沪外教英语必修第一册高清教材_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 1 School Life P2 Unit 2 Language and Culture Unit 3 Travel Unit 4 Customs and Traditions Understanding Discovering Reading, Listening and Viewing Vocabulary Focus Grammar in Use Reading A: A Writing Assignment (Short story) Reading strategy: Skimming for the main idea Suffixes Tenses (review + future in the past) Reading B: A Letter to My Daughter (Personal letter) Listening: How to Have a Great First Year (School guide) Viewing: A High School Starter (TV programme) Culture Link: First Week of Senior High School Reading A: The Confusing Way Mexicans Tell Time (Blog entry) Prefixes Basic sentence patterns Reading B: My Experience with American English (Memoir) Culture Link: Varieties of English Listening: Cultural Differences in Body Language (Radio programme) Listening strategy: Listening for the main idea Viewing: “I Don’t Care” vs. “I Don’t Mind” (Mini-lecture) Reading A: A Roman Holiday (Travelogue) Reading strategy: Scanning for particular information Compounding Adverbial clauses (review) Reading B: Travel Young, Travel Far (Column article) Culture Link: Xu Xiake and His Travels Listening: Travel Dialogues (Conversation) Viewing: A Smart Man’s Words (Vodcast) Reading A: Growing Worldwide (Newspaper article) Conversion Passives (review + present continuous passive and present perfect passive) Reading B: Homecoming (Introductory essay) Listening: Coming-of-Age Day (Radio programme) Listening strategy: Listening for key words Culture Link: Coming-of-Age Tradition in Vanuatu Viewing: Birthday Traditions (Vodcast) Unit P18 P34 P50 P50 Appendices * Words and Expressions P66 Reading P66 Listening and Viewing P76 * Grammar Terms P79 * Glossary P80 Producing Extending Speaking and Writing Critical Thinking Further Exploration Interviewing newcomers Speaking strategy: Showing interest with proper expressions Describing the first week experiences Writing strategy: Writing a topic sentence Identifying key messages from different texts Describing an ideal school life Writing about a Chinese word Writing strategy: Writing supporting sentences Giving a talk on a Chinese word Speaking strategy: Attracting the audience’s attention Illustrating an idea with an example Comparing different cultural messages behind English and Chinese words Choosing a city to visit Speaking strategy: Joining in a discussion Describing a travel destination Writing strategy: Writing a concluding sentence Analysing with a mind map Proposing a travel plan for a friend Writing an introduction to a coming-of-age ceremony in China Writing strategy: Achieving paragraph unity Making a presentation about coming-of-age ceremonies in China Speaking strategy: Introducing a presentation Finding common ground with a diagram Preparing a poster about customs around the world Map of the Book 致同学们 亲爱的同学们： 经过小学和初中阶段的学习，大家已经掌握了一定的英语语音、词汇、语 法等知识，也具备了一定的英语应用能力。大家是否希望通过英语了解更多的 世界文化？是否希望能够运用英语来介绍中国文化和社会生活呢？是否希望通 过英语学习获得更多的知识和技能，进而提升自己的思维品质和综合素养？是 否希望在课内外英语学习活动中提升自主学习的能力? 本套教材为同学们精心准备了题材丰富、风格多样的学习材料和形式活泼、 寓教于乐的学习活动，让大家在学习英语的同时，领略博大精深的中华文化、 绚烂多彩的世界文化、拓展全球视野。 同学们，高中阶段英语学习的主要目的是全面提升语言能力。同时，通过 英语学习获取更多的中外优秀文化知识，挖掘其承载的文化价值，提升跨文化 交际意识和交流能力，训练思维的逻辑性、批判性和创造性。 本套教材共七册，其中前三册为必修阶段教材，后四册为选择性必修阶段 教材。每册由四个单元组成。每个单元围绕人与自我、人与社会或人与自然三 大主题展开，形成一个交际和学习活动相结合的有机整体。每个单元包括四大 板块：理解（UNDERSTANDING）板块提供丰富的阅读、听力材料和视频片段； 发现（DISCOVERING）板块包括词汇和语法知识，帮助同学们发现、掌握并学会 使用规则，达到举一反三的效果；表达（PRODUCING）板块设计了听、说、读、 看、写结合的综合活动，以帮助同学们提升用英语完成相关交际任务的能力； 拓展（EXTENDING）板块包括思维训练（Critical Thinking）和项目探究（Further Exploration）两个部分，前者旨在帮助同学们训练逻辑思维和批判性思维的能 力，后者指导同学们开展研究性学习、自主学习和合作学习。文化链接（Culture Link）为灵活板块，主要介绍与单元主题相关的世界文化或中国文化小百科知识。 同学们还可以通过每单元最后的自我评价（Self-assessment）检测自己的学习成 效，发现需要改进的地方后，制定相应的提升计划。 同学们，掌握一门外语意味着多一双看世界的眼睛，多一双听世界的耳朵， 多一个探索世界的工具，也多一条传播中国文化的途径。学习外语需要大量的 实践，需要持之以恒的努力。希望同学们在老师的指导下，把教材作为起跳板， 充分调动你们已有的知识，探索未知的领域，“跃”向更广阔的世界。 编者 2020 年5 月 1 When I walk along with two others, from at least one I will be able to learn. — Confucius 2 Unit School Life1 3 Getting Started Look at the pictures and talk about your expectations about senior high school life. Reading A Mrs Peabody, the English teacher, gave the class a writing assignment. “Write something in some way related to summer vacation,” she said. “Be as creative as you can. But,” the teacher added, “make sure you use proper spelling and grammar.” That night Jim sat at his desk at home and stared at a blank sheet of paper. He didn’t want to write about his summer vacation as usual. What could he write about, except a dog, a water park, and two weeks of camp? Boring … He’d actually been happy to get back to school. So he wrote what he wanted. Not an essay at all but a short story, science fiction. It was about a distant planet that didn’t have summer — it was spring all the time. And it didn’t have vacations either. The aliens on the planet worked 24 hours a day. They wished they had vacations. The next morning he handed in the story, but later that night he lay awake until 3 a.m., thinking, “Why did I do that? 5 10 15 20 A WRITING ASSIGNMENT At the beginning of a new term, Jim shares one of his experiences about English writing. Read the text and find out what happened to him. delicious food interesting lessons plenty of books in the library colourful school activities 4 UNIT 1 30 35 40 45 25 A Writing Assignment “This is bad,” Jim thought, “I’m getting an F, I know it.” “But,” the teacher continued, “one of you had the courage to be as imaginative as I asked you to be. Jim Martin was the only one who got an A on the assignment.” Jim couldn’t believe his ears. Will Mrs Peabody think I ignored the assignment?” English was his favorite class. Maybe he would beg Mrs Peabody for a chance to write another one, the sort she wanted. But when he got to class the following day, it turned out that Mrs Peabody had already read and graded the essays. The teacher said, “I’m going to pass back your summer vacation writing in a minute. I’m afraid I’ve got some rather harsh words to say. Almost everyone in class simply wrote an essay about his or her summer vacation … Almost everyone.” 25 40 45 30 35 Personal Touch Is the ending of the story a surprise to you? Why or why not? 5 School Life Comprehension II. Complete the table with Jim’s feelings based on information from the text. An example is given. Time Jim’s feeling(s) Evidence from the text after Mrs Peabody gave the class a writing assignment on summer vacation bored, unhappy Jim stared at a blank sheet of paper because he didn’t want to write about his summer vacation. after Jim handed in his writing when Mrs Peabody started to comment on the graded essays when Mrs Peabody praised Jim for his courage and imagination III. Answer the questions. I. Choose the correct answers. 1. Who are the main characters in the text? A. Jim and the aliens. B. Jim and Mrs Peabody. C. Mrs Peabody and the aliens. D. Jim, Mrs Peabody and the aliens. 2. What is the text mainly about? A. Jim’s summer vacation in his English writing. B. A different writing assignment Jim was given. C. A writing assignment Jim did based on his own imagination. D. Jim’s decision to write science fiction about his summer vacation. 1. Why didn’t Jim write an essay about his summer vacation? 2. Do you think it was fair that Mrs Peabody gave Jim an A for his assignment? Why or why not? Digging In Skimming for the main idea Reading Strategy 6 UNIT 1 Vocabulary Focus A suffix is a letter or a group of letters added at the end of a word to make a new word. I. Key Vocabulary Fill in each blank with the appropriate form of a word from the text. The first letter is given. As the new school year began, Jim was quite happy. But the writing assignment troubled him because the English teacher, Mrs Peabody, asked the students to write something r_______ to summer vacation. That night he s________ at a blank sheet of paper for quite a long time. He didn’t think his summer vacation was fun. So, he made up a science fiction story about life on a d________ planet. He also made s________ that he used proper spelling and grammar as Mrs Peabody required. Next day after handing in the story, Jim stayed awake that night. He feared that he had i________ Mrs Peabody’s requirements. He was worried that his writing would disappoint Mrs Peabody as most students might write e________ about their summer vacation. However, it t________ out that Jim was the only student who got an A. Mrs Peabody thought he had been c________. What a great surprise! II. Word Formation: Suffixes 2. Read the passage and identify the verb or noun form of each underlined word. Noun suffixes: -age, -er/-or, -ance/-ence, -ation/-ion, -ment, -ness,-ship, -ty, etc. Adjective suffixes: -al, -ful, -able/-ible, -ant/-ent, -ous, -ive/-ative, -less, -ly, -y, etc. Adverb suffixes: -ly, -ward(s), -wise, etc. Verb suffixes: -en, -ise/-ize, -ify, etc. For Confucius, China’s greatest teacher, learning was a powerful joint effort between teacher and student. He had a lot of interesting and meaningful discussions with his students. Once Zilu asked, “When learning something, should I put it right into practice?” The Master replied, “Your father and elder brothers are still alive; how would you dare to act immediately after learning something?” Ran You then asked the same question. The Master replied, “Yes. Upon learning something, put it right into action.” In fact, the two students had different characters. Ran You was shy and slow, so Confucius encouraged him to go forward; Zilu was active and courageous, so he kept Zilu back. 1. Read the text and find at least five words with suffixes. 7 School Life Grammar in Use Tenses (review + future in the past) I. Read the passage and tell what tenses are used and why. 3. Fill in the blanks with the appropriate forms of the words in brackets. I am now going to start my new life in a senior high school. I remember at the beginning of my junior high school life, I wanted everyone to like me and be 1 ________ (friend) to me. I had a lot of 2 ________ (difficult) catching up with my classmates. The following year was 3 ________ (definite) a problem year. I tried hard to build 4 ________ (friend) but didn’t always succeed. Some subjects were 5 ________ (real) hard for me, especially physics. Every time I did experiments, I felt worried and 6 ________ (nerve). Both internal and external factors influenced my feelings. The third year was fruitful for me. I became more 7 ________ (confidence) as I made great progress in physics. I got on well with my classmates. Many of them have now become my good friends. Nothing is ever as bad as it seemed. The most 8 ________ (value) thing I have learned is that life will go on and efforts will pay off. On the first day of September, Anne came home in high spirits. “I think I’m going to like school here,” she announced. “I don’t think much of the master, though. He’s curling his moustache all the time ...” “Anne Shirley, don’t let me hear you talking about your teacher in that way again,” said Marilla sharply. “That is something I won’t tolerate. I’m sure he can teach YOU something, and it’s your business to learn.” Tense Form Use Example Simple present am/is/are do For actions that happen regularly, or for permanent situations. There are a lot of neatly- dressed nice girls in school. Simple past was/were did For an action that happened in a definite time in the past. Ruby gave me an apple and Sophia lent me a lovely pink pen. Simple future am/is/are going to do will/shall do For an intention or a plan, a prediction, or an action in the future. But I like Diana best and always will. Present continuous am/is/are doing For something that is happening at the moment of speaking or for a limited time in the present. I am writing this letter because at the moment I am too excited to fall asleep. Past continuous was/were doing For an action that was happening at a particular time in the past. I was thinking of my new school life at this time yesterday evening. Present perfect have/has done For an action that happened in the recent indefinite past, an action or state that began in the past and continued to the present time, or for a past event with results in the present time. It is the first time I have shared a dorm with three other girls. G rammar Highlights 8 UNIT 1 II. Work in pairs. Talk about your expectations about senior high school life when you were a junior high school student. III. Send an email to your friend Jim about your school life based on the above discussion. The following three questions can be used as your guide. Tense Form Use Example Future in the past would/should do For talking about hopes, expectations and intentions we had in the past. Maybe he would beg Mrs Peabody for a chance to write another one, the sort she wanted. was/were going to do For talking about a past intention, and it works well as an example of an excuse. I was going to send you a message, but the smart phone ran out of power. EXAMPLE A: What did you expect about senior high school when you were in junior high school? B: I hoped that I would be able to join a school drama club and perform on the stage. A. What did you expect about the senior high school? B. Is your life now the same as you expected? C. What are you going to do in the days to come? Hi Jim, How’s your life in the new school? I hope you have adapted well and enjoy the life there. Up till now, I have been here for _____________ days. I still remember in junior high school, I hoped that ________________________. Now _________________________ _________________________________________________________________________________. All the best Yours, _____________ From: To: Subject: 9 School Life How to Have a Great First Year (School guide) Which tips are given to the first-year students? A. To meet new friends. B. To take part in social activities. C. To make a learning plan. D. To try something new. III. Listen again and fill in the blanks. IV. How do you like the above tips? Why? I. Look at the pictures and say what they are about. II. Some senior students are giving suggestions to first-year students. Listen and choose the answers to the question. Listening and Viewing Ways to follow tips Examples/Reasons Tip 1 To 1 ________. I first met my best friend at Year 7 camp. Tip 2 To use a 2 ________. To start a regular study plan. You are expected to be more 3 ________________. To set up 4 ________ at home. You can concentrate on work. To 5 ________ for homework and tick them off as you finish each task. Know when you need to hand in your assignments and plan what you have to get done. To ask teachers for help with 6 ________ if you need it. 1 3 2 4 10 UNIT 1 A High School Starter (TV programme) I. Do a survey in class with the following questions. You may add more questions. 1. What experiences did Lizzie’s father have in his first week in senior high school? A. He was punished by his teacher. B. He had no locker to himself. C. He made fun of Lizzie’s mother. D. He was thrown into the dustbin. 