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普通高中教科书·英语［选择性必修 第四册］
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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“人与自我”“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
元学习作好热身准备。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诚信和责任、有效沟通、工作的意义、终身学习等
话题的语篇，感受真实、地道、优美的英语，为未来的学习和生活作准备。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，培养优秀品行，实现个人发展。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
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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
2021年12月Grammar
Welcome to Integrated
Unit Reading and Extended reading Project Assessment Further study Workbook
the unit skills
usage
1 (p. 1) After Twenty Years (p. 2) Overview Understanding white lies Taking responsibility Making a scrapbook (p. 14) (p. 14) Exploring language
Honesty and Two lists A short story of adverbial (p. 8) (p. 11) about honesty and (p. 57)
responsibility clauses (p. 6) A speech transcript responsibility (p. 13)
Tip: Analysing the plot Building skills (p. 59)
(p. 1)
(p. 4)
Appreciating
language (p. 62)
2 (p. 15) Effective communication Overview Discussing the popularity Borrowed words (p. 25) Creating a short play (p. 28) (p. 28) Exploring language
Understanding A video (p. 16) of relative of learning Chinese A magazine article about communication (p. 63)
each other A lecture transcript clauses (p. 20) (p. 22) (p. 27)
Building skills (p. 65)
(p. 15)
Tip: Using fillers (p. 24)
Appreciating
language (p. 68)
3 (p. 29) Work to live, live to work Overview of Making a career plan Tips for job interviews Conducting a mock job (p. 42) (p. 42) Exploring language
Careers and A video (p. 30) noun clauses (p. 36) (p. 39) interview (p. 41) (p. 69)
skills A magazine article (p. 34) An online presentation
Building skills (p. 71)
(p. 29) transcript
Appreciating
language (p. 74)
4 (p. 43) Learning for life (p. 44) Analysis of Calling for people to My university life (p. 53) Making a booklet (p. 56) (p. 56) Exploring language
Never too old A leaflet A magazine article complicated read more (p. 50) A journal entry about lifelong learning (p. 75)
to learn sentences (p. 55)
Tip: Matching Building skills (p. 77)
(p. 43) (p. 48)
information (p. 51)
Appreciating
language (p. 80)
Appendices: Text notes (p. 81) Grammar notes (p. 97) Wordlists (p. 103) Irregular verbs (p. 119)
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CONTENTSGrammar
Welcome to Integrated
Unit Reading and Extended reading Project Assessment Further study Workbook
the unit skills
usage
1 (p. 1) After Twenty Years (p. 2) Overview Understanding white lies Taking responsibility Making a scrapbook (p. 14) (p. 14) Exploring language
Honesty and Two lists A short story of adverbial (p. 8) (p. 11) about honesty and (p. 57)
responsibility clauses (p. 6) A speech transcript responsibility (p. 13)
Tip: Analysing the plot Building skills (p. 59)
(p. 1)
(p. 4)
Appreciating
language (p. 62)
2 (p. 15) Effective communication Overview Discussing the popularity Borrowed words (p. 25) Creating a short play (p. 28) (p. 28) Exploring language
Understanding A video (p. 16) of relative of learning Chinese A magazine article about communication (p. 63)
each other A lecture transcript clauses (p. 20) (p. 22) (p. 27)
Building skills (p. 65)
(p. 15)
Tip: Using fillers (p. 24)
Appreciating
language (p. 68)
3 (p. 29) Work to live, live to work Overview of Making a career plan Tips for job interviews Conducting a mock job (p. 42) (p. 42) Exploring language
Careers and A video (p. 30) noun clauses (p. 36) (p. 39) interview (p. 41) (p. 69)
skills A magazine article (p. 34) An online presentation
Building skills (p. 71)
(p. 29) transcript
Appreciating
language (p. 74)
4 (p. 43) Learning for life (p. 44) Analysis of Calling for people to My university life (p. 53) Making a booklet (p. 56) (p. 56) Exploring language
Never too old A leaflet A magazine article complicated read more (p. 50) A journal entry about lifelong learning (p. 75)
to learn sentences (p. 55)
Tip: Matching Building skills (p. 77)
(p. 43) (p. 48)
information (p. 51)
Appreciating
language (p. 80)
Appendices: Text notes (p. 81) Grammar notes (p. 97) Wordlists (p. 103) Irregular verbs (p. 119)UNIT Honesty and responsibility
1
To live a life of honesty and integrity is a responsibility of every decent
person.
