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普通高中教科书·英语［选择性必修 第一册］
主 编 王守仁 何 锋
副 主 编 顾爱彬 范红升
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同学们：
欢迎使用《普通高中教科书·英语》！本册教材围绕“人与社会”的主题语境，
依托话题丰富、文体多样的语篇，引领你通过一系列英语学习活动，发展英语学科核
心素养。现在，让我们走进教材，开启一段有趣的英语学习之旅。
每个单元首页的 Welcome to the unit 板块是你单元学习的起点，借助视频、
图示、文字等形式多样的语篇激发你的学习兴趣，帮助你初步了解单元主题，为单
元学习做好热身准备。随后，你将进入一个非常重要的学习环节——Reading 板
块。在这里，你将有机会阅读关于饮食文化、音乐作品、绘画流派以及诗歌鉴赏等
话题的语篇，感受真实、地道、优美的英语，了解中外优秀文化。你可以通过一系列
多维度、分层次的阅读活动，深入探究主题意义，提升语言能力、文化意识和思维品
质。来到 Grammar and usage 板块，你将在语篇中观察、探究语法现象，自主归
纳语法规则，并在新的语境和活动中正确使用语法。接下来，在 Integrated skills
板块，你将综合运用听、说、读、看、写的技能，完成语言技能融合的活动。随后，
在 Extended reading 板块，你将进行拓展阅读，通过观点表达等活动，进一步探
究主题意义，获得对饮食文化的新认识，提升对文学艺术的鉴赏能力。在 Project
板块，你将和同学一起开展合作学习、探究学习，完成一项综合性、实践性活动。
Assessment 板块以开放性问题的形式提供自评、互评等多种评价方式，促使你及
时反思并调整学习行为，提升学习能力，使学习更有成效。在 Further study 板块，
你可以根据自身的学习情况来选择教材推荐的资源在课后进行自主学习、拓展学
习，继续体验英语学习的快乐。
祝你在这段英语学习之旅中，带着梦想，快乐而自信地前行！
《普通高中教科书·英语》编写组
2020年12月Grammar
Welcome to Integrated
Unit Reading and Extended reading Project Assessment Further study Workbook
the unit skills
usage
1 (p. 1) Comfort food (p. 2) To-infinitives Introducing your Eating in China (p. 11) Making a dish (p. 13) (p. 14) (p. 14) Exploring language
Food matters A video A magazine article as subjects and favourite food (p. 8) Three blog entries (p. 57)
(p. 1) predicatives
Tip: Understanding Tip: Using rhetorical Building skills (p. 59)
(p. 6)
definitions in a text questions in
Appreciating
(p. 4) conversation (p. 10)
language (p. 62)
2 (p. 15) Understanding culture Verb-ing forms Introducing your Beethoven: a Making a profile of an (p. 28) (p. 28) Exploring language
The universal Two posters through music (p. 16) as subjects and favourite singer or band remarkable life (p. 25) English song (p. 27) (p. 63)
language Two emails objects (p. 20) (p. 22) A magazine article
Building skills (p. 65)
(p. 15)
Tip: Identifying
Appreciating
flashback in a text
language (p. 68)
(p. 26)
3 (p. 29) First impressions (p. 30) Verb-ing and Giving instructions for Qingming Scroll (p. 39) Making a poster about a (p. 42) (p. 42) Exploring language
The art of Four pictures A travel journal verb-ed forms making an unusual An essay painter (p. 41) (p. 69)
painting as predicatives picture (p. 36)
Tip: Establishing word Building skills (p. 71)
(p. 29) (p. 34)
families from root Tip: Identifying
Appreciating
words (p. 33) examples (p. 36)
language (p. 74)
4 (p. 43) How to read a poem Overview of Interpreting a poem Li Bai and his romantic Giving a poetry recital (p. 56) (p. 56) Exploring language
Exploring Two poems (p. 44) to-infinitives, (p. 50) poetry (p. 53) (p. 55) (p. 75)
poetry A lecture transcript verb-ing and An essay
Tip: Understanding a Tip: Reading a poem Building skills (p. 77)
(p. 43) verb-ed forms
Tips: Reading a text lecture (p. 51) aloud (p. 55)
(p. 48) Appreciating
critically (p. 46)
language (p. 80)
Forming compound
adjectives (p. 47)
Appendices: Text notes (p. 81) Grammar notes (p. 94) Wordlists (p. 98) Irregular verbs (p. 119)
etsaT
CONTENTSGrammar
Welcome to Integrated
Unit Reading and Extended reading Project Assessment Further study Workbook
the unit skills
usage
1 (p. 1) Comfort food (p. 2) To-infinitives Introducing your Eating in China (p. 11) Making a dish (p. 13) (p. 14) (p. 14) Exploring language
Food matters A video A magazine article as subjects and favourite food (p. 8) Three blog entries (p. 57)
(p. 1) predicatives
Tip: Understanding Tip: Using rhetorical Building skills (p. 59)
(p. 6)
definitions in a text questions in
Appreciating
(p. 4) conversation (p. 10)
language (p. 62)
2 (p. 15) Understanding culture Verb-ing forms Introducing your Beethoven: a Making a profile of an (p. 28) (p. 28) Exploring language
The universal Two posters through music (p. 16) as subjects and favourite singer or band remarkable life (p. 25) English song (p. 27) (p. 63)
language Two emails objects (p. 20) (p. 22) A magazine article
Building skills (p. 65)
(p. 15)
Tip: Identifying
Appreciating
flashback in a text
language (p. 68)
(p. 26)
3 (p. 29) First impressions (p. 30) Verb-ing and Giving instructions for Qingming Scroll (p. 39) Making a poster about a (p. 42) (p. 42) Exploring language
The art of Four pictures A travel journal verb-ed forms making an unusual An essay painter (p. 41) (p. 69)
painting as predicatives picture (p. 36)
Tip: Establishing word Building skills (p. 71)
(p. 29) (p. 34)
families from root Tip: Identifying
Appreciating
words (p. 33) examples (p. 36)
language (p. 74)
4 (p. 43) How to read a poem Overview of Interpreting a poem Li Bai and his romantic Giving a poetry recital (p. 56) (p. 56) Exploring language
Exploring Two poems (p. 44) to-infinitives, (p. 50) poetry (p. 53) (p. 55) (p. 75)
poetry A lecture transcript verb-ing and An essay
Tip: Understanding a Tip: Reading a poem Building skills (p. 77)
(p. 43) verb-ed forms
Tips: Reading a text lecture (p. 51) aloud (p. 55)
(p. 48) Appreciating
critically (p. 46)
language (p. 80)
Forming compound
adjectives (p. 47)
Appendices: Text notes (p. 81) Grammar notes (p. 94) Wordlists (p. 98) Irregular verbs (p. 119)UNIT Food matters
1
Food is as fundamental to man as the people are to the state.
—Chen Shou
In this unit, you are going to:
• read a magazine article about comfort food;
• write an article about your favourite food;
• read three blog entries about some traditional
Chinese foods;
• make a dish.
Welcome to the unit
Each country has its typical food. Watch the video and finish the following exercises.
• Fish and chips from the UK consists of
deep-fried fish and _________________
chips.
• Sushi from Japan comes in
_________________ and is very popular
partly because of its freshness and
convenience.
• A taco, a traditional Mexican dish,
is made up of a _________________ or
wheat pancake rolled around a filling.
• Pasta from Italy is typically made
from flour, water and sometimes
_________________.
1 Which of the dishes in the video would you like to try most? Why?
2 What do you think is the most typical Chinese food?
Food matters 1Reading
Food keeps us healthy and energetic. It can also do more than that. The article below, from a
food magazine, discusses the idea of comfort food. Before you read the article, think about the
following questions:
• What do you think the article will talk about according to the title?
• What foods can have an impact on your feelings?
Whenever I feel lonely, I have a secret recipe that never fails: rice, milk and sugar,
cooked low and slow. No matter how bad my mood is, that perfect combination is
always enough to lift my spirits. Sometimes the smell alone can do the trick, not to
mention the lovely creamy flavour, which works like a time machine immediately
5 transporting me back to my sunny childhood. With pleasure, I remember the lazy
Sunday afternoons I used to spend in the warmth of my grandma’s flat, listening
to her wonderful stories and greedily eating bowl after bowl of her delicious rice
pudding. I take my time over every spoonful, gently rolling the silky dessert around
my mouth and enjoying the perfect marriage of rice and milk. Before I know it, I’m
10 happy again.
My experience with rice pudding illustrates the unique power of “comfort food”.
In its broadest sense, comfort food refers to any food that makes us feel better.
In this article, we will talk about a particular type of comfort food whose power
mainly lies in the associations it calls to mind. It often makes up for bad feelings by
15 helping us recall happy memories of the people, things or places we love.
Our comfort foods are highly individual. They vary from person to person,
depending on our own unique experiences that have shaped our lives. If we grow
2 Unit 1up eating certain foods in our family, then those foods tend to be linked with
positive emotions. For example, we often connect chicken soup with a happy
20 childhood and its flavour becomes tied up with the feeling of being taken care
of. When we eat it again, we unlock memories of a time when we were loved and
looked after, and this cheers us up.
The feeling of happiness and sense of belonging can become particularly important
for people who move away from their home country. According to some food
25 experts, there are some aspects of culture that people will lose right away, but
with food, there are more opportunities to connect to memory, family and place.
It is hardest to give up the food that you grow up with. Of course, each person’s
comfort food largely depends on where they come from—for a Chinese it might be
a plate of dumplings with a saucer of vinegar, and for a native of the UK it might
30 be the classic fish and chips, served hot, salty and sour. One mouthful of comfort
food takes us back to our cultural roots, giving us the “taste of home” that we cry
out for and relieving feelings of homesickness.
That’s certainly true for me. Comfort food tastes good and by building an
emotional bond with our happy memories, always makes us feel good. It isn’t just a
35 bowl of noodles or chicken soup. It’s food for the soul.
Food matters 3A Understanding the text
A1 Read the article and complete the chart below with the main idea of each paragraph.
Para. 1: Rice pudding cheers me up whenever I feel unhappy.
Para. 2: ____________________________________________
Para. 3: ____________ Para. 4: ____________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
Para. 5: ____________________________________________
A2 Read the article again carefully and answer the following questions.
1 What does the author compare the flavour of the rice pudding to in
the first paragraph? Tip
_________________________________________________________________ Understanding
definitions in a text
2 What is comfort food in its broadest sense?
In some texts
definitions are given to
_________________________________________________________________
key concepts with such
expressions as refer to.
3 According to the third paragraph, how does comfort food such as
In some cases, in a
chicken soup cheer us up? broad sense or in a
narrow sense is used to
_________________________________________________________________ make the definition
more accurate.
4 For people who move away from their home country, what largely
determines their comfort food?
_________________________________________________________________
A3 In pairs, discuss the following questions.
1 How does the author introduce the topic of comfort food? What do you think of
this technique?
2 What foods can remind you of your happy memories? Describe the memories
they recall.
3 In your opinion, is there any difference between one’s comfort food and
favourite food? Give your reasons.
4 Unit 1B Building your language
B1 The passage below is about a different kind of comfort food. Complete the passage with
the correct forms of the words and phrases in the box below.
greedily emotion link cry out for
mood dessert relieve do the trick
When we are in low spirits, we may (1) _________________ things that give us
comfort and a sense of security. Since it brings back happy memories of the past
or offers an opportunity to connect with our home culture, comfort food can
often (2) _________________. However, there is another type of comfort food, which
generates positive (3) _________________ in a different way. Food high in calories may
also make us feel better. As (4) _________________ like cakes are digested, blood sugar
levels can go up quickly. As a result, we will be in a better (5) _________________ after
eating the comfort food. However, the sharp increase in blood sugar will cause
the body to produce a special chemical to remove it. When the chemical lowers
blood sugar levels, we are likely to feel sad again and will (6) _________________ eat
more comfort food. There is then the danger of entering a cycle of highs and lows
where more and more comfort food, high in carbohydrates, needs to be eaten. This
(7) _________________ with health problems like being overweight.
Comfort food is an important tool in helping us (8) _________________ tension and
feel good about ourselves. However, be aware of the hidden dangers of high-calorie
comfort food!
B2 The article uses several phrasal verbs with “up”. Complete the sentences with the correct
forms of the phrasal verbs in the left box. There are two phrasal verbs you do NOT need to
use. Then think of more phrasal verbs with “up”.
cheer up 1 I find it hard to _________________ my energy right after lunch.
make up for
2 I waited for half an hour, but he never _________________.
give up
take up 3 Let’s help _________________ the stage for the show.
keep up
4 Have you _________________ any new hobbies recently?
set up
show up 5 The good days can _________________ the bad ones.
B3 The article uses different phrases to express “to make sb think of sth” and “to make sb
feel better”. Find these expressions in the article and improve the sentences below by varying
the language.
Learn this It is important to vary your language in your writing so that readers
do not get bored. To achieve this, you can use words and phrases with similar
meanings.
Breakfast is an important meal and what people eat for breakfast is quite different.
People from different places and with different eating habits tend to eat different
things for breakfast.
Food matters 5Grammar and usage
To-infinitives as subjects and predicatives
A Exploring the rules
Below is a blog entry about eating out and eating at home. Find the sentences that use
to-infinitives as subjects or predicatives and fill in the table below. The first ones have been
done for you.
Not that long ago, my first thought at mealtimes was to eat at a restaurant. I was
eager to try new restaurants. To eat out was also a social activity, allowing me to
enhance the relationship with my friends. I often ate out until last month, when I
came across a cooking app. There are a variety of recipes in the app to choose from.
They are uploaded by users, and offer detailed instructions so that others can follow
them step by step. Most of the recipes include photos or videos, which are very
useful for beginners. When I picked a popular recipe and gave it a try, I discovered
that it was not that difficult to make a simple and tasty dish. In the last few weeks,
I’ve thrown myself into home cooking, from boiling noodles in the pot to frying
steak in the pan. I hardly eat out any more. Not only is cooking at home cheaper,
but I can cook exactly what I want. It’s healthier too. No wonder people say nothing
beats home cooking!
Now I am good at cooking a couple of dishes. My plan is to invite my friends over
at the weekend to show them my new-found skills. I hope that they will like my
cooking!
To-infinitives To eat out was also a social activity, …
as subjects
To-infinitives …, my first thought at mealtimes was to eat at a restaurant.
as predicatives
Working out the rules
• When the to-infinitive is used as a subject, we usually use the preparatory
subject (1) _________________ at the beginning of the sentence.
• The to-infinitive can also be used as a predicative. It usually comes after
the verb (2) _________________.
Grammar notes page 94
6 Unit 1B Applying the rules
B1 Rewrite the following sentences using to-infinitives according to the requirements in the
brackets.
1 The next dish that the cook will prepare is Kung Pao Chicken. (attributive)
____________________________________________________________________________
2 The preparation of home-cooked meals is easy and enjoyable. (subject)
____________________________________________________________________________
3 Her dream is that she will open a restaurant some day. (predicative)
____________________________________________________________________________
4 We will put the potatoes in the pot first in order that they will be cooked quickly.
(adverbial of purpose)
____________________________________________________________________________
5 I consider the Soup of the Day as the best option on the menu. (object complement)
____________________________________________________________________________
B2 Below is a lifestyle magazine article. Complete the article with the correct forms of the
verbs in the brackets.
As long as you are not afraid of heights, you will be impressed by Sky Buffet, the
latest restaurant in the city centre. (1) _________________ (locate) at the top of Tower
88, it gives you an amazing view of the bay. Better still, its entire seating area turns
slowly and it is enjoyable (2) _________________ (see) the scenery outside while having
your meal. Since it takes about an hour (3) _________________ (turn) the full 360
degrees, you are unlikely to get bored with the scenery. If you want to get the most
wonderful views, your best bet is (4) _________________ (sit) by the window an hour
before sunset and watch how the sky changes colours. The atmosphere is lively and
modern, with its walls (5) _________________ (paint) white and light blue. Sky Buffet
serves a menu full of eye-catching Asian dishes, (6) _________________ (range) from
Chinese food to Japanese food. It will be a good idea (7) _________________ (invite)
your family and friends over for dinner. Sky Buffet is considered by many locals
(8) _________________ (be) the perfect location for a special occasion.
B3 Imagine your friend has taken you out to dinner at Sky Buffet. Write a thank-you note to
your friend, offering to return the favour by inviting him or her to your home for dinner next
weekend. Remember to use to-infinitives. Use the expressions below to help you.
Expressions
I am writing to … I have always wanted to …
It was so kind of you to … I would like/love to …
It was wonderful to … My plan is to …
Food matters 7Integrated skills
Introducing your favourite food
A Jake’s teacher, Mr Guan, is making an announcement about the school Food Festival.
Listen and finish the exercises below.
A1 Listen to the announcement and decide whether the following statements are true (T) or
false (F).
1 The first school Food Festival took place last year. T / F
2 This year’s Food Festival will be held on 15 March. T / F
3 Students can learn about food from many different countries at the Food
Festival. T / F
4 Changes can be made to the programme. T / F
5 The writing competition will begin on the day of the Food Festival. T / F
A2 Listen to the announcement again and complete the notes below.
Events at the Food Festival
Cooking classes
Learn how to make different food, e.g. (1) ____________________________
Food stands
• Present different kinds of food for students to try
• Think of (2) ____________________________ and make some food
according to it
• Decorate your food stands to (3) ____________________________ as many
people as possible
A writing competition
• The article should be of no less than (4) ____________________________.
• You should tell us what your favourite food is and
(5) ____________________________ more than other foods.
• You should hand in the article before (6) ____________________________.
8 Unit 1B Jake and his friend Amy have written about their favourite foods for the competition.
Read their articles and pay attention to the descriptions of food.
Mooncakes: a taste that is out of this world!
By Jake Zhao
Of all the foods I have ever tried, the mooncake is my favourite. There are
many versions of mooncakes from different places around China. They
have a variety of fillings and among them I love
the sweet red bean filling best. I remember trying
my first mooncake with my family when I was
very little. We sat outside in my grandparents’ yard
while the full moon shone above us. It was a very
special moment. My elderly grandmother still bakes
mooncakes for the whole family every year. She can turn the flour and red
beans into wonderful mooncakes like magic. When she places them on
the table, they look adorable—small, round and shiny golden-brown. The
delicious smell soon reaches my nose and my mouth starts to water. When
I pick up a mooncake, it feels warm and heavy in my hand. As I take each
bite, the sweet and mild flavour of the red bean filling slowly fills my
mouth. The mooncake is always my favourite because of its satisfying taste
that is out of this world and the happy memories it brings to mind.
Tiramisu cheers me up
By Amy Xu
My favourite food is a popular Italian dessert called tiramisu. I first
tried it about two years ago, when I visited a bakery with my parents.
Each spoonful of this amazing dessert is a light, creamy experience to
remember. There are three layers of the cake and the cheese is between
the layers, making the dessert feel soft and smooth.
There is also a bitter taste of coffee but this flavour
is not very strong. Tiramisu does not look very
attractive—it’s brown, because of the coffee and
dark chocolate, and white, because of the cream and
cheese—but all these ingredients make it taste delicious!
Since I tried it for the first time, tiramisu has become my favourite
dessert. I have also learnt that the name tiramisu means “cheer me up”
in Italian. Whenever I feel unhappy, I eat this dessert and it does make
me feel better!
Food matters 9C In pairs, talk about your favourite food. Use the following questions to help you.
Tip
• What is your favourite food?
Using rhetorical questions in conversation
• Why do you like it? (How it looks,
A rhetorical question is a figure of speech in the
smells, tastes and feels in your mouth,
form of a question that is asked to emphasize a
how you associate it with a particular point or to express feelings and attitudes. For
example, when you ask “How can I forget such a
experience, etc.)
tasty dish?”, you are actually emphasizing that you
always remember the dish.
D Write an article about your favourite food. Use your ideas from part C and the
information in parts A and B to help you.
Planning your writing
• Learning about the text type
An article about your favourite food is a piece of descriptive writing which can
create a vivid picture in readers’ minds through plenty of sensory details.
• Learning about the structure
When writing an article about your favourite food, you can follow the structure
below:
State clearly what your favourite food is.
Mention your experiences of tasting it, especially for the first time.
Describe the characteristics of the food, such as its appearance, smell, taste and
way of cooking.
• Learning about the language
When you describe food, you can use adjectives to create an image of the food
in the mind of the reader. Adjectives commonly used to describe food include
smelly, bitter, sweet, salty, juicy, creamy, silky, smooth, soft, crisp, etc.
Checking your writing
Remember to check your writing after you finish and exchange drafts between you
and your partner. Pay attention to the following aspects:
Punctuation Spelling Grammar
Choice of words Style (formal/informal) Structure
Self-review Peer review
• Do you use adjectives to describe the • Does your partner think there are
food? Is your description vivid enough? enough sensory details in your writing?
• What changes can you make to • Which part does your partner find most
improve your writing? interesting?
10 Unit 1Extended reading
Read the following entries from the blog of a food critic who is eating his way through
traditional Chinese foods.
7 March, Sichuan hot pot
The mouth-watering hot pots of Sichuan are as famous overseas as they are in
China, and the hot flavour is enough to heat up a cold midwinter evening or to let
loose rivers of sweat on a summer afternoon. I gave it my first
5 try last night, together with a few local friends. As the soup
bubbled slowly over a gas burner in the middle of the table,
its surface was covered with a beautiful layer of chillies,
Sichuan peppers, spring onions and red oil. Slowly at first,
and then faster and faster, we tipped plates of fresh meat, fish and
10 vegetables into the pot. The hot flavour quickened our laughter and conversation,
making the meal the perfect way to relax with friends.
Sichuan hot pots are perfect for the damp, foggy climate in which they were
invented. They are believed to have started off in the late Qing Dynasty as a way
for boatmen on the Yangtze River to keep warm during the cold and wet winters.
15 In the beginning, the delicious dish was made simply by boiling vegetables,
chillies and Sichuan peppers in water. Over time, it has expanded to include
multiple options of soups, vegetables, meats and sauces, appealing to people of
different tastes. What I love best about Sichuan hot pots is that they offer a great
opportunity to socialize with friends since a meal can last for hours. I instantly
20 became a big fan of Sichuan hot pots and I’ll soon be back for more!
12 August, Nanjing salted duck
Salted duck is Nanjing’s most famous food export. Served plain in thin, white
slices, the meat is juicy and salty. Each Nanjing salted duck takes several days to
Food matters 11prepare, and the process includes salting, drying, boiling
25 and cooling. As I finished my first helping on a recent
afternoon in Nanjing, my host, Chef Zhang, told me a
little more about the dish.
The countryside around Nanjing has been famous for
its ducks for centuries; its countless waterways make the area perfect for raising
30 waterbirds. A local history book from the late Qing Dynasty praised salted duck in
particular, saying it was without equal. Traditionally, duck is considered to have
cooling properties, so it is appropriate for the hot summer months. Nowadays,
people eat salted duck all year round and it is estimated that tens of thousands of
ducks are consumed every day in Nanjing! It definitely hit the spot when I tried it,
35 and it has become one of my personal favourites.
8 December, Cantonese dim sum
In Guangzhou, morning tea is such an essential part of the daily routine that “Have
you had your tea?” has become the local version of “Good morning.” Though
teahouses have been common in China since the Tang Dynasty, the Cantonese
40 innovation of the mid-19th century was to serve tea
together with a variety of light dishes, or dim sum. The
concept took off, and today Guangzhou’s restaurants
stimulate customers’ appetite with over a thousand
offerings, each more delicate and delicious than the last.
45 The Cantonese do not hurry over their breakfasts, as I found when I visited a
restaurant in Guangzhou’s old city centre this morning. The emphasis is rather
on conversation about business, family or pleasure, and locals can spend hours
together chatting, drinking tea and working their way through the menu. From
beef balls to rice noodle rolls, there are various dishes that have been baked, boiled,
50 steamed or fried. A single visit is not enough to appreciate everything, and I have a
long list of dim sum I still need to try.
A Write a summary of each of the three traditional Chinese foods.
B What dish is popular in your hometown? Introduce it to a foreign traveller. Explain its
popularity, history and features.
12 Unit 1Project
Making a dish
A As a class, discuss dishes from around the world or new dishes you would like to create.
Then in groups, choose a dish to research.
B As a group, research the recipe for your chosen dish. Use the example below to help you.
Dumplings
Main ingredients Dos
500 grams of meat, Chinese • Before mixing, salt the Chinese
cabbage, dumpling wrappers cabbage, let it rest for 15
minutes and press out extra
Instructions water.
• Mix together the meat and the • Use water to stick the edges
Chinese cabbage. together if necessary.
• Fill the dumpling wrappers
with the mixture. Stick Don’ts
the edges of the dumpling • Don’t put the dumplings into
wrappers together. the water when it is not boiling.
• Boil the dumplings. • Don’t overfill the dumplings,
• Set the cooked dumplings on or they will fall apart when you
a plate and serve with vinegar. boil them.
C As a group, make a
video or take some photos
of how you make the dish.
Use the example to help you.
Then present your video or
photos to the rest of the class.
Food matters 13Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 Which key characteristics of comfort food can you identify?
2 What do you think of your writing about your favourite food? List 2 or 3
sentences that you are the most satisfied with.
3 What can you learn from the blog entries to help you introduce a popular
dish in your hometown?
4 Did you have any difficulty doing the project of this unit? If yes, what was it?
5 What new words have you learnt from this unit? List some of them. *
6 What grammar have you learnt from this unit? Make a sentence with the
grammar. *
7 What tips have you learnt from this unit? Make a list of them.
8 How are you going to improve your overall performance? Make an action
plan.
* Assess your learning of vocabulary and grammar by doing language practice on pages 57–58.
Further study
Ratatouille is an animated film about Remy, a young rat who
dreams of becoming a chef in a famous restaurant. His dream
is encouraged by the restaurant’s original owner, who believes
that anyone can cook, but only the fearless can be great. Watch
this film and join in Remy’s food adventures.
“What Happens in Your Brain When You Taste Food” is a video
talk given by neuroscientist Camilla Arndal Andersen. She
reveals surprising information about how our brains “taste”
food and hopes that her discoveries can help create healthier
foods without sacrificing taste. Watch the video talk to find out
more about her fascinating research.
14 Unit 1UNIT T he universal language
2
Music is the utmost pleasure in life; music is the clear spring of life;
music is the furnace of temperamental refinement.
—Xian Xinghai
In this unit, you are going to:
• read two emails by exchange students about their
experiences of discovering new music;
• write an article about your favourite singer or band;
• read a magazine article about a classical musician;
• make a profile of an English song.
Welcome to the unit
Musical instruments come in a wide range of types. Read the posters below about two
important musical instruments and the musicians, and discuss the following questions in pairs.
Erhu Piano
—Invented in China in the Tang Dynasty —Invented in Italy in the early 18th century
Hua Yanjun Wolfgang Amadeus Mozart
• Also known as A Bing, a blind erhu • An Austrian composer
artist • Famous for Symphony No. 41 (the
• Famous for Moonlight on the Second Jupiter Symphony) and Piano Concerto
Spring No. 23
lid
Liu Tianhua Frédéric François
keyboard
• Improved the erhu pegs head Chopin
instrument and • A Polish
its performing bow composer and
techniques stick pianist
strings
• Famous for Moon • Famous for the
Night and Birdsong Minute Waltz strings
over Empty Mountain soundbox pedals
1 Search online for the pieces of music mentioned in the posters. How do you feel
when listening to them?
2 What other musical instruments and famous musical pieces or musicians do you
know about?
The universal language 15Reading
A great way to learn about a new culture is through its music. The emails below are written
by two exchange students who are discovering new music in their host countries. Before you
read the emails, think about the following questions:
• What information do you think the emails contain according to the subjects?
• Have you watched a music performance live or on TV? What was it like?
From Alice Duncan
To Lucy Becker
Send
Subject Butterfly Lovers
Hi Lucy,
So glad to get your email. I hope everything is fine with you. Last night,
I watched a performance of Butterfly Lovers, a beautiful violin concerto
composed by He Zhanhao and Chen Gang. It’s a piece that really deserves to
5 be heard.
The music took me through the twists and turns of a classic story about
a young couple torn apart by their families. When the two lovers, Liang
Shanbo and Zhu Yingtai, first meet, the music is light and pleasant, as if
whispering to the audience. It is followed by a fast and cheerful section
10 which represents their three happy years of school. Then the music gets
dramatic with heavier notes and that is when the lovers are separated because
Zhu’s father forces her to marry another man. Angry and sad, Liang falls
sick and dies. Zhu weeps bitterly over the loss of her love. Overcome with
sorrow, she jumps into his grave. Finally, during the most exciting part, the
15 music takes a softer turn and ends on a bittersweet note, telling us how the
couple transform into butterflies and fly away to be together forever. It is an
amazing journey!
Butterfly Lovers combines Chinese and Western musical elements: it is played
on Western instruments such as the violin, but more significantly, much
20 of the music has its roots in Chinese Yue Opera. This unique combination
has made me realize that music is indeed a universal language. You should
definitely listen to Butterfly Lovers—I bet you’ll like it!
By Jessie Cable
All the best,
25 December
Alice
16 Unit 2To Stephen Lin
From Harry Yu
Subject Country music
Dear Stephen,
Life here in Nashville is as interesting as I thought it would be. My host family
are big fans of country music, so I can always rely on them to introduce me to
some great songs. I love learning about country music and I keep asking them
5 questions about it all the time!
It turns out that country music became popular right here in the south of
America in the 1940s and then spread across the nation. It grew out of such
music types as the blues and folk music, so the musicians use many similar
instruments, such as the guitar. The tunes are easy to sing, and the lyrics
10 often leave you deep in thought. Most of the songs are about hardship and
heartbreak, but also about hope—with plenty of humour thrown in for
good measure. You can feel an emotional connection between you and the
musicians.