2. Which of the following was Lizzie’s experience before she entered senior high school? A. Being class president. B. Doing well in gymnastics. C. Protecting the environment. D. Getting praise in her first job. 3. Lizzie's father advised that she should ________ if she meets difficulties or failures in senior high school. A. try again B. learn to grow up C. turn to her friends D. ask him for help II. Look at the picture on the right and guess Lizzie’s feelings about her senior high school life. Watch the video and check your guess. III. Watch the video again and choose the best answer. IV. Do you think the conversation between Lizzie and her father would help her in senior high school? Why or why not? What is your biggest concern about senior high school life? ¨ School rules ¨ School facilities ¨ School activities ¨ Others: _______ How did you feel on the first day of senior high school? ¨ Happy ¨ Surprised ¨ Puzzled ¨ Others: _______ Culture Link First Week of Senior High School First week of high school varies greatly from culture to culture. For instance, it’s a custom in South Korea and Japan to welcome new students with a school entrance ceremony, emphasising students’ duties and responsibilities. Some skilled painters in Japan draw welcome pictures on the blackboard. In the US, most high schools offer a training course before school actually starts. New students learn their way around the building and meet some of their teachers and fellow students. 11 School Life Moving Forward I. Speaking: Interviewing newcomers The school English newspaper No. 1 Senior High School Weekly is conducting an interview about students’ experiences and feelings during their first week in No. 1 Senior High School. Describing Your First Week Work in groups of four. Brainstorm the interview topic. The topic can be school activities, school facilities, people you meet at school or school subjects and so on. Each group chooses one topic. Conduct the interview. One student is the reporter, one is the note-taker, and the other two are the interviewees. Try to show interest while listening and talking. Step 1 Step 2 Take turns to act out the interview in class. Step 3 Li Mei: Hi, I’m Li Mei from No. 1 Senior High School Weekly. Anything exciting about your new school life? Zhang Yan: The school library is great! Zhao Shan: Yes. I loved the place when I visited it for the first time. Li Mei: Wow! What makes it so attractive? Zhang Yan: The environment is quiet and comfortable. Zhao Shan: There’s a large collection of magazines and books. It also has modern facilities. Li Mei: Amazing! Could you tell me more about your experiences at the library? Zhao Shan: Sure. It only took me five minutes to borrow Selected Stories of O. Henry. The computer helped me to quickly find the book because the self-service borrowing system was very convenient. Zhang Yan: The library is decorated with plants, lovely desks and chairs, so I felt totally relaxed while studying or reading there. Li Mei: Yeah, a good place to go. EXAMPLE 12 UNIT 1 Sort out the notes you have taken in the interview. Come up with a topic sentence for your selected notes. Combine the topic sentence and the selected notes into a paragraph. Add your paragraph to the sample paragraph below. Zhang: The school library is great. Zhao: I loved the place when I visited it for the first time. Zhang: The environment is quiet and comfortable. … Which statement might be the proper topic sentence of the interview notes? a. The school library is a great place to visit. b. Zhang Yan and Zhao Shan loved the school library for several reasons. c. The environment of the school library is attractive to Zhang Yan and Zhao Shan. New Friends, New Voices This year our school has 300 new students. They felt happy to share their experiences and feelings about their first week at school. _____________________________________________________________. Zhang Yan said the library is decorated with plants, lovely desks and chairs and she felt totally relaxed while studying or reading there. Zhao Shan remembered he was able to borrow Selected Stories of O. Henry within five minutes. The computer helped him quickly find the book because the self- service borrowing system was very convenient. _____________________________________________________________. ______________________________________________________________ ______________________________________________________________ II. Writing: Describing the first experiences Write a paragraph in 60-80 words based on the interview conducted by the school English newspaper. Step 1 Step 2 Step 3 When we are interested in what other people say, we use actions and expressions to participate actively. Actions include smiling, nodding and the like. Expressions are as follows: Response: Uh-huh./Oh, I see./Yeah, that’s true./ You are right. Stronger response: Really?/Hmm, that’s an excellent point!/Wow! That’s amazing!/That’s wonderful!/ You must be joking! Showing interest with proper expressions Speaking Strategy EXAMPLE EXAMPLE A topic sentence gives readers an overview of what they are about to read. It usually appears at the beginning or the end of a paragraph. Writing a topic sentence Writing Strategy Details Topic sentence Details Topic sentence 13 School Life Dear Daughter, I know perhaps you will be surprised to read this: I remember well what it was like to be a teenager. As I watch you prepare for your first day of senior high school, there are a few things I want you to know. You may be putting yourself under pressure to make sure that everything is perfect for that first day, but I want you to know that there’s no such thing as perfect. I’ve said it before, but it bears repeating. There is nothing perfect. There is only good enough, but what is most important is believing you’re good enough — just as you are. Also, remember that you’re not in this boat alone. You’re not the only one facing a new school, new classmates, new teachers, new expectations and new pressures. At some point, everyone else is — or was — where you are right now. I hope you find comfort in that. There might be some people who will not always be so friendly to you. You will find such people not only in senior high school, but throughout your adult life. When you are reflecting on a nasty comment someone made on you or an unfriendly glance that came your way, I hope you’ll remember that these behaviours always say more about the giver than the receiver and that there will never be a shortage of kind people and genuine smiles in your life. As you go forward into this new chapter in your life, I hope you’ll realise early that we are most often held back by the limitations we put on ourselves — by the stories we tell ourselves about who and what we are. Whenever you’re tempted to say, “I can’t ...” or “I’m not ...” about something you really want to achieve, I hope you’ll change that story — because you can and you are. Love, Mum Reading B 5 10 15 20 25 A LETTER TO MY DAUGHTER 14 UNIT 1 I. Complete the table based on the letter. II. Answer the questions. 1. What qualities does the mother wish her daughter to have? 2. How might the daughter feel after reading the letter? I. What suggestions for senior high school students have you learned from this unit? Identify the key messages and put them in the corresponding boxes. II. What other suggestions for school life have you been given before? Write them in the blanks above. How do you feel about these suggestions? What suggestions would you like to give high school starters based on your experiences? Comprehension Plus Critical Thinking Daughter’s possible problems Mother’s advice Trying to make everything perfect for the first day at school. Believe you are good enough. Teacher’s advice Senior’s tips Mother’s advice Father’s advice Other suggestions Suggestions for senior high school students Other suggestions Identifying key messages from different texts 15 School Life Further Exploration Describing an ideal school life Work in groups. Share what you know about school life and describe your ideal school life. Share something interesting, meaningful or unique about your school life in the past or at present. Search for information related to school life in different countries. Put the information you have shared and collected in the table. Decide whether to present it as a report, a short play, a talk show or an interview. Prepare two questions for the audience to answer. Take turns to give presentations and raise questions. The audience should take notes while listening and be prepared to answer the questions. Sort out the information you have collected. Hold a discussion and select the part of school life you like. Work out an ideal school life by putting together your favourite parts. School 1 School 2 Name Country School life 1: Courses School life 2: Activities … Step 1 Step 2 Step 3 Step 4 16 UNIT 1 Look at the expected learning outcomes of this unit and answer the questions. A. Figuring out feelings of senior high school starters B. Talking about experiences and feelings about senior high school life C. Describing ideal school life in a certain culture D. Identifying tips about school life from different sources E. Reading a text quickly to get the main idea F. Using proper expressions to show interest in a discussion G. Writing a topic sentence for a paragraph Which of the above have you done well? Why and how? Which of the above do you still find difficult? Why? What do you plan to do if you find something difficult? Self-assessment 17 School Life Absolutely nothing is so important for a nation’s culture as its language. — Wilhelm von Humboldt 18 Unit Language and Culture2 19 Getting Started Look at the picture and answer the questions. Many Chinese used to greet each other by asking if they had eaten. Are there people around you still doing that? Who might misunderstand it as an invitation or something else? When I first set foot on Mexican soil, I spoke Spanish well. So when I asked a local ice-cream seller for an ice-cream, and he said “ahorita,” which directly translates to “right now,” I took him at his word, believing that its arrival was immediate. I sat near his shop and waited. Half an hour passed and still no ice-cream arrived, so I asked again about it. “Ahorita,” he told Reading A 5 THE CONFUSING WAY MEXICANS TELL TIME Have you had any confusing moments in another culture? Read the story and find out what might be the cause(s). Have you eaten? 20 UNIT 2 15 20 25 30 35 40 45 me again. His face was a mix of confusion and maybe even embarrassment. I was torn. Waiting longer wasn’t pleasant, but I felt it was impolite to walk away, especially if the ice-cream was now being delivered just for me. But finally, after waiting too long, I made a rush for the nearest bus to take me home. As I left, I signalled at my wrist and shrugged to the ice-cream seller. Obviously I couldn’t wait any longer and it really wasn’t my fault. His face was, once again, one of total confusion. This experience faded from my memory until years later when I came back to live in Mexico. I discovered that understanding “ahorita” took not a fluency in the language, but rather a fluency in the culture. When someone from Mexico says “ahorita,” it should almost never be taken literally; its meaning changes greatly with context. As a linguist told me, “Ahorita could Personal Touch What word in your mother tongue is confusing like “ahorita” in Mexico? Could you share any story or experience related to the word? 10 mean tomorrow, in an hour, within five years or never.” It is even used as a polite way of saying “no, thanks” when refusing an offer. Difficulty in explaining what I have come to call “Ahorita Time” is a reflection of different cultural understandings of time. Since I moved to Mexico, my attitude towards time has changed dramatically. I don’t worry so much about being late; I am generally still on time for appointments, but when I’m not, I don’t panic. Ironically, it would seem that “Ahorita Time” has actually allowed me to live far more in the “right now” than I ever did before. The Confusing Way Mexicans Tell Time 21 Language and Culture Comprehension I. Below is an outline of the passage you have just read. Complete the diagram with information from the text. II. Answer the questions. 1. What did “ahorita” mean to the author? What might the ice-cream seller mean by saying “ahorita”? 2. What did the author suggest by saying “I was torn” (line 12)? 3. Why didn’t the author worry so much about being late after moving to Mexico years later? 4. Do you think Spanish people would mean the same as Mexicans when they say “ahorita”? Why or why not? Digging In Climax Setting Development Beginning Message Ending The author was torn and _____________ ________________. Time: __________ Place: __________ in Mexico Character(s): ___________ The author then waited because ______________________________. However, half an hour later, when she asked again, the ice-cream seller felt ______________________________. The author left the shop after a long time. The seller looked _______. Understanding “ahorita” took not a fluency in the language, but rather ________________. The author asked a local ice- cream seller for an ice-cream, and the seller answered ________. 22 UNIT 2 Vocabulary Focus A prefix is a letter or a group of letters added to the beginning of a word to indicate or modify its meaning. I. Key Vocabulary Fill in the blanks with the appropriate forms of the given words and expressions to complete the passage. This is a story about how a foreigner got confused about a Mexican word even though she could speak fluent Spanish. It happened when she 1 _________ Mexican soil for the first time. She asked an ice-cream seller for an ice-cream, and he said “ahorita.” She thought it would 2 _________ immediately because the word can be directly translated to “right now.” But she waited for half an hour and still no ice-cream came. When she asked the seller about it, he said “ahorita” again, with his face showing 3 _________. She felt 4 _________ between waiting and walking away. Finally, she had to go home, so she 5 _________ to the seller that she could not wait any longer. Years later back in Mexico, she came to realise that the meaning of “ahorita” changes according to its 6 _________. It could mean “tomorrow,” “within five years,” “never,” or even “no, thanks” when one wants to 7 _________. “Ahorita Time” is a 8 _________ of different cultural understandings of time. That is, understanding “ahorita” takes not a fluency in the language, but a fluency in the culture. II. Word Formation: Prefixes 1. Read the sentence and rewrite it with the opposites of the underlined words without changing the meaning. Prefix Word Word with a prefix im- polite impolite in- expensive inexpensive un- fortunate unfortunate fold unfold dis- appear disappear advantage disadvantage mis- understanding misunderstanding cross- cultural cross-cultural en- rich enrich pre- view preview co- operation cooperation Waiting longer wasn’t pleasant, but I felt it was impolite to walk away. Waiting longer was ________, but I felt it wasn’t ________ to walk away. confusion deliver reflection refuse an offer context set foot on signal torn 23 Language and Culture Grammar in Use Basic sentence patterns I. Read the passage and tell how many sentence patterns there are. 2. Add a prefix in the left box to a word in the right box to make a new word. Fill in the blanks with the new words. S+V: Subject+ Verb (vi.) The meaning of the idiom changes greatly. S V S+V+C: Subject + Linking Verb + Complement I was torn. S V C S+V+O: Subject + Verb (vt.) + Object I spoke Spanish well. S V O S+V+O+C: Subject + Verb + Object + Complement She found the word “ahorita” confusing. S V O C S+V+Oi+Od: Subject + Verb + Indirect Object + Direct Object She gave him a signal. S V Oi Od The origin of the English word hello is the French holà. It roughly means “whoa there!” (ho, là). But the French people do not make holà a greeting word. The Italian word Ciào finds its origin in the Venetian phrase s-ciao vostro or s-ciao su. The literal translation is “I am your slave.” In fact, the meaning is “at your service.” G rammar Highlights Prefix: cross- en- mis- inter- un- co- tele- Word: cultural understanding phone able certainty operation national Culture shock refers to a sense of confusion or 1 _________ with feelings of anxiety when people are introduced to a foreign environment. If you are a(n) 2 _________ student experiencing culture shock, here are some tips that might help: • Research the host country’s culture and build up 3 _________ awareness. • Look for activities that 4 _________ you to interact with other students who share your interests. • Stay calm when some 5 _________ occurs and reach out for help if necessary. • Keep in touch with your family and friends via email, video chat or 6 ________. • Value 7 _________ and prepare to work with other students. 