—Noam Chomsky
In this unit, you are going to:
• read a short story about honesty and responsibility;
• write an article about white lies;
• read a speech transcript about taking responsibility;
• make a scrapbook about honesty and responsibility.
Welcome to the unit
Honesty and responsibility are at the core of our moral values. Read the lists below about
honesty and responsibility and discuss the following questions in pairs.
You are practising honesty You are practising responsibility
when you: when you:
• tell the truth and say what you • take agreements seriously;
really think; • correct mistakes rather than
• play by the rules and do not try to blaming others;
take unfair advantage of others; • think about how your actions will
• keep promises and do not make affect others;
promises you cannot keep; • do everything to the best of your
• are prepared to admit mistakes. ability.
1 What do you think is the relationship between honesty and responsibility
according to the descriptions?
2 What other descriptions of honesty and responsibility can you add to the lists?
Honesty and responsibility 1Reading
From time to time, people find themselves in situations where they have to make a difficult
choice concerning their moral values. The short story below is about someone who has to
make such a choice. Before you read the story, think about the following questions:
• What is the most difficult choice you have made in your life so far?
• Do you think time can change a person? Why or why not?
After
Twenty Years
The policeman on the beat walked along the street as he always did. It was barely
ten o’clock at night. When he had walked about halfway around a certain block,
the policeman suddenly slowed down. In the doorway of a store stood a man, with
an unlit cigar in his mouth. As the policeman walked up to him the man spoke up
5 quickly.
“It’s all right, officer,” he said. “I’m just waiting for a friend. It’s an appointment
made twenty years ago. There used to be a restaurant where this store stands—‘Big
Joe’ Brady’s restaurant.”
“It was here until five years ago,” said the policeman. “It was torn down then.”
10 The man in the doorway struck a match and lit his cigar. The light showed a pale
face, with keen eyes, a square jaw and a little white scar near his right eyebrow. His
scarfpin was a large diamond, oddly set.
“Twenty years ago tonight,” said the man, “I dined here with Jimmy Wells, my best
friend. He and I were just like two brothers. I was eighteen and Jimmy was twenty.
15 The next morning I was to leave New York and travel to the West to make my
fortune. Well, we agreed that night that we would meet here again exactly twenty
years from that date and time, no matter what our conditions might be or from
what distance we might have to come. We figured that in twenty years each of us
ought to have built a life and made our fortunes.”
20 “It sounds pretty interesting,” said the policeman. “Rather a long time between
meetings, though. Haven’t you heard from your friend since you left?”
“Well, we kept in touch for a year or two, and then we lost contact. But I know
Jimmy will meet me here if he’s alive, for he always was the truest and most reliable
fellow in the world. He’ll never forget. I came a thousand miles to stand in this
25 doorway tonight, and it’s worthwhile if my old partner turns up.”
2 Unit 1The waiting man pulled out a handsome watch, set with small diamonds. It was
three minutes to ten.
“I’ll be on my way,” said the policeman. “Hope your friend turns up.”
“I’ll give him half an hour at least. Bye, officer.”
30 The man who had come a thousand miles to keep an appointment with the friend
of his youth smoked his cigar and waited. About twenty minutes later, a tall man
in a long overcoat, with collar turned up to his ears, hurried toward him.
“Is that you, Bob?” he asked, doubtfully.
“Is that you, Jimmy Wells?” shouted the man in the doorway.
35 “Bless my heart!” cried the new arrival. “Well, well, well! Twenty years is a long
time! How has the West treated you, old man?”
“It has given me everything I asked it for. You’ve changed lots, Jimmy. I never
thought you were tall by two or three inches.”