Country music shows the peaceful green fields and simple life of the
15 countryside. Obviously I don’t know what it’s truly like to grow up in rural
America, but the masters of country music, like John Denver, can make you
feel like you’re there. The simple tunes and beautiful natural images are often
very suggestive of countryside surroundings:
Almost heaven, West Virginia
20 Blue Ridge Mountains, Shenandoah River
Life is old there, older than the trees
Younger than the mountains, growing like a breeze
(From “Take Me Home, Country Roads” by John Denver)
Why don’t you try to listen to some great country music? I guarantee you’ll
25 enjoy it!
Best wishes,
Harry
The universal language 17A Understanding the text
A1 Read the emails and write down the main idea of each paragraph.
Alice’s email
Para. 1: I watched a performance of Butterfly Lovers last night.
Para. 2: __________________________________________________________________________
Para. 3: __________________________________________________________________________
Harry’s email
Para. 1: __________________________________________________________________________
Para. 2: __________________________________________________________________________
Para. 3: __________________________________________________________________________
Para. 4: You should listen to some country music.
A2 Read the emails again carefully and complete the notes below.
The violin concerto Butterfly Lovers Country music grew out of such
takes us through the story of a young music types as
couple (1) ___________________________. (4) ___________________________.
This beautiful piece of music It became popular in the
expresses different moods— south of America in the 1940s
first light and pleasant, then and then spread across the
(2) ___________________________, next nation. The tunes are easy
dramatic with heavier notes and finally to sing, and the lyrics often
bittersweet. The piece is a perfect leave you deep in thought.
combination of Chinese and Western Most of the songs are about
musical elements—it is played on (5) ___________________________.
(3) ___________________________ such as Country music makes you
the violin but has its roots in Chinese think of the green fields and
Yue Opera. (6) ___________________________.
A3 In pairs, discuss the following questions.
1 The violin concerto Butterfly Lovers is a combination of Chinese and Western
musical elements. What do you think of this combination?
2 What can you know about rural America from “Take Me Home, Country Roads”?
3 Both Alice and Harry enjoyed their experiences of music from another culture.
What do you think of Alice’s opinion that “music is indeed a universal language”?
18 Unit 2B Building your language
B1 The passage below is an introduction to a concert. Complete the passage with the correct
forms of the words and phrases in the box below.
combine overcome transform rely on
deserve pleasant guarantee for good measure
Music has the power to (1) _________________ our lives. To give the public more
access to music, we will put on a series of free concerts. Music in different styles,
from classical to jazz, will be played. You can (2) _________________ us to show you
some of the world’s best-known works. The first of these concerts will be held in
front of the arch in the downtown square at eight next Friday evening. Come and
spend a (3) _________________ evening with us!
At the concert you will enjoy the Yellow River Piano Concerto, one of China’s greatest
contributions to classical music. Like the violin concerto Butterfly Lovers, this piano
concerto also (4) _________________ Chinese and Western musical elements and is
well received across the world. The musical piece, an adaptation of Xian Xinghai’s
Yellow River Cantata, tells how the Chinese people, led by the Communist Party
of China, fought to (5) _________________ the Japanese invaders. It consists of four
movements: “The Song of the Yellow River Boatmen”, “Ode to the Yellow River”,
“The Yellow River in Anger” and “Defend the Yellow River”. The difficult piano
solo in particular (6) _________________ a mention. The concert will end with some
short pieces of violin music (7) _________________. We (8) _________________ that you
will enjoy this concert!
B2 The emails use some music-related vocabulary. Find the words in the emails and think of
more on your own. Complete the chart with as many music-related words as you can.
Types Instruments
_________________ _________________
Music
_________________ _________________
_________________ _________________
People behind
Performers
the scenes
_________________
_________________
_________________
Jobs
_________________
_________________
_________________
B3 Alice uses personification when she describes the violin concerto Butterfly Lovers. Find
the sentence and describe your favourite piece of music using personification.
Learn this With personification, a thing is described like a human being. This way,
the description becomes more vivid and interesting, enabling the reader to look at
the thing in a new and different way.
The universal language 19Grammar and usage
Verb-ing forms as subjects and objects
A Exploring the rules
Below is a story about a musician and his friend in ancient China. Find the sentences that use
verb-ing forms as subjects or objects and fill in the table below. The first ones have been done
for you.
In China’s Spring and Autumn and Warring States periods, there lived a man named
Boya, who was a master of the qin. Playing the qin was his life. He played so well
that everyone enjoyed listening to his music and thought highly of his techniques.
However, Boya believed no one could understand his music until he met Zhong Ziqi.
Boya did not say anything before playing the qin, yet Zhong Ziqi was able to paint
a picture of great mountain ranges in his mind. When Boya continued playing,
Zhong Ziqi said he had heard the sound of a river flowing quickly. In fact, Boya had
intended to call the piece High Mountains and Flowing Water. Having someone that
really understood his music pleased Boya, who never got tired of sharing his music
with Zhong Ziqi. The two soon became great friends and before going their separate
ways, they agreed to meet at the Mid-Autumn Festival the next year. However,
Zhong Ziqi failed to show up on that day. When Boya learnt about Zhong Ziqi’s
death, he was overcome with sorrow. He played High Mountains and Flowing Water
in front of Zhong Ziqi’s grave. After he finished playing the piece, he destroyed the
qin and said, “Since the only person that
understands my music is gone, it’s no
use keeping the qin.”
Verb-ing forms Playing the qin was his life.
as subjects
Verb-ing forms … everyone enjoyed listening …
as objects
Working out the rules
• When the verb-ing form is used as the subject of a sentence, we can
sometimes use the preparatory subject it at the beginning of the sentence.
• The verb-ing form can also be used as the object of a (1) _________________
or a (2) _________________.
Grammar notes page 94
20 Unit 2B Applying the rules
B1 Circle the mistakes and write down the correct forms in the blanks.
1 Listen to music is my favourite thing to do. ______________
2 I really enjoy to read biographies of musicians. ______________
3 It’s no use try to play the violin if you’re not going to give it your
best shot. ______________
4 Would you mind to teach me how to play the guitar? ______________
5 These instruments were meant for play traditional Chinese music. ______________
B2 Below is an article about the music sent into space. Complete the article with the correct
forms of the verbs in the brackets.
If you have to choose music from the Earth to send into space, what music do you
think is capable of (1) _________________ (represent) mankind? The sound of the
Chinese qin is one answer to this question. In 1977, two spacecraft called Voyager 1
and Voyager 2 were sent out (2) _________________ (explore) the solar system. On both
spacecraft, there is a selection of music from our planet. (3) _________________ (send)
music into outer space was the idea of the famous scientist Carl Sagan, who believed
intelligent life existed on other planets. The music was intended as a universal
language to greet intelligent life in space (if there is any). A group of scientists and
artists got down to (4) _________________ (choose) suitable music. Of course, they had
trouble (5) _________________ (select) which pieces of music to include. In the end,
27 different pieces of music (6) _________________ (last) 90 minutes were put on the
spacecraft. China is represented by a recording of Guan Pinghu (7) _________________
(play) an ancient piece called Flowing Water on the Chinese instrument qin. It is said
that Boya wrote it.
It took about 40 years for the Voyager spacecraft (8) _________________ (enter) the
space between the stars. We do not know what will happen in the end, but maybe
the sound of the qin will one day be heard on a distant planet.
B3 In pairs, discuss how traditional Chinese music can be appreciated by a larger audience.
Make a list of measures, using verb-ing forms as subjects or objects. Use the example below to
help you.
Example
Holding music festivals will give the public more chances to appreciate traditional Chinese
music.
The universal language 21Integrated skills
Introducing your favourite singer or band
A Jacky is listening to a school radio programme about music. Listen and finish the exercises
below.
A1 Listen to the radio programme and decide whether the following statements are true (T)
or false (F).
1 Hot Hits and Super Sounds is being broadcast for the first time. T / F
2 The programme lasts for an hour every day. T / F
3 Listeners can choose songs to be played for their friends. T / F
4 Listeners’ stories will be shared on the radio every other week. T / F
A2 Listen to the radio programme again and complete the notes below.
Hot Hits and Super Sounds
When is the programme?
At 12 noon every (1) ____________________________
What is broadcast?
• (2) ____________________________ as well as old catchy tunes
• Different types of music, from the blues to jazz, from pop
to (3) ____________________________
• Stories about (4) ____________________________
How can listeners take part?
• Let the host know what they want to hear by getting in
touch on (5) ____________________________
• Share their personal musical journey and be invited to be
(6) ____________________________
22 Unit 2B After listening to the radio programme, Jacky has found an article about his favourite
band. Read the article and pay attention to its structure.
The
Fab
Four
I remember getting ready for school one morning when the radio
presenter announced that he was going to play the latest single by
the Beatles. I rushed down the stairs as fast as I could to get nearer
to the radio. This was 1965 and the whole country was in a state of
“Beatlemania” … and I was their biggest fan! I turned up the volume
and stood staring at the radio, holding my breath and waiting for the
first notes of the song.
It was definitely the Beatles. Paul McCartney’s voice was unmistakable
but the sound was different. When the song had finished, I stood not
knowing whether I liked it or not. However, this was not unusual.
Different beats, tunes and a combination of different instruments meant
that it took time for me to uncover the beauty of the song. Once that
happened, I knew I would love the song forever. Yes, I was their biggest
fan and I couldn’t wait to hear this song again and again until it became
my favourite song from my favourite band.
During the 1960s, the Beatles were not just a band; they were a force for
change. They exploded onto the music scene in 1962 as four young men
with unique haircuts. They immediately grabbed the attention of young
people and soon the youth of the country were being swept along on
waves of joyous rock and roll music and the hope for a better future.
Today, I have in my collection every disc ever made by the Beatles.
I truly love their music and enjoy looking at their musical journey
from basic rock and roll, through their experimentation with more
complicated and progressive sounds, and then back to the less
complicated music of their final records. Whenever I listen to “She Loves
You”, I am instantly taken back to my teenage years. I can picture my
bedroom decorated with posters of the Fab Four smiling down at me
and I can see myself riding my bicycle through country lanes singing
“yeah, yeah, yeah” at the top of my voice. Yes, the Beatles’s music has
accompanied me throughout my life. It has helped me look to the future
with expectation and now it helps me reflect on my life with quiet
satisfaction.
The universal language 23C In pairs, talk about your favourite singer or band. Use the following questions and
expressions to help you.
• Who is your favourite singer or band?
• What do you like about the singer or band?
• What are your favourite songs by the singer or band? How do you feel when you
listen to them?
• What are the highlights of the singer’s or band’s music career?
• Can you think of a memorable time when you listened to the singer’s or band’s
songs? What was it like?
Expressions
Asking for further information
Could you tell me more about ...?
I wonder if you could say more about ...
I’d like to know more about ... Could you tell me something about that?
I’m really interested in ... Could you tell me a little bit more?
D Write an article about your favourite singer or band. Use your ideas from part C and the
information in parts A and B to help you.
Planning your writing
• Learning about the structure
When writing an article about your favourite singer or band, you can follow the
structure below:
Give some basic information of your favourite singer or band.
Introduce the features and influences of the singer’s or band’s music and
explain why you like the singer or band.
Describe an unforgettable memory related to the singer or band. This can also
be put at the beginning of your writing.
• Learning about the language
Use words about emotions to tell readers how you feel. Adjectives expressing
positive feelings include amazed, delighted, joyous, overjoyed, cheerful, excited,
satisfied, relieved, energetic, calm and peaceful. You might use such words as lonely,
anxious, nervous, bored, depressed, frustrated, upset, worried and stressed when you
describe how the music helps you get rid of negative feelings.
Checking your writing
Remember to check your writing after you finish and exchange drafts between you
and your partner. Pay attention to the following aspects:
Punctuation Spelling Grammar
Choice of words Style (formal/informal) Structure
Self-review Peer review
• What mistakes do you find in your • What suggestions does your partner give
writing? to improve your writing?
• How can you correct them? • How can you improve your writing?
24 Unit 2Extended reading
Read the magazine article about the great classical musician Ludwig van Beethoven.
Beethoven:
a remarkable life
On 7 May 1824, a crowd of music lovers streamed into a theatre in Vienna to hear
the first-ever performance of the great Ludwig van Beethoven’s Symphony No. 9. The
crowd immediately recognized that they were listening to something truly special,
and they broke into enthusiastic cheers at the end of the symphony. Beethoven,
5 who was almost completely deaf at this point in his life, was unaware of the
audience’s response until one of the singers turned him around to face the crowd.
Before him, he saw a sea of people all standing, clapping, and waving their hats and
handkerchiefs to express their appreciation of his masterwork.
Symphony No. 9 was Beethoven’s last major piece of music in a vast body of works
10 written throughout his remarkable life. As a gifted child, Beethoven was pushed by
his father to study music day and night. Not long after, he began to be appreciated
for his piano performances. By the time he was a teenager, he had already enjoyed
a reputation as a wonderful young musician. Many important figures in the music
world, including the brilliant musician Mozart, started making predictions about
15 Beethoven’s extraordinary future. However, life took a sharp turn. In his late
twenties, Beethoven suffered one of the worst possible twists for a musician: he
started to lose his hearing.
The loss of his hearing deeply depressed Beethoven. He was so upset that, at first,
he wanted to keep it a secret. In a letter to his brothers, he wrote, “… how could
20 I possibly admit a weakness in the one sense which should be more perfect in
The universal language 25me than in others, a sense which I once possessed in the greatest perfection …”
Even in his darkest moments, however, Beethoven never abandoned hope. Despite
his hearing loss, he was determined to find a way to continue living a life full of
music. He used a variety of hearing aids to try to increase the amount of sound
25 he could take in. When composing music at the piano, he would put one end of
a pencil in his mouth and place the other end against the instrument so that he
could feel the notes. Although Beethoven was able to continue composing music,
it became increasingly difficult for him to perform in public. When Beethoven
presented Symphony No. 9 in Vienna in 1824, it was his first time on stage in over
30 ten years.
Since that day, Beethoven’s Symphony No. 9 has become one of the most famous and
treasured pieces in the history of classical music. The first movement starts quietly,
but all of a sudden the whole orchestra breaks into an energetic theme. You can
soon feel the determination—a quality Beethoven understood well because of his
35 hearing difficulties—coursing through the music. The next two movements are full
of desperate lows and uplifting highs which perhaps reflect both his suffering and
his strong will to fight it. The music moves through technically difficult sections
with ease, showing his genius as a composer. Finally, in the fourth movement, he
connects all of the different variations into a joyful chorus.
40 As Beethoven’s last great work, his Symphony No. 9 was also a grand finale to his
life—he died less than three years after the concert in Vienna, aged 56. For his
amazing achievements and for his determination even in his darkest days,
Beethoven is regarded as one of the most remarkable musicians who ever lived.
Tip
A In pairs, discuss the following questions.
Identifying flashback in a
1 What is the structure of the article? text
In some texts, the events are not
2 What was the biggest problem Beethoven faced in his life? put exactly in time order;
How did he try to overcome this problem? instead, an event that happened
earlier is put in the middle of
3 How can you briefly introduce Beethoven’s Symphony No. 9 the main story, which is called
flashback. You can tell you are
using the information in the article?
reading a flashback when the
story goes back to the past with
a change of scene. There is
usually a transitional sentence
B What do you think makes a great musician? Make a list of the
indicating the change.
qualities and explain why they are important.
26 Unit 2Project
Making a profile of an English song
A As a class, discuss English songs you know and like. Then in groups, choose a song to
research.
B As a group, research your chosen song. Use the ideas below to help you.
Song
Background Singer/Band Lyrics Style Meaning
C As a group, put together your information to make your profile. Use the example below to
help you. Then present your profile to the rest of the class and sing the song as a group.
Try
Everything
Basic information
• It is the theme song from
Disney’s 2016 hit film
Zootopia. Style
• It was sung by Shakira,
• It combines rhythms
who took on the role of a
from Western and Latin
pop singer named Gazelle
American pop music.
in the film Zootopia.
• It has a strong beat and
a catchy chorus.
Meaning
It has an uplifting message about
the determination to work hard
towards your goals.
The universal language 27Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 In the exchange students’ emails, what shows that music is a good way to
learn about culture?
2 Did you have any difficulty when you wrote the article about your favourite
singer or band? If yes, what was it?
3 How does the article about Beethoven’s remarkable life inspire you during
difficult times?
4 While doing the project of this unit, what contribution did you make to your
group?
5 What new words have you learnt from this unit? List some of them. *
6 What grammar have you learnt from this unit? Make a sentence with the
grammar. *
7 What tip have you learnt from this unit? Provide an example to show how it
helps you with your learning.
8 How are you going to improve your overall performance? Make an action
plan.
* Assess your learning of vocabulary and grammar by doing language practice on pages 63–64.
Further study
The Sound of Music is a musical drama film about how a family
strengthen their love for each other through music. This long-
lasting classic film is widely known around the world and its
catchy songs are still well loved today. Watch it to find out more
about this touching story.
Vie de Beethoven, a book by Romain Rolland, reveals a lifelike
impression of Beethoven. Readers can get to know that
Beethoven was a strong and pure man, and that despite all his
sufferings, he never gave up and emerged as a conqueror. Read
the English version of the book to learn more about the talented
musician.
28 Unit 2UNIT The art of painting
3
Painting is silent poetry, and poetry is painting that speaks.
—Simonides of Ceos
In this unit, you are going to:
• read a travel journal about a visit to an art museum;
• write instructions on how to make an unusual
picture;
• read an essay on a famous Chinese painting;
• make a poster about a painter.
Welcome to the unit
The art of painting has a long history and there are different types of painting. Look at the
paintings below and discuss the following questions in pairs.
Below is a list of some popular
types of painting:
• Portrait painting
• Still life painting
• Landscape painting
• Cityscape painting
• Real-life painting
• History painting
1 Which type do you think each of
the paintings belongs to? Why?
2 What famous painters and
1 3 paintings do you know about?
2 4
The art of painting 29Reading
Visiting museums is a very rewarding experience. The travel journal below is about a visit to
an art museum. Before you read the travel journal, think about the following questions:
• What do you think the travel journal talks about according to the title and the
pictures?
• Why do people visit art museums?
3 June
Paris, France
As a huge art fan, I knew exactly what I was looking forward to most about my
trip to Paris: visiting the Musée d’Orsay. Housed in an old railway building, this
5 world-famous art museum features some of the best-known paintings from the
Impressionist movement of the 19th century.
As I wandered through the Impressionist gallery, I appreciated masterpieces like
The Ballet Class and The Card Players. Even though I had admired them hundreds
of times on my computer screen, nothing could have prepared me for the wonder
10 I felt when I finally laid eyes on the real thing. While it was hard to pick a
favourite painting out of so many amazing works, the artists who made the deepest
impression on me were two of the greatest Impressionist painters, Claude Monet and
Pierre-Auguste Renoir.
I could see from Monet’s works that he was greatly inspired by nature. In the last
15 three decades of his life he painted mostly scenes from his garden. One of these
scenes is shown in the famous piece Blue Water Lilies, which I studied for quite a
while in the gallery. I couldn’t believe it when I heard he did around 250 paintings
30 Unit 3of the same water lily pond, all in different colours and styles. It is amazing that
every time Monet studied this simple scene, he brought the pond’s beauty to the
20 canvas in a unique way.
Renoir, I noticed, preferred to paint scenes of everyday life. For me, the most
interesting of his paintings is his 1876 masterpiece Dance at Le Moulin de la Galette,
which shows life in a busy neighbourhood of Paris on a Sunday afternoon. When
I saw it up close, I was struck by the small areas of light across the painting, and the
25 way the soft edges of the figures seemed to mix together. There’s so much going on,
but so little clear detail. This effect makes the lively movement of the dance almost
jump out at the viewer.
Although the paintings had very different settings, it was their similarities that
stayed with me long after I left the Musée d’Orsay—similarities which can be seen
30 throughout the Impressionists’ paintings. Monet and Renoir, along with other
like-minded artists, sought liberation from the rules of the old style. Everyday
subject matter was the main focus of their works, as opposed to the history
paintings that had traditionally dominated European art. They employed free
brushwork and used colours to show the effect of light on things, creating paintings
35 that were far less realistic than the works that came before. To me, these techniques
are the essence of the Impressionist view of art. Impressionist artists did not try to
paint every detail in a scene—just a brief “impression” they had at that moment,
burning with vivid colours and light, before it disappeared.
The Impressionists’ vision inspired a whole new generation of Post-Impressionist
40 painters such as Vincent van Gogh and Paul Gauguin, whose works are also
displayed at the Musée d’Orsay. It is also worthy of note that Post-Impressionist
painters were not the only ones to be influenced by Impressionism—the movement
has had a lasting influence on modern art, encouraging artists to look at the world
from an entirely new point of view. It certainly left a lasting impression on me too!
The art of painting 31A Understanding the text
A1 Read the travel journal and write down the main idea of each part in the chart below.
Para. 1 _______________________________________________________
Paras. 2–4 _______________________________________________________
Paras. 5–6 _______________________________________________________
A2 Read the travel journal again carefully and decide whether the following statements
are true (T) or false (F). Note down the sentences in the travel journal that support the true
statements and correct the false statements.
1 The author was most impressed by Monet and Renoir. T / F
_______________________________________________________________________________
2 Renoir’s masterpiece Dance at Le Moulin de la Galette is very detailed. T / F
_______________________________________________________________________________
3 The Impressionists tried to paint extremely realistic paintings. T / F
_______________________________________________________________________________
4 The Impressionists showed the effect of light on things with colours. T / F
_______________________________________________________________________________
5 Van Gogh was influenced by Impressionism. T / F
_______________________________________________________________________________
A3 In pairs, discuss the following questions.
1 Which of the following do you think is most likely to be an Impressionist
painting? Give your reasons.
2 If you were a tour guide of the Musée d’Orsay, how would you introduce the
museum to the visitors?
32 Unit 3B Building your language
B1 The passage below is about the great painter Vincent van Gogh. Complete the passage
with the correct forms of the words and phrases in the box below.
employ display decade lay eyes on
gallery vision vivid as opposed to
Vincent van Gogh was one of the most gifted artists of his generation. He began
working in an art (1) _________________ when he was 16 years old. However, it was
not until more than a (2) _________________ later that he started to seriously consider
being an artist himself.
Van Gogh became depressed after he moved to London. In 1880, he took up
painting, from which he drew much comfort. As he began to (3) _________________ a
talent for painting, he realized that art was his true calling. He was very impressed
by the artworks of the master painter Rembrandt when he (4) _________________
them. In 1886, he moved to Paris to live with his brother, who introduced him to
some Impressionist artists. He began to form his own style, (5) _________________
thick, unmixed paint. This resulted in (6) _________________ colours, similar to
those in the Impressionist paintings. However, Van Gogh’s works had strong lines,
(7) _________________ the softer edges of Impressionism. He made friends with Paul
Gauguin, who shared the same (8) _________________, and they became known as
Post-Impressionists.
Although he was a genius, Van Gogh was not yet appreciated in the art world. He
only sold one painting during his lifetime, but these days, his works are enjoyed by
people around the world.
B2 The travel journal uses some words created from the same root word. Note the following
words and think of more words from the same root word. Then fill in the table below with as
many words as you can.
Tip
Verbs Nouns Adjectives
Establishing word families
from root words
impress impression, Impressionism, Impressionist impressive
We can form some English
dominate
words by adding suffixes to
liberation the same root word and
together they form a word
employ family. Establishing word
families is an effective way
influence
to enlarge your vocabulary.
B3 The travel journal uses several words and structures to make comparisons. Find the
examples of comparison in the travel journal and improve the sentences below.
Learn this When describing either the similarities or the differences between two
things, pay attention to the following expressions:
Describing similarities: share, be similar to, like, as ... as
Describing differences: as opposed to, in contrast to, be different from, than, unlike
The Louvre Museum is located in Paris. It houses more than 7,500 paintings
ranging from the 13th century to 1848. The Musée d’Orsay is also located in Paris.
It is mainly devoted to French art between 1848 and 1914.
The art of painting 33Grammar and usage
Verb-ing and verb-ed forms as predicatives
A Exploring the rules
Below is a blog entry about appreciating art in the digital age. Find the sentences that use
verb-ing or verb-ed forms as predicatives and fill in the table below. The first ones have been
done for you.
As I wandered in the National Gallery, I was amazed to see all the paintings.
I wondered at the skill of the artists, their use of colour and how they played
with light and shade. I observed the brushwork they used to enhance their works.
I enjoyed the whole experience—to be able to bathe my senses in this palace of
human creativity. It was surprising then to see so many people viewing important
and precious artworks through their smartphones. It might sound shocking, but
they seemed more interested in taking photos and recording videos of artworks
than appreciating them with their own eyes. How was it possible, I wondered, to
truly appreciate the human touch of a great painting when it was reduced to a few
million pixels? Looking at artworks through smartphones, I thought, was like trying
to appreciate the countryside without being able to hear the birds sing, feel the
breeze against my face or smell the flowers. Moving slowly through the National
Gallery, I was determined to keep my smartphone in my bag and appreciate each
individual painting with the best camera in the world: my own eyes.
Verb-ing forms It was surprising then ...
as predicatives
Verb-ed forms ..., I was amazed to see all the paintings.
as predicatives
Working out the rules
• When used as the predicative, the verb-ing or verb-ed form is connected to
the subject by a (1) _________________.
• The (2) _________________ form is often used to describe a thing or a situation;
the (3) _________________ form is often used to describe how a person feels.
Grammar notes page 95
34 Unit 3B Applying the rules
B1 Complete the following sentences using the correct verb-ing or verb-ed forms of the verbs
in the brackets.
1 The art show in town next week sounds _________________ (appeal).
2 The old man was _________________ (amaze) by the paintings on show.
3 I find the soft colours in this painting very _________________ (relax).
4 The public were _________________ (please) that they would have free access to
these exhibitions.
5 The gallery staff looked very _________________ (tire) after working all day.
B2 Below is a magazine article discussing measures taken by museums to encourage people
to appreciate art with their own eyes. Complete the article with the correct forms of the verbs
in the box below.
prepare concern encourage satisfy surprise
You walk into a museum, stop in front of a masterpiece and wish to observe it up
close. Instead of having a good view of it, however, you see nothing but raised arms
and smartphones! Isn’t it (1) _________________?
Nowadays, the use of smartphones in museums continues to rise and art experts
are (2) _________________ about how to get people to truly appreciate artworks
rather than simply take photos or record videos to post on social media. Some
museums do not allow photography, which is less about camera flashes and more
about encouraging people to enjoy the experience. Amsterdam’s Rijksmuseum,
for example, has waged the Big Draw campaign, where visitors are encouraged to
keep their smartphones in their pockets or bags and pick up paper and pencils
instead. The national museum is hoping to help visitors discover and appreciate
the beauty of art, architecture and history through drawing. Some museums are
also asking people to get (3) _________________ before their visit by learning about
the artworks first. Hopefully, with these measures, the experience of visiting
museums will be more (4) _________________ than simply recording everything with
a smartphone. There have already been some signs of improvement, which is very
(5) _________________, but there’s still a long way to go.
B3 In pairs, describe the paintings below using verb-ing and verb-ed forms as predicatives.
The art of painting 35Integrated skills
Giving instructions for making an unusual picture
A Lisa has found a TV programme about the use of unusual materials in art. Watch the TV
programme and finish the exercises below.
A1 Watch the TV programme and answer the following questions.
1 What do many creative artists use to make their artworks?
____________________________________________________________________________
2 What is Jane Perkins well known for?
____________________________________________________________________________
3 What may an artist think of the things that we regard as rubbish?
____________________________________________________________________________
4 What plays an important role in finding inspiration for your art from nature?
____________________________________________________________________________
A2 Watch the TV programme again and complete the notes below.
Tip
Identifying examples
Using unusual materials in art
The speaker often uses
examples to help the
audience understand the
Jane Perkins’s ideas main idea better as well
as to present the topic in
• Where she finds unusual art materials
a more interesting way.
In rubbish bins When you listen, pay
(1) ____________________________ attention to expressions
that signal examples, e.g.
At car boot sales for example, for instance,
such as.
• Unusual art materials she has used
(2) ____________________________
(3) ____________________________
The speaker’s suggestions
• How to find inspiration for your art
(4) ____________________________ outside
• Easily found art materials
Leaves
(5) ____________________________
(6) ____________________________
Sand
36 Unit 3B Lisa wants to create art using unusual materials and she has found some instructions for
making unusual pictures. Read the instructions and pay attention to the structure.
How to make an amazing food portrait
Have you ever tried to make art out of food? It’s simple! Follow the steps
below to see just how easy it can be to make bright, colourful portraits out of
common food in the kitchen.
What you need
• A large piece of toast
• A variety of vegetables
• A knife
What to do
Step 1: Lay your toast out on the table.
Step 2: Cut the vegetables to create different parts of the face. For example, red
peppers can be used to make the mouth. Slices of garlic can be used to
create teeth. Mushrooms can be used for eyes.
Step 3: Arrange the vegetables on the toast to create your portrait.
The best part about this art project is that you can eat it when you’re done! But
before you do, make sure you take a photo of it. That way, your art can live on
long after dinner time!
Making a seashell picture
A day at the beach is a perfect start to this art project! Making pictures out of raw
materials like seashells can be a fun challenge. Seashells come in many varieties,
so there are endless possibilities for the kinds of pictures you can create.
Things you need
• Seashells
• A piece of cardboard
• Glue
Procedures
Step 1: Collect a bag of seashells from the beach.
Step 2: Decide what image you want to create with your seashells and select
seashells of different shapes and sizes.
Step 3: Arrange your seashells on the cardboard to create your image.
Step 4: Stick each seashell to the cardboard using glue.
Display your seashell picture for your family and friends to see!
