ n. э଼෶ļф߁෶ target /tɑ it/ n. ପћļĩ܆ࠔ֭Ī؛ཨ Unit 9 Getting Started regular /re jυlə/ a. ݇ᄽ֭ļׯఁ֭ checkup /tʃekp/ n. ࡧҸ mind /maind/ v. ሇၱn.๰ିļའٍ install /instɔl/ vt. υሕĭυᇊ site /sait/ n. ໒ᇊļӎ෶ĭׁ٢ gymnasium /dimneiziəm/ n. เცܾļࡺമ٤ Chat Room Dialogue 1 physical /fizikəl/ adj. മเ֭ Programme Item 1 canoeist /kənuist/ n. ߋோߋ๠֭ಮ various /veəriəs/ adj. Ҋ๥֭ĭۺᇝۺဪ֭ occupy /ɒkjυpai/ v. ሆļᅥႰ coach /kəυtʃ/ v. ࿦ਈĭᆿ֥ obviously /ɒbviəsli/ adv. ଄ཉׁļཉؿၦࡶׁ Item 2 fl exible /fleksibəl/ adj. Ⴝ֘ྦྷ֭ĭೄರ֭ļ ਺ࠋ֭ measure /meə/ n. ٻਐĭԌղļұਐv. ұ ਐļޡਐ endurance /indjυərəns/ n. ԃࣺ৷ĭସࣺ ྦྷ fl exibility / fleksibiliti/ n. ਺ࠋྦྷĭೄರྦྷļ ൩႓ྦྷ sprint /sprint/ v. ࠭஥ abdominal /bdəmənl/ adj. ڼҎ֭ sit-up ဧ໫గቝ * Item 3 brisk /brisk/ adj. ౦ঁ֭ Words and Expressions in Each Unit 168 centenarian / sentineəriən/ n. Ϭ෧ಮ೓ ancestor /nsəstə/ n. ቋሿĭቋ༽ serving /sviŋ/ n. ၊ڂ൒༆ stress-resistant /stres-rizistənt/ adj. ସ࿪֭ personality / psənliti/ n. ಮ۴ļ۹ྦྷ timetable /taim teibəl/ n. ൐࡟ў nonexistent / nɒni zistənt/ adj. Ҋձᄥ֭ extended family վࡍ๞ network /netwk/ n. ܹ༪ັĭಮࡅັ stress-free /stres-fri/ adj. ૈႽ࿪৷֭ lifestyle /laifstail/ n. ഻ࠋ٢൜ Unit 10 Getting Started litter /litə/ v. ઁಶײ༎ renew /rinju/ v. ࿋ࣁ Chat Room Dialogue 2 awake /əweik/ adj. ྤሪ֭ disturb /distb/ v. սನĭ٦π Programme Item 1 wear /weə/ v. மւĭԴւ church /tʃtʃ/ n. ࢥพ yawn /jɔn/ v. սݟ఼ be disgusted with ؛rrۓ֦ظྗ֭ĭဒظ֭ gesture / destʃə/ n. ሰ൥ĭ൵൥ accidentally / ksədentlli/ adv. ໵ၱׁ Item 2 global / ləυbəl/ adj. ಎ౷֭ĭൟࣀ֭ travel /trvəl/ v. ੲྣĭੲႻ imagine /imdin/ v. འཨ widely /waidli/ adv. ׁ݄ٟ custom /kstəm/ n. ༥ු be well fed ԁЖ֭ * Item 3 insist /insist/ v. ࡜ԃ 169 Vocabulary Index Vocabulary Index Vocabulary Index bend /bend/ v. ຝ౿ 4  beware /biweə/ v. ུྗ 4 bid /bid/ v. ԣࡖļ๯ћļለᄃ 4 billion /biljən/ n. ്ၩ 1 blues /bluz/ n. ঩נļѹ੢බĩగჿჇ્ݛ ଺٢֭၊ᇝߗબ્֭ݛޙಮ૾۫Ī 7 bodyguard /bɒdiɑd/ n. Дᬊļࣦ໗ჼ 6 brisk /brisk/ adj. ౦ঁ֭ 9  buffalo /b fələυ/ n. ĩႎ؏ĭ٬ᇥֱ֭Īණ ୬ļŜ્Ş્ᇥဿ୬ 4 buffet /bυfei/ n. ঁҜļሹሁҜ 2 bungee /b ndi/ n. еࠦ 4 buoy /bɔi/ n. ڤћ 2 C calm /kɑm/ adj. ᆛׯ֭ĭྗ௤టތ֭ 8 canoe /kə nu/ n. ؇଩ᇢ 2 canoeist /kənuist/ n. ߋோߋ๠֭ಮ 9 care for ࡁࢨļᅾܬļᄃၱ 1 cassette /kəset/ n. ޏ൜Րփ 7 cast /kɑst/ v. ๯ഥ 3 casual /kuəl/ adj. அಞ֭ļҊࣤၱ֭ 5 celebrate /selibreit/ v. ౱ለ 4 cello /tʃeləυ/ n. վ฼౞ 7 centenarian / sentineəriən/ n. Ϭ෧ಮ೓ 9 chamber /tʃeimbə/ n. ൱ĭ٤࡟ 6 character /kriktə/ n. ำྦྷĭำᆠ 4  chase /tʃeis/ v. ሜے 4 checkup /tʃek p/ n. ࡧҸ 9 chef /ʃef/ n. ԥ൅ 5 choke /tʃəυk/ v. ൘ᇖ༗ 2 chore /tʃɔ/ n. ࡍ༈ᄞൡ 5 church /tʃtʃ/ n. ࢥพ 10 classical /klsikəl/ adj. ܦ׍֭ĭԶ๬֭ 7 cloakroom /kləυkrυm/ n. ၑા࡟ 7 A abdominal /bdəmənl/ adj. ڼҎ֭ 9 accent /ksənt/ n. ९ႃ 1 accidentally / ksədentlli/ adv. ໵ၱׁ 10 accumulate /əkjumjυleit/ v. ࠚऒĭؘࠚ 5 air conditioning ४נ 2 air-fi lled /εəfild/ adj. ԑట֭ 2 album /lbəm/ n. ĩႷ௘ֱ֭Īᅜ๔ҍ 5 alcohol /lkəhɒl/ n. ࣽļݫࣽ࣢֭ႊਠ 8 amazingly /əmeiziŋli/ adv. ਿಮ࣡఍ׁ 6 ambulance /mbjυləns/ n. ࣿ߁Ӣ 8 ancestor /nsəstə/ n. ቋሿĭቋ༽ 9 angel /eindəl/ n. ็൘ 4 anyplace /enipleis/ adv. ᄥĩ֦Īಱލׁ٢ 2 anywhere /eniweə/ adv. ໵ઊލԱ 4 apart /əpɑt/ adv. ٻ৞ሪ 5 Arabian /əreibiən/ adj. εঠѽ֭ 4 armoury /ɑməri/ n. ळྈॷ 6  attack /ətk/ v. ܆ࠔ 4 attract /ətrkt/ v. ༓ႌĭႌగrr֭ሇၱ 6 awake /əweik/ adj. ྤሪ֭ 10 aware /əweə/ adj. ၱൕ֦֭ļᆱ֭֩ 8 axis /ksis/ n. ᇨ 3 B Barbados /bɑbeidɒs/ n. ϠϠاබ 5 bark /bɑk/ n. ඖோ 2 be disgusted with ؛rrۓ֦ظྗ֭ĭဒظ ֭ 10 be keen on ؛rrሪૡļ༧ρ 5 be well fed ԁЖ֭ 10 beak /bik/ n. ଡ଼ቑ 4 beard /biəd/ n. ޹྾ 4 beefeater /bif itə/ n. આ؟