“Oh, I grew a bit after I was twenty. Come on, Bob; we’ll go to a place I know and
40 have a good long talk about old times.”
The two men walked up the street, arm in arm. The man
from the West was beginning to outline the history of
his career. At the corner stood a drugstore, brilliant with
electric lights. Each of them turned to stare at the other’s
45 face. The man from the West stopped suddenly and
released his arm.
“As I suspected, you’re not Jimmy Wells,” he said,
impatiently with anger. “Twenty years is a long time, but
not long enough to change the shape of a man’s nose.”
50 “It sometimes changes a good man into a bad one,” said
the tall man, taking charge of the situation. “You’ve been
under arrest for ten minutes, ‘Silky’ Bob. Chicago police thought you might have
dropped over our way and wired us. They want to have a chat with you. Before we
go to the station, here’s a note for you. It’s from Patrolman Wells.”
55 The man from the West unfolded the paper. The note was rather short.
“Bob: I was at the appointed place on time. When you struck the match to light
your cigar I saw it was the face of the criminal wanted in Chicago. Anyhow
I couldn’t arrest you myself, so I got a plain-clothes man to do the job. JIMMY.”
(Adapted from O. Henry’s short story of the same title)
Honesty and responsibility 3A Understanding the text
A1 Read the short story and complete the plot diagram below.
Climax:
Tip
(2) _________________
Analysing the plot
Plot refers to a series of
events within a story,
which are put in sequence
Rising action:
Falling action: according to the principle
(1) _________________ (3) _________________ o an f a ca ly u s s e e t a h n e d p e lo ff t e , w ct e . T t o ry to
grasp its five main
elements—introduction,
rising action, climax,
falling action and
resolution.
Resolution:
Introduction:
(4) _________________
Jimmy went to see his friend Bob
at the agreed location.
A2 Read the short story again carefully and answer the following questions.
1 Why did Bob stand in the doorway of a store to wait for his friend?
______________________________________________________________________________
2 Why had Bob left New York twenty years before?
______________________________________________________________________________
3 What time did the man in the long overcoat meet Bob?
______________________________________________________________________________
4 How did Bob realize that the man in the long overcoat was not Jimmy?
______________________________________________________________________________
5 When did Jimmy know Bob was the criminal wanted in Chicago?
______________________________________________________________________________
A3 In pairs, discuss the following questions.
1 How do you like the ending of this short story?
2 What do you think is the message of this short story?
3 Supposing the story did not end here, what would happen next?
4 Unit 1B Building your language
B1 Jimmy Wells wrote a diary entry after his old friend, Bob, was arrested. Complete the
diary entry with the correct forms of the words and phrases in the box below.
arrest jaw barely make one’s fortune
appointment anyhow reliable lose contact
I walked down the street shortly before ten o’clock and arrived where “Big Joe”
Brady’s used to be. There was a man standing there in the doorway. I walked up
to him, and he started talking about a(n) (1) _________________ he had made twenty
years earlier. When he lit his cigar, I could see his keen eyes and that square
(2) _________________. He was Bob, my old friend.
But then I noticed the scar—he was the criminal wanted in Chicago. I felt shocked
and could (3) _________________ think clearly. We had (4) _________________ after he
left. Why had he turned into a criminal? How I wish he were innocent!
Hesitating over what to do, I continued listening to him, and I gradually became
convinced that he had (5) _________________ in ways that were not legal.
I stared at his smiling face one final time—what a (6) _________________ person he had
been. Memories flooded back, but I knew what I had to do. I walked away without
revealing who I was, and then I asked a plain-clothes man to (7) _________________
my friend.
It was a difficult decision, but I stuck to my principles (8) _________________. The old,
decent Bob went away two decades ago. But I hope he’ll come back one day.