The art of painting 37C In pairs, discuss how you will create a picture using unusual materials. Use the following
questions and expressions to help you.
• What image will you create?
• What materials and tools will you use for your picture?
• What steps will you take to create the picture?
Expressions
Describing procedures
first/firstly/to begin with/to start with as soon as ...
it is followed by .../the next step is ... in the end/finally/lastly
at the same time
D Write your step-by-step instructions for creating an unusual picture. Use your ideas from
part C and the information in parts A and B to help you.
Planning your writing
• Learning about the text type
Instructions are the written information that tells readers how to do or use
something. This type of writing is supposed to include enough details so that
readers can follow easily.
• Learning about the structure
When writing step-by-step instructions for creating an unusual picture, you can
follow the structure below:
Start with a brief introduction explaining what kind of unusual picture will be
created.
List the things needed to make the picture. You can use a heading like “What
you need”, “Things you need” or “Materials and tools”.
Give well-organized directions under the heading of “What to do”,
“Procedures” or “Directions”. You can use numbers when listing the steps in
order. Make sure to include key points and important warnings.
• Learning about the language
Make your sentences short and clear.
Use the imperative mood or passive voice in each step.
Checking your writing
Remember to check your writing after you finish and exchange drafts between you
and your partner. Pay attention to the following aspects:
Punctuation Spelling Grammar
Choice of words Style (formal/informal) Structure
Self-review Peer review
• Does your writing include all the • What steps does your partner advise you
important information? to improve?
• How can you improve your writing? • What changes can you make
accordingly?
38 Unit 3Extended reading
Read the essay on the famous Chinese painting, the Qingming Scroll.
Qingming Scroll
Zhang Zeduan’s Qingming Scroll is a masterwork of Chinese art. Painted on a
five-metre-long silk scroll, it offers an important insight into life in China in the
12th century. It is commonly believed that the city described in the painting is
Bianjing (present-day Kaifeng), the capital of the Northern Song Dynasty. The ancient
5 scroll has survived the test of time remarkably well, and is currently housed in the
Palace Museum in Beijing.
The scroll consists of three main sections. The first section presents a peaceful
scene of rural life near Bianjing, featuring crop fields, a river winding through the
landscape, and farmers hard at work. The second section shows the riverbanks and
10 the central bridge alive with activity as boats sail in and out of Bianjing. Civilians
can also be seen walking through the city gate in both directions. The third and
final section pictures life inside the city itself. Here, hundreds of people from all
walks of life, including butchers, hairdressers and government officials, can be seen
going about their daily business. The combination of these three sections gives the
15 viewer an idea of what life was like for the people of Bianjing.
Zhang’s amazing artistic technique is apparent all across the scroll. Using ink on
silk, he creates realistic images of scenery, buildings and people, and displays a
remarkable mastery of perspective. The most impressive aspect of the painting,
however, is probably Zhang’s precise brushwork. This well-developed ability, as well
20 as the scroll’s ambitious size, allows Zhang to show an enormous amount of detail—
you could study the painting for hours and still discover something new.
The art of painting 39Thanks to all this fine detail, the Qingming Scroll provides a comprehensive look at
life during the Northern Song Dynasty. It reveals a great deal about the
12th-century Chinese customs, clothing, transportation methods, business
25 practices, and a wide range of buildings, such as temples, teahouses and government
structures. At first sight, the overall scene of life in the capital city appears peaceful
and cheerful. However, some critics suggest that on closer inspection, the painting
actually exposes serious political and social problems. Some boats carrying food
do not seem to belong to the government, which suggests that the government has
30 lost control of food supplies and transportation. Also in the painting are soldiers
who appear to ignore their duties. There are some less obvious indicators of trouble
too. For example, in the centre of the scroll, a boat is in danger of crashing into
the bridge. These sorts of details point to a crisis developing in the city. In fact, the
Northern Song Dynasty was in decline by this stage. About twenty years after the
35 painting was completed, it was overthrown.
Zhang’s timeless scroll is an important example of realism in the history of Chinese
paintings. Its value is down not only to its great scale, artistic quality and attention
to detail, but also to its representation of daily life. Such is its worth that several
later emperors even asked the most talented artists of their day to make copies of
40 the scroll. Some of these copies are now regarded as precious works of art in their
own right. With the Qingming Scroll, Zhang made an outstanding contribution to
Chinese art and greatly influenced generations of future artists.
The original scroll is still in one piece despite its age, but it is extremely delicate.
Because of this, it is not often displayed to the public. The last time it was on
45 exhibition, crowds waited in line for hours for the rare chance to see the famous
painting with their own eyes. The public’s continued enthusiasm about the
Qingming Scroll, even after all these centuries, speaks volumes about the power of
this historic piece of art.
A Write a summary of the essay. Use the following questions to help you.
• What is the painting about?
• What technique does the painter use?
• What message does the painter want to get across?
• What is the value of the painting?
B Museums may choose not to display some masterpieces to protect them from damage,
but at the same time the public wish to have more access to them. How can we deal with this
issue? Make a list of possible measures.
40 Unit 3Project
Making a poster about a painter
A As a class, discuss painters from different cultures and time periods who represent various
artistic styles. Then in groups, choose a painter to research.
B As a group, research your chosen painter. Use the ideas below to help you.
• Personal information
• Famous works
• Painting style
• Achievements
C As a group, put together your information to make your poster. Use the example below to
help you. Then present your poster to the rest of the class.
(1895–1953)
Famous works
• Portrait of Ms Jenny (1939)
• Six Galloping Horses (1942)
Painting style
• Painted mostly in the traditional
Chinese style
Personal information
• A master of both oils and Chinese ink
• Born in Yixing, Jiangsu
• Combined Chinese brush and ink
Province
techniques with Western painting
• Began his artistic career by
methods to create a new form of art
studying calligraphy
• well known for his ink paintings of
• Studied art in Japan and France
animals, especially horses and birds
Achievements
• Started modern Chinese art education
• Greatly influenced realist art in modern China
The art of painting 41Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 What difficulty did you have when reading the travel journal about the visit
to the Musée d’Orsay? What are you going to do when reviewing the journal?
2 Are you satisfied with your instructions on how to make an unusual picture?
Why or why not?
3 What can you learn from the essay on the Qingming Scroll to help you
appreciate other historic Chinese paintings?
4 What is the best part of your poster about a painter? Why?
5 What new words have you learnt from this unit? List some of them. *
6 What grammar have you learnt from this unit? Make a sentence with the
grammar. *
7 What tips have you learnt from this unit? Provide an example to show how
one of them helps you with your learning.
8 How are you going to improve your overall performance? Make an action
plan.
* Assess your learning of vocabulary and grammar by doing language practice on pages 69–70.
Further study
The website of the National Gallery in the UK provides a vast
body of information about artwork exhibitions as well as artists.
The site includes high-resolution pictures of art exhibits. Visit
this site and take a virtual tour to learn more about the museum
and the artworks in it.
The French Impressionists (1860–1900) is a book that covers
interesting facts about Impressionism and important
Impressionist painters. It not only describes the beginning
of the movement that produced some of the world’s most
famous painters, but also provides detailed analyses of artists’
techniques and pictures of selected paintings. Read it and find
out what is behind the creation of Impressionist art.
42 Unit 3UNIT Exploring poetry
4
Poetry is an expression of one’s will. What is kept in the heart is the
will, but when expressed in words, it is poetry.
—“Preface to The Book of Songs”
In this unit, you are going to:
• read a lecture transcript on how to read poems;
• write about your understanding of a famous poem;
• read an essay on a Chinese poet;
• give a poetry recital.
Welcome to the unit
Poetry is a significant form of literature. Read the two poems below and discuss the following
questions in pairs.
A Spring Morning Dreams
By Meng Haoran By Langston Hughes
This spring morning in bed I’m lying, Hold fast to dreams
Not to awake till birds are crying. For if dreams die
After one night of wind and showers, Life is a broken-winged bird
How many are the fallen flowers! That cannot fly.
(Translated by Xu Yuanchong) Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
1 How do you like the two poems?
2 What other poems or poets do you know about?
Exploring poetry 43Reading
People with the impression that poetry is difficult to understand often hesitate about reading
poetry. The lecture transcript below explains how to better understand and appreciate poems.
Before you read the lecture transcript, think about the following questions:
• Why do people read poems?
• What aspects of a poem do you pay attention to when you read it?
Poetry is a combination of “sound” and “sense”. More than any other type of
literature, it usually implies a deeper meaning beyond the words on the page. So,
how to reveal this hidden dimension?
First, follow your ears. While you may ask “What does it mean?” as you begin
5 reading a poem, it is better to ask “How does it sound?” Even if its true meaning
appears to be beyond your grasp, you can always say something about how the
poem sounds when you read it aloud. Do you detect a rhythm? Are there any
repeated words, rhymes or other special effects? All of these are good qualities to
notice, and they may lead you to a better understanding of the poem in the end.
10 Read these lines to feel how they sound.
Sweet and low, sweet and low,
Wind of the western sea,
Low, low, breathe and blow,
Wind of the western sea!
15 Over the rolling waters go,
Come from the dying moon, and blow,
Blow him again to me;
While my little one, while my pretty one, sleeps.
(From “Sweet and Low” by Alfred Tennyson)
20 Second, approach the poem as if you were an explorer in an unfamiliar landscape.
Ask some basic questions about the poem. Who is talking? Who is being talked to?
What is being described? Is there a sense of place? Are there other people or objects
there? As you explore the poem, you will begin to see images in your mind. What
are those images, and what happens when they are put together? This combination
44 Unit 425 is often complex or even contradictory. As you slowly explore your
surroundings, you will start to dig up clues that give you a greater
understanding of the poem. Read these lines, pay attention to the
image of the caged bird and try to find out what it means.
The caged bird sings
30 with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
35 for the caged bird
sings of freedom.
(From “Caged Bird” by Maya Angelou)
Third, if you are still struggling to interpret the meaning of a poem
even with much painstaking effort, just have some patience. You
40 cannot really understand a poem that you have only read once.
Sometimes reading a poem can be a lifelong job. So if you do not
get it, set the poem aside and come back to it later. As an explorer,
you will not reach your goal immediately—you need to go on a
journey to a remote and unknown destination. This may seem
45 difficult at first, but when you finally make your great discovery,
your efforts will be rewarded. Poems that are easy to understand are
often less interesting than those that constantly reveal deeper and
previously unrecognized meanings. Read these lines and try to find
out what they mean.
50 Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
(From “Stopping by Woods on a Snowy Evening” by Robert Frost)
55 Finally, remember that you do not have to fully understand a poem
to appreciate it. You might need to abandon logical thinking to
discover its true inner beauty. As long as the journey of poetry
reading makes you feel something or lets you perceive another level
of meaning, it will have been worth your effort.
60 Poetry’s combination of “sound” and “sense” makes you see the
world in a new way and allows you to go beyond normal reality for
the everlasting beauty. Enjoy your journey in the world of poetry!
Exploring poetry 45A Understanding the text
A1 The lecture transcript gives four tips on how to understand a poem from two aspects.
Read the lecture transcript and complete the chart below.
Follow your ears and ask
(1) _________________ “(3) _________________________________”
Approach the poem like
Poetry (4) __________________________________.
(2) _________________ Be (5) _______________________________.
Remember that it is not necessary to
(6) __________________________________.
A2 Read the lecture transcript again carefully and answer the following questions.
1 How is poetry different from other types of literature?
____________________________________________________________________________
2 What aspects should you pay special attention to when you read a poem aloud?
____________________________________________________________________________
3 What are the basic questions you should ask to understand a poem?
______________ ______________________________________________________________
4 What does the lecturer think of poems that are easy to understand?
____________________________________________________________________________
A3 In pairs, discuss the following questions. Tip
Reading a text critically
1 Choose one of the poems in the lecture transcript
Reading critically means having a dialogue
and think about the sound and sense of the poem.
in your head with the author, relating the
How does it make you feel? text to your own reasoning and experiences,
and forming your own ideas about the text.
2 The lecturer says that one does not need to fully Ask yourself questions about what the
author says and think for yourself. Soon
understand a poem to appreciate it. Do you agree?
enough, you will build up a pretty good
Support your opinion with your own experience sense of what needs more research and
of reading poetry. form your own opinion.
46 Unit 4B Building your language
B1 The passage below is about a student’s experience of reading poetry. Complete the
passage with the correct forms of the words and phrases in the box below.
complex constantly contradictory dig up
interpret remote reward set aside
I love reading poetry and I try to (1) _________________ some time each day to read
poems. Poetry can take me to (2) _________________ mountaintops covered with mist;
it can also take me inside someone else’s mind. Poetry can describe things that are
too (3) _________________ to express in any other way; it can also display the hidden
beauty of simple and ordinary things.
I like poems that are (4) _________________: it is exciting when the poet starts with
one particular image, and then adds something that seems to be out of place—it is
the lines which stick out that make a poem interesting.
(5) _________________ poetry can be difficult, but what I love about poetry is that it
makes me wonder—sometimes it is like a riddle that I want to solve, or a question
that I want to answer. When I start reading a new poem, I may say to myself,
“This is confusing—I don’t like it.” However, many of my favourite poems are the
ones I did not like at first. With poetry, I know I have to be patient: I will not be
(6) _________________ immediately, but when I finally understand a poem, it will stay
with me for a long time. Also, when I read poetry regularly, I (7) _________________
discover new things—even in poems that I have read many times before. Reading
poetry is like trying to find and (8) _________________ a treasure: I can use a poem as
a treasure map that will eventually guide me to exciting new discoveries.
B2 The lecture transcript uses some compound adjectives. Note the following words and
think of more compound adjectives formed in similar ways. Then fill in the table with as many
compound adjectives as you can.
Tip
noun + verb-ing painstaking Forming compound adjectives
Compound adjectives are formed
noun + verb-ed snow-covered with two or more words. Some of
them are written together as one
word and some are joined by one
noun + adjective lifelong or more hyphens. You can look
them up in the dictionary for the
right forms.
adverb + verb-ing everlasting
B3 Find the lines in the lecture transcript that rhyme and write lines of your own using words
in rhyme.
Learn this In poetry, it is common to have lines that rhyme; that is to say, these lines
have a repetition of the same sound at the end. This makes poetry sound beautiful.
Exploring poetry 47Grammar and usage
Overview of to-infinitives, verb-ing and verb-ed forms
A Exploring the rules
Below is an introduction to Romantic poetry. Find the sentences that use to-infinitives, verb-ing
or verb-ed forms and fill in the table below. One has been done for you.
Romanticism was a cultural movement from the late 18th to the mid-19th century.
It was a time when many painters, musicians, novelists and poets looked at the
world in new and different ways. The aim of the Romantics was to break with
the ideals of the 18th century: they refused to follow rigid rules; instead, they
put emphasis on the importance of imagination and feeling, the love of nature
and a return to the past. In England, the greatest achievements of the Romantic
movement lay in poetry, especially that of William Wordsworth, Samuel Taylor
Coleridge, George Gordon Byron and Percy Bysshe Shelley. During that time,
England was undergoing a process called industrialization. Large factories were
being built and people were made to work long hours. Romantic poets were often
not pleased with what was happening in their country and they were not always
interested in the improvements in science. Instead, they advocated going back
to nature. As a result, celebrating the beauty of nature and country life became a
common theme in Romantic poetry. The poets also wrote about individual feelings
and beliefs. Exploring the world of emotion and showing the beauty of nature, the
poetry of the Romantic era is one of the greatest treasures in Western literature.
Subjects
Predicatives The aim of the Romantics was to break with ...
Objects
Complements
Attributives
Adverbials
Working out the rules
• The to-infinitive often refers to an action that will happen in the future; the
verb-ing form, a continuing action; and the verb-ed form, a past action.
• Generally speaking, the verb-ing form expresses a(n) (1) _________________
(active/passive) meaning, while the verb-ed form expresses a(n)
(2) _________________ (active/passive) meaning.
• The to-infinitive can be used as the (3) _________________ of a sentence.
The verb-ing form can be used as the (4) _________________ of a sentence.
The verb-ed form can be used as the (5) _________________ of a sentence.
*You can choose more than one answer for each blank.
a subject c object e attributive
b predicative d complement f adverbial
Grammar notes pages 95–97
48 Unit 4B Applying the rules
B1 Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms.
1 Romantic poets experimented with new poetic forms. They were particularly
interested in it.
Romantic poets were particularly _______________________________________.
2 Romantic poets often mentioned the effect of beauty on the poet’s imagination
when they described natural scenes.
Romantic poets often mentioned the effect of beauty on the poet’s imagination
when _______________________________________.
3 Poems that focus on nature often stress the moment of inspiration.
Poems _______________________________________ often stress the moment of
inspiration.
4 Many Romantic poems are filled with descriptions of magic and ancient themes,
and contain rich sensory details.
_______________________________________, many Romantic poems contain rich
sensory details.
5 Since Romantic poets were highly colourful and independent individuals, finding
concerns common to all of them is sometimes difficult.
Since Romantic poets were highly colourful and independent individuals, it is
sometimes difficult _______________________________________.
B2 Below is an article about the English poet William Wordsworth. Complete the article with
the correct to-infinitives, verb-ing or verb-ed forms of the verbs in the brackets.
Born in 1770, William Wordsworth was one of the (1) _________________ (lead)
poets of the Romantic movement in England. (2) _________________ (grow) up in
the beautiful Lake District, Wordsworth had a childhood that was perfect for a
developing poet. (3) _________________ (educate) at Cambridge, Wordsworth received
his degree in 1791. He spent a lot of time (4) _________________ (tour) in Europe.
Travelling obviously provided Wordsworth with plenty of ideas for his poems. In
1795, he met Samuel Taylor Coleridge and the two talented young men became close
friends. (5) _________________ (meet) Coleridge had a huge impact on Wordsworth.
Lyrical Ballads, a collection of poems (6) _________________ (write) together with
Coleridge, was Wordsworth’s first great work. It was published in 1798 and marked
the start of the Romantic era in poetry. Wordsworth explained that they wanted
to write poetry that ordinary people could use (7) _________________ (express) their
feelings. Many of the poems in the collection were about returning to nature. Like
other Romantics, Wordsworth preferred (8) _________________ (live) in the country
rather than in the city.
B3 Write about the importance of reading poems. Think of at least one reason and give
supporting details, using to-infinitives, verb-ing or verb-ed forms. Use the example below to
help you.
Example
Reading poems helps me understand the beauty of language. There are a lot of poetic
devices employed in poems, such as rhyme and metaphor. When reading these beautifully
written lines, I can enjoy the beauty of the language.
Exploring poetry 49Integrated skills
Interpreting a poem
A Read Robert Frost’s poem “The Road Not Taken”.
The Road Not Taken
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
50 Unit 4B A teacher is giving a lecture introducing Robert Frost and his poem “The Road Not
Taken”. Watch the video and finish the exercises below.
Tip
B1 Watch the video and answer the following questions.
Understanding a
lecture
1 What is Robert Frost’s writing style like?
While listening to a
_____________________________________________________________________l_ec_t_ur_e_, _yo_u can read
the PPT slides, which
2 When was “The Road Not Taken” first published?
usually give the outline
of the lecture. If the
____________________________________________________________________________
lecturer stresses a
certain word or phrase,
3 What does the image of the two roads stand for?
or repeats it, it is
_____________________________________________________________________p_r_ob_a_b_ly_ _a key point
and you must pay
4 What was the difficult path the poet took? special attention to it.
____________________________________________________________________________
B2 Watch the video again and complete the notes below.
Robert Frost and his poem
“The Road Not Taken”
About the poet
• Robert Frost was a famous American poet.
• He lived from 1874 to (1) ____________________________.
• He won (2) ____________________________ Pulitzer Prizes.
• He often used rural scenes to explore deep questions about
(3) ____________________________.
About the poem
• The story behind the poem
The poem was inspired by Frost’s (4) ____________________________
in the countryside with Edward Thomas.
Thomas often spent a long time choosing which path to
take and afterwards, he would complain that he had picked
(5) ____________________________.
• How to understand the poem
When faced with two paths, people have no choice but to make
a decision and see what will happen.
Many people assume that the poet encourages the reader to
take (6) ____________________________ through life. You can have
your own understanding of the poem.
Exploring poetry 51C In pairs, discuss the poem “The Road Not Taken”. Use the following questions and
expressions to help you.
• What message do you think the poem is trying to get across to readers?
• Have you ever been in a similar situation? Connect your personal experience
with the poem.
Expressions
Confirming understanding
• The listener • The speaker
Do you mean ...? Do you know what I mean?
Are you saying ...? Do you see my point?
I think you mean ... Am I right? You understand what I mean, don’t you?
D Write an article about your understanding of “The Road Not Taken”. Use your ideas from
part C and the information in parts A and B to help you.
Planning your writing
• Learning about the text type
An article about your understanding of a poem is called a poetry review, in
which you describe the symbolic meaning of the words and images in a poem,
and provide a personal understanding of the poem.
• Learning about the structure
When writing an article about your understanding of the poem, you can follow
the structure below:
Introduce the poet and the poem briefly.
Analyse and evaluate the artistic characteristics of the poem, such as its sound,
images and figurative devices.
Give your understanding of the poem’s meaning. It is a good idea to refer to
your personal experience or emotion in this part.
• Learning about the language
To express your opinion, you can use expressions such as in my opinion, from
my point of view, in my eyes, I think/find/suppose/assume, my opinion/view/belief/
impression is that, as for me, and it seems to me that.
Checking your writing
Remember to check your writing after you finish and exchange drafts between you
and your partner. Pay attention to the following aspects:
Punctuation Spelling Grammar
Choice of words Style (formal/informal) Structure
Self-review Peer review
• Is your understanding of the poem • Does your partner agree with you on
conveyed in a clear way? your understanding of the poem?
• What do you find the hardest when • How can you improve your writing to
writing the article? make it more convincing?
52 Unit 4Extended reading
Read the essay on the life and works of the famous Chinese poet Li Bai.
Li Bai
and
romantic poetry
his
A hundred feet the temple towers;
I can reach out for the stars in the sky.
But I dare not speak in a voice loud,
For fear of scaring dwellers on high.
5 (“A Night Stay at a Mountain Temple”)
It is believed that this poem was written by Li Bai in his teenage years. With striking
imagination in expressions like “scaring dwellers on high”, this early poem already
displayed signs of a romantic style, which was later to characterize Li Bai’s poetry.
Li Bai’s love of reading and travelling from an early age contributed to his romantic
10 style. He started studying the classics when he was only five years old, and was
reading ancient philosophers of different schools at the age of ten, including
Confucianism and Taoism. By reading books of all kinds, from legends to
historical stories, he familiarized himself with classical Chinese culture, and more
importantly, he acquired the wisdom of previous generations.
15 Driven by a burning desire for adventure and travel, Li Bai left home and started to
travel around in his early twenties. His footsteps covered almost the whole country.
During his travels, he visited famous mountains and great rivers, encountering
different customs and practices. These travelling experiences also nourished his love
of nature and inspired him to write numerous poems in the romantic style.
20 Li Bai’s romantic style was also deeply rooted in the social and historical context
in which he lived. Li Bai grew up in the most glorious period of the Tang Dynasty,
Exploring poetry 53a time of economic boom and social stability. This open and tolerant atmosphere
allowed Li Bai the liberty to develop a free and unconstrained personality, which, in
turn, had a huge impact on his poetic production.
25 Given his personal experiences and the historical background, it is only natural
to see that the majority of Li Bai’s poems are characterized by the romantic style.
Even the most uninformed reader would not fail to be impressed by the poet’s rich
imagination. The moon and stars in the sky, the natural landscape and the figures
in legends all become a vehicle for his imagination. Equally impressive is Li Bai’s
30 free expression of strong feelings, which breathes vitality into the lifeless objects he
describes, and which distinguishes him from other landscape poets. These features
are inseparable from Li Bai’s wide use of exaggeration, metaphor and other artistic
techniques. The poem below, written in his fifties, is representative of his romantic
style:
35 My silver hair is three thousand feet long,
Because my sorrow is deep and strong.
How can the autumn frost white
Be cast into the mirror bright?
(“Autumn Frost”)
40 With his extraordinary imagination, free expression of strong feelings and mastery
of language, Li Bai is widely recognized as the greatest romantic poet after Qu Yuan.
Generations of poets, both in China and abroad, owe a debt to his inspirational
poems. One such poet is Ezra Pound, a 20th-century American poet. He was
fascinated by Li Bai’s poems and translated some of them in his 1915 poetry
45 collection entitled Cathay. Today Li Bai’s poetry continues to be enjoyed by
countless readers around the world.
A Write a summary of the essay on Li Bai’s life and poetry.
B Analyse the following poem by Li Bai to find out more about his romantic style.
Leaving the White Emperor Town at Dawn
Leaving at dawn the White Emperor crowned with cloud,
I’ve sailed a thousand miles through canyons in a day.
With monkeys’ sad adieus the riverbanks are loud;
My skiff has left ten thousand mountains far away.
(Translated by Xu Yuanchong)
54 Unit 4Project
Giving a poetry recital
A As a class, discuss your favourite poems. Tip
Then in groups, choose a poem for your recital.
Reading a poem aloud
It can even be one of your own poems!
• Read with a full, clear voice and speak
slightly slower than normal so that the
audience will hear you clearly.
• Read with emotion.
B As a group, practise reciting the poem.
• Pay attention to the tone and the rhythm,
stressing the most important words.
• Stop briefly between short sentences and
in the middle of long sentences, and stop
C As a group, recite the poem in front of the rest of longer between stanzas.
the class. Make sure to speak loudly, clearly and slowly. • Use body language when necessary.
Use the example below to help you.
If—
By Rudyard Kipling
If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:
If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
…
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you’ll be a Man, my son!
Exploring poetry 55Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 How can the tips given in the lecture transcript help you appreciate a poem?
2 Are you interested in the writing topic of this unit? Why or why not?
3 How well do you know about Li Bai’s life and his romantic poetry?
4 How do you like your experience of giving a poetry recital? Do you want to
try again? Why or why not?
5 What new words have you learnt from this unit? List some of them. *
6 What grammar have you learnt from this unit? Make a sentence with the
grammar. *
7 What tips have you learnt from this unit? Make a list of them.
8 How are you going to improve your overall performance? Make an action
plan.
* Assess your learning of vocabulary and grammar by doing language practice on pages 75–76.
Further study
Poetry is an art form that has existed for thousands of years. It
uses language in an imaginative and unique way. Reading poem
collections is a good way to discover different poetry styles used
by poets through the ages and from around the world. Find a
poem collection and read it to learn more about this timeless
art form.
The documentary Du Fu: China’s Greatest Poet looks at the
life story of Du Fu through the places he visited and lived in.
Experts provide interpretations of Du Fu’s works from different
perspectives. Watch it and discover the importance of Du’s
poetry in China and its influence on the world.
56 Unit 4Workbook
Unit 1
Food matters
Exploring language
A Fill in the blanks with the correct forms of the words in the brackets.
1 The exhibition offers a _________________ (vary) of modern artworks.
2 Jessie took a deep breath, feeling _________________ (relief) that she had finally
solved the troublesome problem.
3 The food in my hometown never fails to _________________ (impression) tourists
from around the world.
4 Careful cost _________________ (estimate) is essential to successful project
management.
5 Tom knew it was dangerous to drive in _________________ (fog) weather, but he
set out all the same.
6 The filling of dumplings is usually a _________________ (mix) of meat, vegetables
and seasoning.
7 For reasons of _________________ (secure) the door is always kept locked.
8 The length of time needed will depend on a _________________ (combine) of
factors.
B Fill in the blanks with the correct forms of the phrases in the box below.
let ... loose do the trick in low spirits take off
throw oneself into without equal fall apart cry out for
1 Terry seems to be ______________________ today. Let’s go and cheer him up.
2 After years of hard work his career began to ______________________.
3 Jessie’s skill in painting portraits is ______________________ in our class.
4 If you want your room to look sweet, a soft warm colour on the walls will
______________________.
5 We know a volcano erupts when the forces inside are ______________________,
but it is hard to predict when this will happen.
6 His world ______________________ when his wife left him.
7 The company is ______________________ fresh new talent.
8 Since she stopped working as an actress, she ______________________ charity work.
Food matters 57C Fill in the blanks with the correct forms of the verbs in the box below.
decide hear complete update spend free look be shut lower
1 It is a good idea _________________ up a word in the dictionary when you are
not sure how to use it.
2 He left his home, never _________________ from again.
3 Whether to take the train or to fly there is for you _________________.
4 He went out, _________________ the door behind him.
5 The machine doesn’t work. Something seems _________________ wrong with it.
6 I still remember the happy days _________________ with the students from other
cities at the summer camp.
7 My task is _________________ the project by the end of the week, so I will be as
busy as a bee.
8 He stood in shame, his head down and eyes _________________.
9 _________________ our body of tension, we need to do some sports and relax
ourselves.
10 It’s important for the software _________________. Otherwise the computer will
slow down.
D Translate the following sentences into English. Use the words and phrases in the brackets.
1 他的房间很简朴，没有华丽的装饰。(plain)
2 保护古代建筑是城市规划中必不可少的一部分。(essential)
3 旅游业可以为当地人创造许多工作机会。(generate)
4 我们的英语老师特别强调学习词汇的重要性，让我们尽可能多背单词。(emphasis)
5 我们非常喜欢这样轻松活泼的课堂氛围，课常常不知不觉就结束了。(atmosphere)
6 据说有的食物具有缓解压力的特性，有的食物能使人精神振奋。(property; lift one’s
spirits)
7 良好的学习方法可以提高学习效率。(enhance)
8 我该怎么弥补失去的时间？唯一的方法是更加努力。(make up for)
9 我试着咬了一口，它真的合我口味。(hit the spot)
10 我们的音乐老师经常播放优美的歌曲，来激发我们学习音乐的兴趣。(stimulate)
58 Unit 1Building skills
A Reading and speaking
A1 People all over the world eat different kinds of noodles. Read the magazine article about
the history of noodles and answer the questions below.