24 UNIT 2 II. Identify the sentence pattern of each sentence in the paragraph. An example is given. III. Complete the story according to the pictures and the clue words. Try to use as many different sentence patterns as possible. A couple were travelling in Spain. One day they went into a small restaurant for lunch. They did not speak the local language and the waiter did not speak their language ... Today my friend told me a funny story. One day, an American was meeting ① (S + V+ Oi + Od) ② ( ) a Chinese man. As the visitor saw the host’s wife, he said, “Your wife is very beautiful.” ③ ( ) ④ ( ) The host smiled and said, “Where? Where?” This surprised the American very much, ⑤ ( ) ⑥ ( ) but still he answered, “Eyes, hair, nose.” Of course the host found the answer ⑦ ( ) a bit puzzling. We know that cultural differences in languages caused the confusion. ⑧ ( ) “Where? Where?” in Chinese is a kind of humble expression, but the American ⑨ ( ) understood it as “Which parts of the body?” 1 (restaurant) 3 (cow) 4 (bullfight) 2 (milk) 25 Language and Culture Cultural Differences in Body Language (Radio programme) A. Gestures differ from country to country in expressing similar ideas. B. Similar gestures may have different meanings in different countries. C. People often use their hands or heads to express their feelings. D. People in different countries use different gestures to show disagreement. II. Listen and choose the main idea of the programme. I. If you were a traveller in Spain, how would you use your body language to ask the waiter for milk? III. Fill in each blank with no more than two words. Then listen again and check. IV. Some gestures may convey different messages in different cultures. Give an example. Listening and Viewing Listening for the main idea Listening Strategy Using gestures to express what you are feeling is common in some countries but not in others. Shaking heads mostly means ‘no,’ but in some countries it can mean the 1 ____________. For example, in Greece, shaking heads means 2 ____________; in Bulgaria, it means 3 ______________; and in India, it means lots of 4 _________. Besides, in some areas of southeastern Europe, 5 _________ means ‘no.’ 26 UNIT 2 “I Don’t Care” vs. “I Don’t Mind” (Mini-lecture) II. Watch Part I of the video and choose the best answer. The video is about the difference __________. A. between tea and coffee B. in making decisions in the US and the UK C. between American and British English D. in showing disagreement in the US and the UK 1. What other differences between American and British English are mentioned in the video? 2. Can you give more examples to show differences between American and British English? 1. — Do you mind giving a free ride to a stranger? — ________________________________________________. 2. — Would you like to have tea or coffee? — ________________________________________________. I’m happy with either alternative. 1 _______________ But in British English, it means you are not interested. But in American English, it makes 3 ____________. 2 _______________ III. Watch Part II of the video and complete the diagram. IV. Answer the questions. I. Before watching, complete the dialogues with “I don’t care” or “I don’t mind”. American English British English 27 Language and Culture Step 1 Work in groups. Brainstorm about words in Chinese and their different usages in different contexts. The words can be confusing, interesting or funny, such as “ahorita” in Mexican Spanish or “chi” in Chinese. Step 2 Choose one word and list its different usages or stories. Find out the peculiar cultural message behind the word. Step 3 Write a topic sentence based on the information. Find relevant details and put them in the supporting sentences. I. Writing: Writing about a Chinese word Introducing a Chinese Word Moving Forward All the supporting sentences should be related to the topic sentence. Good supporting sentences have different goals. Writers use them to explain, describe, give reasons, give facts, give examples or define. Writing supporting sentences Writing Strategy Suppose some students from your sister school abroad are visiting your school. You are asked to give a talk about “Chinese words and their stories.” Step 4 Put all the sentences into a paragraph. Tick (✓) the sentences that are related to the given topic sentence. Topic sentence: A simple Chinese word “chi” (to eat) has a lot of extended meanings. Supporting sentences:  As the saying goes, “People can’t do without food.”  Chinese people’s love or concern for food has lent many colourful expressions to their mother tongue.  The word sometimes goes beyond its literal meaning. For example, “chi moshui” means “to receive education” instead of “to eat ink,” and “chi cu” means “to be jealous” rather than “to eat vinegar.”  It can be referred to as “to depend on.” For instance, “chi laobao” means “to live on labour security funds” and “kaoshan chishan” means “those living in a mountainous area depend on the mountains for a living.” 28 UNIT 2 II. Speaking: Giving a talk on a Chinese word Step 1 Work in groups. Find a way to attract the audience’s attention with the help of the speaking strategy. Step 2 Put what you have written in a speaking outline. Practise the group presentation with other members. Prepare some questions for listeners to answer after the presentation. Step 3 Give your presentation in class. Ask some questions after the presentation. Introduction Greeting Asking a question e.g. Do you know how to say “eat” in Chinese? Body Topic sentence e.g. A simple word “chi” has a lot of extended meanings. Supporting sentences e.g. meaning 1 meaning 2 Conclusion A good speaker begins a presentation with a quick and friendly greeting. This makes the audience feel welcome. A speaker can also attract the audience’s attention by asking a question. • How many of you have ever studied Chinese? • Have you got a Chinese expression similar to “ahorita”? Attracting the audience’s attention Speaking Strategy 29 Language and Culture MY EXPERIENCE WITH AMERICAN ENGLISH When I was ten years old, I went to the US to visit some family friends. We travelled all the way from California to Las Vegas. I noticed something funny about the way everyone spoke English. I was thinking, “This is the way they speak in films!” At the beginning of the holiday, one of my friends asked me if I wanted to order “French fries.” I couldn’t imagine what French fries were. What was fried and French?! Snails? Cheese? She was amazed that I had never tried them and she ordered a portion for us to share. When the waiter brought us some chips, I asked her where the French fries were. She pointed to the plate of chips! Later that week she said she was going to buy some “chips” from the supermarket. She came out with a packet of crisps! During that holiday we were also offered “biscuits and gravy” with our lunch. This was a very strange idea to me, because in England biscuits are sweet. Gravy is a salty, meat-based sauce. I later realised that “biscuits” in America are savoury snacks. What we call “biscuits,” they call “cookies.” I was also embarrassed when a stranger told me she liked my “pants.” I remember thinking, “How can she see my underwear!?” My mum then told me that they call “pants” what we call “trousers,” the outer clothing that you wear on your legs! I was disgusted when I saw an “egg- plant” pizza on the menu in a restaurant. Eggs do not grow on plants, I thought. What on earth could an “eggplant” be? Something eggy and leafy? My dad ordered this pizza and it was covered in aubergines. I asked him where the “eggplant” was. He laughed and pointed to the aubergines. He told me, “They call this ‘eggplant’ in America!” Although the same “language” may be spoken in different countries, there are likely to be many differences, not just in vocabulary but also in spelling, grammar and pronunciation! I think part of the excitement of learning a language is discovering the differences in how it is spoken in different places. Reading B 5 35 40 45 50 10 15 20 25 30 Culture Link Varieties of English There are many varieties of English throughout the world, such as British English, American English, Australian English, Indian English, Canadian English, Malaysian English and Singapore English. Take Singlish (Singapore English) as an example. The New York Times calls Singlish a “patchwork” because Singapore’s population consists of migrants from a variety of countries, including China, India and Malaysia, all of whom have made their own special contributions to the country’s unique version of English. In Singlish you can easily recognise influences from Chinese like “mee sian” (rice noodle) in terms of the accent. 30 UNIT 2 I. Answer the questions. II. Fill in the blanks with information from the text. II. Do you agree that learning about cultural differences can help you better communicate with others? Give an example to support your opinion. Critical Thinking Where does the author most probably come from? Why? I. Cultural factors may influence meanings of languages and cause misunderstandings in cross-cultural communication. Fill in the blanks with information from the unit. her friend ordered French fries for her. she felt curious. French fries Chips _________ _________ _________ _________ _________ _________ (1) _______ (1) ______ (2) _______ (2) ______ she saw she felt When she was in a restaurant, At the beginning of the holiday, her friend she felt Later that week, they were she felt During that holiday, the stranger said she felt When she met a stranger, Illustrating an idea with an example Cross-cultural misunderstandings food traditions e.g. _________ _________ time concept e.g. ________ regional differences e.g. ____________ _____________ ... ahorita Comprehension Plus American English British English 31 Language and Culture Further Exploration Comparing different cultural messages behind English and Chinese words English Chinese Word Cultural message Example Cultural message Example white purity wedding dress (bride) death funeral black red … Work in groups. Each group searches for a certain type of words in both languages, such as words for numbers, colours, animals, plants or foods. Find out the different cultural messages of these words in each language. Take their respective cultural traditions into consideration as cultural messages may have changed over time. Sort out the collected information and put it in the table. An example is given. Practise your presentation within groups. Give your presentation to the class. Other groups listen carefully, raising questions or making comments afterwards. Group 1: Comparing Colour Words in Traditional Cultures Step 1 Step 2 Step 3 Step 4 32 UNIT 2 Which of the above have you done well? Why and how? Which of the above do you still find difficult? Why? What do you plan to do if you find something difficult? Look at the expected learning outcomes of this unit and answer the questions. A. Understanding one’s feelings when he or she is experiencing a different culture B. Introducing a Chinese word or expression with different meanings in different contexts C. Exploring different cultural messages behind English and Chinese words D. Illustrating factors leading to cross-cultural misunderstandings with examples E. Listening for the main idea about cross-cultural communication F. Writing supporting sentences for a paragraph G. Attracting the audience’s attention at the beginning of a presentation Self-assessment 33 Language and Culture Travel makes one modest. You see what a tiny place you occupy in the world. — Gustave Flaubert 34 Unit Travel3 35 Getting Started Look at the pictures. Discuss the questions in pairs. If you have an opportunity to travel to any of the following places, where would you like to go? Why? Last week I visited Rome for the first time. I spent three busy days in the Italian capital, seeing lots of tourist attractions and walking down streets lit with Christmas decorations. Here are the things that I loved about the city. Rome is one of the most ancient cities in the world and is full of wonderful relics from its distant past. These include the Roman Forum, which was once the centre of public and political life in Ancient Rome, as well as the vast Coliseum, Reading A 10 5 Cairo, Egypt Maldives Paris, France Beijing, China Eleanor went to Rome last week. What did she do there? Did she enjoy her visit? Read the text and learn about her travel experiences in Rome. A ROMAN HOLIDAY A ROMAN HOLIDAY 36 UNIT 3 1. The Renaissance started from the 14th century and lasted until the late 16th century. It is considered to be the bridge between the Middle Ages and the modern era. Note Personal Touch Have you ever visited a historic place like Rome? Did you like it? Why or why not? the largest outdoor theatre ever built and one of the greatest wonders in the world. The ruins of buildings and temples are fascinating: you can’t quite believe how old they are. I studied the masterpieces of the Renaissance1 period at school and was excited to see them in real life. When I walked around the museum in Vatican City, I saw plenty of famous sculptures. The best part of the visit was, without doubt, the Sistine Chapel ceiling, painted in the early 16th century by the great Michelangelo. It was so breathtaking that I couldn’t tear my eyes away from it. In Rome, there is a large offering of food for tourists, but some of it isn’t very good in quality. I made an effort to find some restaurants to taste the popular meals of the region, like pasta with tomatoes, onions and bacon. I also loved eating ice cream and drinking hot chocolate under the Christmas lights. Rome has not only lots of luxury stores, but also plenty of shops that are in my price range. It was a perfect opportunity to buy presents for my family and friends. There was also a Christmas market, where I bought a sparkly decoration for the tree. I love visiting new places, especially capital cities. I have been very lucky this year because I also visited Amsterdam in the summer. Hopefully I’ll travel even more in the future. A Roman Holiday 20 15 25 30 35 40 45 37 Travel Comprehension III. Answer the questions. II. Read the text again and tick () the things Eleanor did in Rome. Explain why she liked them. I. List the things Eleanor loved about Rome. 1. Why does Eleanor love visiting capital cities? 