B2 The short story uses different phrases with “down” and “under”. Fill in the blanks using
the correct forms of the phrases in the left box below and try to think of more phrases formed
this way. There are two phrases you do NOT need to use.
break down 1 Twelve people were _________________ in connection with the attack.
cut down
2 This report is too long and needs _________________.
slow down
3 Some of the old buildings _________________, and more affordable housing
tear down
would be put up.
under arrest
under attack 4 Working _________________ for long periods may lead to health problems.
under pressure 5 The project can _________________ into several steps.
B3 The short story contains many detailed descriptions about Bob. Find these details in the
story and try to describe a person using details.
Learn this Detailed descriptions help build up a picture of the person being described.
Be a careful observer first and then try to write down what you have observed to give a
detailed and vivid description.
Honesty and responsibility 5Grammar and usage
Overview of adverbial clauses
A Exploring the rules
Below is a news story about a Chinese scientist. Find the sentences with adverbial clauses and
fill in the table below. The first one has been done for you.
Among every generation there are those who are willing to bear the heavy burden
of responsibility and devote themselves to working for the good of their country
and people. The geophysicist Huang Danian, who practised core socialist values, is
a good example.
Huang was born in Guangxi in 1958. He went to the UK in 1992 to work on his
PhD. Afterwards he took a job there and became a respected expert. Although he
spent many years in the UK, Huang’s heart never left his homeland. He knew that
if he came back, he could help advance science in China. He felt not just a desire
but also a responsibility to do so. Eventually he resigned his post in the UK and
returned to China to work at Jilin University in Changchun.
Huang was made chief scientist of a branch of China’s largest deep-Earth exploration
programme. Wasting no time, Huang worked in his office day and night. When he
had to go away on business, he always chose the midnight flight so that he did not
miss any work in the daytime. Since he spent so much time on work, he was unable
to see his family very often. In fact, he worked so hard that he did not pay enough
attention to his own health. Sadly, he fell ill with cancer, but he continued to work
even in the hospital ward until he died in 2017 at the age of just 58.
Huang excelled where he was working and made substantial contributions to his
country. His missions to map the world under the Earth’s surface helped discover
valuable mineral resources and brought China’s knowledge and technology in this
area alongside the world’s finest.
Adverbial clause of condition
Adverbial clause of time
Adverbial clause of place
Adverbial clause of reason
Adverbial clause of purpose
Adverbial clause of result
Adverbial clause of concession Although he spent many years in the UK, ...
Working out the rules
Adverbial clauses can be introduced by: if, unless, as long as, etc. to express
(1) _________________; until, when, while, etc. to express time; where to express
place; because, as, since, in that, etc. to express (2) _________________; so that, in
order that, etc. to express (3) _________________; that with so or such in the main
clause to express result; and although, though, even if, etc. to express concession.
Grammar notes pages 97–98
6 Unit 1B Applying the rules
B1 Put the words in the correct order to make sentences with adverbial clauses.
1 Jake/so that/he/got up early/to exercise/would have time/before class
______________________________________________________________________________
2 although/they still/edited the photos/looked/she had not/very good
______________________________________________________________________________
3 he/went to work/nothing had happened/as if
______________________________________________________________________________
4 she was/liked her/her teacher/because/so hard-working
______________________________________________________________________________
5 I/do not tell me/when/people/get very upset/the truth
______________________________________________________________________________
6 if/you are/be/they will/nice to other people/nice to you
______________________________________________________________________________
B2 The news story below is about a social media influencer. Complete it with the correct
adverbial clauses in the box below. There are two clauses you do NOT need to use. Write the
letters in the blanks.
Lily used to be a fitness coach and a social media influencer. The number of her
followers reached a million just last month. Every day, she would post photos of
herself working out, or just posing in workout clothes. She looked superb in these
photos.
(1) _________________, they were not one hundred per cent real. Actually, they were
taken by a professional photographer. Besides, they were also carefully edited
(2) _________________. We know that social media influencers sometimes post their
photos for fun, but companies pay them to do so (3) _________________. Lily was
no exception. The clothes she was wearing in those photos were sponsored by
companies. She was paid to wear them.