People all around the world have enjoyed noodles for thousands of years. But
did you ever stop to think: who made the very first noodle? People first started
growing wheat and making flour in the Middle East around 10,000 years ago.
But no one had ever found a prehistoric noodle—until 2002. Archaeologists
discovered an upside-down clay bowl in the ruins of an ancient Chinese
village. When they lifted it, they found a 4,000-year-old noodle. This “mummy”
noodle was made from millet. Traders brought wheat to China about the time
this ancient noodle was cooked. The Chinese eventually mastered the art of
stretching wheat dough into long noodles. Today, an expert chef can turn a
ball of dough into 3-metre noodles in just minutes.
Some people claim that Marco Polo brought pasta to Italy. The tale says that
when he visited China, he tried noodles for the first time and liked them so
much that he took the recipe home. But it is probably not true! In fact, it was
likely made up by an American magazine to try to get Americans to eat more
pasta. According to Marco Polo, wheat was used for making thin noodles, not
bread, in China. Since Marco Polo described Chinese noodles by comparing
them to Italian noodles, it is clear that in Marco Polo’s Italy, noodles were
already on the menu.
So, if Marco Polo did not bring noodles to Italy, who did? The oldest written
mention of pasta outside China comes from the Middle East, about 1,600 years
ago. The text describes how to eat dried noodles, a popular travel food in the
Middle East and Central Asia. Dried noodles were perfect for long trips. They
were tasty, easy to carry, and never went bad. Some historians believe that
dried noodles spread out from the Middle East or Central Asia. Traders packed
their noodles and travelled to other parts of the world. Wherever they got the
recipe, Italians were eating pasta long before Marco Polo.
So who REALLY invented noodles? We may never know—the history of
noodles is as twisted as a bowl of spaghetti. But whoever invented them, we’re
sure glad they did!
1 What does the underlined word “Archaeologists” in the first paragraph mean?
2 Why were dried noodles a popular travel food?
Food matters 59A2 In pairs, role-play a conversation between a Chinese student and an exchange student
who wants to try different kinds of Chinese noodles in a food court. Use the example below to
help you and pay attention to the expressions in bold.
A: Wow, this food court is really big. Can you recommend me a typical Chinese
noodle dish?
B: There are many kinds of noodles to choose from. Over here, you can get a
famous dish from the north-western part of China—it’s called Lanzhou lamian.
As you can see, these are hand-pulled noodles in a rich beef soup.
A: That looks delicious—the colour of the soup is really appetizing!
B: There are some mouth-watering fried rice noodles over here. This dish is called
chao mixian. It’s from Yunnan, in the south-west of China. These rice noodles
are quite chewy.
A: It’s going to be really hard to choose what to eat. What are those wide noodles
over there?
B: That’s a dish called liangpi. It’s a kind of cold noodles made from flour. It’s a
speciality of Shaanxi Province.
A: I see. The sauce looks too spicy for me, though.
B: Yes, and the flavour is quite acid as well. It contains lots of vinegar. Maybe you
should try these Shanghai-style cold noodles in a sweet and creamy peanut
sauce. It’s a light dish, perfect for a hot day like this.
A: Good idea. I’ll try it!
B Listening and writing
B1 The award-winning chef Paul Martin is speaking on the radio about his food journey.
Listen to the conversation and decide whether the following statements are true (T) or false (F).
Circle the incorrect information in the false statements and correct it in the blanks.
1 Paul has been interested in food since the age of 16. T / F
__________________________________________________________________________________
2 Paul’s grandmother encouraged him to apply to a cooking school in Paris. T / F
__________________________________________________________________________________
3 Paul’s grandmother used to be a cook. T / F
__________________________________________________________________________________
4 Paul learnt how to hold a knife correctly at school. T / F
__________________________________________________________________________________
5 When he started attending the cooking school, Paul knew more than the other
students. T / F
__________________________________________________________________________________
6 Paul became the head chef of a famous restaurant five years after leaving school.
T / F
__________________________________________________________________________________
60 Unit 1B2 Listen to Paul Martin speaking at the opening of his new restaurant and complete the
notes below.
New restaurant opens in Avignon
Name
(1)
• Chez Paul or “ ________________________”
• The chef gave his restaurant this name because he wanted people to feel as if
(2)
they were ________________________.
Location
(3)
• Just off the ________________________ of Avignon
(4)
• The chef chose Avignon because it was home to ________________________.
Menu
(5)
• A combination of ________________________ and modern cuisine
(6)
• Paul’s signature recipes ________________________ by his grandmother and
the cooking school
Seating
(7)
• Altogether ________________________ tables
(8)
• Two tables for walk-ins, which cannot be ________________________
B3 If you are given the chance to open a restaurant of your own, what kind of restaurant
will you open? Write an article introducing your restaurant.
Title: __________________________________
I would like to open __________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
The target customers are _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
The menu will consist of _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What is special about this restaurant is that __________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Food matters 61Appreciating language
Food is an important part of festivals. Read aloud the excerpt below about a poor family
having a Christmas dinner.
There never was such a goose. Bob said he didn’t believe there ever was such a
goose cooked. Its tenderness and flavour, size and cheapness, were the themes
of universal admiration. It was a sufficient dinner for the whole family;
indeed, as Mrs Cratchit said with great delight (surveying one small atom of
a bone upon the dish), they hadn’t eaten it all at last! Yet every one had had
enough, and the youngest Cratchits, in particular, were steeped in sage and
onion to the eyebrows! But now, the plates being changed by Miss Belinda,
Mrs Cratchit left the room alone—too nervous to bear witnesses—to take the
pudding up, and bring it in.
Suppose it should not be done enough! Suppose it should break in turning
out! Suppose somebody should have got over the wall of the backyard and
stolen it, while they were merry with the goose—a supposition at which the
two young Cratchits became furious! All sorts of horror were supposed.
Hallo! A great deal of steam! The pudding was out of the copper. A smell like
a washing day! That was the cloth. A smell like an eating-house and a pastry
cook’s next door to each other, with a laundress’s next door to that! That was
the pudding! In half a minute Mrs Cratchit entered—flushed, but smiling
proudly—with the pudding, like a speckled cannonball, so hard and firm,
blazing in ignited brandy, and decorated with Christmas holly stuck into the
top.
Oh, a wonderful pudding! Bob Cratchit said, and calmly too, that he regarded
it as the greatest success achieved by Mrs Cratchit since their marriage.
Mrs Cratchit said that, now the weight was off her mind, she would confess
she had her doubts about the quantity of flour. Everybody had something to
say about it, but nobody said or thought it was at all a small pudding for a
large family. Any Cratchit would have blushed to hint at such a thing.
(Adapted from A Christmas Carol, by Charles Dickens)
62 Unit 1Unit 2
The universal language
EExxpplloorriinngg llaanngguuaaggee
A Fill in the blanks with the correct forms of the words in the brackets.
1 William apart, none of them seems _________________ (suit) for the job.
2 Some classics are still greatly enjoyed and remind us of the _________________
(distance) past.
3 Sometimes it’s hard to live up to the _________________ (expect) of our parents.
4 Jack has made _________________ (remark) progress in English since last year.
5 The _________________ (compose) is one of the frequent visitors to our town.
6 The teachers are highly _________________ (enthusiasm) about their work.
7 _________________ (determine), courage and confidence are important qualities if
you want to succeed.
8 Teachers need to be aware that students might be _________________ (gift) in
different ways: some are good at language while others at science.
B Fill in the blanks with the correct forms of the phrases in the box below.
rely on sweep along take a sharp turn throw in
consist of all of a sudden get down to twists and turns
1 Let’s ______________________ business right away—we’ll stop for coffee later.
2 You can have the sofa for $800 and I’ll ______________________ the table as well.
3 Everyone experiences some ______________________ in life, which is not
necessarily a bad thing.
4 Nowadays people increasingly ______________________ computers for work, for
study and for entertainment.
5 My routine diet ______________________ fruit, milk, vegetables and rice.
6 We were all ______________________ by his enthusiasm and decided to join him.
7 A decade ago the economy in that country ______________________ for the worse.
8 ______________________ all the lights in the room went out.
The universal language 63C Fill in the blanks with the correct forms of the verbs in the box below.
repair volunteer go be see change recognize watch protest come
1 _________________ offers us a chance to help those in need.
2 We all think the sofa is perfect but he is considering _________________ it.
3 It’s quite hot today. Do you feel like _________________ for a swim?
4 There’s no use _________________. I won’t change my mind.
5 _________________ kind and understanding is an important aspect of effective
communication.
6 What I have to do now is _________________ my computer.
7 I know ball games are good for health, but I prefer _________________ football to
playing it.
8 _________________ as different from other kids when I was very young had an
effect on my later life.
9 We are going to have a party at the weekend to celebrate New Year and we are
looking forward to your _________________.
10 Many famous people wear sunglasses so that they can go to public places
without _________________.
D Fill in the blanks with proper words or the correct forms of the words in the brackets.
(1)
Days before the “Top 10 Singers” competition, I was making _________________
(predict) about who might win. Everyone was preparing for it. The competitors
(2)
from my class grabbed every chance to practise, and some even _________________
(composer) their own music!
The great day came. The singers from each class performed their songs. Some of
(3)
them were _________________ (company) by a friend on the piano or guitar. Most
(4) (5)
of the songs were _________________ the pop style. Some were _________________
(6)
(adapt) of traditional songs. Some were simple songs _________________ some
were rather complicated. The singing was beautiful and two hours
(7)
_________________ (be) gone before we realized it. Ten students were selected as
the top singers of our school, but I think every one of us deserved a prize for our
efforts.
(8)
The competition was _________________ (ordinary) successful. It was great fun
and we all enjoyed it. More importantly, such activities reflected our dreams and
our passion and transformed our understanding of life.
64 Unit 2Building skills
A Listening and speaking
A1 Tom is listening to the radio programme Opera Hour introducing Aida. Listen to the
programme and number the events in the order they happen in Aida.
______ Radames asks the Egyptian king not to kill the Ethiopians.
______ Radames helps Aida and her father escape.
______ The Ethiopian king and his army go to Egypt.
______ Aida is taken to Egypt.
______ The Egyptian army wins the battle.
______ The Egyptians start preparing for the wedding.
______ The Egyptian king orders Radames to stop the Ethiopian army.
______ Radames is ordered to marry the Egyptian king’s daughter.
A2 Tom has seen the opera Aida and is talking to his mum about it. Listen to their
conversation and complete the notes below.
Aida
Theatre
(1)
The theatre was ________________________.
Performance
(2)
• The singers’ voices were ________________________ and emotional. The
(3)
lady who played Aida sang for ________________________ hours.
(4)
• The performers acted so well and ________________________.
Music
The musicians were fantastic. I was swept away by the music.
Set
• The stage was pretty special. The 3-D technology made
(5)
________________________.
(6)
• I was actually a little ________________________ during the battle scenes.
Story
• The most impressive part was that Radames had to make a difficult choice
(7)
between ________________________.
• The ending was so moving that some people in the audience
(8)
________________________.
The universal language 65A3 Have you attended or watched any musical performance, such as a concert, a musical or
an opera? In pairs, talk about your experiences. Use the example below to help you and pay
attention to the expressions in bold.
A: What did you think of the New Year’s concert?
B: Although I don’t usually listen to classical music, I really enjoyed it. I had never
seen a symphony orchestra before! The members of the orchestra were highly
skilled musicians. They looked very serious at first, but they were clearly having
lots of fun when they played the fast pieces.
A: What pieces did they play?
B: The theme of the concert was “French composers”. They began with a piece by
Claude Debussy called La Mer. It’s about the sea, and I felt as if I were out on the
sea when listening.
A: Interesting. What else did they play?
B: The second piece was called Boléro, and it was composed by Maurice Ravel. The
beginning of the piece was very simple: all I could hear was a drum beating
out a steady rhythm. After a short while, the drum was joined by a flute. I
thought it was boring at first because they kept playing the same melody over
and over. However, the music gradually became louder and louder, and the
ending was incredibly powerful!
A: Wow, that sounds amazing. What did you like best about the concert?
B: The last piece they played! It was from the opera Carmen by Georges Bizet. That
was really exciting and everyone at the concert loved it!
B Reading and writing
B1 Austria is famous for its long musical tradition. Read the magazine article about music in
Austria and answer the questions below.
What comes to your mind when you think of music in Austria? You might
think of classical composers, such as Mozart. Or you might remember the
film The Sound of Music, whose story takes place in Austria. But Austrian music
started off quite differently.
One of the earliest types of Austrian music may not seem like music at all.
Yodelling is a form of yelling that alternates in pitch between low and high.
It is thought to have begun as a way for animal herders in the mountains to
communicate or to call their animals. Even today, yodelling is often used in
other kinds of music, including pop, rock and country music.
However, Austria is best known for its many famous classical composers. In
the 18th and 19th centuries, the Austrian royal family were patrons of the
arts, and they drew many musicians to Vienna. The city soon became known
as a centre for musical innovation and performance. Composers such as
Wolfgang Amadeus Mozart, Ludwig van Beethoven, Johann Strauss II and
66 Unit 2Franz Schubert lived in Vienna. Some of them even used traditional Austrian
folk songs or tunes in their works.
Opera has also been a popular music form in Austria, and it was not just
wealthy Austrians who attended performances. Many popular classical
composers also wrote operas, which regular citizens of Vienna flocked to
hear. Even today, there are opera productions performed every year at the
St Margarethen Opera Festival. This festival is held outdoors, in a very unusual
location: the rocky sandstone backdrop of a quarry. It now serves as a stage
for opera, and also jazz and pop concerts. They all take place in the open air
under the stars, taking advantage of the quarry’s unusual acoustics.
Speaking of The Sound of Music, it was originally a Broadway musical and was
made into a film in 1965. Most of the scenes were filmed in or near Salzburg,
Austria. The story is based on the real-life story of the Von Trapp family, who
fled from the country when the Nazis invaded Austria. Over 50 years after its
release, the film is still very popular, and visitors to Salzburg can take special
tours that include most of the film’s famous landmarks.
Austria has a long and rich musical history, from folk songs and dances to
classical symphonies and operas. No matter what kind of music you like,
chances are that you’ll be able to find it in one of the country’s many theatres
or small cafés. The sounds of Austrian music are everywhere.
1 Why did Vienna become a centre for classical music?
2 Why is the St Margarethen Opera Festival held outdoors?
B2 Write an article introducing Kun Opera. Include information about its origin, features,
famous pieces and influences on other music types.
Title: __________________________________
_______________________________________________________________________
Introducing
_______________________________________________________________________ your topic
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Providing
detailed
_______________________________________________________________________
information
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Giving a
_______________________________________________________________________ summary
The universal language 67Appreciating language
Ludwig van Beethoven got much comfort from his friends when he was in depression. Read
aloud the letter below that Beethoven wrote to his friend Amenda.
My dear, my good Amenda, my warm-hearted friend,
I received and read your last letter with deep emotion, and with mingled pain
and pleasure. How often I wish that you were with me, for your Beethoven is
very unhappy. You must know that one of my most precious faculties, that of
hearing, has become very defective. Even while you were still with me I felt
indications of this, though I said nothing; but it is now much worse. Whether
I shall ever be cured remains yet to be seen; it is supposed to proceed from
the state of my digestive organs, but I am almost entirely recovered in that
respect. I hope indeed that my hearing may improve, but I scarcely think so,
for attacks of this kind are the most incurable of all. How sad my life must
now be!
To my great comfort, a person has returned here with whom I can enjoy the
pleasures of society and disinterested friendship—one of the friends of my
youth. I have often spoken to him of you, and told him that since I left my
fatherland, you are one of those to whom my heart specially clings.
Oh! How happy I would be if I had my full sense of hearing! I would then rush
to visit you; whereas, as it is, I must withdraw from everything. My best years
will thus pass away, without effecting what my talents and powers might have
enabled me to perform. How melancholy the resignation is! I had determined
to rise superior to all this, but how is it possible?
If in the course of six months my illness be pronounced incurable then,
Amenda! I shall appeal to you to leave all else and come to me, when I intend
to travel, and you must be my companion. You will not, I know, refuse my
request; you will help your friend to bear his burden and his suffering. I
duly received all your letters, and though I did not reply to them, you were
constantly present with me, and my heart beats as tenderly as ever for you. I
beg you will keep the fact of my deafness a profound secret, and not confide
it to any human being. Write to me frequently; your letters, however short,
comfort and cheer me, so I shall soon hope to hear from you.
Your faithful and truly attached
L. V. Beethoven
68 Unit 2Unit 3
The art of painting
EExxpplloorriinngg llaanngguuaaggee
A Translate the following sentences into Chinese. Pay attention to the underlined words.
1 a As he was about to give up, a good idea struck him.
b In July some coastal areas were struck by a typhoon.
c I was struck by the beauty of the snow-covered rural landscape.
d When I was touring in France, the railway workers were on strike.
2 a According to the survey, car sales in the first quarter declined slightly.
b Jack declined my invitation to dinner, saying that he was too busy.
3 a We stood in the shade because the sun was burning hot.
b When spring comes, the valley takes on every shade of colour.
4 a The company employed only 10 people in its early years.
b Our English teacher often employs different methods to teach us grammar.
5 a This programme aims to help children born with poor vision.
b The car went past her and moved outside her field of vision.
c He had a grand vision for the future of his company.
B Fill in the blanks with the correct forms of the phrases in the box below.
be down to be reduced to as opposed to on closer inspection
all walks of life up close in decline speak volumes about
1 We think critically, ______________________ just copying from books.
2 The new members of the sports club come from ______________________.
3 ______________________, they found the vase was made in the Song Dynasty.
4 Your body language will ______________________ you even before you say
anything.
5 Industry in the city has been ______________________ since the 1970s.
6 His success ______________________ his hard work and good luck.
7 Here you can see animals ______________________ in their natural environment.
8 The building ______________________ broken stones in the earthquake.
The art of painting 69C Fill in the blanks with the correct forms of the verbs in the box below.
encourage move challenge limit please keep lose connect relax bore
1 It seems that he is not very _________________ to see us.
2 The research proved more difficult than expected, but the success of the
experiment was _________________.
3 Jack sat on the couch, looking completely _________________.
4 Though living far away from each other, my friend and I stay _________________
through the Internet.
5 The teacher’s love for his students was very _________________.
6 The journey to the top of the mountain was really _________________.
7 My knowledge of the German language is quite _________________.
8 What the librarian wanted was for everybody _________________ quiet in the
reading room.
9 We got _________________ and ended up miles away from our intended destination.
10 Some stories never grow _________________ to children no matter how many
times they have listened to them.
D Translate the following sentences into English. Use the words in the brackets.
1 电子设备应该是我们的工具，而不应该主宰我们的生活。(dominate)
2 他在背景上加了几根线条，效果非常显著。(impressive)
3 如今很多孩子都近视，这个问题值得我们关注。(worthy)
4 我们沿着蜿蜒的山间小路，走到小树林旁边，在那里搭建了帐篷。(wind)
5 这本新出的书使我们对世界的不同文化有了深入的了解。(insight)
6 我们可以为你提供一本全面介绍当地酒店和餐厅的指南。(comprehensive)
7 该报告揭露了现代医疗体系的不足。(expose)
8 展馆距市区太远，我们正在考虑安排免费接送服务。(exhibition; arrange)
9 他们有个宏伟的计划——开更多的连锁店来扩大业务。(ambitious)
10 你对自己一天能完成的工作量要现实一点。(realistic)
70 Unit 3Building skills
A Listening and speaking
A1 Laura and Dan are talking about the artist Salvador Dali after their Art class. Listen
to their conversation and decide whether the following statements are true (T) or false (F).
Circle the incorrect information in the false statements and correct it in the blanks.
1 The teacher showed them a painting of soft watches in class. T / F
__________________________________________________________________________________
2 The painting shown by the teacher is one of Dali’s most famous works. T / F
__________________________________________________________________________________
3 Dan has not heard of the painter’s name before. T / F
__________________________________________________________________________________
4 Dali was a famous Danish surrealist painter. T / F
__________________________________________________________________________________
5 Dan thinks Dali probably had a distinctive personality. T / F
__________________________________________________________________________________
6 Dan will do some research on Dali right away. T / F
__________________________________________________________________________________
A2 Laura leaves Dan a voice message after she has done some research on Dali. Listen to
the message and complete the notes below.
Salvador Dali
Dali the person
(1)
• Dali was born in ____________________________ in Spain.
• Dali died in 1989.
(2)
• Dali and his wife lived in Spain for ____________________________.
(3)
• They lived in the US for ____________________________.
Dali the artist
• Dali’s famous paintings include The Persistence of Memory, Swans Reflecting
(4)
Elephants and ____________________________.
(5)
• Dali was good at combining ____________________________ and reality to
make his paintings dreamlike.
(6)
• Dali was one of the most ____________________________ artists of the 20th
century.
(7)
Ø He created ____________________________ paintings.
(8)
Ø He also designed jewellery and ____________________________, made
sculptures and furniture, and did a littlefilm-making and advertising.
The art of painting 71A3 In turns, present your favourite painter or painting to each other. You may introduce
the painter’s overall style first. Use the example below to help you and pay attention to the
expressions in bold.
While there are many painters I like, I would have to say that Wu Guanzhong is
my personal favourite. There is something about his style that sets him apart
from other painters.
Wu Guanzhong’s painting style can be described as a mix of Western and
Chinese painting traditions. However, his style is very modern: many of his
paintings are strikingly simple, but also very elegant.
Wu Guanzhong mastered the use of white space. My favourite painting is this
one, called Zhou Village, in which he used this technique very effectively. Like
many of his other works, it’s very stylish. Wu used a striking combination of
black strokes and white space to depict traditional Chinese buildings in a water
town. There is something beautiful and strange about the whitewashed houses
in the painting: they rise up like mountains. Perhaps he wanted to create an
impressive landscape painting to represent a simple small-town scene. The river
is in the foreground, and at its centre is a small bridge. When you look at the
painting, it is as if you were about to cross the bridge and enter another world.
B Reading and writing
B1 Andy Warhol’s paintings are among the most recognizable artworks of the 20th century.
Read the article about Warhol’s influence on art and answer the questions below.
Napoleon once claimed that “a good sketch is better than a long speech”.
The visual arts, such as paintings, photographs, films and TV shows, affect us
in ways that other forms of communication do not. In other words, art is a
critical part of any society.
Andy Warhol was one of the artists who influenced society a lot. He made
us think of art in an entirely new way. For that reason, he is considered to be
one of the most influential artists of the 20th century. Besides being a painter,
Warhol was also a film-maker, an author, a music producer and a magazine
publisher. His studio, known as “The Factory”, was a gathering place for New
York City’s artists, musicians, film-makers, etc. He saw himself as a businessman
as well as an artist, and his success story is a model for many creative artists.
Warhol was part of the pop art movement. This group of artists believed
that the existing definition of art was too narrow and excluded too many
people from appreciating it. At the time, people generally thought that only
unique, one-of-a-kind pieces dealing with serious subjects could be considered
art. Pop artists, however, believed that art could (and should) be made with
72 Unit 3recognizable, mass-produced, “popular” items that surround us.
Warhol painted pictures of cola bottles, dollar bills, and most famously, the 32
varieties of a famous soup brand. While criticizing America’s consumer culture,
Warhol also made people think about ordinary objects in a new way.
Warhol and pop art became enormously popular in the 1960s and 1970s, but
his attitude towards fame was complicated. About forty years before online
videos and reality TV programmes, he predicted that “in the future, everyone
will be world-famous for 15 minutes”. Warhol disliked fame, but he frequently
painted celebrities and appeared on television. By making fun of American
celebrity culture, he ended up becoming a celebrity himself.
Like all great artists, rather than providing simple answers, Andy Warhol
ultimately asked the question, “What is art?” Every art gallery visitor needs to
answer that question themselves.
1 What can be considered art according to pop artists?
2 In what ways did Andy Warhol change people’s understanding of art?
B2 Andy Warhol redefined art and made people think of art in a new way. What do you
think is good art? Write an article to express your opinion.
Title: __________________________________
____________________________________________________________________________
____________________________________________________________________________ Stating your
opinion
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ Supporting
your opinion
____________________________________________________________________________ with reasons
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ Giving a
summary
____________________________________________________________________________
The art of painting 73Appreciating language
The Dutch painter Vincent van Gogh wrote many letters to his brother Theo. Read aloud the
letter below about Van Gogh telling his brother about his two paintings.
Dear Brother,
You must not take it amiss if I write to you again so soon. I do so only in order
to tell you how extraordinarily happy painting makes me feel.
Last Sunday I began something which I had had in mind for many a day.
It is the view of a flat green field, dotted with piles of hay. A path running
alongside a ditch crosses over it. And on the horizon, in the middle of the
picture, there stands the sun. The whole thing is a blend of colour and tone—
a vibration of the whole scale of colours in the air. First of all, there is a pale
purple mist through which the sun shines, half hidden by a dark violet bank
of clouds with a thin brilliant red lining. The sun contains a bright red colour,
and above it there is a strip of yellow which shades into green and, higher up,
into a bluish tint that becomes the most delicate azure. Here and there I have
put in a light purple or grey cloud brightened with the sun’s colours.
The ground is a strong carpet-like texture of green, grey and brown, full of light
and shade and life. The water in the ditch sparkles on the clay soil. It is in the
style of one of Emile Breton’s paintings.
I have also painted a large stretch of hills of sand. I put the colour on thick and
treated it broadly.
I feel quite certain that, on looking at these two pictures, no one will ever
believe that they are the first studies I have ever painted.
Truth to tell, I am surprised myself. I thought my first things would be
worthless; but even at the risk of singing my own praises, I must say that they
really are not at all bad. And that is what surprises me so much.
I believe the reason of it is that before I began to paint, I made such a long and
careful study of drawing and perspective that I can now sketch a thing as I see
it.
Now, however, since I have bought my brushes and painting materials, I have
slaved so hard that I am dead tired—seven colour studies straight off! … I
literally cannot stand, and yet I can neither forsake my work nor take a rest.
74 Unit 3Unit 4
Exploring poetry
EExxpplloorriinngg llaanngguuaaggee
A Fill in the blanks with the correct forms of the words in the brackets.
1 He turned on the light and examined his _________________ (surround).
2 What he said is stupid beyond _________________ (believe).
3 Her eyes, so big and bright, were her most _________________ (strike) feature.
4 The country was then enjoying a period of relative _________________ (stable).
5 When we are fond of someone, we tend to be _________________ (tolerance) of his
or her mistakes.
6 The advice you receive can be _________________ (contradict) sometimes and you
have to make decisions for yourself.
7 It is very cold here and the ground is _________________ (freeze) all year round.
8 She _________________ (constant) talks about her husband and two children.
B Fill in the blanks with the correct forms of the phrases in the box below.
set aside be rooted in put together make allowance for
hold to familiarize oneself with break with beyond one’s grasp
1 Busy as I am, I ______________________ an hour every day for exercise.
2 It is high time to ______________________ the past and begin a new life.
3 The popular writer said he did not ______________________ the traditional view of
women’s role in the family.
4 I take notes when I have a great idea or see something new. When the pieces are
______________________, they form the material for my writing.
5 You must ______________________ the procedures before you start your work.
6 This feeling of insecurity ______________________ childhood.
7 You have to ______________________ the fact that he is under much pressure these
days.
8 The students complained that the biology lecture was ______________________.
Exploring poetry 75C Fill in the blanks with the correct forms of the verbs in the brackets.
1 The system has the ability _________________ (run) more than one program at
the same time.
2 _________________ (approach) the lake, we found many people taking exercise.
3 Literature is a great treasure waiting _________________ (discover).
4 _________________ (struggle) with the problem for hours, Tom finally went to his
teacher for help.
5 _________________ (see) in this light, the matter is not as serious as people
generally suppose.
6 Many rooms need _________________ (clean), your bedroom in particular.
7 I was so shocked that I found myself _________________ (lose) for words.
8 _________________ (judge) by his accent, we guess he is from the south.
9 I know she is upset but I don’t regret _________________ (tell) her about it. She
needs to know the truth.
10 The young man was considered _________________ (have) great promise.
D Translate the following sentences into English. Use the words and phrases in the brackets.
1 她对中国文化非常了解。(grasp)
2 他注意到她情绪发生了一点变化，好奇发生了什么。(perceive)
3 很多专家主张少用塑料袋。(advocate)
4 我们遇到了严重的问题，不得不停止这个项目。(encounter)
5 我们输了比赛，他把这归咎于我。(blame sth on sb)
6 这个房间有一个很难被发现的秘密出口。(detect)
7 他们到达了一个远离苏格兰海岸的小岛。(remote)
8 这个国家最近经历了巨大的变化。(undergo)
9 这本小说是他写作风格的代表。(be representative of)
10 他的绘画作品的特点是色彩明亮。(be characterized by)
76 Unit 4Building skills
A Reading and speaking
A1 Homer, a famous poet of ancient Greece, is believed to have created the classic stories of
the Iliad and the Odyssey. Read the magazine article introducing Homer and his works and
answer the questions below.
The Iliad, as we know it today, consists of 15,693 lines of poetry. We call it
an epic poem because of its length and because it tells a dramatic story about
gods and heroes from long ago. Yet, the Iliad is based on a historical event,
and archaeologists have even identified an actual site of where it took place—
Troy. This city flourished during the Mycenaean Age, a time of palaces and
wealth in ancient Greece. Around the 12th century BCE, Troy was destroyed,
along with many other palace-centres.
Sometime in the 8th century BCE, the Greeks began to recover, and a new
system of writing developed. Around 750 BCE, Homer composed the Iliad
and, later, the Odyssey. Both became well known in the ancient world, and,
for centuries, the Greeks considered Homer to be their first and best poet. Yet,
even in antiquity, Homer’s identity was a mystery.