෻֭໗ѩ 6 ŜሇĻћΔ֎Օແ{ၴ༈ࢥცႏნॣӹћሡ|ĩ୕ϹĪu໼࠱Օࠀўvᇗ֭֎ՕļՕ๐ଔ້ ගሻў൝ۆՕ๐෶ᄥ֭֎ჵගŞ 170 Vocabulary Index coach /kəυtʃ/ v. ࿦ਈĭᆿ֥ 9 cobra /kəυbrə/ n. ဌ࣬ഠ 1 coin /kɔin/ n. ႟у 5 collection /kəlekʃən/ n. ൴ࠪļ൴ҧ௞ 6 communication /kə mjunikeiʃn/ n. ࢔๡৻ ༪ļ࢔ੈ 2 compact disc ݃கļࠟ݃ӗ௓ 7 composer /kəmpəυzə/ n. ቜ౿ࡍ 7 conference /kɒnfərəns/ n. ߾ၸ 1 confi dently /kɒnfidəntli/ adv. ሹ྘ׁ 1 context /kɒntekst/ n. ഐ༷໛ 1  convey /kənvei/ v. ϴᄖļԶպ 4 convince /kənvins/ v. ൘྘ڣ 4 cooker /kυkə/ n. #ႏ%ਫ਼ᄹ 8 couch potato /kaυtʃpəteitəυ/ n. ᇜಸ঴ೣᄥ ࡍ֭ಮ 5 craft /krɑft/ n. Է 2 crafty /krɑfti/ adj. ࢟ᅒ֭ 4 cricket /krikit/ n. ŜঘŞ᱔᱘ļŜᄖ׶Şϸ ౷ 5 curl /kl/ v. ĩ൘Īत౿ 5 current /k rənt/ n. ණੈ 2 custom /k stəm/ n. ༥ු 10 D declare /dikleə/ v. ĩཧݢܹĪഫЙ 2 delay /dilei/ n. ငԆļຈင 2 demanding /dimɑdiŋ/ adj. ॖ౸֭ 5 depend on भׯჇĭ൲rrؿׯ 3 device /divais/ n. ഩЩĭሕᇊ 2 diagram /daiərm/ n. ๵ўĭ๵ྡ 1 diameter /daimitə/ n. ᆸ࣭ 3 display /displei/ n. v. ӯਡĭᅢ঳ 6 disturb /distb/ v. սನĭ٦π 10 dock /dɒk/ v. ĩ൘ĪԷĩ൚Ī೎Է༂ 2 dramatically /drəmtikli/ adv. ༬ञྦྷׁ 4 dwarf /dwɔf/ n. ዆ೈ 4 E  eclipse /iklips/ n. ಸ൒ļᄍ൓ 3 effi cient /ifiʃənt/ adj. ེ੹֭ۢ 6 either...or ĩ਎ᆈᆵᇗĪrrࠏrr 1 embarrassed /imbrəst/ adj. ᓁᓀ֭ĭࣴ௯ ֭ 7 emergency /imdənsi/ n. ࣍ࠬ౮ঋĭ๴ه ൡࡹ 8 emotion /i məυʃən/ n. ౮ۓĭ౮࿊ĭۓ౮ 7 enable /ineibəl/ v. ൘େܜ 2 endurance /indjυərəns/ n. ԃࣺ৷ĭସࣺ ྦྷ 9 energetic / enədetik/ adj. ԑ઩ࠋ৷֭ļࠚ ֭ࠦ 5 enjoyable /indɔiəbəl/ adj. ਿಮბঁ֭ 1 entertainment / entəteinmənt/ n. ზ৉ 6 equivalent /ikwivələnt/ n. ཕֱ༆ļ๥ၴՕ 1 errand /erənd/ n. ҽൡļ൘ଉ 1 escape /iskeip/ v. ฮຊ 4 experienced /ikspiəriənst/ adj. ھႽࣤယ֭ 1 extend /ikstend/ v. ഭԣĭᅢि 2 extended family վࡍ๞ 9 extinguisher /ikstiŋwiʃə/ n. ૽ࠍఞ 8 F fable /feibəl/ n. ჭစ 4 