Lily was not happy about the photos, though. “I was feeling guilty
(4) _________________,” she said. “I was so ashamed of myself. I couldn’t bear living
a lie any more. I hope my fans can forgive me.” (5) _________________, she closed her
online account.
a After she had deleted over 2,000 photos
b in order that they can promote their products
c While these photos won her many fans
d because many other people do the same thing
e so that she looked more attractive in the photos
f because I was cheating my fans
g Although she still posted her photos online
B3 Describe a person practising honesty and responsibility using adverbial clauses.
Honesty and responsibility 7Integrated skills
Understanding white lies
A Tim has found two accounts of the same event. Read the accounts below and answer the
following questions.
The ugly truth
“Happy birthday, Anne,” said my grandma, handing me a brightly wrapped
parcel with a big red bow. It was my birthday dinner, a special treat, and the
whole family were there—my parents, grandma, grandad, aunt, uncle and
nephew.
“Thanks, Granny!” I said, smiling. I tore the parcel open. Inside was
something very bright, very pink. I held it up. It was the ugliest dress I had
ever seen.
“I hope you like it,” said Grandma. “You look so pretty in pink. I think this
dress is perfect for you.”
Frankly speaking, I was disappointed but I smiled as broadly as I could.
“That’s so kind of you, Granny,” I said, trying to sound convincing. “It’s
beautiful. Thank you so much.”
Grandma smiled back happily at me, with deep wrinkles around her eyes.
Well, I couldn’t tell her the truth, could I?
A white lie that hurt me
When I gave the dress to Anne for her birthday, I saw the excitement in her
eyes as she tore off the wrapping paper. She paused briefly when she first saw
the dress. Then her beautiful face smiled lovingly at me. She told me it was
a beautiful dress. I know that the old and the young do not always share the
same tastes and I was happy that she liked it. All the hours of sewing were
worth it when I saw the look of joy on her face.
It was a few days later that I learnt the truth. I was passing Anne’s bedroom
when I heard her talking on the phone. “My grandma gave me this very pink
dress,” she said. “I really appreciate it but I don’t think I’ll ever be wearing it.
I mean, who wears pink these days?” I stood there in awkward silence. Then I
walked away, pretending not to have heard anything. However, I felt cheated
and it really depressed me.
1 What was the white lie Anne told and why did she tell the lie?
______________________________________________________________________________
2 How did Grandma find out the truth and how did she feel?
______________________________________________________________________________
8 Unit 1B Tim is listening to an interview on white lies. Listen and finish the exercises below.
B1 Listen to the interview 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 John is a university professor with a special interest in the truth and lies. T / F
______________________________________________________________________________
2 According to John, only some people tell white lies from time to time. T / F
______________________________________________________________________________
3 When people find out that they have been told a white lie, they may
start to wonder what other lies they have been told. T / F
______________________________________________________________________________
4 The interviewer tries to sound humorous when she says that she is
being honest. T / F
______________________________________________________________________________
B2 Listen to the interview again and complete the notes below.
White lies
What are white lies?
(1) _________________ lies you tell to protect other people
What are the benefits of white lies?
• Avoiding hurting people’s feelings
• Helping (2) _________________
What are the (3) _________________ of white lies?
• Causing unexpected embarrassment or (4) _________________
for the people being lied to
• leading to a crisis of (5) _________________
Honesty and responsibility 9C In pairs, have a discussion about white lies. Use the following questions and expressions
to help you.
• What are white lies?
• Do white lies always bring about good results? Why or why not?
• Would you tell white lies or not? Why?
Expressions
Making concessions
Although/Though/Even though/Even if ..., ... It is true that ..., but ...
Despite ..., ... I admit ...; however, ...
Regardless of ..., ... While ..., I can see that ...
D Write an article explaining your understanding of white lies. 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 you explain your understanding of white lies, you can follow the structure
below:
Define white lies and illustrate the definition with examples.
Explain why people tell white lies.
Raise doubts about the idea that white lies always bring about good results,
and give reasons.
State whether you will tell white lies and explain why.