When you read the Iliad, you will soon notice that certain phrases, lines, and
even entire sections are repeated. A closer look at the Iliad reveals that certain
types of scenes are found again and again. For a long time, scholars were
puzzled by these repetitions. Then, in the 1930s, Professor Milman Parry from
Harvard made an exciting discovery. He travelled to what was then Yugoslavia
and studied how illiterate bards performed songs from memory. He concluded
that Homer’s poems traced their origin to a similar oral tradition.
Imagine this: bards are travelling around ancient Greece, singing stories from
memory. At each performance, they repeat phrases and lines, because that
makes it easier to keep the story going. They also “borrow” ideas from each
other and, in time, their verses become more and more alike. Over hundreds
of years, countless bards have a hand in shaping these tales until they become
the poems we now know as the Iliad and the Odyssey.
Today, scholars generally agree that the Iliad and the Odyssey grew out of an
oral tradition. Still, many questions remain. Who was Homer? How much of
the Iliad and the Odyssey is the work of a single person, and how much the
product of centuries of oral poetry? Who first wrote them down? To be sure,
the mystery surrounding Homer continues. Yet, what does seem certain is that
the Iliad and the Odyssey will continue to be regarded as two of the greatest
works of Western literature.
1 What does the underlined word “flourished” in the first paragraph mean?
2 Why are there so many repetitions in the Iliad?
Exploring poetry 77A2 In pairs, role-play an interview between a student and an expert on Homer. Use the
example below to help you and pay attention to the expressions in bold.
A: I wonder whether the Iliad is in some way true, or if it’s all legend.
B: Judging from the many fantastical elements in the story, such as gods and
goddesses, it’s not a historical document. There might be a grain of truth in
it, though.
A: There are a few other things that I find puzzling. I can’t understand why, even
in antiquity, Homer’s identity was a mystery.
B: As is often the case with figures from ancient history, we know very little
about Homer, and we cannot be sure that he even existed. It is said that
Homer was a blind man from the island of Chios, but of course, we have no
way of knowing for sure.
A: Suppose that Homer didn’t exist—who wrote the Iliad?
B: The Trojan War happened a long time before Homer supposedly wrote the
Iliad, so the text was probably developed over the centuries, by different people.
A: If that is the case, then surely there must be several versions.
B: You’re absolutely right. Already in antiquity, there was a lot of discussion
of what the “real” version was. However, if the Iliad was the work of many
different bards, there would never be one single original version to begin with.
It’s entirely possible that Homer was the person who put various versions of
the story together into a larger poem. That would be no mean feat, if he really
was blind and illiterate.
B Listening and writing
B1 Robert Burns is considered to be the national poet of Scotland. Listen to the radio
programme introducing Robert Burns and complete the notes below.
The timeline of events in Robert Burns’s life
• 1759 Robert Burns was born in Ayrshire, Scotland.
• (1) _________________________ Robert Burns started writing poems.
• (2) _________________________ Robert Burns’s father died.
• 1786 Robert Burns published his first book of poetry.
• (3) _________________________ Robert Burns began working as a tax collector.
• (4) _________________________ Robert Burns passed away.
Poetic achievements
He became famous across the nation after the publication of Poems, Chiefly
in the Scottish Dialect.
(5)
He is regarded as a _________________________ of the Romantic movement.
(6)
He also collected, revised and adapted _________________________ from
across Scotland into poems.
78 Unit 4B2 In the second half of the radio programme, the host interviews an expert on Robert
Burns. Listen to the interview and complete the notes below.
Robert Burns’s poetry
“A Red, Red Rose”
It was written in Scots, a language spoken in Scotland, and is full of
(1)
____________________________.
The poet expresses his love by describing melting rocks and
(2)
____________________________.
“Address to a Haggis”
(3)
In it, Burns ____________________________ for this traditional Scottish dish.
It is read when the haggis is served on Burns Night, the evening of
(4)
____________________________.
“Auld Lang Syne”
(5)
Burns wrote it based on ____________________________.
The poem is about friendship and remembering old times.
Singing “Auld Lang Syne” has become an important New Year’s Eve tradition
(6)
across the ____________________________ world.
B3 Write an article introducing your favourite poet and his or her major works. You can
include information about his or her life, poems and influences.
Title: __________________________________
____________________________________________________________________________
Who your
____________________________________________________________________________
favourite
poet is
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Why you like
____________________________________________________________________________ the poet
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________ Conclusion
____________________________________________________________________________
Exploring poetry 79Appreciating language
Spring is a theme that poets return to again and again. Read aloud the two poems below
addressing this timeless topic.
Happy Rain on a Spring Night
By Du Fu
Good rain knows its time right;
It will fall when comes spring.
With wind it steals in night;
Mute, it moistens each thing.
O’er wild lanes dark cloud spreads;
In boat a lantern looms.
Dawn sees saturated reds;
The town’s heavy with blooms.
(Translated by Xu Yuanchong)
Written in March
By William Wordsworth
The cock is crowing,
The stream is flowing,
The small birds twitter,
The lake doth glitter,
The green field sleeps in the sun;
The oldest and youngest
Are at work with the strongest;
The cattle are grazing,
Their heads never raising;
There are forty feeding like one!
Like an army defeated
The snow hath retreated,
And now doth fare ill
On the top of the bare hill;
The Ploughboy is whooping—anon—anon:
There’s joy in the mountains;
There’s life in the fountains;
Small clouds are sailing,
Blue sky prevailing;
The rain is over and gone!
80 Unit 4Appendices
Text notes
Unit 1
1 Food is as fundamental to man as the people are to the state. —Chen Shou (page 1)
国以民为本，民以食为天。——陈寿
该句出自三国及西晋时期史学家陈寿（233—297）的《三国志·吴书十六·潘濬陆凯
传》。这句话说明了食物在人们生活中发挥着重要的作用。
2 Sometimes the smell alone can do the trick, not to mention the lovely creamy
flavour, which works like a time machine immediately transporting me back to my
sunny childhood. (page 2, lines 3–5)
有时只是闻到气味就有这种效果，更不用说那美妙的奶油的味道了，这种味道就像一
台时光机，立刻把我带回阳光灿烂的童年。
(1) 句 式结构上，not to mention引出附加成分，which引导一个非限制性定语从
句，修饰the lovely creamy flavour，后面transporting me back to my sunny
childhood作为后置定语修饰名词短语a time machine。
(2) 句 中do the trick意为“奏效，起作用，达到目的”。如：
A bit more sugar should do the trick.
再加一点糖应该就可以了。
3 I take my time over every spoonful, gently rolling the silky dessert around my
mouth and enjoying the perfect marriage of rice and milk. (page 2, lines 8–9)
我细细品尝每一勺，让丝滑的甜点在我的口中轻轻转动，享受米糊和牛奶的完美融合。
句中take one’s time over sth 意为“慢慢做……，从容不迫地做……”，其他常用表
达还有take one’s time to do sth/doing sth。如：
I like to take my time over breakfast.
我喜欢慢慢享用早餐。
4 Of course, each person’s comfort food largely depends on where they come from—
for a Chinese it might be a plate of dumplings with a saucer of vinegar, and for a
native of the UK it might be the classic fish and chips, served hot, salty and sour.
(page 3, lines 27–30)
当然，每个人的治愈系食物在很大程度上取决于他们来自哪里——对于中国人来说，
它可能是一盘饺子，配上一碟醋，而对于土生土长的英国人来说，就可能是一份经典
的炸鱼薯条，热腾腾地端上来，吃起来咸中带酸。
81炸鱼薯条源自英国，顾名思义，它是由炸鱼和薯条两部分组成的，吃的时候还会配上
不同口味的调味料。炸鱼薯条常作为外带食品，最早一般用旧报纸包装，现在基本用
白纸或者纸盒包装。炸鱼薯条在英国十分受欢迎，被视为英国的一个文化符号。
5 One mouthful of comfort food takes us back to our cultural roots, giving us the
“taste of home” that we cry out for and relieving feelings of homesickness. (page 3,
lines 30–32)
吃一口治愈系食物让我们回到自己的文化根源，带来我们迫切需要的“家的味道”，以
解思乡之情。
(1) 句中cry out for意为“迫切需要”。如：
Many schools in the countryside are crying out for good English teachers.
许多乡村学校迫切需要优秀的英语教师。
(2) 句中relieve意为“缓和，减轻”。如：
Listening to music can help relieve stress.
听音乐有助于缓解压力。
(3) 句中homesickness意为“乡愁，思乡”。如：
He greatly suffered from homesickness during his first few months abroad.
出国头几个月他特别想家。
6 To eat out was also a social activity, allowing me to enhance the relationship with
my friends. (page 6)
外出吃饭也是一种社交活动，让我可以加强我和朋友们的关系。
句中enhance意为“提高，增进”。如：
This sauce will enhance the flavour of the turkey.
这种调味汁会使火鸡肉更具风味。
7 As I take each bite, the sweet and mild flavour of the red bean filling slowly fills
my mouth. (page 9)
我每咬一口，唇齿间渐渐充满红豆沙馅料的味道，甜而不腻。
句中mild意为“清淡的，不浓烈的”，mild还可以表示“（气候）温和的”的意思。如：
This dish is characterized by its pleasant, mild flavour.
这道菜的特点是味道清淡可口。
The area had a mild winter last year.
该地区去年冬天很暖和。
8 Sichuan hot pots are perfect for the damp, foggy climate in which they were
invented. (page 11, lines 12–13)
四川火锅非常适合其发源地潮湿多雾的气候。
(1) 四 川盆地属亚热带季风气候，太阳照射较少，自古就有“蜀犬吠日”之说，且空气
潮湿，吃火锅可以祛除体内湿气。
82(2) 句中damp意为“潮湿的，湿气重的”。如：
The winter in our city is cold and damp.
我们城市冬天寒冷潮湿。
9 Served plain in thin, white slices, the meat is juicy and salty. (page 11, lines 22–23)
鸭肉简单地切成白白的薄片端上来，肉质多汁且带有咸味。
句中plain意为“不修饰的，朴素的，简单的”， plain还可以表示“清楚的，明显的，浅
显的”的意思。如：
She preferred clothes that were plain but elegant.
她更喜欢朴素而雅致的衣服。
The meaning of the article is plain to see.
这篇文章的意思一目了然。
10 As I finished my first helping on a recent afternoon in Nanjing, my host, Chef
Zhang, told me a little more about the dish. (page 12, lines 25–27)
最近一天下午，我在南京吃完我的第一份（盐水鸭）后，招待我的张大厨向我介绍了更
多有关这道菜的事情。
句中helping意为“（食物的）一份，一客”。如：
She asked for a double helping of ice cream.
她点了双份冰激凌。
11 It definitely hit the spot when I tried it, and it has become one of my personal
favourites. (page 12, lines 34–35)
我尝了盐水鸭，真的太对我胃口了，（现在）它已经成了我最喜欢的食物之一。
句中hit the spot意为“发挥正当作用，适得其用，恰到好处”。如：
I was dying of thirst, and that cup of ice tea hit the spot.
我渴得要命，那杯冰茶正好解渴。
12 The concept took off, and today Guangzhou’s restaurants stimulate customers’
appetite with over a thousand offerings, each more delicate and delicious than the
last. (page 12, lines 41–44)
这个观念流行起来，如今广州的各家餐厅用一千多种点心使食客们胃口大开，一道更
比一道精致、美味。
(1) 句 中stimulate意为“促进，激发”。如：
His interest in reading was stimulated by his parents.
他对阅读的兴趣是他的父母激发的。
(2) 句中delicate意为“精致的”，delicate还可以表示“易损的，易碎的，脆弱的”的
意思。如：
The food is served on a delicate plate with a beautiful pattern of flowers.
食物盛在一个带有漂亮花朵纹饰的精致盘子里端上来。
83Tourists often disturb the delicate balance of nature on the island.
观光客常常扰乱岛上脆弱的自然生态平衡。
13 The emphasis is rather on conversation about business, family or pleasure, and
locals can spend hours together chatting, drinking tea and working their way
through the menu. (page 12, lines 46–48)
重点而是在谈生意、话家常或消遣，当地人可以花好几个小时聚在一起聊天、喝茶，慢
慢吃遍菜单上所有的点心。
(1) 句中emphasis 意为“重点，强调”。如：
He places great emphasis on time management.
他非常重视时间管理。
(2) 句中work one’s way through意为“自始至终做……”。如：
The board are still working their way through the application forms.
委员会仍在审阅所有申请表。
Unit 2
1 Music is the utmost pleasure in life; music is the clear spring of life; music is the
furnace of temperamental refinement. —Xian Xinghai (page 15)
音乐，是人生最大的快乐；音乐，是生活中的一股清泉；音乐，是陶冶性情的熔炉。
——冼星海
该句出自中国近代著名音乐家冼星海（1905—1945）。这句话意在说明音乐可以带来
愉悦，放松身心，陶冶情操。
2 Erhu (page 15)
二胡是一种中国传统拉弦乐器，基本构造包括琴头（head）、琴轴（peg）、琴弓（bow）、
琴杆（stick）、琴弦（string）、琴筒（soundbox）等。
3 Piano (page 15)
钢琴是一种键盘乐器，基本构造包括琴盖（lid）、琴弦（string）、键盘（keyboard）、踏板
（pedal）等。
4 Last night, I watched a performance of Butterfly Lovers, a beautiful violin concerto
composed by He Zhanhao and Chen Gang. (page 16, lines 2–4)
昨晚，我看了《梁祝》的演出，这是一首优美的小提琴协奏曲，由何占豪和陈钢创作。
(1) 小 提琴协奏曲《梁祝》是何占豪与陈钢的作品，1959年 5月首演并获得广泛好
评。它综合采用交响乐与我国民间戏曲音乐表现手法，以“草桥结拜”“ 英台抗
婚”“ 坟前化蝶”三个情节为主要内容，整部音乐作品一气呵成，极富感染力。
(2) 句 中compose意为“作曲，创作（音乐）”，compose还可以表示“组成，构成”的
意思。如：
84He composed a large number of fine musical pieces in his lifetime.
他一生创作了大量优美的乐曲。
The team is composed of ten top engineers.
该团队由十位顶级工程师组成。
5 The music took me through the twists and turns of a classic story about a young
couple torn apart by their families. (page 16, lines 6–7)
这首乐曲带着我体验了一个跌宕起伏的经典故事，故事讲的是一对被双方家庭拆散
的年轻情侣。
(1) 句中twists and turns意为“（故事或情况的）转折，转变，突然变化”。如：
The story has many unexpected twists and turns.
这则故事有许多意想不到的转折。
(2) 句中tear apart意为“使（关系亲密的人）分离，分开”。如：
They believe nothing can tear them apart.
他们相信什么都不能让他们分开。
6 Overcome with sorrow, she jumps into his grave. (page 16, lines 13–14)
她悲痛欲绝，于是跳进了梁山伯的坟墓。
(1) 句 中overcome意为“受到……的极大影响”，overcome还可以表示“克服，解
决”的意思。如：
Overcome with curiosity, he opened the box.
他在好奇心的驱使下打开了盒子。
I found it very hard to overcome my fear of flying.
我发现很难克服乘坐飞机的恐惧。
(2) 句中sorrow意为“悲伤，悲痛，悲哀”。如：
His death brought great sorrow to everyone who knew him.
他的去世让所有认识他的人都悲痛万分。
7 At the concert you will enjoy the Yellow River Piano Concerto, one of China’s
greatest contributions to classical music. (page 19)
你将在音乐会上欣赏到《黄河钢琴协奏曲》，这首协奏曲是中国对古典音乐的最大贡
献之一。
《黄河钢琴协奏曲》是我国最具影响力的钢琴协奏曲之一，改编自抗日战争时期的救
亡歌曲《黄河大合唱》。这部钢琴协奏曲以抗日战争为背景，以黄河象征中华民族，运
用了古典钢琴协奏曲的表现手法，融入了船夫号子等中国民间传统音乐元素。作品
饱含激情，自诞生以来激励了几代中国人拼搏奋进。
8 It consists of four movements: “The Song of the Yellow River Boatmen”, “Ode to
the Yellow River”, “The Yellow River in Anger” and “Defend the Yellow River”.
(page 19)
85它由四个乐章组成：《黄河船夫曲》《黄河颂》《黄河愤》《保卫黄河》。
句中consist of意为“由……组成，由……构成”，不用于进行时态。如：
The group consists mainly of teenage students.
该小组主要由十几岁的学生组成。
9 This was 1965 and the whole country was in a state of “Beatlemania” ... and I was
their biggest fan! (page 23)
当时是1965年，整个国家都处在“披头士热”中……而我是他们的头号歌迷！
句中Beatlemania是新闻媒体用于形容披头士乐队（又称甲壳虫乐队）一次演出
的标题，这个词很快被广大歌迷记住，并用来表达对披头士乐队的疯狂喜爱之情。
Beatlemania由Beatle和mania组成，mania意为“热衷，狂热，癖好”。如：
He had a mania for stamp collecting.
他热衷于收集邮票。
10 They immediately grabbed the attention of young people and soon the youth of the
country were being swept along on waves of joyous rock and roll music and the
hope for a better future. (page 23)
他们立刻吸引了年轻人的注意，欢快的摇滚乐和对更美好未来的期望引发一阵阵浪
潮，很快就席卷了全国的年轻人。
(1) 句中grab意为“引起注意，吸引”，grab还可以表示“抓住，攫取”的意思。如：
This issue soon grabbed the headlines.
这个问题很快就上了各大报纸的头条。
He grabbed the rope and gave it a sharp pull.
他抓住绳子，用力猛地一拉。
(2) 句中sweep along意为“使深受影响，使醉心”，也可以说sweep away，一般用于
被动语态。如：
We humans cannot help being swept along by the force of our emotions.
我们人类总是被自己情感的力量所驱使。
11 On 7 May 1824, a crowd of music lovers streamed into a theatre in Vienna to hear
the first-ever performance of the great Ludwig van Beethoven’s Symphony No. 9.
(page 25, lines 1–2)
1824年5月7日，一群音乐爱好者涌入维也纳一家剧院，去听伟大的路德维希·
凡·贝多芬《第九交响曲》的首场演出。
句中stream意为“鱼贯而行，一个接一个地移动”。如：
People streamed past us.
人们从我们身旁涌过。
12 By the time he was a teenager, he had already enjoyed a reputation as a wonderful
young musician. (page 25, lines 12–13)
他少年时就已被誉为一名出色的年轻音乐家。
86句中reputation意为“名望，声誉”。如：
He gained a reputation for his devotion to charity work.
他因投身慈善事业而赢得声誉。
13 You can soon feel the determination—a quality Beethoven understood well because
of his hearing difficulties—coursing through the music. (page 26, lines 33–35)
很快你就能感受到这种贯穿在音乐中的决心，这是贝多芬因自己的听力问题而深刻
体会到的品质。
句中course作动词，意为“快速地流动，奔流”。如：
He turned around and tears coursed down his cheeks.
他转过身，眼泪顺着他的脸颊流了下来。
14 The music moves through technically difficult sections with ease, showing his
genius as a composer. (page 26, lines 37–38)
这首乐曲将技术上棘手的部分处理得轻松自如，显示出他作为作曲家的天赋。
(1) 句中with ease意为“轻松地，不费力地”。如：
Jenny is always able to pass her exams with ease.
珍妮总是能够轻松通过考试。
(2) 句中genius意为“天才，天赋，天资”。如：
He is a writer of genius and his novels are quite widely read.
他是一位天才作家，创作的小说读者甚众。
15 Finally, in the fourth movement, he connects all of the different variations into a
joyful chorus. (page 26, lines 38–39)
最后，在第四乐章中，他把所有不同的变奏连接成欢乐的合唱。
《第九交响曲》又被称为《合唱交响曲》，正是因其第四乐章中加入了大型合唱，合唱
的歌词来自德国著名诗人席勒（Schiller）的《欢乐颂》，这部分是整个交响乐的高潮。
贝多芬早年读到席勒的《欢乐颂》时，就产生了用音乐来展现这首诗的想法。《第九交
响曲》体现了“从黑暗到光明”的思想，因而贝多芬决定把《欢乐颂》作为他歌颂的核
心，把伟大的欢乐奉献给所有的人。
Unit 3
1 Painting is silent poetry, and poetry is painting that speaks.
—Simonides of Ceos (page 29)
画是无言的诗，诗是有声的画。——凯奥斯岛的西摩尼得斯
该句出自古希腊抒情诗人西摩尼得斯（约公元前556—公元前468），其作品现仅存少
数短诗和若干残篇。这句话由希腊史学家、作家普鲁塔克（Plutarch，约46—120）转
述，说明了绘画与诗歌两种艺术形式的相通性。
872 Housed in an old railway building, this world-famous art museum features some
of the best-known paintings from the Impressionist movement of the 19th century.
(page 30, lines 4–6)
这座举世闻名的艺术博物馆设于一座古老的铁路建筑中，重点展出十九世纪印象派
运动中最著名的一些画作。
(1) 奥 赛博物馆由一座废弃的火车站改造而成，位于塞纳河畔，与卢浮宫隔河相望。
奥赛博物馆主要陈列1848年至1914年间的艺术珍品。在巴黎，这一时期之前
的艺术品由卢浮宫收藏，之后的艺术品则珍藏在蓬皮杜国家艺术文化中心，因而
可以说奥赛博物馆是古代艺术和现代艺术之间承上启下的一页。奥赛博物馆是
世界上收藏印象派画作最多的地方,此外馆内还收藏了其他风格的画作以及雕
塑、装饰艺术作品等。
(2) 句中house作动词，意为“安置，收藏”。如：
The painting is now housed in the British Museum.
该画作现藏于大英博物馆。
(3) 句中feature作动词，意为“以……为特色，是……的特征”。如：
The latest model features a smaller size and more fashionable design.
最新款的特点是体积更小，设计更时尚。
3 When I saw it up close, I was struck by the small areas of light across the painting,
and the way the soft edges of the figures seemed to mix together. (page 31,
lines 23–25)
我靠近观察，画面上遍布着小面积的光斑，人物柔和的轮廓好像融为一体，令我惊叹
不已。
句中be struck by意为“被……打动，迷恋……”。如：
The first time I saw her, I was struck by her beautiful smile.
我第一次见到她时就被她美丽的笑容打动了。
4 Everyday subject matter was the main focus of their works, as opposed to the
history paintings that had traditionally dominated European art. (page 31,
lines 31–33)
日常题材是他们作品的重点，这有别于传统上在欧洲艺术中占主导地位的历史题材
画作。
(1) 句中as opposed to意为“而（不是），相对于”，表示对比。如：
Now students can express their own ideas, as opposed to just listening to the
teacher.
现在学生可以表达自己的观点，而不只是听老师讲。
(2) 句中dominate意为“在……中具有最重要（或明显）的特色”。如：
Her paintings dominated last year’s art scene.
她的画作在去年的艺术界独占鳌头。
885 They employed free brushwork and used colours to show the effect of light on
things, creating paintings that were far less realistic than the works that came
before. (page 31, lines 33–35)
他们运用了自由的笔触，用色彩来展示光投射在物体上的效果，创作出的绘画作品远
不像前人所作的那么写实。
(1) 印 象派画家主张描绘瞬间的印象，他们更多考虑画的整体效果，较少顾及细节。
他们在户外依据眼睛的观察和现场的直观感受作画，追求在光色变化中表现对
象的整体感。
(2) 句中employ意为“使用，采用”。如：
The teacher employed a new teaching method to help young students learn English.
老师采用了新教学法帮助低龄学生学英语。
6 Painted on a five-metre-long silk scroll, it offers an important insight into life in
China in the 12th century. (page 39, lines 1–3)
它绘于一幅五米长的绢布卷轴上，让我们得以深入了解十二世纪中国的生活风貌。
句中insight意为“洞悉，了解”。如：
His article gave us a deep insight into the causes of economic depression.
他的文章使我们对经济萧条的原因有了深入的理解。
7 The first section presents a peaceful scene of rural life near Bianjing, featuring crop
fields, a river winding through the landscape, and farmers hard at work. (page 39,
lines 7–9)
第一部分展现了汴京城外平静的乡村生活场景，重点描绘了农田、蜿蜒而过的河流和
辛勤劳作的农民。
句中wind为动词，意为“蜿蜒，曲折而行”。如：
The highway winds its way along the coast.
公路沿着海岸蜿蜒伸展。
8 Here, hundreds of people from all walks of life, including butchers, hairdressers
and government officials, can be seen going about their daily business. (page 39,
lines 12–14)
在这里，我们可以看见数百个来自各行各业的人正在忙着自己的营生，有肉贩，有理
发师，还有官差。
(1) 句中from all walks of life意为“来自各行各业”，也可以说from every walk of
life。(a) walk of life意为“行业，职业”。如：
Our members include people from all walks of life.
我们的成员来自各行各业。
(2) 句中go about意为“忙于”。如：
It was a sunny day and people went about their work as usual.
这是个晴天，人们像平时一样忙着自己的工作。
899 This well-developed ability, as well as the scroll’s ambitious size, allows Zhang to
show an enormous amount of detail—you could study the painting for hours and
still discover something new. (page 39, lines 19–21)
张择端娴熟的绘画技艺以及气势恢宏的画幅，让他能展现海量的细节——你细看这
幅画卷数小时之后还能有新的发现。
(1) 句中ambitious意为“规模宏大的”。如：
He came up with ambitious plans for social reform.
他提出了宏伟的社会改革计划。
(2) 句中enormous意为“巨大的，极大的”。如：
She looked so small on the enormous stage.
在巨大的舞台上，她显得那么渺小。
10 However, some critics suggest that on closer inspection, the painting actually
exposes serious political and social problems. (page 40, lines 27–28)
然而一些评论家提出，进行更为仔细的观察，会发现这幅画实际上揭露了严重的政治
和社会问题。
(1) 宋 徽宗在位时政治、军事、外交均已走入绝境，国家处在一片内忧外患之中。《清
明上河图》表面展现盛景，实则暗藏玄机，因此这幅画通常也被称为“盛世危
图”。除了课文中提到的一些细节，画中还有很多地方可以体现这点。
(2) 句中inspection意为“检查，查看，审视”。如：
The experts carried out a thorough inspection of the plane’s engines.
专家们彻底检查了飞机的引擎。
(3) 句中expose意为“揭露，揭穿”。如：
The film exposes the horrible crimes that people committed against animals.
这部电影揭露了人们对动物犯下的可怕罪行。
11 In fact, the Northern Song Dynasty was in decline by this stage. (page 40,
lines 33–34)
事实上，到这个阶段，北宋已经走向衰落了。
句中decline意为“下降，衰退，衰落”。如：
There was a rapid decline in unemployment since the new policy was carried out.
新政策实施之后，失业人数迅速减少。
12 Its value is down not only to its great scale, artistic quality and attention to detail,
but also to its representation of daily life. (page 40, lines 37–38)
它的价值不仅在于画幅宏大，艺术性高，注重细节，而且还在于对日常生活的展现。
句中be down to 意为“归因于”。如：
His success is all down to his amazing willpower.
他的成功完全归功于他惊人的毅力。
9013 Such is its worth that several later emperors even asked the most talented artists of
their day to make copies of the scroll. (page 40, lines 38–40)
这幅画价值如此之高，以至于后世有几位皇帝甚至命令当朝最有才华的画家来临摹
这幅长卷。
这是一个倒装句，such置于句首时，主句要倒装。如：
Such are the facts; no one can deny them.
事实如此，没人能否认。
Such a nice man did he seem that we all believed him.
他看起来人不错，以至于我们都相信了他。
14 Some of these copies are now regarded as precious works of art in their own right.
(page 40, lines 40–41)
现在其中一些摹本本身就被视为艺术珍品。
句中in one’s own right意为“凭自身的资格（或努力）”。如：
Kate works for a design company but she is also a painter in her own right.
凯特在一家设计公司工作，但她本身也是一名画家。
15 The public’s continued enthusiasm about the Qingming Scroll, even after all these
centuries, speaks volumes about the power of this historic piece of art. (page 40,
lines 46–48)
甚至在几个世纪之后，公众仍对《清明上河图》热情不减，这足以证明这幅历史性画作
的影响力。
(1) 句中speak volumes about意为“足以证明”。如：
Your small gestures speak volumes about how nervous you are.
你的那些小动作足以证明你有多紧张。
(2) 句中historic意为“历史上著名（或重要）的，可名垂青史的”。如：
It was a historic moment for our country.
这对我们国家来说是历史性的一刻。
Unit 4
1 Poetry is an expression of one’s will. What is kept in the heart is the will, but when
expressed in words, it is poetry. —“Preface to The Book of Songs” (page 43)
诗者，志之所之也，在心为志，发言为诗。——《毛诗序》
该句出自中国古代诗歌理论文献《毛诗序》。《毛诗》是西汉初年鲁国的毛亨和赵国的
毛苌所辑、注的《诗经》版本，《毛诗序》即为它所作的序言，其作者不详。这句话说明
了诗歌具有抒情言志的功能。
2 Even if its true meaning appears to be beyond your grasp, you can always say
something about how the poem sounds when you read it aloud. (page 44, lines 5–7)
91即使你似乎无法理解诗歌的真正含义，也总是可以说说这首诗在朗读时听起来如何。
句中grasp意为“理解（力），领会”，beyond one’s grasp意为“无法理解”。如：
He has a good grasp of various painting styles.
他对各种绘画风格都了如指掌。
This essay is beyond the grasp of an average high school student.
这篇散文是一般中学生不能理解的。
3 As an explorer, you will not reach your goal immediately—you need to go on a
journey to a remote and unknown destination. (page 45, lines 42–44)
作为一名探险家，你不会立即达成你的目标——你得踏上旅途，朝远方未知的目的地
前进。
句中remote意为“偏远的，偏僻的”。如：
After two hours’ walk, they arrived at a remote mountain village.