fairy /feəri/ n. ༾୷ 4 fairy tale /feəri teil/ n. ലߍܫൡ 4  fault /fɔlt/ n. ݞո 4 ferry /feri/ v. ၣԷؐĩಮֱĪ 2  fi gure out ਽߾֦ 4 fi re drill ཰٥ဎ༥ 8 fi t /fit/ v. ൩ގĭ൩ၚ 1  fl atter /fltə/ v. ړӽ 4  fl attery /fltəri/ n. ፀ૑ 4 fl exibility / fleksibiliti/ n. ਺ࠋྦྷĭೄರྦྷļ ൩႓ྦྷ 9 fl exible /fleksibəl/ adj. Ⴝ֘ྦྷ֭ĭೄರ֭ļ ਺ࠋ֭ 9 171 Vocabulary Index fliht /flait/ n. ٮྣļٮ֭ࠗݼӹ 3  fl uffy /fl fi/ adj. ುસස֭ļஷෆ֭ 4 fl ute /flut/ n. ӑֺ 7  frighten /fraitn/ v. ࣡५ 4 G  gallope /ləp/ v. ٮԈ 4 gentle /dentl/ adj. ໙ތ֭ 5 gesture / destʃə/ n. ሰ൥ĭ൵൥ 10 giant /daiənt/ adj. कվ֭ 3 give a hand Ђሁ 2 global /ləυbəl/ adj. ಎ౷֭ĭൟࣀ֭ 10  gobble /ɒbəl/ v. ঺຅޿࿻ 4 gravity /rviti/ n.ᇟ৷ĭႌ৷ 3 guitar /itɑ/ n. ੊ཇ౞ĭࠥ෸ 7 gum / m/ n. ࢓ 5 gymnasium /dimneiziəm/ n. เცܾļࡺമ ٤ 9 H Hawaii /həwaii/ n. ༹ືၓ 8 heavy metal վႃਐᇟࣉඓĩאሸĪူݗ৉ 7 hit /hit/ n. ဎԣ֭Ӷ܇ļޣ׶၊൐֭ಮ༆ļ ڌྣ၊൐֭ײ༎ 7 hold /həυld/ v. ऐྣ 1 hollow /hɒləυ/ v. ຓ४ 2 homesick /həυmsik/ adj. ඹཛྷ֭ļའࡍ֭ 4 hosepipe /həυzpaip/ n. ཥ࢓೐ܽ 8 I Ice-Carving Festival Ѫךࢳ 2 idol /aidl/ n. அསĭൻԔϰ֭ಮࠏ༆ 6 imagine /imdin/ v. འཨ 10  in charge of ᅯܽļᅾܬ 4 in other words ߘछߍ඲ 3 infamous /infəməs/ adj. Ԡظ֭ļԡଈᅺ ᇿ֭ 6 insist /insist/ v. ࡜ԃ 10 install /instɔl/ vt. υሕĭυᇊ 9 invent /invent/ v. ه଄ 5 invite /invait/ v. ာ౰ 4 J jazz /dz/ n. फ൞ႃ৉ 7 jewel /duəl/ n. ЗൎļЗൎ൭༆ 6 jolt /dəυlt/ v. ׈Ც 2 Jupiter /dupitə/ n. ଩ྚ 3 K keen on ༧ߓĭಫᇛჇ 3 L lash /lʃ/ v. ႰിঙІ 2 lean /lin/ v. ౨྄ 3 leisurely /leəli/ adj. Ⴓཅ֭ĭҊߢҊળ 2 lifelike /laiflaik/ adj. зᆏ֭ĭᢐᢐೊ഻֭ 6 lifestyle /laifstail/ n. ഻ࠋ٢൜ 9 lighthouse /laithaυs/ n. ֯෻ 2 lightship /lait ʃip/ n. ֯Է 2 liquid /likwid/ n. ၉เ 3 litter /litə/ v. ઁಶײ༎ 10 livestock /laivstɒk/ n. ࡍ࿆ĭഽ࿆ 2 M magic /mdik/ adj. ଒ඔ֭ 4 magician /mədiʃən/ n. ଒ඔ൅ 4 Mars /mɑz/ n. ࠍྚ 3 mast /mɑst/ n. ຽێ 2 measure /meə/ n. ٻਐĭԌղļұਐv. ұ ਐļޡਐ 9 medieval / mediivəl/ adj. ᇗൟࡈ֭ 6 medium /midiəm/ n. ૊ࣂĭ܅ख 1 Mercury /mkjυri/ n. ණྚ 3 mind /maind/ v. ሇၱn.