2. Where do you think Eleanor would go next? Why? Digging In Scanning for particular information Reading Strategy A. walking along the banks of the River Tiber B. visiting the Roman Forum and the Coliseum E. going shopping in a Christmas market C. visiting Vatican City F. popping her hands into the Mouth of Truth G. tasting some popular meals H. throwing a coin into the Trevi Fountain D. visiting the Spanish Steps Eleanor loved Rome. Rome is an ancient city full of relics. 38 UNIT 3 Vocabulary Focus Compound words are formed by putting two or more words together. The new word can be a noun, such as masterpiece, an adjective, such as breathtaking, or a verb like spoonfeed. I. Key Vocabulary Describe Eleanor’s experiences according to the travel plan, using the words and expressions given below. The beginning sentences are given. II. Word Formation: Compounding 1. Read the sentences below and see how the underlined words are formed. (1) I studied the masterpieces of the Renaissance period at school and was excited to see them in real life. (2) It was so breathtaking that I couldn’t tear my eyes away from it. Day 1 Visit the Coliseum … Day 2 See the masterpieces of the Renaissance … Go to some restaurants … Day 3 Buy presents … tourist attraction decoration wonder opportunity breathtaking tear away make an effort quality Eleanor visited Rome last week. She visited many tourist attractions and walked down streets lit with decorations. She stayed in Rome for three days. On the first day, … Time Activities Eleanor’s travel plan 39 Travel Grammar in Use Adverbial clauses (review) 2. Make compound words by matching a word from Box A with one from Box B. Then complete the sentences with the appropriate compound words. (1) Travel can be a scary thing, but most of the things we may fear about travel can easily be __________. (2) I’ve been looking to change the __________ images on my computer. That’s why I was happy to find a wonderful photo taken in New Zealand last summer. (3) We know that __________ brings great sadness and emotional suffering but travel is a good way to help us forget. (4) If you walk in the __________ of Britain, you’ll spot piles of stones along the road from time to time. (5) Famous __________ in Shanghai include the Bund, the Oriental Pearl TV Tower and the Huangpu River. (6) Edinburgh is famous as the home of many ________ writers such as Robert Louis Stevenson, Arthur Ignatius Conan Doyle and Joanne Kathleen Rowling. come side ground break mark known heart back over country land well On a winter afternoon, we walked along the Huangpu River though a cold wind was blowing. Clouds moved across the sky and at times hid the tip of the Oriental Pearl Tower. We talked as we walked. We tried to let go of our thoughts about study yet they kept creeping into our conversations. We walked for about an hour before we headed back to school. I. Read the paragraph and underline the adverbial clauses. Tell which type each adverbial clause belongs to. A B 40 UNIT 3 II. Read the passage and complete the sentences with appropriate conjunctions. Type of adverbial clauses Meaning Example Conjunction Time To show when something happens She has stayed in the hotel since she arrived in Rome. before, after, as, as soon as, while, when, since, until Condition To express a condition, real or imagined We will not postpone the sports meeting unless it rains. if, unless, as long as Result To indicate the result(s) of an act or event The book was so interesting that I couldn’t tear my eyes away from it. so … that, such … that Reason To give a reason Since she is a tourist, she would like to have a guide. because, since, as, now that Concession To show contrast between two statements He is used to the package tour even though he dislikes the tight schedule. although, though, even though Purpose To express an aim or goal of an act She has downloaded a travel planning app so that she can make an agenda for the summer vacation. so that, in order that III. Describe one of your travel experiences with the help of the following questions. Use different types of adverbial clauses. You may add details if needed. 1. What place comes to your mind? 2. When did you go there? 3. Why did you go there? 4. How did you like the trip? We passed by sculptures and art works along the road 1 _________ we counted our steps and watched the time. In the distance, sea lions on the docks were begging for fish. But we could not get closer to them 2 _________ we didn't have enough time, which was a pity. We decided to take another walk the next day 3 _________ we could appreciate more works of art. An adverbial clause is a clause used as an adverb within a sentence to indicate time, condition, result, reason, purpose or concession. G rammar Highlights 41 Travel Travel Dialogues (Conversation) A. Conversation 1 1. Buying souvenirs 2. Booking airline tickets B. Conversation 2 3. Making vacation plans 4. Checking in at a hotel C. Conversation 3 5. Enquiring about luggage regulations 1. ____________________ 2. ____________________ 3. ____________________ I. Look at the pictures. Discuss what we usually do before and while travelling. II. Listen to three conversations. Match them to the corresponding situations. III. Listen to the three conversations again and fill in the blanks with no more than three words. IV. Discuss and make a list of things we need to prepare before travel. Listening and Viewing Situation 1 Tina is planning to go on 1 ___________ but she has not decided where she is going. She would like to go somewhere with a nice 2 ___________. The whole travel cost is 3 ___________ pounds. Situation 2 Tina is 4 ___________ for her holiday now. She needs some information about the luggage regulations. The 5 __________ allows only one carry-on item for free and charges a fee for 6 ___________. Therefore, she shouldn’t take anything that she doesn’t really need. Situation 3 Tina is at the souvenir stand looking for some gifts for 7 ___________. Her friend thinks things are a bit 8 ___________ here and suggests that they walk to other places to see what the prices are like there. 42 UNIT 3 A Smart Man’s Words (Vodcast) II. Watch the video clip in silent mode and answer the questions. 1. Where did the girl go? 2. Did she enjoy travelling? Why do you think so? III. Watch again and complete the passage. IV. Complete the mind map based on what you have watched. A smart man once told me that you should experience life to the fullest when you are young, so you have 1 _________ to tell when you are old. Is there a better way to create 2 _________ than by travelling, or by seeing the 3 _________ this world has to offer, or by witnessing what human beings have been able to 4 _________ over the centuries? Never was I able to see life’s beauty as clearly as when I travelled. Being away from home just 5 _________. It also opens your heart, and makes you 6 _________ how blessed, how endlessly blessed you are for being born into this life. I. Work in pairs and ask each other the questions in the boxes. You may ask other questions about travelling. Student B Student A 1 Do you like travelling? Why or why not? 2 What is the best place you have visited? Why? 3 ____________________________? 1 Which do you prefer to visit, natural or man-made wonders? Why? 2 Could you describe your experience of visiting one of your favorite natural or man-made wonders? 3 ____________________________? making new friends getting lost in a new place what travel means to me finding a new way of seeing things 43 Travel Work in groups of four. Each group chooses one city out of the five above and makes a list of tourist attractions, foods or other interesting things to do in the city. Xi’an is given as an example. Hold a discussion about the city. One of the members asks for advice, and the other members try to give advice. Use adverbial clauses if possible. An example is given on page 45. I. Speaking: Choosing a city to visit Emily Chen, a German student, has an opportunity to visit Xi’an, Hangzhou, Beijing, Nanjing or Shanghai this winter. She needs some advice from her friends on which city to choose. Describing a Travel Destination Moving Forward Take turns to do role plays in class. Other groups listen and note down the cities and their attractions. Xi’an • Qinshihuang Mausoleum and Terracotta Warriors • Dayan (Giant Wild Goose) Pagoda • Bell Tower and Drum Tower • Huaqing Hot Springs • Yang Rou Pao Mo (pita bread soaked in lamb soup) Step 1 Step 2 Step 3 44 UNIT 3 James, you know I’ve got an opportunity to visit a Chinese city this winter. Which city do you think is the best choice? I’d recommend Xi’an too. I just want to add … Surely Xi’an. I still remember the breathtaking Terracotta Warriors though I went there over ten years ago. You can also visit Bell Tower and Drum Tower, two other must-sees for visitors. Besides, local food like Yang Rou Pao Mo is delicious ... You can’t imagine how nice the city is unless you are there. II. Writing: Describing a travel destination EXAMPLE Emily needs more information about a city. Write about the city in 60-80 words based on your travel experiences and your group discussion results. We strongly recommend Xi’an, an amazing historic city in Northwest China. Xi’an enjoys a long history as it was the starting point of the Silk Road and the capital city of 13 dynasties in ancient China. James visited the city when he was very young. But he can still remember the breathtaking Terracotta Warriors, which was built in the Qin Dynasty. Besides, Xi’an is also famous for its delicious local food like Yang Rou Pao Mo. a. It is easy to understand why so many tourists visit Xi’an every year. b. You can’t know how nice the city is until you are there. c. The biggest Bell Tower and Drum Tower built in the Ming Dynasty are another two must-sees for visitors. Step 1 Work in groups. Sort out your notes about the city. Read the paragraph. Choose a proper statement as the concluding sentence of the paragraph and give your reason. Step 2 Write a paragraph based on the notes. Step 3 Make sure the paragraph has a concluding sentence. The ability to join in a conversation naturally is a key social skill. Below are some useful expressions: • Can I add something to that? • Can I say something here? • You guys look like you’re talking about something exciting — do you mind if I join you? Speaking Strategy Joining in a discussion The concluding sentence is the last sentence of a paragraph. It indicates that you are bringing an end to your talk or writing. A concluding sentence often has one of these three important purposes: to restate the main idea, to offer a suggestion and to make a prediction. Writing Strategy Writing a concluding sentence 45 Travel Reading B TRAVEL YOUNG, TRAVEL FAR Culture Link Xu Xiake and His Travels Xu Xiake (1587–1641) was an outstanding explorer and travelogue writer in the Ming Dynasty. For over 30 years, Xu visited a wide range of mountains, valleys, rivers and caves in China in spite of difficulties and dangers. His travel experiences were vividly recorded in The Travels of Xu Xiake, which was recognised as an extensive collection of field study reports in Chinese geography, geology and botany. Dear Young Dreamer, You wrote to me about your problem. You dream of travelling, and you wonder how, as a teenager, you can make it happen. I understand that you are not very happy about taking the subjects that don’t interest you. You don't think you will ever need much of what you are studying right now. While some of your lessons may not seem directly relevant to your needs at the moment, you are learning valuable study skills. You do need these skills to analyse the world around you, to process information, and above all, to think for yourself. These exact skills will help you overcome obstacles that stand between you and your travel dreams. I say dream big but stay practical. However, it’s the practical part that most people miss. Even the most pleasant life has its obstacles, but a setback won’t prevent you from reaching your dreams if you stay rooted in the practical, in the action you can take to bring yourself closer to your dreams. Work hard, chart a course ahead and then actually stick to it. Travel was a goal that I believed would finally signal that I had made it through to the other side of my troubled background. I made it there. You can, too. As a teen, you have some limitations when making your travel plans. Your 5 10 15 20 parents have a say in where and how you travel. The amount of money they can spend on your travel is also a factor. Cost will determine your experience –– whether you visit Europe, participate in a student exchange programme, or stay and work to help with family finances. Given the limitations that have shaped your life until now, I hope you will maintain your travel dreams. A plan for travel acts like a silent ship running alongside your life as you take your first solo steps into the world. It is there waiting for you, always inviting you to step on board. Sincerely yours, Shannon 35 40 45 25 30 46 UNIT 3 I. Work in groups. List factors that should be considered for a travel plan based on information in this unit. You can use a mind map to organise the ideas. II. Analyse these factors and consider which factor(s) may be a problem for you. How would you solve the problem? Critical Thinking learning about the destination booking tickets a good travel plan Analysing with a mind map I. Complete the table with information from the text. Comprehension Plus Young dreamer’s problems Shannon’s suggestions • He/She dreams of travelling but does not know how to make it happen. • • • He/She should dream big but stay practical. • • II. Answer the questions. 