走了两个小时之后，他们来到了一个偏僻的山村。
4 Poems that are easy to understand are often less interesting than those that
constantly reveal deeper and previously unrecognized meanings. (page 45,
lines 46–48)
相比容易理解的诗，那些不断展现更加深刻的、先前未发现的意义的诗常常更加有趣。
句中constantly意为“始终，一直，重复不断地”，由形容词constant加副词后缀-ly
构成，constant意为“持续发生的，不断的，重复的”。如：
Our concept of beauty is constantly changing.
我们的审美观无时无刻不在变化。
They live in constant fear of losing their jobs.
他们时刻处于失业的担忧中。
5 “Stopping by Woods on a Snowy Evening” by Robert Frost (page 45, line 54)
《雪夜林边小驻》是美国现代诗人罗伯特·弗罗斯特（1874—1963）一首深受广大读
者喜爱的不朽之作。弗罗斯特是美国20世纪最负盛名的诗人之一，他善于运用象征
主义表现手法，用看似平淡的小事来表达深刻的哲理，巧妙地表达诗歌的主题思想。
《雪夜林边小驻》中，一位步履沉重的赶路人牵着马走到一片幽深可爱的林边休息，并
陶醉其中，虽然依依不舍，但不得不离开，继续他的行程。这首诗向我们展示了人在
理想和现实之间的困惑和矛盾心理，表达了诗人对人生和社会的思考。
6 As long as the journey of poetry reading makes you feel something or lets you
perceive another level of meaning, it will have been worth your effort. (page 45,
lines 57–59)
只要读诗之旅能让你有所感悟，或者让你发现另一层含义，你的努力就是值得的。
句中perceive意为“注意到，意识到，察觉到”。如：
I didn’t perceive anything unusual about his behaviour that morning.
那天早上我没看出他有什么异样。
927 Instead, they advocated going back to nature. (page 48)
相反，他们提倡回归自然。
句中advocate意为“拥护，支持，提倡”。如：
Do you advocate banning smoking in all public places?
你支持在公共场所一律禁止吸烟吗？
8 “The Road Not Taken” (page 50)
《未选择的路》是罗伯特·弗罗斯特的代表作之一。这首诗描述了一个人处于人生岔
路口时的艰难抉择。他最后选择了那条人迹罕至的路，同时又对另外一条路充满遐
想。“路”是这首诗最重要的意象，全诗强调了选择对人生道路的重大影响。诗歌分
为四节，每节的第一、三、四行，第二、五行分别押韵，整首诗韵律十分优美。
9 Equally impressive is Li Bai’s free expression of strong feelings, which breathes
vitality into the lifeless objects he describes, and which distinguishes him from
other landscape poets. (page 54, lines 29–31)
同样让人印象深刻的是李白强烈情感的自由抒发，这为他笔下的无生命物体注入了
生机，也让他有别于其他山水诗人。
句中distinguish意为“成为……的特征，使有别于”，还可以表示“区分，辨别，分清”
的意思，后面常跟介词from或between。如：
The male bird is distinguished from the female bird by its colourful tail.
雄鸟尾巴五颜六色，有别于雌鸟。
He could no longer distinguish between imagination and reality.
他再也无法区分幻想和现实了。
10 One such poet is Ezra Pound, a 20th-century American poet. (page 54, line 43)
二十世纪的美国诗人埃兹拉·庞德就是其中一位。
埃兹拉·庞德（1885—1972），美国诗人和文学评论家、意象派诗歌运动的重要代表
人物。庞德从美国东方学家费诺罗萨（Fenollosa）的笔记中翻译整理出一些古典诗
歌，结为《华夏集》（Cathay），于 1915 年 4 月出版，诗集中大部分内容译自李白的诗。
实际上，《 华夏集》中的诗基本上都不能称作译诗，而应称作改写诗。庞德经过翻译中
国诗歌的实践，在自己的诗歌创作中吸收了中国诗歌的丰富营养，使自己的诗歌令人
耳目一新，为西方诗歌注入了活力。
93Grammar notes
Unit 1
动词不定式作主语和表语
1 动词不定式可以在句中用作主语。如：
To cook Chinese food is not easy.
动词不定式作句子主语时可以用形式主语it代替，将不定式置于句末。如：
It is difficult to find a true friend.
2 动词不定式可以在句中用作表语。如：
His aim was to cheer me up.
3 动词不定式前可以加上for引导的短语，表示不定式的逻辑主语。如：
It would make me very happy for her to win the election.
4 动词不定式作主语和表语时，可以有被动形式。如：
It was a great honour to be invited here today.
The festival is to be held next Friday.
Unit 2
动词 -ing 形式作主语和宾语
1 动词-ing形式可以在句中用作主语。如：
Swimming is fun.
动词-ing形式在句中用作主语时，有时可以用形式主语it代替。如：
It’s no use crying.
2 动词-ing形式可以在句中用作动词的宾语。常接动词-ing形式作宾语的动词有
advise、avoid、enjoy、escape、finish、imagine、mind、practise、risk、suggest等。如：
We enjoy reading English stories.
Have you finished typing the report?
3 动词-ing形式可以在句中用作介词的宾语。如：
I keep fit by swimming.
4 动词-ing形式的逻辑主语常用物主代词或名词所有格表示。如：
Your coming to visit is a great encouragement to us.
There is a good chance of Tom’s getting well again.
5 动词-ing形式作主语和宾语时可以有被动形式。如：
Being praised by the teacher makes me happy.
Jack escaped being hit by a car.
94Unit 3
动词 -ing 形式和动词 -ed 形式作表语
1 动词-ing形式可以在句中用作表语，常用来表示主语所具有的特征。如：
The novel is inspiring.
2 动词-ed形式可以在句中用作表语，说明主语的状态。如：
We were excited to hear the news.
3 动词-ing形式作表语，常修饰物；动词-ed形式作表语，常修饰人。如：
The story is touching.
We were amazed at the sight.
4 动词-ing形式和动词-ed形式作表语时动词色彩常常被淡化，后面通常不能跟宾语，
但可以用very、greatly等表示程度的副词对其进行修饰。如：
The football match was very exciting.
She is greatly pleased with the results.
5 有时动词-ing形式表示主语所指的内容，这时动词-ing形式仍然可以带有逻辑主语
或者宾语。如：
My aim is everybody’s having a good time.
My job is teaching primary school students.
Unit 4
非谓语动词综述
非谓语动词通常指动词不定式、动词-ing形式和动词-ed形式，在句中可用作主语、
宾语、表语、定语、状语和补语。见下表：
功 能
形 式
主语 宾语 表语 定语 状语 补语
动词不定式 √ √ √ √ √ √
动词-ing形式 √ √ √ √ √ √
动词-ed形式 √ √ √ √
1 非谓语动词作主语：动词不定式与动词-ing形式
(1) 动 词不定式和动词-ing形式都可以在句中用作主语。不定式作主语时常常用
形式主语it代替，不定式置于句末。如：
Collecting stamps is my hobby.
It is my hobby to collect stamps.
95(2) 动 词-ing形式有时也用形式主语it代替，动词-ing形式置于句末。如：
It is no good pretending to know what you do not know.
It is no use complaining.
2 非谓语动词作宾语：动词不定式与动词-ing形式
(1) 在 afford、agree、arrange、choose、claim、desire、expect、fail、hope、intend、
offer、pretend、promise、refuse、wish等动词后，常接动词不定式作宾语。如：
Mike offered to help me.
Tom promised to go with me.
(2) 在advise、admit、avoid、consider、deny、enjoy、finish、practise、suggest等动
词以及burst out、give up、insist on、keep on、put off等短语后，常接动词-ing
形式作宾语。如：
I considered going to see him in person.
Everyone burst out laughing.
(3) 在like、love、begin、start等动词后，既可以接动词不定式作宾语，也可以接动
词-ing形式作宾语，但二者区别不大，常可以交换使用。如：
I like singing. = I like to sing.
It started raining. = It started to rain.
(4) 在remember、forget、regret、try、mean等动词后，既可以接动词不定式作宾语，
也可以接动词-ing形式作宾语，但二者意义不同。如：
I remember seeing him before.（我记得曾经见过他。）
Remember to tell him about it.（记得把这件事告诉他。）
I now regret telling the lie.（我现在后悔说谎了。）
I regret to tell you the bad news.（我很遗憾告诉你这个坏消息。）
(5) 介词后一般只接动词-ing形式作宾语。如：
How about coming with us?
3 非谓语动词作表语：动词不定式、动词-ing形式与动词-ed形式
(1) 动 词不定式可以在句中用作表语，说明主语所指的内容，动词不定式可以带逻辑
主语。动词不定式作表语，有的情况下to可以省略。如：
My purpose is to help them.
My hope is for all members to come together.
All I did was (to) give him a little push.
(2) 动词-ing形式和动词-ed形式可以在句中用作表语，说明主语的特征或者状态，
动词-ing形式还可以表示主语所指的内容。如：
The book was so interesting that he almost forgot the time.
He is very concerned with the matter.
This is asking for trouble.
964 非谓语动词作定语：动词不定式、动词-ing形式与动词-ed形式
(1) 动 词不定式作定语常表示将要发生的事，动词-ing形式作定语常表示正在发生
的事，动词-ed形式作定语常表示已经发生的事或表示被动意义。如：
I have a meeting to attend tomorrow.
The boy standing there is my friend.
Jack cleared the fallen leaves on the ground.
Many students like to read novels written in English.
(2) 动词不定式和动词-ing形式作定语时可以有被动形式。如：
The building to be built in the square will be a new library.
Do you see the house being built over there?
5 非谓语动词作状语：动词不定式、动词-ing形式与动词-ed形式
(1) 动 词不定式作状语可以表示目的或者结果，动词-ing形式和动词-ed形式作状
语可以表示时间、原因、伴随等意义。如：
Susan came to see me.
She lived to be one hundred.
I sat there waiting for him.
Deeply moved, I decided to follow his example.
(2) 动词-ing形式具有主动意义，动词-ed形式具有被动意义。如：
She was in the kitchen preparing dinner.
Compared with you, we still have a long way to go.
(3) 动词-ing形式作状语可用完成式。如：
Having finished their work, they had a good rest.
6 非谓语动词作补语：动词不定式、动词-ing形式与动词-ed形式
(1) 在 expect、forbid、force、order、permit、request、warn等动词后，常接“名词/
代词+ 动词不定式”结构，动词不定式作补语。如：
We can always expect him to help us.
He warned us to be careful.
(2) 在see、hear、notice、watch、feel等动词后，可以接不带to的动词不定式作补语，
表示动作的整个过程；这些动词也可以接动词-ing形式作补语，表示动作正在
进行。如：
I saw him cross the street and enter a shop.（我看见他穿过马路然后进了
一家商店。）
I saw him crossing the street.（我看见他正在过马路。）
(3) 动词-ed形式作补语常表示被动意义。如：
How would you like your hair cut?
We must get our work finished by 10 o’clock.
97Wordlist 1
(by unit)
说明：本表收录各单元阅读文章和语篇练习中所包含的生词和短语，不收录指示语和讲解
文字中所包含的生词和短语。带*的词条为《普通高中英语课程标准( 2017年版2020年
修订 )》规定之外的词汇。
Unit 1 sour adj.酸的，有酸味的；馊的
/ˈsaʊə(r)/
vi. & vt.（ 使）变坏；变味，酸腐 (3)
mood n.情绪，心情；气氛，氛围 (2) cry out for 迫切需要 (3)
/muːd/
combination n.结合体， relieve vt.解除，减轻；缓和，缓解 (3)
/ˌkɒmbɪˈneɪʃn/ /rɪˈliːv/
联合体；联合，混合 (2) bond n.纽带，联系；连接，结合 (3)
/bɒnd/
do the trick 奏效，起作用，达到目的 (2) security n.安全；保护措施；保安
/sɪˈkjʊərəti/
creamy adj.含奶油的；像奶油的， 部门；担保，保证 (5)
/ˈkriːmi/
光滑细腻的；淡黄色的 (2) generate vt.产生，引起 (5)
/ˈdʒenəreɪt/
flavour (AmE flavor) n.味，味道； calorie n.卡，卡路里；千卡 (5)
/ˈfleɪvə(r)/ /ˈkæləri/
特点，特色 digest ; vt. & vi.消化；领
/daɪˈdʒest dɪˈdʒest/
vt.给…调味，加味于 (2) 会，理解
greedily adv.贪婪地，贪心地 (2) n. 摘要，文摘 (5)
/ˈɡriːdɪli/ /ˈdaɪdʒest/
gently adv.轻柔地，温和地 (2) lower vt. 降低，减少；把…放低，
/ˈdʒentli/ /ˈləʊə(r)/
dessert n.（ 饭后）甜点，甜食 (2) 使…降下
/dɪˈzɜːt/
association n.联 adj. 下面的；在底部的；低洼的 (5)
/əˌsəʊsiˈeɪʃn; əˌsəʊʃiˈeɪʃn/
想，联系；协会，社团；联合，交往 (2) cycle n.循环；自行车，摩托车
/ˈsaɪkl/
vary vi.（ 根据情况）变化，变更；相异， vi.骑自行车 (5)
/ˈveəri/
不同 enhance vt.提高，增强 (6)
/ɪnˈhɑːns/
vt.变更，改变 (2) throw oneself into 投身于，热衷于 (6)
link vt.联系，相关联；把…连接起来 boil vt. & vi. 用沸水煮；（使）沸腾 (6)
/lɪŋk/ /bɔɪl/
n.联系，连接；关系，纽带；链接 (3) fry vt. & vi.油炸，油煎 (6)
/fraɪ/
emotion n. 情感，强烈的感情，激 steak n. 牛排；肉排，肉块 (6)
/ɪˈməʊʃn/ /steɪk/
情，情绪 (3) pan n. 平锅，平底锅 (6)
/pæn/
saucer n.碟状物，茶碟，茶托 (3) impress vt. & vi.使钦佩，给…留下
/ˈsɔːsə(r)/ /ɪmˈpres/
*vinegar n.醋 (3) 深刻印象；使意识到 (7)
/ˈvɪnɪɡə(r)/
native n.出生于某国（或某地）的人； buffet n. 自助餐 (7)
/ˈneɪtɪv/ /ˈbʊfeɪ; ˈbʌfeɪ/
本地人 bay n.（ 海或湖的）湾 (7)
/beɪ/
adj.出生地的；本地的；土著的；土产的 (3) scenery n.风景，景色；舞台布景 (7)
/ˈsiːnəri/
salty adj.咸的，含盐的 (3) bet n.打赌，赌注；预计，估计
/ˈsɔːlti/ /bet/
98vi. & vt. (bet, bet) 下赌注，打赌；敢说 (7) n.平原 (11)
atmosphere n.气氛，氛围；大 slice n.薄片，片；部分，份额
/ˈætməsfɪə(r)/ /slaɪs/
气；气体；空气 (7) vt.把…切成片；切开，割破 (11)
out of this world 好（或美等）得不得了，非 chef n.主厨，厨师 (12)
/ʃef/
凡，呱呱叫 (9) property n.性质，特性；所有物，财
/ˈprɒpəti/
version n.变体，变种；说法；版本 (9) 产；不动产 (12)
/ˈvɜːʃn/
filling n.（糕点等的）馅 (9) appropriate adj.合适的 (12)
/ˈfɪlɪŋ/ /əˈprəʊpriət/
elderly adj.年纪较大的，上了年纪的 (9) estimate /estɪmeɪt/ vt.估计，估价
/ˈeldəli/ ˈ
bake vt. & vi.烘烤；烤硬 (9) /estɪmət/ n.估计；估计的成本 (12)
/beɪk/ ˈ
flour n. 面粉 (9) consume vt.吃，喝，饮；消耗，耗
/ˈflaʊə(r)/ /kənˈsjuːm/
adorable adj.可爱的，讨人喜爱的 (9) 费（尤指燃料、能量或时间） (12)
/əˈdɔːrəbl/
mild adj.不浓的，淡味的；暖和的；温 hit the spot 使人满意，正合需要 (12)
/maɪld/
和的； 不严重的 (9) *Cantonese adj.广东人（或文化）
/ˌkæntəˈniːz/
*tiramisu n.提拉米苏 (9) 的，粤语的
/ˌtɪrəmɪˈsuː/
bakery n.面包（糕饼）店 (9) n. (pl. Cantonese)广东人；粤语 (12)
/ˈbeɪkəri/
*layer n.层，表层；层次 (9) *dim sum n.点心 (12)
/ˈleɪə(r); ˈleə(r)/ /ˌdɪm ˈsʌm/
cheese n.干酪，奶酪 (9) essential adj.必不可少的；本质的，
/tʃiːz/ /ɪˈsenʃl/
bitter adj.味苦的；激烈的；令人难 基本的 (12)
/ˈbɪtə(r)/
过的；严寒的 (9) innovation n.创造，创新；新思
/ˌɪnəˈveɪʃn/
cream n.奶油，乳脂；护肤霜 (9) 想，新方法 (12)
/kriːm/
*ingredient n.材料，成分；因素， concept n.概念，观念 (12)
/ɪnˈɡriːdiənt/ /ˈkɒnsept/
要素 (9) stimulate vt.促进，激发；刺激，
/ˈstɪmjuleɪt/
loose adj.不受约束的；未固定牢的；零 使兴奋 (12)
/luːs/
散的；宽松的；疏松的 (11) appetite n.食欲，胃口；强烈欲望 (12)
/ˈæpɪtaɪt/
let sth loose 释放；放任 (11) delicate adj.精致的，精细的，精密
/ˈdelɪkət/
*chilli (AmE chili) n.辣椒 (11) 的；易损的，易碎的，脆弱的 (12)
/ˈtʃɪli/
pepper n.甜椒；胡椒粉 (11) emphasis n. (pl. emphases
/ˈpepə(r)/ /ˈemfəsɪs/
Sichuan pepper 花椒 (11) )强调，重视；重读 (12)
/ˈemfəsiːz/
onion n.洋葱，葱头 (11) steam vt. & vi.蒸；散发蒸汽
/ˈʌnjən/ /stiːm/
spring onion 小葱，香葱 (11) n.水蒸气；蒸汽动力；水汽 (12)
damp adj.潮湿的，湿气重的 (11) gram n.克 (13)
/dæmp/ /ɡræm/
foggy adj.有雾的，雾茫茫的 (11) cabbage n.甘蓝，卷心菜 (13)
/ˈfɒɡi/ /ˈkæbɪdʒ/
dynasty n.朝，代；王朝 (11) wrapper n.（ 食品等的）包装材料，
/ˈdɪnəsti/ /ˈræpə(r)/
expand vt. & vi.增加，扩大；扩 包装纸 (13)
/ɪkˈspænd/
展，发展（业务）；详谈，详述 (11) mixture n.混合物；混合，结合 (13)
/ˈmɪkstʃə(r)/
multiple adj.数量多的，多样的 (11) edge n.边，边缘；刀口 (13)
/ˈmʌltɪpl/ /edʒ/
*sauce n.调味汁，酱 (11) apart adv.成碎片；分开；相隔 (13)
/sɔːs/ /əˈpɑːt/
plain adj.朴素的，简单的；清楚的 fall apart 破碎，破裂；崩溃 (13)
/pleɪn/
99Unit 2 n.民间音乐；人们；各位；家人 (17)
tune n.曲调，曲子
/tjuːn/
*Austrian adj. 奥地利的，奥地利 vt.调音；调频道；调整 (17)
/ˈɒstriən/
人的 (15) *lyric n. 歌词；抒情诗
/ˈlɪrɪk/
composer n.作曲家， adj.抒情的；吟唱的 (17)
/kəmˈpəʊzə(r)/
作曲者 (15) throw in 奉送，额外赠送 (17)
symphony n.交响乐，交响曲 (15) for good measure 作为额外增添 (17)
/ˈsɪmfəni/
*concerto n.协奏曲 (15) rural adj.乡村的，农村的 (17)
/kənˈtʃeətəʊ/ /ˈrʊərəl/
*Polish adj. 波兰的，波兰人的，波兰 surroundings n. 周围，环境 (17)
/ˈpəʊlɪʃ/ /səˈraʊndɪŋz/
语的 (15) *heaven n.极乐之地 (17)
/ˈhevn/
compose vt. & vi.作曲；组成；撰 *breeze n.微风，和风 (17)
/kəmˈpəʊz/ /briːz/
写；使镇静 (16) guarantee vt.保证，担保；确保；为
/ˌɡærənˈtiː/
deserve vt.值得，应得 (16) （产品）提供保修
/dɪˈzɜːv/
tear apart 使（关系密切的人）分离，分开 (16) n.保证，担保；保修单 (17)
pleasant adj.令人愉快的，可喜的； jazz n. 爵士乐 (19)
/ˈpleznt/ /dʒæz/
友好的，和善的 (16) arch n. 拱门；拱 (19)
/ɑːtʃ/
whisper vi. & vt.耳语，低语；私 adaptation n. 改编本，改写本；
/ˈwɪspə(r)/ /ˌædæpˈteɪʃn/
下说；沙沙作响 适应 (19)
n.低语；轻柔的声音；传言 (16) communist adj.共产主义的
/ˈkɒmjənɪst/
dramatic adj.激动人心的，引人 n.共产主义者 (19)
/drəˈmætɪk/
注目的；突然的；戏剧的；夸张的 (16) *invader n.武装入侵的军队（或
/ɪnˈveɪdə(r)/
weep vi. & vt. (wept, wept)哭泣， 国家），侵略者 (19)
/wiːp/
流泪 (16) consist of 由…组成（或构成） (19)
/kənˈsɪst/
overcome vt. (overcame, defend vt. & vi.保护，防御；辩白，
/ˌəʊvəˈkʌm/ /dɪˈfend/
overcome)受到…的极大影响；克服，解 辩解 (19)
决；战胜 (16) *solo n.独奏，独唱
/ˈsəʊləʊ/
sorrow n.悲伤，悲痛；伤心事 (16) adj.独自的；独唱的，独奏的 (19)
/ˈsɒrəʊ/
*grave n.坟墓；死亡，去世 flow vi.流，流动；充满；涨起
/ɡreɪv/ /fləʊ/
adj.严重的；严肃的 (16) n.流，流动；连贯；涨潮 (20)
transform vi. & vt.（ 使）变形， *spacecraft n. (pl. spacecraft)
/trænsˈfɔːm/ /ˈspeɪskrɑːft/
（使）改观，（使）转化 (16) 航天（飞行）器，宇宙飞船 (21)
forever adv.永远；长久地；老是 (16) solar adj. 太阳的；太阳能的 (21)
/fərˈevə(r)/ /ˈsəʊlə(r)/
combine vt. & vi.（ 使）融合； greet vt.问候，欢迎，招呼 (21)
/kəmˈbaɪn/ /ɡriːt/
（使）结合，（使）混合；兼做；合并 (16) get down to (doing) sth 开始做某事，开始
rely on 依赖，依靠；信任 (17) 认真注意（或对待）某事 (21)
/rɪˈlaɪ/
blues n. (the blues) 布鲁斯音乐， suitable adj.合适的，适宜
/bluːz/ /ˈsuːtəbl; ˈsjuːtəbl/
蓝调；忧郁，悲伤 (17) 的，适当的，适用的 (21)
folk adj.民间的，民俗的 recording n.录音，视频；录制；记
/fəʊk/ /rɪˈkɔːdɪŋ/
100录，记载 (21) brilliant adj.聪颖的，技艺高的；
/ˈbrɪliənt/
distant adj.遥远的，远处的，久远 巧妙的；很成功的；明亮的 (25)
/ˈdɪstənt/
的；冷淡的；远亲的 (21) prediction n.预言，预测 (25)
/prɪˈdɪkʃn/
volume n.音量，响度；体积，容积， extraordinary adj.不寻常的，
/ˈvɒljuːm/ /ɪkˈstrɔːdnri/
容量；量，额 (23) 非凡的；意想不到的，令人惊奇的 (25)
stare vi.盯着看，凝视，注视 depress vt. 使抑郁，使沮丧；使萧条，
/steə(r)/ /dɪˈpres/
n.盯，凝视，注视 (23) 使不景气 (25)
breath n.呼吸的空气；一次吸入的空 upset adj. 难过的，失望的
/breθ/ /ˌʌpˈset/
气；微量，迹象 (23) vt. (upset, upset) 使烦恼；搅乱；
/ʌpˈset/
unusual adj.特别的，不寻常的； 打翻 (25)
/ʌnˈjuːʒuəl/
独特的，与众不同的 (23) possess vt.具有（特质）；拥有；支配，
/pəˈzes/
grab vt. & vi.吸引；抓住；赶紧，抓紧 (23) 控制 (26)
/ɡræb/
sweep vt. & vi. (swept, swept)席卷， abandon vt.中止，放弃，不再有；
/swiːp/ /əˈbændən/
横扫；打扫；吹走；清除 抛弃；舍弃 (26)
n.打扫，清扫 (23) all of a sudden 突然，猛地 (26)
disc (AmE disk) n. 唱片；光碟，光盘； *orchestra n.管弦乐队 (26)
/dɪsk/ /ˈɔːkɪstrə/
圆盘，圆片 (23) desperate adj.绝望的；不惜冒险
/ˈdespərət/
complicated adj.复杂的，难 的；极其需要的；极严重的 (26)
/ˈkɒmplɪkeɪtɪd/
懂的 (23) uplifting adj.令人振奋的，鼓舞人
/ˌʌpˈlɪftɪŋ/
*lane n.（ 乡间）小路；小巷；车道；跑道； 心的 (26)
/leɪn/
航线 (23) ease n.容易，轻易；舒适，安逸
/iːz/
accompany vt.陪同，陪伴；伴 vi. & vt.（使）宽慰，减轻 (26)
/əˈkʌmpəni/
随，与…同时发生；为…伴奏 (23) genius n. 天赋，天资；天才 (26)
/ˈdʒiːniəs/
expectation n.希望，盼望；预 variation n.变奏，变奏曲；变化，
/ˌekspekˈteɪʃn/ /ˌveəriˈeɪʃn/
料，预期；期望，指望 (23) 变更；变体，变种 (26)
remarkable adj.非凡的，奇异 chorus n.合唱曲；副歌；合唱团 (26)
/rɪˈmɑːkəbl/ /ˈkɔːrəs/
的，显著的，引人注目的 (25) grand adj.宏大的，宏伟的；壮丽的，
/ɡrænd/
stream vi. & vt.鱼贯而行，涌动；流， 堂皇的 (26)
/striːm/
流动 *finale n.末乐章，终场，结局；结尾 (26)
/fɪˈnɑːli/
n. 小溪；（人）流，（车）流 (25) *rhythm n.节奏，韵律，律动；规律 (27)
/ˈrɪðəm/
enthusiastic adj.热情的，
/ɪnˌθjuːziˈæstɪk/
热心的 (25) Unit 3
handkerchief n.