๰ିļའٍ 9 minor /mainə/ adj. ࢨུ֭ĭࢨՙ္֭ 1 172 Vocabulary Index  moral /mɒrəl/ adj. ֩֫ĩഐĪ֭ 4 more or less ࠏاࠏച 5 motivated /məυtiveitid/ adj. Ⴝ׶֭ࠗļႽ ࠚࠦྦྷ֭ 1 motivation / məυtiveiʃən/ n. ׶৷ļࠟهࠚ ࠦྦྷ 1 mould /məυld/ v. ෙᄷ 5 movie camera אႝതႝࠗ 5 murderer /mdərə/ n. ଜೲٝĭྪ൵ 6 myth /miθ/ n. ലߍ 4 N native /neitiv/ adj. Яݛ֭ 1 neatly /nitli/ adv. ᆤࢹׁ 5 needlework /nidlwk/ n. ՗ྸĭڑವ 5 Neptune /neptjun/ n. ݢຮྚ 3 network /netwk/ n. ܹ༪ັĭಮࡅັ 9 nonexistent / nɒnizistənt/ adj. Ҋձᄥ֭ 9 O oar /ɔ/ n. ࢉ 2 object /ɒbdikt/ n. ༆เ 5 obtain /əbtein/ v. ࠎ֬ 2 obviously /ɒbviəsli/ adv. ଄ཉׁļཉؿၦࡶ ׁ 9 occupy /ɒkjυpai/ v. ሆļᅥႰ 9 occur /ək/ v. ه഻ 8 once in a while அقĭ࡟ࠏ 1 orbit /ɔbit/ n. ݍ֩ 3 order /ɔdə/ v. ଉਿ 4 P paddle /pdl/ v. ႰࢉߋĩԷĪ 2 paintbrush /peintbr ʃ/ n. ߊл 5 panic /pnik/ v. ۓ֦࣡ߢļ൘࣡ߢെն 8 pattern /ptən/ n. छྠ 1 pave /peiv/ v. ௳ĩ੦Ī 2  payment /peimənt/ n. ᆮڹļЙԗ 1 peel /pil/ v. Бĭཬ 5 perfectly /pfiktli/ adv. ຣ્ׁ 1   performer /pəfɔmə/ n. ဎቅᆈĭўဎᆈ 7 periodical / piəriɒdikəl/ n. ఁॄĭᄞᇅ 1 personality / psənliti/ n. ಮ۴ļ۹ྦྷ 9 photography /fətɒrəfi/ n. തႝ 5 physical /fizikəl/ adj. മเ֭ 9 pier /piə/ n. ચ๰ 2 pioneer / paiəniə/ n. ຑߡᆈĭ༽ڋ 2 pipeline /paiplain/ n. ܽ֩ 2 plank /plŋk/ n. ଩ϸ 2  plough /plaυ/ n. ৚ 4 poison /pɔizən/ n. & v. Ⴝ؅ļᄥrrᇗ٪؅ 6 pole /pəυl/ n. Їĭێ 2 politician / pɒlitiʃən/ n. ᆧᇕࡍ 6 positive /pɒzitiv/ adj. ဥྦྷ֭ 8 postage /pəυstid/ n. Ⴗሯ 5 postmark /pəυstmɑk/ n. ႷՌ 5 power /paυə/ n. େ৷ļ׶৷ 4 praise /preiz/ v. ᄩဠ 1 promotion /prəməυʃən/ n. ฼ϡĭ࣓ാ 5 