1. Do you think Shannon’s suggestions can help the young dreamer solve problems? Why or why not? 2. Have you met with similar problems? How did you solve them? 47 Travel Further Exploration Proposing a travel plan for a friend Your friend Chris, a Canadian, is planning a trip to China in December. Recommend a city and make a three-day travel plan for him. A Three-Day Trip Time Place Arrangement Day 1 Arrive at _____ airport Register at the _____ hotel Visit __________________ Tourist attractions: Foods: Shopping: Other: Day 2 Visit __________________ Have dinner in __________ Day 3 Visit __________________ Check out of the hotel Depart from the airport Work in groups. Each group chooses a city. List its tourist attractions, typical foods or shopping places in downtown and suburban areas. Make a travel plan for Chris. Write an email to Chris about the travel plan you have made for him. Hi Chris, Nice to hear from you. As you prefer a city with a history (beautiful scenery ...), I strongly recommend … Yours, XXX Step 1 Step 2 Step 3 48 UNIT 3 Which of the above have you done well? Why and how? Which of the above do you still find difficult? Why? What do you plan to do if you find something difficult? Look at the expected learning outcomes of this unit and answer the questions. Self-assessment A. Understanding conversations and experiences about travel B. Identifying and reflecting on the meaning of travel C. Talking about travel experiences and travel destinations D. Comparing different cities and making a travel plan for a friend E. Organising ideas about travel using a mind map F. Locating specific information in a text G. Joining in a discussion politely and naturally H. Writing a concluding sentence for a paragraph 49 Travel It takes an endless amount of history to make even a little tradition. — Henry James 50 Unit Customs and Traditions4 51 Getting Started Look at the pictures and find out how people celebrate New Year in different places. Which celebration is the most interesting to you? Are you familiar with other New Year traditions? 2. Burmans splash water to start the New Year with a purified soul. 1. Chinese New Year usually closes off with the Lantern Festival. 3. In the hope of having a travel- filled year, Colombians carry a suitcase around on 31 December. Entering adulthood is an important step in everyone’s life. It means that a young person must soon leave childishness behind and start to shoulder grown-up responsibilities. In Germany, there’s a ceremony called “Jugendfeier,” or “youth celebration,” a coming-of-age ceremony for 14-year- olds. They go to school to prepare for the occasion, studying topics thought to be important for young citizens of the future. The things these young people learn about include multiculturalism and general responsibilities in society. “Jugendfeier” began in the 19th century, when awareness of civic practices was on the rise. At the ceremony, a teacher makes a speech about values, such as having respect for other people and having a sense of duty. The idea is that the young people taking part in the ceremony will take on these values for themselves. Perhaps it’s fair to say that “Jugendfeier” is treated differently from other coming-of-age events in the world — it’s more serious than it is fun. In Latin America, there is a coming-of- age tradition called “quinceanera.” It is a celebration for girls on their 15th birthday, marking a girl’s entry into womanhood. In the past, “quinceanera” was connected with 10 15 20 25 30 5 GROWING WORLDWIDE Reading A Why are there coming-of-age ceremonies in different cultures? How are they celebrated? Read the text and learn about coming-of-age ceremonies. 52 UNIT 4 Growing Worldwide 35 40 45 50 55 marriage. Girls were taught cooking, sewing, and other general household skills before the special day to get prepared for their upcoming marriage. Traditional ceremonies began when the teenager arrived, with her father. He would dance with her, and then “give her away” to dance with other males from among their family and circle of friends. Today, the ceremony has become more like an individual celebration of the young person’s coming-of-age — similar to how one’s 18th birthday is considered an important day in other cultures. In some Indian families, the sacred thread ceremony is performed when a boy is grown-up. He is given three strands of the sacred thread which represent three promises he makes: to respect knowledge, to respect his parents and to respect society. It is said that the sacred thread ceremony marks a new life. The child, traditionally, leaves his family to go and live with the Guru (teacher). At this point the boy becomes “twice-born.” In Indian traditions, a human being has at least two births — the first one is his physical birth and the second one his intellectual birth through a teacher’s care. At this ceremony, a Guru accepts a child and draws him towards knowledge. Coming-of-age traditions vary significantly from culture to culture. Nearly every society has specific rituals, ceremonies, and traditions to symbolise or celebrate one’s transition from childhood to adulthood. 60 65 70 53 Customs and Traditions Personal Touch Do you know any coming-of-age ceremony in your local area or in other places of China? What are the activities at this ceremony? Comprehension I. Answer the questions. III. Look at the apps and choose the ones that might appeal to the young people who are entering adulthood from Germany, Latin America or India. Note that one app might appeal to young people from different cultures. From: Latin America Reason: “girls were taught cooking, sewing, and other general household skills …” From: ________________ Reason: _______________ ______________________ ______________________ From: ________________ Reason: _______________ ______________________ ______________________ From: ________________ Reason: _______________ ______________________ ______________________ Germany: “having respect for other people” (lines 18-19) India: “to respect knowledge, to respect his parents and to respect society” (lines 51-53) 1. How many coming-of-age ceremonies are described in the text? 2. What do young people need to do to prepare for the “youth celebration” in Germany? 3. How has “quinceanera” changed over time in Latin America? Why? 4. What do the three strands of the sacred thread symbolise in India? 5. What are the two births that a human being experiences in Indian traditions? II. Tick (ü) the expectations related to coming-of-age ceremonies in different cultures. Support your choices with the sentence(s) from the text. An example is given. Expectations Germany Latin India Evidence from the text America 1. having respect for other people 2. developing a sense of responsibility 3. acquiring a multicultural perspective 4. being ready for household tasks 5. showing great respect for knowledge Digging In ü ü 54 UNIT 4 Vocabulary Focus I. Key Vocabulary Fill in the blanks with the appropriate forms of the given words to complete the passage. The experience of “coming-of-age,” the transition from child- hood to 1 _________, is a significant stepping stone in the lives of most people. In Germany, the coming-of-age ceremony is called “Jugend- feier,” which means 2 _________ celebration. It is an import- ant 3 _________ for 14-year-olds to think about various topics related to their future as citizens. At the ceremony, teachers deliver speeches about certain values such as having a sense of 4 _________. This makes the ceremony more serious. In Latin America, “quinceanera” is a celebration for girls tran- sitioning into woman-hood. In the past, girls were taught house- hold skills in order to be prepared for 5 _________. Now the ceremony is 6 _________ as an individual event like one’s birthday. At an Indian coming-of-age ceremony, a boy is given three strands of the sacred thread, which 7 _________ three promises. The start of adulthood is celebrated in different cultures with their own 8 _________ rituals, ceremonies, and traditions. II. Word Formation: Conversion 1. Read the two sentences and pay attention to the underlined words. Do they belong to the same word class? (1) “Jugendfeier” began in the 19th century, when awareness of civic practices was on the rise. (2) Their voices rose when they talked about the coming homecoming celebration. Conversion is a word formation process whereby a word of one class is shifted into a word of another class without adding an affix. Here are some of the major types. (1) Noun to verb conversion (e.g. view, voice, target, stage, mail, flash) The foreign student values his exchange experience in the Chinese high school. (2) Verb to noun conversion (e.g. desire, compare, match, like, decline, protest) On the cover page is the New Year celebration in the China town. (3) Adjective to verb conversion (e.g. pale, sour, calm, slow, narrow, yellow) The host cleared his throat before giving a speech at the ceremony. (4) Adjective to noun conversion (e.g. chief, Chinese, professional, chemical) A native of Britain tends to talk about the weather in English. duty adulthood marriage occasion perform represent specific youth 55 Customs and Traditions Grammar in Use Passives (review + present continuous passive and present perfect passive) I. Read the sentences. Underline the passive verbs and discuss why the passive voice is used. 1. In some Indian families, the sacred thread ceremony is performed when a boy is grown-up. 2. It is said that the sacred thread ceremony marks a new life. 2. Fill in the blanks in Column B by converting a word in Column A. Change forms where necessary. 3. Study the underlined converted words in the passage. Try to explain the original sentence or make another sentence with another form of the word. An example is given. (1) The photographs of the coming-of- age ceremony from 20 years ago have become yellow with age. (2) At “Jugendfeier” yesterday, Mr Kaufmann expressed the hope that young students would take more responsibilities from then on. (3) The students are asked to match the traditions with the festivals. I can still recognise my mother although the photographs _________ with age. Young students started to shoulder their responsibilities as Mr Kaufmann _________. Some of the traditions are not the right _________ for the festivals. In ancient China, when a girl was aged 15, a hair-pinning ceremony (Ji Li) would be held to mark the occasion on the third day of the third month according to the Chinese lunar calendar. Girls would wash and comb their hair and a ceremony master would put a pin in it. The coming-of-age ceremony for boys used to take place when they were 20. Respected seniors were invited to perform the capping ceremony (Guan Li) for the boys. Becoming an adult is an important stage in one’s life. It means that you need to shoulder grown-up responsibilities while also enjoying a bigger say in your own affairs. EXAMPLE age v. In ancient China, when a girl was aged 15, a hair-pinning ceremony would be held … n. In ancient China, at the age of 15, a girl would attend a hair-pinning ceremony which was held ... n. Inuit boys go out to the wilderness with their fathers between the ages of 11 and 12 to test their hunting skills. We use the passive voice to focus on the person or thing affected by an action. Sometimes, we use the passive voice because we do not know or do not want to mention the one who performs the action. G rammar Highlights A B 56 UNIT 4 II. Read the birth traditions in different countries. Fill in the blanks with the appropriate forms of the verbs in brackets. 1. When a baby turns one month old in China, a Full Moon ceremony 1 _________ (hold) to celebrate the first full month of life. 2. In Finland, babies come with a box! For the past 75 years, Finland’s mothers-to-be 2 _________ (give) a box by the government. It’s a starter kit of nappies, clothes, sheets and toys. 3. In a hospital in Brazil, different kinds of gifts 3 _________ (choose) by a soon-to-be mother as she asks her husband for advice. The gifts 4 _________ (give) to each person who comes to the hospital when the baby is born. 4. In Jamaica, a mother who gave birth to a baby girl yesterday is now busy in the garden. The afterbirth and the cord 5 _________ already _________ (bury) by her in person in a specially chosen location and a tree 6 _________ now _________ (plant) on that spot. The tree 7 _________ (provide) by her parents before the birth of the baby. This tradition comes from a Jamaican expression that says, “Home is where your navel string is buried.” Basic structure of the passive subject + auxiliary verb (be) + main verb (-ed form) National flags are often designed with many kinds of shapes on them, such as the sun, stars, the moon, animals and bars. Present continuous passive subject + am/is/are being + main verb (-ed form) When the national flag is being raised, students should stand at attention and salute according to the constitution. Present perfect passive subject + has/have been + main verb (-ed form) Laws have been made to govern the use of the national flag. 57 Customs and Traditions Coming-of-Age Day (Radio programme) A haircut Traditional clothes A bow to parents Traditional food A speech of encouragement II. Listen and tick () the celebrations of Coming-of-Age Day in South Korea. I. Answer the questions before listening to the radio programme. IV. List some elements or activities that are necessary to describe a coming-of-age ceremony. III. Listen again and complete the passage. One word for each blank. Listening and Viewing 1. In your opinion, at what age does one enter adulthood? 2. What does “becoming an adult” mean to you? The third Monday of May is the day to celebrate the occasion for those who turn 1 _________ years old that year. More than 2 _________ young people are to come of age this year. This means they will be able to enjoy the rights that come with adulthood, such as being able to 3 _________ _________ _________. It also reminds them to take on real 4 _________ as adults. Young participants dressed up in traditional South Korean clothes attended the Coming-of-Age Day 5 _________ in Seoul. The event ended with the young adults offering a graceful bow to their parents so as to 6 _________ _________ _________. The gesture also symbolised the beginnings of their journeys in the real world 7 _________ _________ them. Listening Strategy Listening for key words Culture Link Coming-of-Age Tradition in Vanuatu In Vanuatu, a small island nation in the middle of the South Pacific, young boys come of age by jumping off a 98-foot-tall tower with a bungee-like vine tied to their ankles, just barely preventing them from hitting the ground. Boys there begin jumping at around 7 or 8. In their first dives their mother will hold an item representing their childhood, and after the jump the item will be thrown away, representing the end of childhood. As boys grow older they will jump from taller towers, showing their manliness. 58 UNIT 4 Birthday Traditions (Vodcast) II. Watch again and complete the table with the information about birthday traditions. I. Watch the video in silent mode and count how many birthday traditions have been mentioned. III. Answer the questions. 1. Which of the above celebrations is(are) shared by your family or friends on their birthdays? 2. What other birthday traditions have you experienced or heard about? People Age Celebration Meaning Germans (1) A man’s friends will hang a “sockencranz,” or sock wreath, outside of his house. (2) are a symbol of his old age. Jews 12 / 13 Girls have a bat mitzvah and boys have a bar mitzvah. The ceremonies mean (3) . South Africans (4) Parents give their child a (5) . It stands for responsibility and the future. Chinese 1 The baby is placed in front of books, flowers, stationery, coins, toys, etc. and asked to get something. The items the baby reaches for indicate its (6) . 