/ˈhæŋkətʃɪf; ˈhæŋkətʃiːf/
(pl. handkerchiefs or handkerchieves) *portrait n.肖像，半身画像；详细的
/ˈpɔːtreɪt/
手帕，纸巾 (25) 描述，描绘 (29)
vast adj.大量的，辽阔的，巨大的 (25) landscape n.乡村风景画；风景，
/vɑːst/ /ˈlændskeɪp/
gifted adj.有才华的，有天赋的 (25) 景色 (29)
/ˈɡɪftɪd/
reputation n.名誉，名声 (25) wander vi. & vt.闲逛，漫步；走
/ˌrepjuˈteɪʃn/ /ˈwɒndə(r)/
101失；走神；蜿蜒曲折 (30) （在光线里）；用水清洗 (34)
gallery n.展览馆，画廊；长廊，走廊； *pixel n.像素 (34)
/ˈɡæləri/ /ˈpɪksl/
楼上旁听席 (30) wage vt.开始，发动
/weɪdʒ/
decade n.十年，十年期 (30) n.（ 通常指按周领的）工资，工钱 (35)
/ˈdekeɪd; dɪˈkeɪd/
mostly adv.主要地，一般地 (30) campaign n.（ 宣传）活动，运动；
/ˈməʊstli/ /kæmˈpeɪn/
pond n.池塘，水池 (31) 战役
/pɒnd/
*canvas n.画布，油画；帆布 (31) vt. & vi.发起运动，参加活动 (35)
/ˈkænvəs/
neighbourhood (AmE architecture n.建筑设计，建
/ˈneɪbəhʊd/ /ˈɑːkɪtektʃə(r)/
neighborhood) n.街区，城区；邻近的 筑风格；建筑学 (35)
地方 (31) toast n.吐司，烤面包片；干杯，祝酒
/təʊst/
strike vt. & vi. (struck, struck) 突 vt.为…干杯；烤；取暖 (37)
/straɪk/
然想到；撞，碰；打；突击；罢工；划（火柴） garlic n.蒜，大蒜 (37)
/ˈɡɑːlɪk/
n.罢工；袭击；击，打 (31) mushroom n.蘑菇 (37)
/ˈmʌʃrʊm/
setting n.环境，背景；情节背景 (31) arrange vt. & vi.整理，布置；安排，
/ˈsetɪŋ/ /əˈreɪndʒ/
like-minded adj.想法相同 筹备 (37)
/ˌlaɪk ˈmaɪndɪd/
的，志趣相投的 (31) raw adj. 未经加工的，自然状态的；生
/rɔː/
liberation n.解放，摆脱 (31) 的，未烹制的 (37)
/ˌlɪbəˈreɪʃn/
opposed adj.截然不同的；强烈反 *scroll n.长卷纸，卷轴 (39)
/əˈpəʊzd/ /skrəʊl/
对的 (31) insight n.洞悉，了解；洞察力，领悟 (39)
/ˈɪnsaɪt/
as opposed to（ 表示对比）而，相对于 (31) crop n.庄稼，作物；收成，产量 (39)
/krɒp/
dominate vt. & vi.在…中具有 wind vi. & vt. (wound, wound)蜿
/ˈdɒmɪneɪt/ /waɪnd/
最重要（或明显）的特色；支配，控制；占 蜒，迂回；上发条；缠绕 (39)
有优势；俯视 (31) sail vi. & vt.（ 乘船）航行；起航；驾驶（船
/seɪl/
employ vt.运用，使用；雇用 (31) 只）；飘，掠
/ɪmˈplɔɪ/
brushwork n.（ 画家的）笔触，画 n.帆；乘船航行 (39)
/ˈbrʌʃwɜːk/
法 (31) civilian n.平民，老百姓，庶民 (39)
/səˈvɪliən/
realistic adj.逼真的， all walks of life 各行各业，社会各界 (39)
/ˌriːəˈlɪstɪk; ˌrɪəˈlɪstɪk/
栩栩如生的；现实的，实际的；明智的 (31) butcher n. 肉贩，屠夫 (39)
/ˈbʊtʃə(r)/
essence n.本质，精髓；香精，精油 (31) go about sth 忙于做某事，继续做某事 (39)
/ˈesns/
vivid adj.鲜明的，耀眼的；生动的 (31) apparent adj.显而易见，明白易
/ˈvɪvɪd/ /əˈpærənt/
vision n.远见卓识；视力，视野；想象 (31) 懂，显然 (39)
/ˈvɪʒn/
display vt.陈列，展出；显示，表现 *ink n.墨水，墨汁 (39)
/dɪˈspleɪ/ /ɪŋk/
n.陈列，展览；表现；展示 (31) *perspective n.透视法；态度，观
/pəˈspektɪv/
worthy adj.值得（或应得）…的；值 点；客观判断力；景观，远景 (39)
/ˈwɜːði/
得尊敬的，值得注意的 (31) precise adj.细致的，精细的；准确
/prɪˈsaɪs/
calling n.职业，事业；使命感 (33) 的，精确的；恰好的 (39)
/ˈkɔːlɪŋ/
shade n.阴影部分；色度；阴凉处 (34) ambitious adj.宏大的，艰巨的；
/ʃeɪd/ /æmˈbɪʃəs/
bathe vt.以（光线）洒满，覆盖，使沐浴 有野心的，有雄心的 (39)
/beɪð/
102enormous adj.巨大的，庞大的 (39) 时期的 (40)
/ɪˈnɔːməs/
comprehensive adj.全面 career n.经历，事业；生涯，职业 (41)
/ˌkɒmprɪˈhensɪv/ /kəˈrɪə(r)/
的，详尽的；综合性的 (40)
clothing n.衣服，服装 (40) Unit 4
/ˈkləʊðɪŋ/
temple n.庙宇，寺院 (40)
/ˈtempl/
structure n.建筑物；结构，构 *barren adj.贫瘠的，不毛的；不结果
/ˈstrʌktʃə(r)/ /ˈbærən/
造；精心组织 (40) 实的 (43)
overall adj.全面的，综合的 frozen adj.结冰的，冰封的；冷冻
/ˌəʊvərˈɔːl/ /ˈfrəʊzn/
adv.全部，总计；一般来说，大体上 (40) 的；冻僵的 (43)
critic n.批评家，评论家；批评者，挑 imply vt.含有…的意思，暗示，
/ˈkrɪtɪk/ /ɪmˈplaɪ/
剔的人 (40) 暗指 (44)
inspection n.检查，查看，审视； dimension n.方面，侧面；规模，
/ɪnˈspekʃn/ /daɪˈmenʃn/
视察 (40) 程度；维 (44)
expose vt.揭露，揭穿；暴露，显露； grasp n.理解，领会；抓紧，握紧，控
/ɪkˈspəʊz/ /ɡrɑːsp/
使遭受；使接触 (40) 制；能力所及
political adj.政治的，政府的，政权 vt.抓紧；领会，理解 (44)
/pəˈlɪtɪkl/
的；政党的，党派的 (40) detect vt.发现，查明，侦察出 (44)
/dɪˈtekt/
soldier n.军人，士兵 (40) rhyme n.押韵词；押韵
/ˈsəʊldʒə(r)/ /raɪm/
crisis n. (pl. crises )危机， vt.使押韵
/ˈkraɪsɪs/ /ˈkraɪsiːz/
危急关头；危难时刻，病危期 (40) vi.和…同韵 (44)
decline n.衰退，衰落，减少，下降 complex adj.复杂的，难懂的
/dɪˈklaɪn/ /ˈkɒmpleks/
vi. & vt.减少，下降，衰退，衰落；谢绝 (40) n.建筑群；复合体；情结 (45)
overthrow vt. (overthrew, contradictory adj.相互矛
/ˌəʊvəˈθrəʊ/ /ˌkɒntrəˈdɪktəri/
overthrown)推翻，打倒 盾的，对立的 (45)
n. 推翻，打倒 (40) dig up 发现，搜集，查明 (45)
/ˈəʊvəθrəʊ/
be down to 由…引起（或造成） (40) clue n.线索，提示；迹象 (45)
/kluː/
*scale n.规模，范围；等级，级别；标度； cage vt.把（动物）关在笼中
/skeɪl/ /keɪdʒ/
比例 (40) n.笼子 (45)
emperor n.皇帝 (40) *trill n.（ 鸟的）啼啭；颤音
/ˈempərə(r)/ /trɪl/
in one’s own right 凭自身的资格 vt.欢快地高声说
（或努力） (40) vi.发颤音 (45)
outstanding adj.优秀的，杰出 interpret vt.解释，阐释；把…理
/aʊtˈstændɪŋ/ /ɪnˈtɜːprət/
的；突出的，明显的 (40) 解为，领会；演绎
exhibition n.展览，展出 (40) vi.口译 (45)
/ˌeksɪˈbɪʃn/
rare adj. 稀少的，罕见的；稀罕的，珍 patience n.耐心，忍耐力 (45)
/reə(r)/ /ˈpeɪʃns/
贵的 (40) aside adv.到旁边，在旁边；留，存；
/əˈsaɪd/
speak volumes about 充分说明，清楚表明 (40) 除…以外 (45)
historic adj.历史上著名的；有史 set sth aside 把…放一边；留出 (45)
/hɪˈstɒrɪk/
103remote adj.偏远的，偏僻的；遥远 踩碎，践踏；行走，步行 (50)
/rɪˈməʊt/
的，久远的；远亲的 (45) *sigh n. & vi.叹气，叹息 (50)
/saɪ/
reward vt.奖励，奖赏 hence adv.因此，由此 (50)
/rɪˈwɔːd/ /hens/
n.奖励，回报；悬赏金 (45) dare vi. & vt.敢于，胆敢；激（某人做
/deə(r)/
constantly adv.始终，一直 (45) 某事） (53)
/ˈkɒnstəntli/
logical adj.符合逻辑的；必然的， *dweller n.居民，居住者 (53)
/ˈlɒdʒɪkl/ /ˈdwelə(r)/
合乎情理的 (45) striking adj.引人注目的，显著的；
/ˈstraɪkɪŋ/
inner adj.内心的，隐藏的；里面的， 妩媚动人的，标致的 (53)
/ˈɪnə(r)/
内部的 (45) characterize (also
/ˈkærəktəraɪz/
perceive vt.注意到，意识到；将…理 characterise) vt.是…的特征，以…为典
/pəˈsiːv/
解为，将…视为 (45) 型；使…具有特点；描述，刻画 (53)
reality n.现实，实际情况；事实，实 Confucianism n.儒家，儒
/riˈæləti/ /kənˈfju:ʃənɪzəm/
际经历 (45) 学，孔子学说 (53)
mist n.薄雾，水汽 (47) *Taoism n.道教，道家 (53)
/mɪst/ /ˈtaʊɪzəm; ˈdaʊɪzəm/
novelist n. 小说家 (48) *legend n.传说，传奇故事；传奇
/ˈnɒvəlɪst/ /ˈledʒənd/
break with sth 与某事终止关联，破除 (48) 人物 (53)
ideal n.理想；典范 encounter vt.偶然碰到，意外
/aɪˈdiːəl/ /ɪnˈkaʊntə(r)/
adj.完美的，理想的 (48) 地遇见；遭遇，碰到
rigid adj. 死板的，僵硬的；固执的， n. 相遇，遭遇，冲突 (53)
/ˈrɪdʒɪd/
僵化的 (48) *nourish vt.培养，助长；抚养，滋养 (53)
/ˈnʌrɪʃ/
undergo vt. (underwent, numerous adj.众多的，许多的 (53)
/ˌʌndəˈɡəʊ/ /ˈnjuːmərəs/
undergone)经历，经受 (48) *glorious adj.荣耀的，光荣的；壮丽
/ˈɡlɔːriəs/
industrialization 的，辉煌的 (53)
/ɪnˌdʌstriəlaɪˈzeɪʃn/
n.工业化 (48) *boom n.（ 贸易和经济活动的）激增，
/buːm/
advocate vt. 拥护，支持，提倡 繁荣
/ˈædvəkeɪt/
n. 拥护者，支持者；辩护律师(48) vi. 迅速发展，激增，繁荣昌盛 (54)
/ˈædvəkət/
belief n.看法，信念；信仰；相信，信心 stability n.稳定（性），稳固（性） (54)
/bɪˈliːf/ /stəˈbɪləti/
(48) tolerant adj.宽容的，容忍的；能
/ˈtɒlərənt/
era n.时代，年代 (48) 耐…的 (54)
/ˈɪərə/
district n.区，行政区；地区，区域 (49) liberty n.自由 (54)
/ˈdɪstrɪkt/ /ˈlɪbəti/
*diverge vi.分叉，岔开；分歧，相 *unconstrained adj.不受约
/daɪˈvɜːdʒ/ /ˌʌnkənˈstreɪnd/
异；偏离 (50) 束的，自由的 (54)
bend vi. & vt. (bent, bent)（使）拐弯， vitality n.生命力，活力，热情 (54)
/bend/ /vaɪˈtæləti/
弯曲 distinguish vt. & vi.成为…的特征，
/dɪˈstɪŋɡwɪʃ/
n. 拐弯，弯道 (50) 使有别于；区分，辨别；认出；使出众 (54)
claim n.声明，宣称；所有权；索赔 *exaggeration n.夸张，夸大 (54)
/kleɪm/ /ɪɡˌzædʒəˈreɪʃn/
vt.宣称，声称；要求；索取；获得 (50) *metaphor n.暗喻，隐喻 (54)
/ˈmetəfə(r)/
*tread vi. & vt. (trod, trodden)踩，踏； representative adj. 典型的，
/tred/ /ˌreprɪˈzentətɪv/
104有代表性的 n.责任，责备，指责 (55)
n. 典型人物，代表性人物；代表 (54) allowance n.津贴，补助；限额；零
/əˈlaʊəns/
frost n.霜；霜冻，严寒天气 (54) 花钱 (55)
/frɒst/
cast vt. (cast, cast)投射；向…投以（视 make allowance for 体谅；考虑到，估计
/kɑːst/
线、笑容等）；投，抛；选派角色 到 (55)
n.全体演员；投，抛 (54) *triumph n.巨大成功，重大成就，
/ˈtraɪʌmf/
owe vt.欠（情）；欠（债） (54) 伟大胜利
/əʊ/
debt n.人情债，情义，恩情；借款，欠款， vi.打败，战胜，成功 (55)
/det/
债务 (54) *impostor n.冒名顶替者，冒名
/ɪmˈpɒstə(r)/
*fascinate vt. & vi.深深吸引，迷住 (54) 行骗者 (55)
/ˈfæsɪneɪt/
entitle vt. (usually passive) 给…命 unforgiving adj.棘手的；不饶
/ɪnˈtaɪtl/ /ˌʌnfəˈɡɪvɪŋ/
名；使享有权利，使符合资格 (54) 人的，不宽容的 (55)
blame vt.把…归咎于，责怪，指责
/bleɪm/
105Wordlist 2
(in alphabetical order)
说明：本表收录各单元阅读文章和语篇练习中所包含的生词和短语，不收录指示语和讲解
文字中所包含的生词和短语。带*的词条为《普通高中英语课程标准( 2017年版2020年
修订 )》规定之外的词汇。
A aside adv.到旁边，在旁边；留，存；
/əˈsaɪd/
除…以外 (45)
abandon vt.中止，放弃，不再有； set sth aside 把…放一边；留出 (45)
/əˈbændən/
抛弃；舍弃 (26) association n.联
/əˌsəʊsiˈeɪʃn; əˌsəʊʃiˈeɪʃn/
accompany vt.陪同，陪伴；伴 想，联系；协会，社团；联合，交往 (2)
/əˈkʌmpəni/
随，与…同时发生；为…伴奏 (23) atmosphere n.气氛，氛围；大
/ˈætməsfɪə(r)/
adaptation n. 改编本，改写本； 气；气体；空气 (7)
/ˌædæpˈteɪʃn/
适应 (19) *Austrian adj. 奥地利的，奥地利
/ˈɒstriən/
adorable adj.可爱的，讨人喜爱的 (9) 人的 (15)
/əˈdɔːrəbl/
advocate vt. 拥护，支持，提倡
/ˈædvəkeɪt/
n. 拥护者，支持者；辩护律师 (48) B
/ˈædvəkət/
all of a sudden 突然，猛地 (26)
all walks of life 各行各业，社会各界 (39) bake vt. & vi.烘烤；烤硬 (9)
/beɪk/
allowance n.津贴，补助；限额；零 bakery n.面包（糕饼）店 (9)
/əˈlaʊəns/ /ˈbeɪkəri/
花钱 (55) *barren adj.贫瘠的，不毛的；不结果
/ˈbærən/
make allowance for 体谅；考虑到，估计 实的 (43)
到 (55) bathe vt.以（光线）洒满，覆盖，使沐浴
/beɪð/
ambitious adj.宏大的，艰巨的； （在光线里）；用水清洗 (34)
/æmˈbɪʃəs/
有野心的，有雄心的 (39) bay n.（ 海或湖的）湾 (7)
/beɪ/
apart adv.成碎片；分开；相隔 (13) be down to 由…引起（或造成） (40)
/əˈpɑːt/
fall apart 破碎，破裂；崩溃 (13) belief n.看法，信念；信仰；相信，信心
/bɪˈliːf/
apparent adj.显而易见，明白易 (48)
/əˈpærənt/
懂，显然 (39) bend vi. & vt. (bent, bent)（使）拐弯，
/bend/
appetite n.食欲，胃口；强烈欲望 (12) 弯曲
/ˈæpɪtaɪt/
appropriate adj.合适的 (12) n. 拐弯，弯道 (50)
/əˈprəʊpriət/
arch n. 拱门；拱 (19) bet n.打赌，赌注；预计，估计
/ɑːtʃ/ /bet/
architecture n.建筑设计，建 vi. & vt. (bet, bet) 下赌注，打赌；敢说 (7)
/ˈɑːkɪtektʃə(r)/
筑风格；建筑学 (35) bitter adj.味苦的；激烈的；令人难
/ˈbɪtə(r)/
arrange vt. & vi.整理，布置；安排， 过的；严寒的 (9)
/əˈreɪndʒ/
筹备 (37) blame vt.把…归咎于，责怪，指责
/bleɪm/
106n.责任，责备，指责 (55) cheese n.干酪，奶酪 (9)
/tʃiːz/
blues n. (the blues) 布鲁斯音乐， chef n.主厨，厨师 (12)
/bluːz/ /ʃef/
蓝调；忧郁，悲伤 (17) *chilli (AmE chili) n.辣椒 (11)
/ˈtʃɪli/
boil vt. & vi.用沸水煮；（ 使）沸腾 (6) chorus n.合唱曲；副歌；合唱团 (26)
/bɔɪl/ /ˈkɔːrəs/
bond n.纽带，联系；连接，结合 (3) civilian n.平民，老百姓，庶民 (39)
/bɒnd/ /səˈvɪliən/
*boom n.（ 贸易和经济活动的）激增， claim n.声明，宣称；所有权；索赔
/buːm/ /kleɪm/
繁荣 vt.宣称，声称；要求；索取；获得 (50)
vi. 迅速发展，激增，繁荣昌盛 (54) clothing n.衣服，服装 (40)
/ˈkləʊðɪŋ/
break with sth 与某事终止关联，破除 (48) clue n.线索，提示；迹象 (45)
/kluː/
breath n.呼吸的空气；一次吸入的空 combination n.结合体，
/breθ/ /ˌkɒmbɪˈneɪʃn/
气；微量，迹象 (23) 联合体；联合，混合 (2)
*breeze n.微风，和风 (17) combine vt. & vi.（ 使）融合；
/briːz/ /kəmˈbaɪn/
brilliant adj.聪颖的，技艺高的； （使）结合，（使）混合；兼做；合并 (16)
/ˈbrɪliənt/
巧妙的；很成功的；明亮的 (25) communist adj.共产主义的
/ˈkɒmjənɪst/
brushwork n.（ 画家的）笔触，画 n.共产主义者 (19)
/ˈbrʌʃwɜːk/
法 (31) complex adj.复杂的，难懂的
/ˈkɒmpleks/
buffet n. 自助餐 (7) n.建筑群；复合体；情结 (45)
/ˈbʊfeɪ; ˈbʌfeɪ/
butcher n. 肉贩，屠夫 (39) complicated adj.复杂的，难
/ˈbʊtʃə(r)/ /ˈkɒmplɪkeɪtɪd/
懂的 (23)
C compose vt. & vi.作曲；组成；撰
/kəmˈpəʊz/
写；使镇静 (16)
cabbage n.甘蓝，卷心菜 (13) composer n.作曲家，
/ˈkæbɪdʒ/ /kəmˈpəʊzə(r)/
cage vt.把（动物）关在笼中 作曲者 (15)
/keɪdʒ/
n.笼子 (45) comprehensive adj.全面
/ˌkɒmprɪˈhensɪv/
calling n.职业，事业；使命感 (33) 的，详尽的；综合性的 (40)
/ˈkɔːlɪŋ/
calorie n.卡，卡路里；千卡 (5) concept n.概念，观念 (12)
/ˈkæləri/ /ˈkɒnsept/
campaign n.（ 宣传）活动，运动； *concerto n.协奏曲 (15)
/kæmˈpeɪn/ /kənˈtʃeətəʊ/
战役 Confucianism n.儒家，儒
/kənˈfju:ʃənɪzəm/
vt. & vi.发起运动，参加活动 (35) 学，孔子学说 (53)
*Cantonese adj.广东人（或文化） consist of 由…组成（或构成） (19)
/ˌkæntəˈniːz/ /kənˈsɪst/
的，粤语的 constantly adv.始终，一直 (45)
/ˈkɒnstəntli/
n. (pl. Cantonese)广东人；粤语 (12) consume vt.吃，喝，饮；消耗，耗
/kənˈsjuːm/
*canvas n.画布，油画；帆布 (31) 费（尤指燃料、能量或时间） (12)
/ˈkænvəs/
career n.经历，事业；生涯，职业 (41) contradictory adj.相互矛
/kəˈrɪə(r)/ /ˌkɒntrəˈdɪktəri/
cast vt. (cast, cast)投射；向…投以（视 盾的，对立的 (45)
/kɑːst/
线、笑容等）；投，抛；选派角色 cream n.奶油，乳脂；护肤霜 (9)
/kriːm/
n.全体演员；投，抛 (54) creamy adj.含奶油的；像奶油的，
/ˈkriːmi/
characterize (also 光滑细腻的；淡黄色的 (2)
/ˈkærəktəraɪz/
characterise) vt.是…的特征，以…为典 crisis n. (pl. crises )危机，
/ˈkraɪsɪs/ /ˈkraɪsiːz/
型；使…具有特点；描述，刻画 (53) 危急关头；危难时刻，病危期 (40)
107critic n.批评家，评论家；批评者，挑 的；冷淡的；远亲的 (21)
/ˈkrɪtɪk/
剔的人 (40) distinguish vt. & vi.成为…的特征，
/dɪˈstɪŋɡwɪʃ/
crop n.庄稼，作物；收成，产量 (39) 使有别于；区分，辨别；认出；使出众 (54)
/krɒp/
cry out for 迫切需要 (3) district n.区，行政区；地区，区域 (49)
/ˈdɪstrɪkt/
cycle n.循环；自行车，摩托车 *diverge vi.分叉，岔开；分歧，相
/ˈsaɪkl/ /daɪˈvɜːdʒ/
vi.骑自行车 (5) 异；偏离 (50)
do the trick 奏效，起作用，达到目的 (2)
D dominate vt. & vi.在…中具有
/ˈdɒmɪneɪt/
最重要（或明显）的特色；支配，控制；占
damp adj.潮湿的，湿气重的 (11) 有优势；俯视 (31)
/dæmp/
dare vi. & vt.敢于，胆敢；激（某人做 dramatic adj.激动人心的，引人
/deə(r)/ /drəˈmætɪk/
某事） (53) 注目的；突然的；戏剧的；夸张的 (16)
debt n.人情债，情义，恩情；借款，欠款， *dweller n.居民，居住者 (53)
/det/ /ˈdwelə(r)/
债务 (54) dynasty n.朝，代；王朝 (11)
/ˈdɪnəsti/
decade n.十年，十年期 (30)
/ˈdekeɪd; dɪˈkeɪd/
decline n.衰退，衰落，减少，下降 E
/dɪˈklaɪn/
vi. & vt.减少，下降，衰退，衰落；谢绝 (40)
defend vt. & vi.保护，防御；辩白， ease n.容易，轻易；舒适，安逸
/dɪˈfend/ /iːz/
辩解 (19) vi. & vt.（使）宽慰，减轻 (26)
delicate adj.精致的，精细的，精密 edge n.边，边缘；刀口 (13)
/ˈdelɪkət/ /edʒ/
的；易损的，易碎的，脆弱的 (12) elderly adj.年纪较大的，上了年纪的 (9)
/ˈeldəli/
depress vt. 使抑郁，使沮丧；使萧条， emotion n. 情感，强烈的感情，激
/dɪˈpres/ /ɪˈməʊʃn/
使不景气 (25) 情，情绪 (3)
deserve vt.值得，应得 (16) emperor n.皇帝 (40)
/dɪˈzɜːv/ /ˈempərə(r)/
desperate adj.绝望的；不惜冒险 emphasis n. (pl. emphases
/ˈdespərət/ /ˈemfəsɪs/
的；极其需要的；极严重的 (26) )强调，重视；重读 (12)
/ˈemfəsiːz/
dessert n.（ 饭后）甜点，甜食 (2) employ vt.运用，使用；雇用 (31)
/dɪˈzɜːt/ /ɪmˈplɔɪ/
detect vt.发现，查明，侦察出 (44) encounter vt.偶然碰到，意外
/dɪˈtekt/ /ɪnˈkaʊntə(r)/
dig up 发现，搜集，查明 (45) 地遇见；遭遇，碰到
digest ; vt. & vi. 消化；领 n. 相遇，遭遇，冲突 (53)
/daɪˈdʒest dɪˈdʒest/
会，理解 enhance vt.提高，增强 (6)
/ɪnˈhɑːns/
n. 摘要，文摘 (5) enormous adj.巨大的，庞大的 (39)
/ˈdaɪdʒest/ /ɪˈnɔːməs/
*dim sum n.点心 (12) enthusiastic adj.热情的，
/ˌdɪm ˈsʌm/ /ɪnˌθjuːziˈæstɪk/
dimension n.方面，侧面；规模， 热心的 (25)
/daɪˈmenʃn/
程度；维 (44) entitle vt. (usually passive) 给…命
/ɪnˈtaɪtl/
disc (AmE disk) n. 唱片；光碟，光盘； 名；使享有权利，使符合资格 (54)
/dɪsk/
圆盘，圆片 (23) era n.时代，年代 (48)
/ˈɪərə/
display vt.陈列，展出；显示，表现 essence n.本质，精髓；香精，精油 (31)
/dɪˈspleɪ/ /ˈesns/
n.陈列，展览；表现；展示 (31) essential adj.必不可少的；本质的，
/ɪˈsenʃl/
distant adj.遥远的，远处的，久远 基本的 (12)
/ˈdɪstənt/
108estimate /estɪmeɪt/ vt.估计，估价 genius n. 天赋，天资；天才 (26)
ˈ /ˈdʒiːniəs/
/estɪmət/ n.估计；估计的成本 (12) gently adv.轻柔地，温和地 (2)
ˈ /ˈdʒentli/
*exaggeration n.夸张，夸大 (54) get down to (doing) sth 开始做某事，开始
/ɪɡˌzædʒəˈreɪʃn/
exhibition n.展览，展出 (40) 认真注意（或对待）某事 (21)
/ˌeksɪˈbɪʃn/
expand vt. & vi.增加，扩大；扩 gifted adj.有才华的，有天赋的 (25)
/ɪkˈspænd/ /ˈɡɪftɪd/
展，发展（业务）；详谈，详述 (11) *glorious adj.荣耀的，光荣的；壮丽
/ˈɡlɔːriəs/
expectation n.希望，盼望；预 的，辉煌的 (53)
/ˌekspekˈteɪʃn/
料，预期；期望，指望 (23) go about sth 忙于做某事，继续做某事 (39)
expose vt.揭露，揭穿；暴露，显露； grab vt. & vi.吸引；抓住；赶紧，抓紧 (23)
/ɪkˈspəʊz/ /ɡræb/
使遭受；使接触 (40) gram n.克 (13)
/ɡræm/
extraordinary adj.不寻常的， grand adj.宏大的，宏伟的；壮丽的，
/ɪkˈstrɔːdnri/ /ɡrænd/
非凡的；意想不到的，令人惊奇的 (25) 堂皇的 (26)
grasp n.理解，领会；抓紧，握紧，控
/ɡrɑːsp/
F 制；能力所及
vt.抓紧；领会，理解 (44)
*fascinate vt. & vi.深深吸引，迷住 (54) *grave n.坟墓；死亡，去世
/ˈfæsɪneɪt/ /ɡreɪv/
filling n.（糕点等的）馅 (9) adj.严重的；严肃的 (16)
/ˈfɪlɪŋ/
*finale n.末乐章，终场，结局；结尾 (26) greedily adv.贪婪地，贪心地 (2)
/fɪˈnɑːli/ /ˈɡriːdɪli/
flavour (AmE flavor) n.味，味道； greet vt.问候，欢迎，招呼 (21)
/ˈfleɪvə(r)/ /ɡriːt/
特点，特色 guarantee vt.保证，担保；确保；为
/ˌɡærənˈtiː/
vt.给…调味，加味于 (2) （产品）提供保修
flour n. 面粉 (9) n.保证，担保；保修单 (17)
/ˈflaʊə(r)/
flow vi.流，流动；充满；涨起
/fləʊ/
n.流，流动；连贯；涨潮 (20) H
foggy adj.有雾的，雾茫茫的 (11)
/ˈfɒɡi/
folk adj.民间的，民俗的 handkerchief n.