pronunciation /prə n nsieiʃən/ n. هႃĭნ ႃ 1 propel /prəpel/ v. ๿࣑ 2 put out ૽ࠍ 8 R raindrop /reindrɒp / n. თַ 4 rap /rp/ n. ඲ӗ 7 raven /reivən/ n. վ໱࿬ 4 realistic /riəlistik/ adj. ཋൔ֭ļൔൡ౸൦֭ 1 reclining seat ࠋ׶॔Ф቞໒ 2 record /rekɔd/ n. ӗ௓ 7 recreation / rekrieiʃən/ n. ზ৉ 5  refund /rif nd/ n. ຄঃ 1 regret /riret/ v. ၔݵĭ޲߷ 1 regular /rejυlə/ a. ݇ᄽ֭ļׯఁ֭ 9 related /rileitid/ adj. Ⴝܹ֭ļཕܹ֭ 5 relaxation / rilkseiʃən/ n. ෆԇĭߗތ 5 religion /rilidən/ n. ሿࢥĭ྘ဧ 7 173 Vocabulary Index renew /rinju/ v. ࿋ࣁ 10 rep /rep/ n. օў 3 rescue /reskju/ v. ႗ࣿĭࣿჹ 8 reservation / rezəveiʃən/ n. ჯׯ 2 residence /rezidəns/ n. ሆԱļሆᅕ 6 restful /restfəl/ adj. Ⴓཅ֭ĭυໟ֭ 2 revolve /rivɒlv/ v. ĩ൘Ī࿐ሏļ಩ሏļĩ็ เĪ܌ሏ 3 rock /rɒk/ n. ူݗ৉ 7 rotate /rəυteit/ v. ĩ൘Ī࿐ሏ 3 rough /r f/ adj. ఐᖷҊ௤֭ĭ׈Ც֭ 2 rumble /r mbəl/ v. ੐੐ྣ࣑ 2 S sack /sk/ n. ࢻܮ 5  sailing ship վྠِԷ 2 satellite /stilait/ n. ໗ྚ 3 satisfi ed /stisfaid/ adj. ۓ֦઩ၱ֭ 5 Saturn /stən/ n. ๺ྚ 3  savings /seiviŋs/ n. ԭ࿁ࣉĭձঃ 1 saxophone /sksə fəυn/ n. ೛ॠබܽ 7 search for ෎Ҹĭ෎෴ 4 secret /sikrit/ n. ૥૩ļम౔ 1 serving /sviŋ/ n. ၊ڂ൒༆ 9 set /set/ v. ൘ĩ๰هĪतӶྠ 1 severe /siviə/ adj. ࠦແظਤ֭ļ്ٻကᇟ ֭ 8 sheer /ʃiə/ adj. Պխ֭ļय؛֭ 5 shelter /ʃeltə/ n. э଼෶ļф߁෶ 8 sit-up ဧ໫గቝ 9 site /sait/ n. ໒ᇊļӎ෶ĭׁ٢ 9 smash /smʃ/ v. ս෦ 8 soften /sɒfən/ v. ĩ൘Īѕೄ೐ 3 solar system ฆဥ༪ 3 sour /saυə/ adj. ෞ֭ 4 speed /spid/ v. ĩ൘Īঁූྣ࣑ 2  spider /spaidə/ n. ᆰᇲ 4 spin /spin/ v. ࿐ሏ 3 spoil /spɔil/ v. ෭ߒļನઁ 5 spread /spred/ v. ഭᅢ 4 spread /spred/ n. ഭᅢĭᅢि 5 springless /spriŋləs/ adj. ໵֘ߦ֭ 2 sprint /sprint/ v. ࠭஥ 9 store /stɔ/ v. ሃձ 1 stress-free /stres-fri/ adj. ૈႽ࿪৷֭ 9 stress-resistant /stres-rizistənt/ adj. ସ࿪֭ 9 superman /sjupəmn/ n. әಮ 4 suppose /səpəυz/ v. ๿འĭࡔഩ 4 surround /səraυnd/ v. ຾಩ 3 T take off గٮ 2 take up /teik p/ v. ମగ 5 target /tɑit/ n. ପћļĩ܆ࠔ֭Ī؛ཨ 8 the United Nations ৻ގݛ 1 thumb /θ m/ n. ଟᆿ 4 tickle /tikəl/ v. ۯᆲĭ൘هဨ 4 timetable /taim teibəl/ n. ൐࡟ў 9 trace /treis/ n. ޚࠞ 5 trail /treil/ n. ུ੦ 2 transport /trnspɔt/ v. ᄖඃ 2 travel /trvəl/ v. ੲྣĭੲႻ 10 trunk /tr ŋk/ n. 1. ඖی 2. ཨи 8 U underground / ndəraυnd/ adj. ׁ༷֭ 2 unlock / nlɒk/ v. िrr෵ 4 upstream / pstrim/ adv. ୑ੈĭཧഐႻ 2 Uranus /jυərənəs/ n. ็ຮྚ 3 V various /veəriəs/ adj. Ҋ๥֭ĭۺᇝۺဪ֭ 9 Venus /vinəs/ n. ࣉྚ 3 Victorian /viktɔriən/ n. ໃا৮࿸୷ຮ൐օ ֭ᇿଈಮ༆ 5 vocabulary /vəkbjυləri/ n. ՕࠀļႰՕ 1 174 Vocabulary Index W wagon /wən/ n. ĩ୬gજঠ֭ĪࠒӢ 2 wax /wks/ n. ঢ 6 waxwork /wkswk/ n. ঢᇍ௞ĭঢས 6 wear /weə/ v. மւĭԴւ 10 weight /weit/ n. ĩ۟ਸ਼֭Ī۟ਸ਼௓ 3 wharf /wɔf/ n. ચ๰ 3 Whisky /wiski/ n. ື൞ࡄࣽ 8 widely /waidli/ adv. ׁ݄ٟ 10  wiggle / wiəl/ v.ĩ൘ĪԙԦĭϭ׶ 4 Y yawn /jɔn/ v. սݟ఼ 10 ޲ࡂ ഐݢປნࢥცԣϹന{ၴ༈ࢥცࢥज़ඈႏნ|ĩఆ୕࠱ഐҰeࣼ୕࠱༷ҰĪۼऔݛࡍࢥცҎቓྕϷҋ ֭{ၴ༈ࢥცႏნॣӹћሡ|ĩ୕ϹĪྱװؿӶĭ܊ࣼ୕ၴ༈ࢥცఆ୕࠱ᇈࣼ୕࠱൘Ⴐh ЯҰࢥғ܊ࣼ୕ၴ༈ࢥცϞ୕࠱׃م࿘ఁ൘ႰhЯҰࢥғ֭ё྇ಮჼႽĻ ቁᇾёĻ໹Ⴞھ ᇾёĻထ߇ྞ ڴᇾёĻຮ৩ᅮՅ಻ ёᆈĻĩχྨ൮лߊஎਡĪ   જᶐຮ翀ۍ্ৡࣉڔৡឥឥ෋ආड   ထ߇ྞ ЯҰඈ׃၊Ϲё྇ಮჼແĻ ቁᇾёĻւ᧕׷໹Ⴞھ ᇾёĻထ߇ྞ ڴᇾёĻ಼ྕ૾ ёᆈĻĩχྨ൮лߊஎਡĪ   ຮ৩ႏಠഝॊৡӑ࣑෋ආडᅮՅ಻ᇣࣉᐕ   ߣുᆓ״ቖཞထ߇ྞ ߓႚ݄վ൅഻ধאধݮᆿԣࢥғ֭ҽոތҊቈĭ฼ԣЗݔၱࡶh ഐݢປნࢥცԣϹനࠖԬࢥცҎ ׁᆾĻഐݢ൯վ৽༎੦ބഐݢປნࢥცԣϹന൱ ႷᆧёચĻ ৻༪אߍĻሏ ഺ଄χᅾᇗ߇ಮ૾ܓތݛuᇿቜಋٍv׃م്ೠ๐ᇗܹჇuແൔൈࣼ୕ᇍၴ༈ࢥცތݛࡍࢥც݇ߋؿ ё྇ԣϹࢥज़ඈĭԪቜᆈൡ༽ഺ଄Ҋ࿀൘Ⴐ֭ປĭफ़ၣҊࣤᇿቜಋಮ࿀फ़ĭᄥࢥज़ඈᇗࠀёၠࣤهў֭ቜ ௞௓ؕࠏᆈུ֭ؓ໛ሻቜ௞gႃ৉ቜ௞ࠏ֎ڞ્֭ඔቜ௞gതႝቜ௞ĭ֔႓֚χᅾ݇ׯᆮڹЙԗĭᆿ଄ቜ ᆈྨଈgቜ௞ଈӳv֭Ⴝܹ݇ׯĭ໩૔ၠࣘਐ࿡ᅻჸቜᆈᆮڹЙԗhჸቜᆈೊႽܹჇᆮڹЙԗൡၚफ़ࠫ൐ იԣϹന৻༪h ᮑ㤉 ࡵ  9.98 11.25 ISBN 978-7-5446-4589-8 G • 1493 ཮ກሞӲՊణ!(CIP)!ຕ਍ ᆈᇕ/!ӗ౎प/!ူ֩0ᄊࣀ႗ዷՊ/ Ċฉ࡛ǖฉ࡛ྔᇕঞᇣ؜ӲมLj2016 ᅭခঞᇣঞ੔ກ ISBN 978-7-5446-4589-8 I. Ɨᆈč II. Ɨᄊč III. ƗᆈᇕੜĊ؛ዐĊঞ֌ IV. ƗG634.411 ዐࡔӲԨ཮ກ࠷CIPຕ਍ࢃጴDŽ2016Džڼ292612ࡽ 201