59 Customs and Traditions Introducing a Coming-of-Age Ceremony in China Moving Forward A school in China is holding a coming-of-age ceremony when students from a US high school come to pay a visit. Chinese participants are asked to write an introduction to a certain Chinese coming-of-age ceremony to explain its history and celebrations to the American students. I. Writing: Writing an introduction to a coming-of-age ceremony in China Step 1 Work in groups. Each group collects information about a coming-of-age ceremony in a certain place or of a certain ethnic group such as the Miao or the Yi people. The information can include time, celebration, meaning, etc. Step 2 Sort out the collected information and put the sentences in the right order. Step 3 Write a paragraph in 60–80 words with a topic sentence, supporting sentences and a concluding sentence to achieve paragraph unity. Paragraph unity is the quality of sticking to one idea from start to finish, with every supporting sentence contributing to the topic sentence of that paragraph and the concluding sentence echoing the topic sentence. Achieving paragraph unity Writing Strategy 60 UNIT 4 II. Speaking: Making a presentation about coming-of-age ceremonies in China Give a presentation on the Chinese coming-of-age ceremony based on the written paragraph. A good introduction in a formal presentation is meant to achieve three goals: • to catch the audience’s attention; • to identify the topic and the purpose or core message of the presentation; • to provide a brief overview of what you will cover in the presentation. Here are some useful opening techniques to catch the audience’s attention: • quoting someone else, e.g. “Tradition is a guide and not a jailer.” by W. Somerset Maugham; • asking a question, e.g. “Have you ever smashed a cake on a birthday? Do you know where the tradition is from?”; • telling a joke or sharing a story, e.g. “One of the most famous April Fools’ pranks occurred in 1957, when BBC news programme Panorama reported on Switzerland’s spaghetti harvest.”; • making a bold statement, e.g. “In fifty years, there will be no schools.” Introducing a presentation Speaking Strategy Step 1 Work out a draft or an outline of the presentation based on the passage from the writing activity. Step 2 Make a list of key words and summarise the main points in different parts of the presentation. Step 3 Use the speaking strategy to make your introduction interesting. Step 4 Take turns to give your presentations in class. Coming-of-age ceremonies are rituals held all over the world to celebrate a young person’s transition from childhood to adulthood. For example, Inuit boys go out to the wilderness with their fathers to test their hunting skills; Senufo girls receive training in a ceremonial dance called the Ngoron to prepare for their entry into womanhood. The age varies from culture to culture. The rituals are also diverse and likely to change as time goes by. But one thing that all coming-of-age ceremonies have in common is that they prepare a young person to take on rights and responsibilities as an adult. A Topic sentence Supporting sentences A Concluding sentence 61 Customs and Traditions HOMECOMING Homecoming refers to a tradition at many universities, colleges, and high schools in the United States. It is a time to celebrate the school you are attending. And after you have graduated, it is a time to go back to your town and the campus, see old friends, and reminisce about your school days. There are many activities that centre around homecoming, and they vary from school to school. The celebrations generally start at the school with current students on Monday and last all the way through the weekend when the alumni show up. Many schools start their homecoming celebrations with Spirit Week. Starting on Monday, each day of the week is themed, and students are encouraged to participate. For example, Monday could be “crazy hair day,” Tuesday could be “rent a senior day,” Wednesday could be “wear your pajamas to school day.” Some schools have competitions among the classes to see who has the most school spirit. Some schools hold elections for Homecoming King and Queen with an accompanying Homecoming Court of Princes and Princesses. Homecoming Court elections are different from school to school, but are generally held like this: the king and queen are selected from among the upper-level students while the court are first-year students. Since homecoming is all about school spirit, the students elected to the court are usually quite involved in school activities. Some towns stage a homecoming parade with the school’s marching band, sports teams, and classic cars. It is a time for the whole town to get together, socialise, cheer on the football team and celebrate their town and high school. A homecoming dance is just for the students of the school, and it usually takes place on the Friday or Saturday night after Spirit Week. It is usually open to every student no matter what grade they are in. Some schools keep it casual, while others make it a semi-formal affair. There is always a DJ or a band, but the place is up to the school—sometimes it is in the gymnasium or cafeteria, and other times it is at an outside place. Either way, a homecoming dance is a time for the entire school to come together and party. Reading B 5 30 35 40 45 50 55 10 15 20 25 62 UNIT 4 I. Summarise the traditions of the coming-of-age ceremonies, birthday and homecoming celebrations mentioned in this unit in the diagram. An example is given. Critical Thinking II. Look at the diagram you have completed. Explain the shared values between traditions in different cultures. purposes of keeping traditions to show respect Jugendfeier in Germany coming-of-age ceremony in South Korea to develop a sense of responsibility ... Finding common ground with a diagram I. Answer the questions. II. Fill in the blanks with the activities that centre around homecoming. 1. What is homecoming? 2. What do homecoming celebrations usually start with? Homecoming Activities (1) ______________ Tradition: Each day of the week has a theme, e.g., “crazy hair day,” “rent a senior day.” Homecoming parade Tradition: The whole town celebrates it with (3) ______________. (4) ______________ Tradition: There is a DJ or a band at the party, open to every student on Friday or Saturday night. (2) ______________ for Homecoming King and Queen and Homecoming Court of Princes and Princesses Tradition: The king and queen are upper-level students; the court are first-year students. Comprehension Plus 63 Customs and Traditions Preparing a poster about customs around the world Customs in Different Cultures Work in groups. Make a poster about customs in different cultures. Choose one type of the customs and three countries from the table. You can add more customs or countries to the table. CUSTOMS COUNTRIES Greeting China Greece Brazil Visiting Japan Egypt South Africa Dining France Spain Indonesia Dressing Mexico the US the UK Step 1 Search for information about the chosen custom in these three countries and put it in your poster. An example is given. Step 2 Present the poster in class. Step 3 Further Exploration 64 UNIT 4 Which of the above have you done well? Why and how? Which of the above do you still find difficult? Why? What do you plan to do if you find something difficult? Look at the expected learning outcomes of this unit and answer the questions. A. Following coming-of-age customs, birthday traditions and homecoming traditions B. Describing coming-of-age customs in a certain place in China C. Making and presenting a poster about customs around the world D. Figuring out similarities between traditions in different countries E. Listening for key words in a report F. Writing a unified paragraph on a coming-of-age ceremony in China G. Using proper strategies to begin a presentation Self-assessment 65 Customs and Traditions 66 way 种类；类别 rather /'rA:ð@/ adv. used to mean 'fairly' or 'to some degree', often when you are expressing slight criticism, disappointment or surprise 相当，在某 种程度上 used to correct sth you have said, or to give more accurate information 更确切 地讲 △ harsh /hA:S/ adj. cruel, severe and unkind 残酷的；严厉的 (be) related to 相关的；有联系的 make sure 确保；设法保证 science fiction 科幻小说（或影片等） hand in 提交，上交（尤指书面材料 或失物） turn out 结果是；证明是；原来是 Peabody /'pi:bOdI/ 皮博迪（人名） teenager /'ti:neIdZ@/ n. a person who is between 13 and 19 years old（13 至 19 岁之间的）青少年 pressure /'preS@/ n. difficulties and feelings of anxiety that are caused by the need to achieve or to behave in a particular way 心理压力；紧张 v. to persuade sb to do sth, especially by making them feel that they have to or should do it 逼迫；使迫不得已 expectation /"ekspek'teIS@n/ n. a hope that sth good will happen 希望；盼望 comfort /'kmf@t/ n. a feeling of not suffering or worrying so much; a feeling of being less unhappy 安慰； 慰藉 v. to make sb who is worried or assignment /@'saInm@nt/ n. a task or piece of work that sb is given to do, usually as part of their job or studies （分派的）任务 related /rI'leItId/ adj. connected with sth/sb in some way 相关的；有联系的 creative /krI'eItIv/ adj. involving the use of skill and the imagination to produce sth new or a work of art 创造 （性）的；创作的 stare /ste@/ v. to look at sb/sth for a long time 盯着看；凝视 blank /bl{ŋk/ adj. empty, with nothing written, printed or recorded on it 空白 的 sheet /Si:t/ n. a piece of paper for writing or printing on, etc. usually in a standard size 一张 essay /'eseI/ n. a short piece of writing by a student as part of a course of study 文章，短文 actually /'{ktSu@lI/ adv. used in speaking to emphasize a fact or a comment, or that sth is really true 事实 上，的确 fiction /'fIkʃ@n/ n. a type of literature that describes imaginary people and events, not real ones 小说 distant /'dIst@nt/ adj. far away in space or time 遥远的；久远的 △ alien /'eIlI@n/ n. a creature from another world 外星人；外星生物 ignore /Ig'nO:/ v. to pay no attention to sth 忽视；对……不予理会 △ beg /beg/ v. to ask sb for sth especially in an anxious way because you want or need it very much 恳求；哀求 sort /sO:t/ n. a group or type of people or things that are similar in a particular Unit 1 Reading Words and Expressions 【注：标注△的为《普通高中英语课程标准（2017 年版2020 年修订）》词汇表中未作要求的词汇】 67 unhappy feel better by being kind and sympathetic towards them 安慰；抚慰 throughout /Tru:'aUt/ prep. during the whole period of time of sth 自始至终 in or into every part of sth 各处；遍及 adult /'{dlt/ adj. fully grown or developed 成年人的 n. a fully grown person who is legally responsible for their actions（法律上 指能为自己的行为负责的）成年人 reflect /rI'flekt/ v. to think carefully and deeply about sth 认真思考；沉思 to show or be a sign of the nature of sth or of sb’s attitude or feeling 显示，表 明，表达（事物的自然属性或人们 的态度、情感等） △ nasty /'nA:stI/ adj. unkind; unpleasant 不友好的；令人不愉快的 comment /'kɒment/ n. something that you say or write which gives an opinion on or explains sb/sth 议论；评论 △ glance /glA:ns/ n. a quick look 匆匆一 看；一瞥 behaviour /bI'heIvj@/ n. the way that sb behaves, especially towards other people 行为；举止 shortage /'SO:tIdZ/ n. a situation when there is not enough of the people or things that are needed 不足；缺少 genuine /'dZenjUIn/ adj. sincere and honest; that can be trusted 真诚的；真 心的；可信赖的 forward /'fO:w@d/ adv. towards a place or position that is in front 向前 chapter /'tS{pt@/ n. a period of time in a person's life or in history （人生或历 史的）时期，篇章 limitation /"lImI'teIS@n/ n. a rule, fact or condition that limits sth 起限制作 用的规则（或事实、条件）；不足 之处 under pressure 承受着（急于完成某 事的）压力 hold back 妨碍进展 confusing /k@n'fju:zIŋ/ adj. difficult to understand; not clear 难以理解的 Mexican /'meksIk@n/ n. a person from Mexico 墨西哥人 soil /sOIl/ n. a country; an area of land 国土；领土 the top layer of the earth in which plants, trees, etc. grow 土壤 Spanish /'sp{nIS/ n. the language of Spain, Mexico and most countries in Central and South America 西班牙语 （通用于西班牙、墨西哥以及中、 南美洲多数国家） immediate /I'mi:di@t/ adj. happening or done without delay 立即的，立刻的 confusion /k@n'fju:Z@n/ n. a state of not being certain about what is happening, what you should do, what sth means, etc. 困惑；不确定 embarrassment /Im'b{r@sm@nt/ n. shy, awkward or guilty feelings; a feeling of being embarrassed 窘迫； 难堪 torn /tO:n/ adj. to be unable to decide or choose between two people, things or feelings （在两者之间）难以选择， 左右为难 pleasant /'plez@nt/ adj. enjoyable, pleasing 令人愉快的；可喜的 deliver /dI'lIv@/ v. to take goods, letters, etc. to the person or people they have been sent to 递送；传送 Unit 2 68 signal /'sIgn@l/ v. to make a movement or sound to give sb a message, an order 发信号；示意 to be a sign that sth exists or is likely to happen 标志；表明 wrist /rIst/ n. the joint between the hand and the arm 手腕 △ shrug /Srg/ v. to raise your shoulders and then drop them to show that you do not know or care about sth 耸肩（表示 不知道或不在乎） obviously /'ɒbvI@slI/ adv. used when giving information that you expect other people to know already or agree with 显然，明显地 fault /fO:lt/ n. the responsibility for sth wrong that has happened or been done 责任；过失 △ fade /feId/ v. to disappear gradually 逐 渐消失；逐渐消逝 memory /'mem@rI/ n. a thought of sth that you remember from the past 回忆； 记忆 fluency /'flu:@nsI/ n. the quality of being able to speak or write a language, especially a foreign language, easily and well 流利，流畅 literally /'lIt@r@lI/ adv. in a way that uses the most basic meaning of a word or phrase rather than an extended or poetic meaning 按字面；字面上 context /'kɒntekst/ n. the words that come just before and after a word, phrase or statement and help you to understand its meaning 上下文，语境 △ linguist /'lIŋgwIst/ n. a person who studies languages or linguistics 语言学 家 within /wIð'In/ prep. before a particular period of time has passed; during a particular period of time 不出（某段时间）；在（某段时间） 之内 attitude /'{tItju:d/ n. the way that you think and feel about sb/sth 看法；态度 dramatically /drə'm{tIklI/ adv. very suddenly and to a very great and often surprising degree 显著地；剧烈地 appointment /@'pOIntm@nt/ n. a formal arrangement to meet or visit sb at a particular time 约会；预约 panic /'p{nIk/ v. to suddenly feel frightened so that you cannot think clearly and you say or do sth stupid, dangerous, etc.