/fəʊk/ /ˈhæŋkətʃɪf; ˈhæŋkətʃiːf/
n.民间音乐；人们；各位；家人 (17) (pl. handkerchiefs or handkerchieves)
for good measure 作为额外增添 (17) 手帕，纸巾 (25)
forever adv.永远；长久地；老是 (16) *heaven n.极乐之地 (17)
/fərˈevə(r)/ /ˈhevn/
frost n.霜；霜冻，严寒天气 (54) hence adv.因此，由此 (50)
/frɒst/ /hens/
frozen adj.结冰的，冰封的；冷冻 historic adj.历史上著名的；有史
/ˈfrəʊzn/ /hɪˈstɒrɪk/
的；冻僵的 (43) 时期的 (40)
fry vt. & vi.油炸，油煎 (6) hit the spot 使人满意，正合需要 (12)
/fraɪ/
G I
gallery n.展览馆，画廊；长廊，走廊； ideal n.理想；典范
/ˈɡæləri/ /aɪˈdiːəl/
楼上旁听席 (30) adj.完美的，理想的 (48)
garlic n.蒜，大蒜 (37) imply vt.含有…的意思，暗示，
/ˈɡɑːlɪk/ /ɪmˈplaɪ/
generate vt.产生，引起 (5) 暗指 (44)
/ˈdʒenəreɪt/
109*impostor n.冒名顶替者，冒名 的，志趣相投的 (31)
/ɪmˈpɒstə(r)/
行骗者 (55) link vt.联系，相关联；把…连接起来
/lɪŋk/
impress vt. & vi.使钦佩，给…留下 n.联系，连接；关系，纽带；链接 (3)
/ɪmˈpres/
深刻印象；使意识到 (7) logical adj.符合逻辑的；必然的，
/ˈlɒdʒɪkl/
in one’s own right 凭自身的资格 合乎情理的 (45)
（或努力） (40) loose adj.不受约束的；未固定牢的；零
/luːs/
industrialization 散的；宽松的；疏松的 (11)
/ɪnˌdʌstriəlaɪˈzeɪʃn/
n.工业化 (48) let sth loose 释放；放任 (11)
*ingredient n.材料，成分；因素， lower vt. 降低，减少；把…放低，
/ɪnˈɡriːdiənt/ /ˈləʊə(r)/
要素 (9) 使…降下
*ink n.墨水，墨汁 (39) adj. 下面的；在底部的；低洼的 (5)
/ɪŋk/
inner adj.内心的，隐藏的；里面的， *lyric n. 歌词；抒情诗
/ˈɪnə(r)/ /ˈlɪrɪk/
内部的 (45) adj.抒情的；吟唱的 (17)
innovation n.创造，创新；新思
/ˌɪnəˈveɪʃn/
想，新方法 (12) M
insight n.洞悉，了解；洞察力，领悟 (39)
/ˈɪnsaɪt/
inspection n.检查，查看，审视； *metaphor n.暗喻，隐喻 (54)
/ɪnˈspekʃn/ /ˈmetəfə(r)/
视察 (40) mild adj.不浓的，淡味的；暖和的；温
/maɪld/
interpret vt.解释，阐释；把…理 和的； 不严重的 (9)
/ɪnˈtɜːprət/
解为，领会；演绎 mist n.薄雾，水汽 (47)
/mɪst/
vi.口译 (45) mixture n.混合物；混合，结合 (13)
/ˈmɪkstʃə(r)/
*invader n.武装入侵的军队（或 mood n.情绪，心情；气氛，氛围 (2)
/ɪnˈveɪdə(r)/ /muːd/
国家），侵略者 (19) mostly adv.主要地，一般地 (30)
/ˈməʊstli/
multiple adj.数量多的，多样的 (11)
/ˈmʌltɪpl/
J mushroom n.蘑菇 (37)
/ˈmʌʃrʊm/
jazz n. 爵士乐 (19) N
/dʒæz/
L native n.出生于某国（或某地）的人；
/ˈneɪtɪv/
本地人
landscape n.乡村风景画；风景， adj.出生地的；本地的；土著的；土产的 (3)
/ˈlændskeɪp/
景色 (29) neighbourhood (AmE
/ˈneɪbəhʊd/
*lane n.（ 乡间）小路；小巷；车道；跑道； neighborhood) n.街区，城区；邻近的
/leɪn/
航线 (23) 地方 (31)
*layer n.层，表层；层次 (9) *nourish vt.培养，助长；抚养，滋养 (53)
/ˈleɪə(r); ˈleə(r)/ /ˈnʌrɪʃ/
*legend n.传说，传奇故事；传奇 novelist n. 小说家 (48)
/ˈledʒənd/ /ˈnɒvəlɪst/
人物 (53) numerous adj.众多的，许多的 (53)
/ˈnjuːmərəs/
liberation n.解放，摆脱 (31)
/ˌlɪbəˈreɪʃn/
liberty n.自由 (54)
/ˈlɪbəti/
like-minded adj.想法相同
/ˌlaɪk ˈmaɪndɪd/
110O 的；政党的，党派的 (40)
pond n.池塘，水池 (31)
/pɒnd/
onion n.洋葱，葱头 (11) *portrait n.肖像，半身画像；详细的
/ˈʌnjən/ /ˈpɔːtreɪt/
spring onion 小葱，香葱 (11) 描述，描绘 (29)
opposed adj.截然不同的；强烈反 possess vt.具有（特质）；拥有；支配，
/əˈpəʊzd/ /pəˈzes/
对的 (31) 控制 (26)
as opposed to（ 表示对比）而，相对于 (31) precise adj.细致的，精细的；准确
/prɪˈsaɪs/
*orchestra n.管弦乐队 (26) 的，精确的；恰好的 (39)
/ˈɔːkɪstrə/
out of this world 好（或美等）得不得了，非 prediction n.预言，预测 (25)
/prɪˈdɪkʃn/
凡，呱呱叫 (9) property n.性质，特性；所有物，财
/ˈprɒpəti/
outstanding adj.优秀的，杰出 产；不动产 (12)
/aʊtˈstændɪŋ/
的；突出的，明显的 (40)
overall adj.全面的，综合的 R
/ˌəʊvərˈɔːl/
adv.全部，总计；一般来说，大体上 (40)
overcome vt. (overcame, rare adj. 稀少的，罕见的；稀罕的，珍
/ˌəʊvəˈkʌm/ /reə(r)/
overcome)受到…的极大影响；克服，解 贵的 (40)
决；战胜 (16) raw adj. 未经加工的，自然状态的；生
/rɔː/
overthrow vt. (overthrew, 的，未烹制的 (37)
/ˌəʊvəˈθrəʊ/
overthrown)推翻，打倒 realistic adj.逼真的，
/ˌriːəˈlɪstɪk; ˌrɪəˈlɪstɪk/
n. 推翻，打倒 (40) 栩栩如生的；现实的，实际的；明智的 (31)
/ˈəʊvəθrəʊ/
owe vt.欠（情）；欠（债） (54) reality n.现实，实际情况；事实，实
/əʊ/ /riˈæləti/
际经历 (45)
P recording n.录音，视频；录制；记
/rɪˈkɔːdɪŋ/
录，记载 (21)
pan n. 平锅，平底锅 (6) relieve vt.解除，减轻；缓和，缓解 (3)
/pæn/ /rɪˈliːv/
patience n.耐心，忍耐力 (45) rely on 依赖，依靠；信任 (17)
/ˈpeɪʃns/ /rɪˈlaɪ/
pepper n.甜椒；胡椒粉 (11) remarkable adj.非凡的，奇异
/ˈpepə(r)/ /rɪˈmɑːkəbl/
Sichuan pepper 花椒 (11) 的，显著的，引人注目的 (25)
perceive vt.注意到，意识到；将…理 remote adj.偏远的，偏僻的；遥远
/pəˈsiːv/ /rɪˈməʊt/
解为，将…视为 (45) 的，久远的；远亲的 (45)
*perspective n.透视法；态度，观 representative adj. 典型的，
/pəˈspektɪv/ /ˌreprɪˈzentətɪv/
点；客观判断力；景观，远景 (39) 有代表性的
*pixel n.像素 (34) n. 典型人物，代表性人物；代表 (54)
/ˈpɪksl/
plain adj.朴素的，简单的；清楚的 reputation n.名誉，名声 (25)
/pleɪn/ /ˌrepjuˈteɪʃn/
n.平原 (11) reward vt.奖励，奖赏
/rɪˈwɔːd/
pleasant adj.令人愉快的，可喜的； n.奖励，回报；悬赏金 (45)
/ˈpleznt/
友好的，和善的 (16) rhyme n.押韵词；押韵
/raɪm/
*Polish adj. 波兰的，波兰人的，波兰 vt.使押韵
/ˈpəʊlɪʃ/
语的 (15) vi.和…同韵 (44)
political adj.政治的，政府的，政权 *rhythm n.节奏，韵律，律动；规律 (27)
/pəˈlɪtɪkl/ /ˈrɪðəm/
111rigid adj. 死板的，僵硬的；固执的， 使兴奋 (12)
/ˈrɪdʒɪd/
僵化的 (48) stream vi. & vt.鱼贯而行，涌动；流，
/striːm/
rural adj.乡村的，农村的 (17) 流动
/ˈrʊərəl/
n. 小溪；（人）流，（车）流 (25)
S strike vt. & vi. (struck, struck)突
/straɪk/
然想到；撞，碰；打；突击；罢工；划（火柴）
sail vi. & vt.（ 乘船）航行；起航；驾驶（船 n.罢工；袭击；击，打 (31)
/seɪl/
只）；飘，掠 striking adj.引人注目的，显著的；
/ˈstraɪkɪŋ/
n.帆；乘船航行 (39) 妩媚动人的，标致的 (53)
salty adj.咸的，含盐的 (3) structure n.建筑物；结构，构
/ˈsɔːlti/ /ˈstrʌktʃə(r)/
*sauce n.调味汁，酱 (11) 造；精心组织 (40)
/sɔːs/
saucer n.碟状物，茶碟，茶托 (3) suitable adj.合适的，适宜
/ˈsɔːsə(r)/ /ˈsuːtəbl; ˈsjuːtəbl/
*scale n.规模，范围；等级，级别；标度； 的，适当的，适用的 (21)
/skeɪl/
比例 (40) surroundings n. 周围，环境 (17)
/səˈraʊndɪŋz/
scenery n.风景，景色；舞台布景 (7) sweep vt. & vi. (swept, swept)席卷，
/ˈsiːnəri/ /swiːp/
*scroll n.长卷纸，卷轴 (39) 横扫；打扫；吹走；清除
/skrəʊl/
security n.安全；保护措施；保安 n.打扫，清扫 (23)
/sɪˈkjʊərəti/
部门；担保，保证 (5) symphony n.交响乐，交响曲 (15)
/ˈsɪmfəni/
setting n.环境，背景；情节背景 (31)
/ˈsetɪŋ/
shade n.阴影部分；色度；阴凉处 (34) T
/ʃeɪd/
*sigh n. & vi.叹气，叹息 (50)
/saɪ/
slice n.薄片，片；部分，份额 *Taoism n.道教，道家 (53)
/slaɪs/ /ˈtaʊɪzəm; ˈdaʊɪzəm/
vt.把…切成片；切开，割破 (11) tear apart 使（关系密切的人）分离，分开 (16)
solar adj. 太阳的；太阳能的 (21) temple n.庙宇，寺院 (40)
/ˈsəʊlə(r)/ /ˈtempl/
soldier n.军人，士兵 (40) throw in 奉送，额外赠送 (17)
/ˈsəʊldʒə(r)/
*solo n.独奏，独唱 throw oneself into 投身于，热衷于 (6)
/ˈsəʊləʊ/
adj.独自的；独唱的，独奏的 (19) *tiramisu n. 提拉米苏 (9)
/ˌtɪrəmɪˈsuː/
sorrow n.悲伤，悲痛；伤心事 (16) toast n. 吐司，烤面包片；干杯，祝酒
/ˈsɒrəʊ/ /təʊst/
sour adj.酸的，有酸味的；馊的 vt. 为…干杯；烤；取暖 (37)
/ˈsaʊə(r)/
vi. & vt.（ 使）变坏；变味，酸腐 (3) tolerant adj. 宽容的，容忍的；能
/ˈtɒlərənt/
*spacecraft n. (pl. spacecraft) 耐…的 (54)
/ˈspeɪskrɑːft/
航天（飞行）器，宇宙飞船 (21) transform vi. & vt.（ 使）变形，
/trænsˈfɔːm/
speak volumes about 充分说明，清楚表明 (40) （使）改观，（使）转化 (16)
stability n.稳定（性），稳固（性） (54) *tread vi. & vt. (trod, trodden)踩，踏；
/stəˈbɪləti/ /tred/
stare vi.盯着看，凝视，注视 踩碎，践踏；行走，步行 (50)
/steə(r)/
n.盯，凝视，注视 (23) *trill n.（ 鸟的）啼啭；颤音
/trɪl/
steak n. 牛排；肉排，肉块 (6) vt.欢快地高声说
/steɪk/
steam vt. & vi.蒸；散发蒸汽 vi.发颤音 (45)
/stiːm/
n.水蒸气；蒸汽动力；水汽 (12) *triumph n.巨大成功，重大成就，
/ˈtraɪʌmf/
stimulate vt.促进，激发；刺激， 伟大胜利
/ˈstɪmjuleɪt/
112vi.打败，战胜，成功 (55) vast adj.大量的，辽阔的，巨大的 (25)
/vɑːst/
tune n.曲调，曲子 version n.变体，变种；说法；版本 (9)
/tjuːn/ /ˈvɜːʃn/
vt.调音；调频道；调整 (17) *vinegar n.醋 (3)
/ˈvɪnɪɡə(r)/
vision n.远见卓识；视力，视野；想象 (31)
/ˈvɪʒn/
U vitality n.生命力，活力，热情 (54)
/vaɪˈtæləti/
vivid adj.鲜明的，耀眼的；生动的 (31)
/ˈvɪvɪd/
*unconstrained adj.不受约 volume n.音量，响度；体积，容积，
/ˌʌnkənˈstreɪnd/ /ˈvɒljuːm/
束的，自由的 (54) 容量；量，额 (23)
undergo vt. (underwent,
/ˌʌndəˈɡəʊ/
undergone)经历，经受 (48) W
unforgiving adj.棘手的；不饶
/ˌʌnfəˈɡɪvɪŋ/
人的，不宽容的 (55) wage vt.开始，发动
/weɪdʒ/
unusual adj.特别的，不寻常的； n.（ 通常指按周领的）工资，工钱 (35)
/ʌnˈjuːʒuəl/
独特的，与众不同的 (23) wander vi. & vt.闲逛，漫步；走
/ˈwɒndə(r)/
uplifting adj.令人振奋的，鼓舞人 失；走神；蜿蜒曲折 (30)
/ˌʌpˈlɪftɪŋ/
心的 (26) weep vi. & vt. (wept, wept)哭泣，
/wiːp/
upset adj. 难过的，失望的 流泪 (16)
/ˌʌpˈset/
vt. (upset, upset) 使烦恼；搅乱； whisper vi. & vt.耳语，低语；私
/ʌpˈset/ /ˈwɪspə(r)/
打翻 (25) 下说；沙沙作响
n.低语；轻柔的声音；传言 (16)
V wind vi. & vt. (wound, wound)蜿
/waɪnd/
蜒，迂回；上发条；缠绕 (39)
variation n.变奏，变奏曲；变化， worthy adj.值得（或应得）…的；值
/ˌveəriˈeɪʃn/ /ˈwɜːði/
变更；变体，变种 (26) 得尊敬的，值得注意的 (31)
vary vi.（ 根据情况）变化，变更；相异， wrapper n.（ 食品等的）包装材料，
/ˈveəri/ /ˈræpə(r)/
不同 包装纸 (13)
vt.变更，改变 (2)
113Wordlist 3
(proper nouns)
说明：本表收录教科书中出现的人名、国名、地名、节日名称等专有名词。本表按页码排序。
Chen Shou 陈寿（三国及西晋时期史学家） (1)
Kung Pao / Chicken 宫保鸡丁（菜名） (7)
/ˈkʊŋ ˈpaʊ
Sky Buffet 天空自助餐厅（虚拟餐厅名） (7)
Tower 88 88大厦（虚拟建筑物名） (7)
Jake 杰克（男子名） (8)
/dʒeɪk/
Amy 埃米（女子名） (9)
/ˈeɪmi/
the Yangtze River （中国）长江 (11)
/ˈjɑŋtsi/
Ratatouille 《料理鼠王》（电影名） (14)
/ˌrætəˈtuːi/
Remy 里米（《料理鼠王》中的角色） (14)
/ˈremi/
“What Happens in Your Brain 《当你品尝食物时，你的大脑里在发生什么》（演讲名） (14)
When You Taste Food”
Camilla Arndal Andersen 卡米拉·阿恩达尔·安德森（丹麦神经科学家） (14)
/kəˈmɪlə ɑːndl ˈændəsn/
Xian Xinghai 冼星海（中国音乐家） (15)
Hua Yanjun 华彦钧（中国音乐家，又名“阿炳”） (15)
Moonlight on the Second Spring 《二泉映月》（阿炳的作品） (15)
Liu Tianhua 刘天华（中国音乐家） (15)
Moon Night 《月夜》（刘天华的作品） (15)
Birdsong over Empty Mountain 《空山鸟语》（刘天华的作品） (15)
Wolfgang Amadeus Mozart 沃尔夫冈·阿马迪尤斯·莫扎特（奥地利作曲家） (15)
/ˈwʊlfgæŋ ˌɑːmɑːˈdeɪs ˈməʊtsɑːt/
Symphony No. 41 (the Jupiter 《第四十一交响曲》,又名《朱庇特交响曲》(莫扎特 (15)
Symphony) 的作品)
/ˈdʒuːpɪtə(r)/
Piano Concerto No. 23 《第二十三钢琴协奏曲》（莫扎特的作品） (15)
Frédéric François Chopin 弗里德里克·弗朗索瓦·肖邦（波兰作曲家、钢琴家） (15)
/ˈfred(ə)ˌrik
ˈfrɑːnswɑː ˈʃəʊpæn/
the Minute Waltz 《一分钟圆舞曲》（肖邦的作品） (15)
/wɔːls; wɔːlts/
Alice Duncan 艾丽斯·邓肯 （女子名） (16)
/ˌælɪs ˈdʌŋkən/
Lucy Becker 露西·贝克尔（女子名） (16)
/ˌluːsi ˈbekə(r)/
Butterfly Lovers 《梁祝》（ 何占豪、陈钢的作品） (16)
He Zhanhao 何占豪（中国作曲家） (16)
Chen Gang 陈钢（中国作曲家） (16)
114Liang Shanbo 梁山伯（《梁祝》中的人物） (16)
Zhu Yingtai 祝英台（《梁祝》中的人物） (16)
Yue Opera 越剧 (16)
Stephen 斯蒂芬（男子名） (17)
/ˈstiːvn/
Harry 哈里（男子名） (17)
/ˈhæri/
Nashville 纳什维尔（美国田纳西州首府） (17)
/ˈnæʃvɪl/
John Denver 约翰·丹佛（美国歌手） (17)
/ˌdʒɒn ˈdenvə(r)/
West Virginia 西弗吉尼亚州（美国州名） (17)
/vəˈdʒɪniə/
Blue Ridge Mountains （美国）蓝岭山脉 (17)
/rɪdʒ/
the Shenandoah River （美国）谢南多厄河 (17)
/ˌʃenənˈdəʊə/
“Take Me Home, Country Roads” 《乡村路带我回家》（约翰·丹佛的歌曲） (17)
the Yellow River Piano Concerto 《黄河钢琴协奏曲》（钢琴协奏曲名） (19)
(the) Yellow River Cantata 《黄河大合唱》（由冼星海作曲的音乐作品） (19)
/kænˈtɑːtə/
the Communist Party of China 中国共产党 (19)
“The Song of the Yellow River Boatmen”《 黄河船夫曲》（《黄河钢琴协奏曲》的第一乐章） (19)
“Ode to the Yellow River” 《黄河颂》（《黄河钢琴协奏曲》的第二乐章） (19)
/əʊd/
“The Yellow River in Anger” 《黄河愤》（《黄河钢琴协奏曲》的第三乐章） (19)
“Defend the Yellow River” 《保卫黄河》（《黄河钢琴协奏曲》的第四乐章） (19)
Spring and Autumn and Warring 春秋战国（中国历史时期） (20)
States
/ˈwɔːrɪŋ/
Boya 伯牙（春秋战国时期楚国人） (20)
Zhong Ziqi 钟子期（春秋战国时期楚国人） (20)
High Mountains and Flowing Water 《高山流水》（古琴曲名） (20)
the Mid-Autumn Festival 中秋节 (20)
Voyager 1 “旅行者一号”（美国发射的无人外太阳系空间探测器） (21)
/ˈvɔɪɪdʒə(r)/
Voyager 2 “旅行者二号”（美国发射的无人外太阳系空间探测器） (21)
Carl Sagan 卡尔·萨根（美国天文学家、天体物理学家） (21)
/ˌkɑːl ˈseɪɡən/
Guan Pinghu 管平湖（中国古琴演奏家、画家） (21)
Flowing Water 《流水》（古琴曲名） (21)
Jacky 杰基（男子名） (22)
/ˈdʒæki/
Hot Hits and Super Sounds 《热门歌曲和超级声音》(虚拟广播节目名) (22)
the Fab Four 超级四人组（披头士乐队的昵称） (23)
the Beatles 披头士乐队（英国摇滚乐队） (23)
/ˈbiːtlz/
Paul McCartney 保罗·麦卡特尼（披头士乐队成员） (23)
/ˌpɔːl məˈkɑːtni/
“She Loves You” 《她爱你》（披头士乐队的歌曲） (23)
Ludwig van Beethoven 路德维希·凡·贝多芬 （德国音乐家） (25)
/ˌlʊdvɪɡ væn ˈbeɪtəʊv(ə)n/
Vienna 维也纳（奥地利首都） (25)
/viˈenə/
115Symphony No. 9 《第九交响曲》（贝多芬的作品） (25)
“Try Everything” 《尝试一切》（夏奇拉的歌曲） (27)
Disney 迪士尼公司 (27)
/ˈdɪzni/
Zootopia 《疯狂动物城》（电影名） (27)
/zuːˈtəʊpɪə/
Shakira 夏奇拉（哥伦比亚歌手） (27)
/ʃəˈkiːrə/
Gazelle 夏奇羊（《疯狂动物城》中的角色） (27)
/ɡəˈzel/
The Sound of Music 《音乐之声》（电影名） (28)
Vie de Beethoven 《贝多芬传》（罗曼·罗兰的作品） (28)
Romain Rolland 罗曼·罗兰（法国作家） (28)
/rɒˈmæŋ rɒˈlɒŋ/
Simonides of Ceos 凯奥斯岛的西摩尼得斯（古希腊诗人） (29)
/saɪˈmɒnɪdiːz əv ˈsiːɒs/
Paris 巴黎（法国首都） (30)
/ˈpærɪs/
France 法国 (30)
/frɑːns/
the Musée d’Orsay （法国）奥赛博物馆 (30)
/mjuːˈzeɪ dɔːˈzeɪ/
The Ballet Class 《舞蹈课》（埃德加·德加的画作） (30)
The Card Players 《玩纸牌者》（保罗·塞尚的画作） (30)
Claude Monet 克劳德·莫奈（法国画家） (30)
/ˌkləʊd mɒˈne/
Pierre-Auguste Renoir 皮埃尔—奥古斯特·雷诺阿（法国画家） (30)
/piˈeə(r) ɒˈgjuːst ˈrenwɑː(r)/
Blue Water Lilies 《蓝睡莲》（莫奈的画作） (30)
Dance at Le Moulin de la 《煎饼磨坊的舞会》（雷诺阿的画作） (31)
/ˈmuːlæŋ/
Galette
/ɡəˈlet/
Vincent van Gogh 文森特·凡·高（荷兰画家） (31)
/ˌvɪnsənt
væn ˈɡəʊ/
Paul Gauguin 保罗·高更（法国画家） (31)
/ˌpɔːl ˈɡəʊɡæŋ/
Impressionism 印象派（西方绘画艺术流派） (31)
/ɪmˈpreʃənɪzəm/
Rembrandt 伦勃朗（荷兰画家） (33)
/ˈrembrænt/
the Louvre Museum （法国）卢浮宫 (33)
/ˈluːvrə/
the National Gallery （英国）国家美术馆 (34)
Amsterdam 阿姆斯特丹（荷兰首都） (35)
/ˌæmstəˈdæm/
Rijksmuseum （荷兰）国立博物馆 (35)
/ˌrʌɪksmuːˈzeɪəm/
the Big Draw “大绘画”活动（荷兰国立博物馆发起的活动） (35)
Lisa 莉萨（女子名） (36)
/ˈliːsə/
Jane Perkins 简·珀金斯（英国艺术家） (36)
/ˌdʒeɪn ˈpɜːkɪnz/
the Qingming Scroll 《清明上河图》（张择端的画作） (39)
Zhang Zeduan 张择端（中国北宋画家） (39)
Bianjing 汴京（北宋都城） (39)
Kaifeng 开封（中国城市） (39)
116the Palace Museum 故宫博物院 (39)
Xu Beihong 徐悲鸿（中国画家） (41)
Yixing 宜兴（江苏省县级市） (41)
Portrait of Ms Jenny 《珍妮小姐画像》（徐悲鸿的画作） (41)
/ˈdʒeni/
Six Galloping Horses 《六骏图》（徐悲鸿的画作） (41)
/ˈɡæləpɪŋ/
The French Impressionists (1860–1900《) 法国印象派画家（1860—1900）》（书名） (42)
“Preface to The Book of Songs” 《毛诗序》（中国古代诗歌理论研究文献） (43)
“A Spring Morning” 《春晓》（孟浩然的诗歌） (43)
Meng Haoran 孟浩然（中国唐代诗人） (43)
Xu Yuanchong 许渊冲（中国翻译家） (43)
“Dreams” 《梦想》（兰斯顿·休斯的诗歌） (43)
Langston Hughes 兰斯顿·休斯（美国诗人、小说家） (43)
/ˌlæŋkstən ˈhjuːz/
“Sweet and Low” 《轻轻地，柔和地》（丁尼生的诗歌） (44)
Alfred Tennyson 阿尔弗雷德·丁尼生（英国诗人） (44)
/ˌælfrɪd ˈtenɪsən/
“Caged Bird” 《笼中鸟》（玛雅·安吉洛的诗歌） (45)
Maya Angelou 玛雅·安吉洛 （美国作家、诗人） (45)
/ˌmaɪə ˈændʒəluː/
“Stopping by Woods on a Snowy 《雪夜林边小驻》（弗罗斯特的诗歌） (45)
Evening”
Robert Frost 罗伯特·弗罗斯特（美国诗人） (45)
/ˌrɒbət ˈfrɒst/
Romanticism 浪漫主义（文学艺术的思潮之一） (48)
/rəʊˈmæntɪsɪzəm/
William Wordsworth 威廉·华兹华斯（英国诗人） (48)
/ˌwɪljəm ˈwɜːdzwəθ/
Samuel Taylor Coleridge 塞缪尔·泰勒·柯尔律治（英国诗人） (48)
/ˌsæmjuəl
ˌteɪlə ˈkəʊlərɪdʒ/
George Gordon Byron 乔治·戈登·拜伦（英国诗人） (48)
/dʒɔːdʒ ˈgɔːdn
ˈbaɪrən/
Percy Bysshe Shelley 珀西·比希·雪莱（英国诗人） (48)
/ˈpɜːsi bɪʃ ˈʃeli/
the Lake District （英国）湖区 (49)
Cambridge （英国）剑桥（大学） (49)
/ˈkeɪmbrɪdʒ/
Lyrical Ballads 《抒情歌谣集》（华兹华斯与柯尔律治的诗歌集） (49)
/ˈlɪrɪkl/ /ˈbælədz/
“The Road Not Taken” 《未选择的路》（弗罗斯特的诗歌） (50)
(the) Pulitzer Prizes 普利策奖 (51)
/ˈpʊlɪtzə(r)/
Edward Thomas 爱德华·托马斯（英国诗人） (51)
/ˌedwəd ˈtɒməs/
Li Bai 李白（中国唐代诗人） (53)
“A Night Stay at a Mountain Temple” 《夜宿山寺》（李白的诗歌） (53)
“Autumn Frost” 《秋浦歌》（李白的诗歌） (54)
Qu Yuan 屈原（中国战国时期诗人） (54)
Ezra Pound 埃兹拉·庞德（美国诗人） (54)
/ˌezrə ˈpaʊnd/
117Cathay 《华夏集》（庞德的诗歌集） (54)
/kæˈθei/
“Leaving the White Emperor Town 《早发白帝城》（李白的诗歌） (54)
at Dawn”
“If—” 《如果》（吉卜林的诗歌） (55)
Rudyard Kipling 拉迪亚德·吉卜林（英国小说家、诗人） (55)
/ˌrʌdjɑːd ˈkɪplɪŋ/
Du Fu: China’s Greatest Poet 《杜甫：中国最伟大的诗人》（纪录片名） (56)
Du Fu 杜甫（中国唐代诗人） (56)
118Irregular verbs
Base form Simple past Past participle Base form Simple past Past participle
arise arose arisen eat ate eaten
awake awoke awoken fall fell fallen
be was/were been feed fed fed
bear bore borne feel felt felt
beat beat beaten fight fought fought
become became become find found found
begin began begun fly flew flown
bend bent bent forecast forecast/ forecast/
bet bet bet forecasted forecasted
bite bit bitten forget forgot forgotten
bleed bled bled forgive forgave forgiven
blow blew blown freeze froze frozen
break broke broken get got got
bring brought brought give gave given
broadcast broadcast broadcast go went gone
build built built grow grew grown
burn burnt/burned burnt/burned hang hung/hanged hung/hanged
buy bought bought have had had
cast cast cast hear heard heard
catch caught caught hide hid hidden
choose chose chosen hit hit hit
come came come hold held held
cost cost cost hurt hurt hurt
cut cut cut keep kept kept
deal dealt dealt know knew known
dig dug dug lay laid laid
do did done lead led led
draw drew drawn learn learnt/learned learnt/learned
dream dreamt/dreamed dreamt/dreamed leave left left
drink drank drunk lend lent lent
drive drove driven let let let
119Base form Simple past Past participle Base form Simple past Past participle
lie lied/lay lied/lain sleep slept slept
light lit/lighted lit/lighted slide slid slid
lose lost lost smell smelt/smelled smelt/smelled
make made made sow sowed sown/sowed
mean meant meant speak spoke spoken
meet met met speed sped/speeded sped/speeded
mistake mistook mistaken spell spelt/spelled spelt/spelled
misunderstand misunderstood misunderstood spend spent spent
overcome overcame overcome spread spread spread
panic panicked panicked spring sprang sprung
pay paid paid stand stood stood
prove proved proved/proven steal stole stolen
put put put stick stuck stuck
quit quit/quitted quit/quitted strike struck struck/stricken
read read read string strung strung
ride rode ridden sweep swept swept
ring rang rung swim swam swum
rise rose risen swing swung swung
run ran run take took taken
say said said teach taught taught
see saw seen tell told told
seek sought sought think thought thought
sell sold sold throw threw thrown
send sent sent understand understood understood
set set set upset upset upset
sew sewed sewn/sewed wake woke woken
shake shook shaken wear wore worn
shine shone shone weep wept wept
shoot shot shot wet wet/wetted wet/wetted
show showed shown win won won
shut shut shut wind wound wound
sing sang sung withdraw withdrew withdrawn
sink sank sunk write wrote written
sit sat sat
120后 记
《普通高中教科书·英语》是集体智慧的结晶，感谢所有参与教材设计和编写
的人员，感谢使用教材的师生。
特别鸣谢：
牛津大学出版社（中国）有限公司戴思泉、张群、Johan Uusitalo 参与编辑、审读
本册教材。
周炜、陈红、唐承浩、胡月华、石小刚、季钰、沈竹、Leigh Smith审读本册教材。
Cricket Media 授权部分语篇在本册教材中使用。
许渊冲授权《春晓》、《早发白帝城》和《春夜喜雨》英译在本册教材中使用。
顾丹柯翻译《夜宿山寺》和《秋浦歌》。
景秋萍为本册教材绘制部分插图。
我们竭尽所能取得作品权利人的授权许可。如无意中侵犯作品权利人的权益，
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译林出版社《普通高中教科书·英语》编写组
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《普通高中教科书·英语》编写组
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