（使）惊慌，惊慌失 措 △ ironically /aI'rɒnIklI/ adv. in a way that is strange or amusing because it is very different from what you expect （因出乎意料）奇怪地 set foot on 进入，访问，参观（某地） Mexico /'meksIk@U/ 墨西哥[ 拉丁美 洲国家]( 全称墨西哥合众国) fry /fraI/ n. a long thin piece of potato that has been cooked in fat 炸薯条 △ snail /sneIl/ n. a small soft creature with a hard round shell on its back, that moves very slowly and often eats garden plants 蜗牛 cheese /tSi:z/ n. a type of food made from milk that can be either soft or hard and is usually white or yellow in colour 奶酪 amazed /@'meIzd/ adj. very surprised 大为惊奇的 △ portion /'pO:S@n/ n. an amount of food that is large enough for one person （食 物的）一份 △ chip /tSIp/ n. (BrE) a long thin piece of potato fried in oil or fat 炸薯条 plate /pleIt/ n. a flat, usually round, dish that you put food on 盘子；碟子 △ packet /'p{kIt/ n. a small paper or cardboard container in which goods are packed for selling 小包装纸袋，小硬 纸板盒 △ crisp /krIsp/ n. (BrE) a thin round slice of potato that is fried until hard then dried and eaten cold 炸土豆片，炸薯 片 △ gravy /'greIvI/ n. a brown sauce made by adding flour to the juices that come 69 out of meat while it is cooking (调味） 肉汁 salty /'sO:ltI/ adj. containing or tasting of salt 含盐的；咸的 -based /beIst/ adj. (in compounds) containing sth as an important part or feature （构成复合词）以……为重 要部分（或特征） △ sauce /sɔ:s/ n. a thick liquid that is eaten with food to add flavour to it 调 味汁；酱 △ savoury /'seIv@rI/ adj. having a taste that is salty, not sweet 咸味的 snack /sn{k/ n. (informal) a small meal or amount of food, usually eaten in a hurry 点心；小吃 embarrassed /Im'b{r@st/ adj. (of a person or their behaviour) shy, awkward or ashamed, especially in a social situation （人或行为）（尤指 在社交场合）窘迫的，尴尬的 △ pants /p{nts/ n. (BrE) underpants or knickers 内裤；短裤 (especially NAmE) trousers 裤子 △ underwear /'nd@we@/ n. (also formal underclothes, underclothing) clothes that you wear under other clothes and next to the skin 内衣 △ disgusted /dIs'gstId/ adj. feeling or showing disgust 厌恶的；憎恶的；反 感的 △ eggplant /'egplA:nt/ n. (NAmE) a vegetable with shiny dark purple skin and soft white flesh 茄子 △ pizza /'pi:ts@/ n. an Italian dish consisting of a flat round bread base with cheese, tomatoes, vegetables, meat, etc. on top 比萨饼；意大利饼 △ aubergine /'@Ub@Zi:n/ n. (BrE) a vegetable with shiny dark purple skin and soft white flesh 茄子 likely /'laIklI/ adj. probable or expected 可能的；预料的 vocabulary /və'k{bjələrI/ n. all the words in a particular language （某一 语言的）词汇，词汇量 all the way 一路上；自始至终 on earth（加强疑问句的语气）到底， 究竟 California /"k{lI'fO:nj@/ 加利福尼亚 州[ 美国州名] Las Vegas /l{s'veIg@s/ 拉斯韦加斯 [ 美国内华达州东南部城市] attraction /@'tr{kS@n/ n. an interesting or enjoyable place to go or thing to do 向往的地方；有吸引力的事 decoration /"dek@'reIS@n/ n. a thing that makes sth look more attractive on special occasions 装饰品 △ relic /'relIk/ n. an object, a tradition, a system, etc. that has survived from the past 遗迹；遗物 political /p@'lItIk@l/ adj. connected with the state, government or public affairs 政治的；政府的 vast /vA:st/ adj. extremely large in area, size, amount, etc. 巨大的；辽阔 的 △ outdoor /"aUt'dO:/ adj. used, happening or located outside rather than in a building 户外的；室外的 ruin /'ru:In/ n. the parts of a building that remain after it has been destroyed or severely damaged 残垣断壁；废墟 temple /'temp@l/ n. a building used for the worship 庙宇，神殿 △ fascinating /'f{sIneItIŋ/ adj. extremely interesting and attractive 极 有吸引力的；迷人的 △ masterpiece /'mA:st@pi:s/ n. a work of art such as a painting, film/movie, Unit 3 70 book, etc. that is an excellent, or the best, example of the artist's work 代表 作；杰作 sculpture /'sklptS@/ n. a work of art that is a solid figure or object made by carving or shaping wood, stone, clay, metal, etc. 雕像；雕刻品 ceiling /'si:lIŋ/ n. the top inside surface of a room 天花板；顶棚 △ breathtaking /'breT"teIkIŋ/ adj. very exciting or impressive (usually in a pleasant way) 激动人心的；令人赞 叹的 tear /te@/ v. to pull yourself/sb away by force from sb/sth that is holding you or them; to become damaged in this way 挣开；拽开 to damage sth by pulling it apart or into pieces or by cutting it on sth sharp; to become damaged in this way 撕裂；撕 碎；扯破；戳破 quality /'kwɒlItI/ n. the standard of sth when it is compared to other things like it; how good or bad sth is 质量；品质 effort /'ef@t/ n. an attempt to do sth especially when it is difficult to do 尽 力；艰难的尝试 the physical or mental energy that you need to do sth 力气，努力 region /'ri:dZ@n/ n. a large area of land, usually without exact limits or borders （通常界限不明的）地区，区域 △ pasta /'p{st@/ n. an Italian food made from flour, water and sometimes eggs, formed into different shapes and usually served with a sauce 意大利面 食 onion /'nj@n/ n. a round vegetable with many layers inside each other and a brown, red or white skin 洋葱 bacon /'beIk@n/ n. meat from the back or sides of a pig that has been cured, usually served in thin slices 咸猪肉； 熏猪肉 luxury /'lkS@rI/ n. a thing that is expensive and enjoyable but not essential 奢侈品 range /reIndZ/ n. the limits between which sth varies （变动或浮动的）范 围，区间 a variety of things of a particular type 一系列 opportunity /"ɒp@'tju:nItI/ n. a time when a particular situation makes it possible to do or achieve sth 机会； 时机 △ sparkly /'spɑ:klI/ adj. shining and flashing with light 闪烁的；闪耀的 tourist attraction 旅游景点；旅游胜 地 tear … away (from) 依依不舍地离 开；把……拿走 make an effort 作出努力 Eleanor /'el@n@/ 埃莉诺( 人名，亦作 Elinor) Rome /r@Um/ 罗马[ 意大利首都] Roman Forum /r@Um@n 'fO:r@m/ 古 罗马广场( 遗址) Coliseum /"kɒlI'sI@m/ 古罗马圆型剧 场( 建成于公元80 年) Renaissance /rI'neIsns/ 文艺复兴（欧 洲14–16 世纪时，人们以古希腊罗马 的思想文化来繁荣文学艺术） Vatican City /'v{tIk@n 'sItI/ 梵蒂冈城 Sistine Chapel /'sIstaIn 'tS{pl/ （罗 马梵蒂冈的）西斯廷教堂（以意大 利文艺复兴时期的雕塑家和画家米 开朗琪罗及其他艺术家的天顶画和 壁画著称） Michelangelo /"mi:kel'A:ndZelO:/ 米 开朗琪罗(1475-1564, 意大利文艺复 兴盛期雕刻家、画家、建筑师和诗人, 主要作品有雕像《大卫》、《摩西》、 壁画《最后的审判》及罗马圣彼得 大教堂圆顶等建筑设计) Amsterdam /'{mst@'d{m/ 阿姆斯特 丹[ 荷兰首都] relevant /'rel@v@nt/ adj. closely connected with the subject you are discussing or the situation you are thinking about 紧密相关的；切题的 71 analyse /'{n@laIz/ v. to examine the nature or structure of sth, especially by separating it into its parts, in order to understand or explain it 分析 process /pr@U'ses/ v. to treat raw material, food, etc. in order to change it, preserve it, etc. 处理；加工 n. a series of things that are done in order to achieve a particular result（为 达到某一目标的）过程；进程 overcome /"@Uv@'km/ v. to succeed in dealing with or controlling a problem that has been preventing you from achieving sth 克服；解决 △ obstacle /'ɒbst@k@l/ n. a situation, an event, etc. that makes it difficult for you to do or achieve sth 障碍；阻碍 practical /'pr{ktIk@l/ adj. (of an idea, a method or a course of action) right or sensible; likely to be successful 切实可 行的 connected with real situations rather than with ideas or theories 实际的；真 实的 △ setback /'setb{k/ n. a difficulty or problem that delays or prevents sth, or makes a situation worse 挫折；阻碍 prevent /prI'vent/ v. to stop sb from doing sth; to stop sth from happening 阻止；阻碍 rooted /'ru:tId/ adj. fixed in one place; not moving or changing 固定在某地 的；稳固的 chart /tSA:t/ v. to plan a course of action 制定计划 n. a page or sheet of information in the form of diagrams, lists of figures, etc. 图表 ahead /@'hed/ adv. earlier 提前；提早 goal /g@Ul/ n. sth that you hope to achieve 目标；目的 teen /ti:n/ n. (informal, especially in NAmE) a person who is between 13 and 19 years old 【非正式用法，美式英 语使用较多】（13 至19 岁之间的） 青少年，少男，少女 amount /@'maUnt/ n. (used especially with uncountable nouns) a quantity of sth（尤与不可数名词连用）数量； 数额 factor /'f{kt@/ n. one of several things that cause or influence sth 因素；要素 determine /dI't:mIn/ v. to make sth happen in a particular way or be of a particular type 决定；影响 participate /pA:'tIsIpeIt/ v. (rather formal) to take part in or become involved in an activity 参加；参与 exchange /Iks'tSeIndZ/ n. an arrangement when two people or groups from different countries visit each other's homes or do each other's jobs for a short time（不同国家人或 团体之间的）交流，互访 an act of giving sth to sb or doing sth for sb and receiving sth in return 交换； 互换；交流；掉换 finance /'faIn{ns/ n. (especially BrE) money used to run a business, an activity or a project 资金 maintain /meIn'teIn/ v. to make sth continue at the same level, standard, etc. 维持；保持 v. to keep a building, a machine, etc. in good condition by checking or repairing it regularly 维修；保养 alongside /@"lɒŋ'saId/ prep. together with or at the same time as sth/sb 与……一起；与……同时 next to or at the side of sth 在……旁 边；沿着……的边 △ solo /'s@Ul@U/ adj. done by one person alone, without anyone helping them 独 自的；单独的 sincerely /sIn'sI@lI/ adv. (NAmE ) (formal) used at the end of a formal letter before you sign your name, when you have addressed sb by their name 敬启，谨上 (be) relevant to 与……相关的 (be) rooted in 固定在某地的；稳固的； 根深蒂固的 participate in 参加；参与 on board 在船上（或飞机上、火车上） Shannon /'S{n@n/ 香农（人名） 72 △ worldwide /"w:ld'waId/ adv. to or in all parts of the world 在全世界；在世 界各地 adulthood /'{dlthUd/ n. the state of being an adult 成年 △ childishness /'tʃaIldIʃnIs/ n. a property connected with or typical of a child 孩子气；稚嫩 responsibility /rI"spɒnsI'bIlItI/ n. a duty to help or take care of sb because of your job, position, etc. 职责；义务 △ ceremony /'serIm@nI/ n. a public or religious occasion that includes a series of formal or traditional actions 典礼； 仪式 youth /ju:T/ n. young people considered as a group（统称）青年， 年轻人 the time of life when a person is young, especially the time before a child becomes an adult 青年时期（尤指成 年以前） coming-of-age /'kmIŋ'əv'eIdZ/ n. the time when a person reaches the age at which they have an adult’s legal rights and responsibilities 成年；成人年龄 occasion /@'keIZ@n/ n. a special event, ceremony or celebration 特别的事情 （或仪式、庆典） a particular time when sth happens 某 次；……的时候 topic /'tɒpIk/ n. a subject that you talk, write or learn about 话题；标题 citizen /'sItIz@n/ n. a person who has the legal right to belong to a particular country 公民 △ multiculturalism /"mltI'kltS@r@lIz@m/ n. the practise of giving importance to all cultures in a society 多元文化主义 （重视社会中各种文化） △ civic /'sIvIk/ adj. connected with the people who live in a town or city 市民 的；城镇居民的 respect /rI'spekt/ n. polite behaviour towards or care for sb/sth that you think is important 尊重；重视 v. to have a very good opinion of sb/sth; to admine sb/sth 尊敬；尊重 duty /'dju:tI/ n. sth that you feel you have to do because it is your moral or legal responsibility 责任；义务 event /I'vent/ n. a planned public or social occasion 公开活动；社交场合 a thing that happens, especially sth important 发生的事情；（尤指）重 要事情，大事 tradition /tr@'dIS@n/ n. a belief, custom or way of doing sth that has existed for a long time among a particular group of people; a set of these beliefs or customs 传统，传统的信仰（或风俗） entry /'entrI/ n. an act of going into or getting into a place 进入（指行动） n. the right or opportunity to take part in sth or become a member of a group 参与，加入（指权利、机会） △ womanhood /'wUm@nhUd/ n. (formal) the state of being a woman, rather than a girl 成年女子的状态 marriage /'m{rIdZ/ n. the legal relationship between a husband and wife 婚姻；结婚 sewing /'s@UIŋ/ n. the activity of making, repairing or decorating things made of cloth using a needle and thread 缝纫 household /'haUsh@Uld/ adj. connected with looking after a house and the people living in it 家庭的；家用的 n. all the people living together in a house or flat/apartment 家庭；一家人； 同住一所（或一套）房子的人 △ upcoming /'p"kmIŋ/ adj. going to happen soon 即将发生（或来临）的 male /meIl/ n. a male person, animal or plant 男性；雄性 adj. belonging to the sex that does not give birth to babies 男性的 individual /"IndI'vIdZu@l/ adj. connected with one person; designed Unit 4 73 for one person 一个人的 n. a person considered separately rather than as part of a group 个人 △ sacred /'seIkrId/ adj. considered to be holy 神圣的 △ thread /Tred/ n. a thin string of cotton, wool, silk, etc. used for sewing or making cloth （棉、毛、丝等的）线 perform /p@'fO:m/ v. to do sth, such as a piece of work, task or duty 履行；执 行 △ strand /str{nd/ n. a single thin piece of thread, wire, hair, etc. （线、绳、 毛发等的）股，缕 represent /"reprI'zent/ v. to be a symbol of sth 作为……的象征；代表 to be a member of a group of people and act or speak on their behalf at an event, a meeting, etc. 代表 △ intellectual /"IntI'lektSu@l/ adj. connected with or using a person’s ability to think in a logical way and understand things 智力的；理智的 vary /'ve@rI/ v. to change or be different according to the situation （根 据情况）变化，改变 significantly /sIg'nIfIk@ntlI/ adv. in a way that is large or important enough to have an effect on sth or to be noticed 有重大意义地；显著地；明显地 specific /spI'sIfIk/ adj. (formal) existing only in one place or limited to one thing 特有的；独特的 detailed and exact 明确的；具体的 △ ritual /'rItSu@l/ n. a series of actions that are always performed in the same way, especially as part of a religious ceremony 仪式；程序；礼节 symbolise /'sImb@laIz/ v. to be a symbol of sth 是……的象征；代表 △ transition /tr{n'zIS@n/ n. the process or a period of changing from one state or condition to another 过渡；转变 △ childhood /'tSaIldhUd/ n. the period of sb's life when he/she is a child 童年； 孩童时期 leave … behind 脱离（某状态）；离 开（某人或某地） shoulder responsibilities 对某事承担 责任 on the rise 在上涨，在上升 a sense of ……感，……意识 take on 接受；承担（责任） give … away（在婚礼上）将新娘交 给新郎 Jugendfeier /ju:gend'faI@/ （德国） 青年礼 Latin America /'l{tIn @'merIk@/ 拉丁 美洲( 美国以南所有美洲的通称, 包 括墨西哥、中美洲、西印度群岛和 南美洲) quinceanera /"kInsI@'nj@r@/ （拉美女 孩十五岁生日时要举行的）成人礼 Guru /'gUru:/ 古鲁（指印度教、锡 克教的领袖） △ homecoming /'h@Um"kmIŋ/ n. (NAmE) a social event that takes place every year at a high school, college or university for people who used to be students there（一年一度的）校友返 校活动 refer /rI'f:/ v. to describe or be connected to sb/sth 描述；与……相关 to mention or speak about sb/sth 提到； 谈及；说起 graduate /'gr{dZueIt/ v. to get a degree, especially your first degree, from a university or college 获得学位 （尤指学士）；大学毕业 campus /'k{mp@s/ n. the buildings of a university or college and the land around them （大学、学院的）校园， 校区 △ reminisce /"remI'nIs/ v. to think, talk or write about a happy time in your past 回忆，追忆 current /'kr@nt/ adj. happening now; of the present time 当前的；现在的 △ alumni /@'lmnaI/ n. the former male and female students of a school, college or university （统称）校友，毕业生 74 themed /Ti:md/ adj. designed to reflect a particular subject or period of history 特定主题的 rent /rent/ v. to pay money to sb so that you can use sth for a short period of time （短期）租用，租借 senior /'si:nIə/ n. an older child in a school 高年级学生 △ pajamas /p@'dZA:m@z/ n. a loose jacket and pants/trousers worn in bed （一套）睡衣裤 election /I'lekS@n/ n. the process of choosing a person or a group of people for a position 选举，推选（尤指从政） accompany /@'kmp@nI/ v. to happen or appear with sth else 伴随；与…… 同时发生 to travel or go somewhere with sb 陪 同；陪伴 court /kO:t/ n. the official place where kings and queens live 王宫；宫殿；宫 廷 the place where legal trials take place and where crimes, etc. are judged 法 院；法庭；审判庭 △ prince /prIns/ n. a male member of a royal family who is not king, especially the son or grandson of the king or queen 王子；亲王 △ princess /"prIn'ses/ n. a female member of a royal family who is not a queen, especially the daughter or granddaughter of the king or queen （除女王或王后外的）王室女成员； （尤指）公主 select /sI'lekt/ v. to choose sb/sth from a group of people or things, usually according to a system 选择；挑选；选 拔 elect /I'lekt/ v. to choose sb to do a particular job by voting for them 选举， 推选 involve /In'vɒlv/ v. to make sb take part in sth （使）参加，加入 if a situation, an event or an activity involves sb/sth, they take part in it or are affected by it 牵涉；牵连；影响 stage /steIdZ/ v. to organise and present a play or an event for people to see 上演 n. a period or state that sth/sb passes through while developing or making progress （发展或进展的）时期，阶段， 状态 △ parade /p@'reId/ n. a public celebration of a special day or event, usually with bands in the streets and decorated vehicles 游行 march /mA:tS/ v. to walk with stiff regular steps like a soldier 齐步走；行 进 band /b{nd/ n. a group of musicians who play brass and percussion instruments 鼓号乐队 a small group of musicians who play popular music together, often with a singer or singers 流行音乐乐队 classic /'kl{sIk/ adj. elegant, but simple and traditional in style or design; not affected by changes in fashion （风 格或设计）典雅的，古朴的 socialise /'s@US@laIz/ v. to meet and spend time with people in a friendly way, in order to enjoy yourself （和他 人）交往，交际 △ casual /'k{Zu@l/ adj. not formal 非正 式的 △ semi- /'semI/ prefix. (in adjectives and nouns) half; partly （构成形容词和名 词）半；部分 formal /'fO:m@l/ adj. (of a style of dress, speech, writing, behaviour, etc.) very correct and suitable for official or important occasions 正式的；庄重的 affair /@'fe@/ n. an event that people are talking about or describing in a particular way 事件；事情 [pl.] matters connected with a person’s private business and financial situation 私人事务 △ DJ /"di: 'dZeI/ n. the abbreviation for disc jockey （电台、电视台、夜总会） 唱片节目主持人 gymnasium /dZIm'neIzI@m/ n. a room or hall with equipment for doing physical exercise, for example in a school 健身房；体育馆 cafeteria /"k{fI'tI@rI@/ n. a restaurant where you choose and pay for your 75 meal at a counter and carry it to a table. Cafeterias are often found in factories, colleges, hospitals, etc. 自助餐厅；自 助食堂 entire /In'taI@/ adj. including everything, everyone or every part 全 部的；完全的 centre around 围绕 show up 如约赶到；出现 (be) involved in 参与……；与……有 关联 76 Listening and Viewing Unit 2 △ gesture /'destʃə/ n. a movement that you make with your hands, your head or your face to show a particular meaning 手势；姿势；示意动作 differ /'dIfə/ v. to be different from sb/ sth 相异；有区别；不同于 mostly /'məυstlI/ adv. mainly; generally 主要地；一般地；通常 △ besides /bI'saIdz/ adv. used for making an extra comment that adds to what you have just said 而且；再说 prep. in addition to sb/sth; apart from sb/sth 除……之外（还） hug /hg/ v. to put your arms around sb and hold them tightly, especially to show that you like or love them 拥抱； 搂抱 alternative /ɔ:l't:nətIv/ n. a thing that you can choose to do or have out of two or more possibilities 可供选择 的事物 differ from 区别于；不同于 Greece /gri:s/ 希腊[ 欧洲巴尔干半岛 南部国家] Bulgaria /bl'ge@rI@/ 保加利亚[ 欧 洲巴尔干半岛东南部国家] Unit 3 △ souvenir /"su:və'nIə/ n. a thing that you buy and/or keep to remind yourself of a place, an occasion or a holiday/ vacation; something that you bring back for other people when you have been on holiday/vacation 纪念物；纪 念品；（度假或外游买回来送人的） 礼物 airline /'eəlaIn/ n. a company that provides regular flights to take Unit 1 tip /tIp/ n. a small piece of advice about sth practical 指点；实用的提示 regular /'regjυlə/ adj. following a pattern, especially with the same time and space in between each thing and the next  有规律的；定时的 concentrate /'kɒnsəntreIt/ v. to give all your attention to sth and not think about anything else 集中（注意力）； 聚精会神 concern /kən's:n/ n. something that is important to a person, an organization, etc. （对人、组织等）重要的事情 facility /fə'sIlItI/ n. buildings, services, equipment, etc. that are provided for a particular purpose 设施；设备 puzzled /'pzld/ adj. unable to understand sth or the reason for sth 困 惑的，迷惑不解的 △ locker /'lɒkə/ n. a small cupboard that can be locked, where you can leave your clothes, bags, etc. while you play a sport or go somewhere （体育馆等的） 有锁存物柜，寄物柜 △ dustbin /'dstbIn/ n. a large container with a lid, used for putting rubbish/ garbage in, usually kept outside the house （常置于房外的）垃圾桶，垃 圾箱 gymnastics /dIm'nstIks/ n. physical exercises that develop and show the body's strength and ability to move and bend easily, often done as a sport in competitions 体操；体操训练 take part in 参与某事 concentrate on 集中（注意力）；聚 精会神 Lizzie /'lIzI/ 莉齐 ( 人名，Elizabeth 的昵称; 亦作Lizzy) 77 passengers and goods to different places 航空公司 enquire /In'kwaIə/ v. (especially BrE) (also inquire) to ask sb for some information 询问；打听 △ luggage /'lgId/ n. (especially BrE) bags, cases, etc. that contain sb's clothes and things when they are travelling 行李 △ regulation /"regju'leIʃən/ n. an official rule made by a government or some other authority 章程；规章制度； 规则 charge /tʃɑ:d/ v. to ask an amount of money for goods or a service 收费， 要价 fee /fi:/ n. the amount of money that you pay for professional advice or services 专业服务费；咨询费 therefore /'ðeəfɔ:/ adv. used to introduce the logical result of sth that has just been mentioned 因此；所以； 因而 △ vodcast /vɒdkA:st/ n. a videocast (a podcast with video content) 视频播 客 prefer /prI'f:/ v. to like one thing or person better than another; to choose one thing rather than something else because you like it better 较喜欢；喜 欢……多于…… witness /'wItnIs/ v. to see sth happen (typically a crime or an accident)  当场 看到，目击（尤指罪行或事故） being /'bi:Iŋ/ n. a living creature 生物 beauty /'bju:tI/ n. the quality of being pleasing to the senses or to the mind 美； 美丽 blessed /'blesId/ adj. enjoyable in a way that gives you a sense of peace or a feeling of freedom from anxiety or pain 愉快安宁的；无忧无虑的 to the fullest 充分；达到最大程度 Unit 4 opinion /@'pInj@n/ n. your feelings or thoughts about sb/sth, rahter than a fact 意见；想法；看法 partner /'pɑ:tnə/ n. a person that you are doing an activity with, such as dancing or playing a game 搭档；同伴 bow /baυ/ n. the act of bending your head or the upper part of your body forward in order to say hello or goodbye to sb or to show respect 鞠躬； 弯腰行礼 remind /rI'maInd/ v. to help sb remember sth, especially sth important that they must do 提醒；使想起 participant /pɑ:'tIsIpənt/ n. a person who is taking part in an activity or event 参与者；参加者 △ graceful /'greIsfəl/ adj. moving in a controlled, attractive way or having a smooth, attractive form 优美的；优雅 的；雅致的 nation /'neIʃən/ n. a country considered as a group of people with the same language, culture and history, who live in a particular area under one government 国家；民族 wreath /ri:θ/ n. an arrangement of flowers and/or leaves in the shape of a circle, traditionally hung on doors as a decoration at Christmas 花环（传统上 圣诞节时挂在门上） symbol /'sImbəl/ n. a person, an object, an event, etc. that represents a more general quality or situation 象征 △ Jew /du:/ n. a member of the people and cultural community whose traditional religion is Judaism and who come from the ancient Hebrew people of Israel 犹太人 △ stationery /'steIʃənərI/ n. materials for writing and for using in an office, for example paper, pens and envelopes 文具 item /'aItəm/ n. a single object or article 一件物品（或商品） one thing on a list of things to buy, do, talk about, etc. 项目 indicate /'IndIkeIt/ v. to be a sign of sth; to show that sth is possible or likely 象征；暗示 78 dress up 穿上盛装；穿上正装 stand for 象征；是……意思 Seoul /s@Ul/ 首尔( 旧称汉城)[ 韩国 首都] sockencranz /'sOk@n"kr{nts/ 德国未 婚男性25 岁生日时用做装饰的袜子 串成的环 bat mitzvah /bA:t'mitsv@/ 犹太教成 人礼（女性） bar mitzvah /bA:'mitsv@/ 犹太教成人 礼（男性） South African /saUT '{frIk@n/ 南非 人( 尤指南非共和国人或生于南非的 欧洲人); 南非居民 79 Unit 1 tense 时态 simple present 一般现在时 simple past 一般过去时 simple future 一般将来时 present continuous 现在进行时 past continuous 过去进行时 present perfect 现在完成时 future in the past 过去将来时 Unit 2 sentence pattern 句型 subject 主语 verb 谓词 complement 补语 object 宾语 direct object 直接宾语 indirect object 间接宾语 Unit 3 adverbial clause 状语从句 conjunction 连词 adverbial clause of time 时间状语从句 adverbial clause of condition 条件状语从句 adverbial clause of result 结果状语从句 adverbial clause of reason 原因状语从句 adverbial clause of concession 让步状语从句 adverbial clause of purpose 目的状语从句 Unit 4 passive (voice) 被动语态 auxiliary verb 助动词 present continuous passive 现在进行时的被动语态 present perfect passive 现在完成时的被动语态 Grammar Terms 80 A accompany /@'kmp@nI/ v. ①伴随；与……同时发生 ②陪同；陪伴 4 actually /'{ktSu@lI/ adv. 事实上，的确 1 adult /'{dlt/ adj. 成年人的 n.（法律上指能为自己的行为负责的）成年人 1 adulthood /'{dlthUd/ n. 成年 4 affair /@'fe@/ n. ①事件；事情 ②私人事务 4 ahead /@'hed/ adv. 提前；提早 3 airline /'eəlaIn/ n. 航空公司 3 alien /'eIlI@n/ n. 外星人；外星生物 1 alongside /@"lɒŋ'saId/ prep. ①与……一起；与……同时 ②在……旁边；沿着……的边 3 alternative /ɔ:l't:nətIv/ n. 可供选择的事物 2 alumni /@'lmnaI/ n.（统称）校友，毕业生 4 amazed /@'meIzd/ adj. 大为惊奇的 2 amount /@'maUnt/ n.（尤与不可数名词连用）数量；数额 3 analyse /'{n@laIz/ v. 分析 3 anxious /'ŋkʃəs/ adj. 焦虑；忧虑；担心 1 appointment /@'pOIntm@nt/ n. 约会；预约 2 assignment /@'saInm@nt/ n.（分派的）任务 1 attitude /'{tItju:d/ n. 看法；态度 2 attraction /@'tr{kS@n/ n. 向往的地方；有吸引力的事 3 aubergine /'@Ub@Zi:n/ n. 茄子 2 B bacon /'beIk@n/ n. 咸猪肉；熏猪肉 3 band /b{nd/ n. ①鼓号乐队 ②流行音乐乐队 4 -based /beIst/ adj.（构成复合词）以……为重要部分（或特征）2 beauty /'bju:tI/ n. 美；美丽 3 beg /beg/ v. 恳求；哀求 1 behaviour /bI'heIvj@/ n. 行为；举止 1 being /'bi:Iŋ/ n. 生物 3 besides /bI'saIdz/ adv. 而且；再说 prep. 除……之外（还）2 blank /bl{ŋk/ adj. 空白的 1 blessed /'blesId/ adj. 愉快安宁的；无忧无虑的 3 bow /baυ/ n. 鞠躬；弯腰行礼 4 breathtaking /'breT"teIkIŋ/ adj. 激动人心的；令人赞叹的 3 Glossary 81 C cafeteria /"k{fI'tI@rI@/ n. 自助餐厅；自助食堂 4 campus /'k{mp@s/ n.（大学、学院的）校园，校区 4 casual /'k{Zu@l/ adj. 非正式的 4 ceiling /'si:lIŋ/ n. 天花板；顶棚 3 ceremony /'serIm@nI/ n. 典礼；仪式 4 chapter /'tS{pt@/ n.（人生或历史的）时期，篇章 1 charge /tʃɑ:d/ v. 收费，要价 3 chart /tSA:t/ v. 制定计划 n. 图表 3 cheese /tSi:z/ n. 奶酪 2 childhood /'tSaIldhUd/ n. 童年；孩童时期 4 childishness /'tʃaIldIʃnIs/ n. 孩子气；稚嫩 4 chip /tSIp/ n. 炸薯条 2 citizen /'sItIz@n/ n. 公民 4 civic /'sIvIk/ adj. 市民的；城镇居民的 4 classic /'kl{sIk/ adj.（风格或设计）典雅的，古朴的 4 comfort /'kmf@t/ n. 安慰；慰藉 v. 安慰；抚慰 1 coming-of-age /'kmIŋ'əv'eIdZ/ n. 成年；成人年龄 4 comment /'kɒment/ n. 议论；评论 1 concentrate /'kɒnsəntreIt/ v. 集中（注意力）；聚精会神 1 concern /kən's:n/ n.（对人、组织等）重要的事情 1 confusing /k@n'fju:zIŋ/ adj. 难以理解的 2 confusion /k@n'fju:Z@n/ n. 困惑；不确定 2 context /'kɒntekst/ n. 上下文，语境 2 court /kO:t/ n. ①王宫；宫殿；宫廷 ②法院；法庭；审判庭 4 creative /krI'eItIv/ adj. 创造（性）的；创作的 1 crisp /krIsp/ n. 炸土豆片，炸薯片 2 current /'kr@nt/ adj. 当前的；现在的 4 D decoration /"dek@'reIS@n/ n. 装饰品 3 deliver /dI'lIv@/ v. 递送；传送 2 determine /dI't:mIn/ v. 决定；影响 3 differ /'dIfə/ v. 相异；有区别；不同于 2 disgusted /dIs'gstId/ adj. 厌恶的；憎恶的；反感的 2 distant /'dIst@nt/ adj. 遥远的；久远的 1 DJ /"di: 'dZeI/ n.（电台、电视台、夜总会）唱片节目主持人 4 dramatically /drə'm{tIklI/ adv. 显著地；剧烈地 2 dustbin /'dstbIn/ n. （常置于房外的）垃圾桶，垃圾箱 1 duty /'dju:tI/ n. 责任；义务 4 82 E effort /'ef@t/ n. ①尽力；艰难的尝试 ②力气，努力 3 eggplant /'egplA:nt/ n. 茄子 2 elect /I'lekt/ v. 选举，推选 4 election /I'lekS@n/ n. 选举，推选（尤指从政）4 embarrassed /Im'b{r@st/ adj. （人或行为）（尤指在社交场合）窘迫的，尴尬的 2 embarrassment /Im'b{r@sm@nt/ n. 窘迫；难堪 2 enquire /In'kwaIə/ v. 询问；打听 3 entire /In'taI@/ adj. 全部的；完全的 4 entry /'entrI/ n. ①进入（指行动） ②参与，加入（指权利、机会）4 essay /'eseI/ n. 文章，短文 1 event /I'vent/ n. ①公开活动；社交场合 ②发生的事情；（尤指）重要事情，大事 4 exchange /Iks'tSeIndZ/ n. ①（不同国家人或团体之间的）交流，互访 ②交换；互换； 交流；掉换 3 expectation /"ekspek'teIS@n/ n. 希望；盼望 1 F facility /fə'sIlItI/ n. 设施；设备 1 factor /'f{kt@/ n. 因素；要素 3 fade /feId/ v. 逐渐消失；逐渐消逝 2 fascinating /'f{sIneItIŋ/ adj. 极有吸引力的；迷人的 3 fault /fO:lt/ n. 责任；过失 2 fiction /'fIkʃ@n/ n. 小说 1 finance /'faIn{ns/ n. 资金 3 fluency /'flu:@nsI/ n. 流利，流畅 2 formal /'fO:m@l/ adj. 正式的；庄重的 4 forward /'fO:w@d/ adv. 向前 1 fry /fraI/ n. 炸薯条 2 G genuine /'dZenjUIn/ adj. 真诚的；真心的；可信赖的 1 gesture /'destʃə/ n. 手势；姿势；示意动作 2 glance /glA:ns/ n. 匆匆一看；一瞥 1 goal /g@Ul/ n. 目标；目的 3 graceful /'greIsfəl/ adj. 优美的；优雅的；雅致的 4 graduate /'gr{dZueIt/ v. 获得学位（尤指学士）；大学毕业 4 gravy /'greIvI/ n. ( 调味）肉汁 2 gymnasium /dZIm'neIzI@m/ n. 健身房；体育馆 4 gymnastics /dIm'nstIks/ n. 体操；体操训练 1 H harsh /hA:S/ adj. 残酷的；严厉的 1 83 homecoming /'h@Um"kmIŋ/ n.（一年一度的）校友返校活动 4 household /'haUsh@Uld/ adj. 家庭的；家用的 n. 家庭；一家人；同住一所（或一套）房 子的人 4 I ignore /Ig'nO:/ v. 忽视；对……不予理会 1 immediate /I'mi:di@t/ adj. 立即的，立刻的 2 indicate /'IndIkeIt/ v. 象征；暗示 4 individual /"IndI'vIdZu@l/ adj. 一个人的 n. 个人 4 intellectual /"IntI'lektSu@l/ adj. 智力的；理智的 4 involve /In'vɒlv/ v. ①（使）参加，加入 ②牵涉；牵连；影响 4 ironically /aI'rɒnIklI/ adv. （因出乎意料）奇怪地 2 item /'aItəm/ n. ①一件物品（或商品） ②项目 4 J Jew /du:/ n. 犹太人 4 L likely /'laIklI/ adj. 可能的；预料的 2 limitation /"lImI'teIS@n/ n. 起限制作用的规则（或事实、条件）；不足之处 1 linguist /'lIŋgwIst/ n. 语言学家 2 literally /'lIt@r@lI/ adv. 按字面；字面上 2 locker /'lɒkə/ n. （体育馆等的）有锁存物柜，寄物柜 1 luggage /'lgId/ n. 行李 3 luxury /'lkS@rI/ n. 奢侈品 3 M maintain /meIn'teIn/ v. ①维持；保持 ②维修；保养 3 male /meIl/ n. 男性；雄性 adj. 男性的 4 march /mA:tS/ v. 齐步走；行进 4 marriage /'m{rIdZ/ n. 婚姻；结婚 4 masterpiece /'mA:st@pi:s/ n. 代表作；杰作 3 memory /'mem@rI/ n. 回忆；记忆 2 Mexican /'meksIk@n/ n. 墨西哥人 2 mostly /'məυstlI/ adv. 主要地；一般地；通常 2 multiculturalism /"mltI'kltS@r@lIz@m/ n. 多元文化主义（重视社会中各种文化）4 N nasty /'nA:stI/ adj. 不友好的；令人不愉快的 1 nation /'neIʃən/ n. 国家；民族 4 84 O obstacle /'ɒbst@k@l/ n. 障碍；阻碍 3 obviously /'ɒbvI@slI/ adv. 显然，明显地 2 occasion /@'keIZ@n/ n. ①特别的事情（或仪式、庆典） ②某次；……的时候 4 onion /'nj@n/ n. 洋葱 3 opportunity /"ɒp@'tju:nItI/ n. 机会；时机 3 outdoor /"aUt'dO:/ adj. 户外的；室外的 3 overcome /"@Uv@'km/ v. 克服；解决 3 P packet /'p{kIt/ n. 小包装纸袋，小硬纸板盒 2 pajamas /p@'dZA:m@z/ n.（一套）睡衣裤 4 panic /'p{nIk/ v. （使）惊慌，惊慌失措 2 pants /p{nts/ n. ①内裤；短裤 ②裤子 2 parade /p@'reId/ n. 游行 4 participant /pɑ:'tIsIpənt/ n. 参与者；参加者 4 participate /pA:'tIsIpeIt/ v. 参加；参与 3 partner /'pɑ:tnə/ n. 搭档；同伴 4 pasta /'p{st@/ n. 意大利面食 3 perform /p@'fO:m/ v. 履行；执行 4 pizza /'pi:ts@/ n. 比萨饼；意大利饼 2 plate /pleIt/ n. 盘子；碟子 2 pleasant /'plez@nt/ adj. 令人愉快的；可喜的 2 political /p@'lItIk@l/ adj. 政治的；政府的 3 portion /'pO:S@n/ n.（食物的）一份 2 practical /'pr{ktIk@l/ adj. ①切实可行的 ②实际的；真实的 3 prefer /prI'f:/ v. 较喜欢；喜欢……多于…… 3 pressure /'preS@/ n. 心理压力；紧张 v. 逼迫；使迫不得已 1 prevent /prI'vent/ v. 阻止；阻碍 3 prince /prIns/ n. 王子；亲王 4 princess /"prIn'ses/ n.（除女王或王后外的）王室女成员；（尤指）公主 4 process /pr@U'ses/ v. 处理；加工 n.（为达到某一目标的）过程；进程 3 Q quality /'kwɒlItI/ n. 质量；品质 3 R range /reIndZ/ n. ①（变动或浮动的）范围，区间 ②一系列 3 rather /'rA:ð@/ adv. ①相当，在某种程度上 ②更确切地讲 1 refer /rI'f:/ v. ①描述；与……相关 ②提到；谈及；说起 4 reflect /rI'flekt/ v. ①认真思考；沉思 ②显示，表明，表达（事物的自然属性或人们的态度、 85 情感等）1 region /'ri:dZ@n/ n.（通常界限不明的）地区，区域 3 regular /'regjυlə/ adj. 有规律的；定时的 1 regulation /"regju'leIʃən/ n. 章程；规章制度；规则 3 related /rI'leItId/ adj. 相关的；有联系的 1 relevant /'rel@v@nt/ adj. 紧密相关的；切题的 3 relic /'relIk/ n. 遗迹；遗物 3 remind /rI'maInd/ v. 提醒；使想起 4 reminisce /"remI'nIs/ v. 回忆，追忆 4 rent /rent/ v.（短期）租用，租借 4 represent /"reprI'zent/ v. ①作为……的象征；代表 ②代表 4 respect /rI'spekt/ n. 尊重；重视 v. 尊敬；尊重 4 responsibility /rI"spɒnsI'bIlItI/ n. 职责；义务 4 ritual /'rItSu@l/ n. 仪式；程序；礼节 4 rooted /'ru:tId/ adj. 固定在某地的；稳固的 3 ruin /'ru:In/ n. 残垣断壁；废墟 3 S sacred /'seIkrId/ adj. 神圣的 4 salty /'sO:ltI/ adj. 含盐的；咸的 2 sauce /sɔ:s/ n. 调味汁；酱 2 savoury /'seIv@rI/ adj. 咸味的 2 sculpture /'sklptS@/ n. 雕像；雕刻品 3 select /sI'lekt/ v. 选择；挑选；选拔 4 semi- /'semI/ prefix.（构成形容词和名词）半；部分 4 senior /'si:nIə/ n. 高年级学生 4 setback /'setb{k/ n. 挫折；阻碍 3 sewing /'s@UIŋ/ n. 缝纫 4 sheet /Si:t/ n. 一张 1 shortage /'SO:tIdZ/ n. 不足；缺少 1 shrug /Srg/ v. 耸肩（表示不知道或不在乎） 2 signal /'sIgn@l/ v. ①发信号；示意 ②标志；表明 2 significantly /sIg'nIfIk@ntlI/ adv. 有重大意义地；显著地；明显地 4 sincerely /sIn'sI@lI/ adv. 敬启，谨上 3 snack /sn{k/ n. 点心；小吃 2 snail /sneIl/ n. 蜗牛 2 socialise /'s@US@laIz/ v.（和他人）交往，交际 4 soil /sOIl/ n. ①国土；领土 ②土壤 2 solo /'s@Ul@U/ adj. 独自的；单独的 3 sort /sO:t/ n. 种类；类别 1 souvenir /"su:və'nIə/ n. 纪念物；纪念品；（度假或外游买回来送人的）礼物 3 Spanish /'sp{nIS/ n. 西班牙语（通用于西班牙、墨西哥以及中、南美洲多数国家）2 86 sparkly /'spɑ:klI/ adj. 闪烁的；闪耀的 3 specific /spI'sIfIk/ adj. ①特有的；独特的 ②明确的；具体的 4 stage /steIdZ/ v. 上演 n. （发展或进展的）时期，阶段，状态 4 stare /ste@/ v. 盯着看；凝视 1 stationery /'steIʃənərI/ n. 文具 4 strand /str{nd/ n.（线、绳、毛发等的）股，缕 4 symbol /'sImbəl/ n. 象征 4 symbolise /'sImb@laIz/ v. 是……的象征；代表 4 T tear /te@/ v. ①挣开；拽开 ②撕裂；撕碎；扯破；戳破 3 teen /ti:n/ n.【非正式用法，美式英语使用较多】（13 至19 岁之间的）青少年，少男， 少女 3 teenager /'ti:neIdZ@/ n. （13 至19 岁之间的）青少年 1 temple /'temp@l/ n. 庙宇，神殿 3 themed /Ti:md/ adj. 特定主题的 4 therefore /'ðeəfɔ:/ adv. 因此；所以；因而 3 thread /Tred/ n.（棉、毛、丝等的）线 4 throughout /Tru:'aUt/ prep. ①自始至终 ②各处；遍及 1 tip /tIp/ n. 指点；实用的提示 1 topic /'tɒpIk/ n. 话题；标题 4 torn /tO:n/ adj.（在两者之间）难以选择，左右为难 2 tradition /tr@'dIS@n/ n. 传统，传统的信仰（或风俗）4 transition /tr{n'zIS@n/ n. 过渡；转变 4 U underwear /'nd@we@/ n. 内衣 2 upcoming /'p"kmIŋ/ adj. 即将发生（或来临）的 4 V vary /'ve@rI/ v.（根据情况）变化，改变 4 vast /vA:st/ adj. 巨大的；辽阔的 3 vocabulary /və'k{bjələrI/ n.（某一语言的）词汇，词汇量 2 vodcast /vɒdkA:st/ n. 视频播客 3 W within /wIð'In/ prep. 不出（某段时间）；在（某段时间）之内 2 witness /'wItnIs/ v. 当场看到，目击（尤指罪行或事故）3 womanhood /'wUm@nhUd/ n. 成年女子的状态 4 worldwide /"w:ld'waId/ adv. 在全世界；在世界各地 4 87 wreath /ri:θ/ n. 花环（传统上圣诞节时挂在门上）4 wrist /rIst/ n. 手腕 2 Y youth /ju:T/ n. ①（统称）青年，年轻人 ②青年时期（尤指成年以前）4 后记 本套教材根据教育部颁布的《普通高中英语课程标准（2017 年版 2020 年修订）》编写，后经国家教材委员会专家委员会审核通过。 本套教材编写过程中，我们得到了多方面的指导与支持。国内外多位 语言教学专家，如梅德明、刘正光、程晓堂、Rod Ellis、Brian Tomlinson 等，对我们的教材编制方案、教材初稿和教材修订工作提出了宝贵的意见 和建议。 上海市英语特级教师何亚男、吴小英、汤青、陆跃勤等对我们的编 制方案、选材、活动设计、编写体例等提出了富有建设性的意见。教材编 写过程中，我们还多次听取了上海市各区高中教研员和优秀骨干教师的意 见和建议。 此外，来自加拿大、德国、英国、美国等国家的多位外籍专家，如 Marc Young，Stephanie Ashford，Catherine Watts 等，对本套教材进行了 审校，提出了许多有价值的修改意见。 上海市中小学（幼儿园）课程改革委员会、上海市教育委员会教学 研究室、上海市英语教育教学研究基地（上海市高校 “立德树人” 人文社 科重点研究基地）、基地所在单位上海外国语大学以及上海外语教育出版 社对教材的编写提供了有力的支持。各册责任编辑全程参与了教材的编写 工作，付出了辛勤的劳动。 我们在此一并表示衷心的感谢。 热忱欢迎广大专家、教师和同学们在使用过程中指出教材的不足之 处或问题，以便我们尽快修订改正。 编者 2020 年5 月