• Learning about writing techniques
You should use diverse language in your writing. Firstly, you can try to vary the
vocabulary you choose. For example, when you mean lying, you can use tell a lie,
make up a story, withhold the truth, etc. Secondly, you can use different sentence
structures. She told a lie to him and The truth was withheld from him by her convey
nearly the same meaning but use different structures with varying degrees of
formality.
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
• How do you define white lies? Can you • What does your partner think of your
give any examples? understanding of white lies?
• How well can you use diverse language • What suggestions does your partner give
in your writing? to improve your writing?
10 Unit 1Extended reading
Read the transcript of a speech given at the students’ coming-of-age ceremony by their
principal.
Honoured guests, teachers and students, it is my pleasure and privilege to welcome
you here today and present my thoughts on this special occasion.
Students, the time has arrived for you to fully accept your passage into adulthood.
I have seen you grow from nervous Senior 1 students into confident young adults,
5 who sit before me today, ready to embrace the next phase of your lives. You must
be both excited and anxious about the new experiences that are in store for you.
Don’t worry, for you are all responsible young people, well prepared and well
equipped to successfully manage the challenges of the years ahead.
At school, you have gradually understood the importance of a well-developed
10 sense of responsibility. You accept that you are responsible for your successes and
your failures. Hopefully, you have learnt to treat responsibility not as a weight
that burdens you, but rather as a foundation which will support your future
development. A ship without an anchor is at the mercy of the waves and winds;
likewise, a person who has no sense of responsibility is at the mercy of their own
15 careless and thoughtless behaviour.
As students, you must take your studies seriously and accept responsibility for your
own learning. This means meeting deadlines for your schoolwork, following your
teachers’ guidance, and of course, always aiming for academic excellence. However,
your responsibilities go far beyond your studies. As you go through your daily life,
20 you will encounter many difficult situations where things may go wrong. Instead
of being quick to blame others, analyse the problem, and if it is indeed your own
fault, be ready to admit your mistake and then correct it. This way, you practise
the virtue of courage. Always give your best in whatever you set out to do, however
difficult that might be. This way, you practise the virtue of determination. Be
Honesty and responsibility 1125 honest by saying what you mean and by meaning what you say. This way, you
practise the virtue of integrity. Taking responsibility in all aspects of your everyday
life, therefore, will help build a strong character.
Apart from personal development, assuming responsibility for your actions is also
important for the betterment of society. Society is an organic whole, and as social
30 beings, we have a responsibility to make a contribution. You may have heard the
story of a small boy who tried to save starfish left on the beach after a storm, by
throwing them back into the sea. Passers-by told him that he was wasting his time,
for he could not possibly save them all. However, the boy was not discouraged,
believing that he could make a difference to the ones that he saved. As a result,
35 the passers-by felt inspired and joined him in saving the starfish. Similarly, the
little things you do can make a difference! For example, picking up garbage around
your neighbourhood contributes to a cleaner environment. Reporting a speeding
car helps ensure road safety. Being energy-efficient leads to savings of our precious
natural resources. Doing volunteer work at a local nursing home brings love and
40 warmth to the elderly. Just like the “starfish boy”, you may even inspire people
around you to do the same, which is an added bonus. Working together, we have
the power to gradually but continuously advance our society.
So, dear students, take your first step into the adult world by accepting your
responsibilities, so that adulthood will be an enjoyable and rewarding experience
45 for both you and those around you. Sometimes, responsibilities may weigh heavily
on you. However, just as the Chinese saying goes, “Jade is good-for-nothing if not
carved.” A man cannot be perfected without trials. Sow the seeds of success today
and your harvest will be great tomorrow. I wish you every success in your adult life!
A Write a summary of the speech transcript. Use the following ideas to help you.
• The importance of taking responsibility
• Taking responsibility for yourself and its rewards
• Taking responsibility for society and its rewards
B What is the relationship between taking responsibility for yourself and taking
responsibility for society?
C What are the consequences of not taking responsibility? Support your ideas with
examples.
12 Unit 1Projectchure about your new school
Making a scrapbook about honesty and responsibility
A As a class, discuss what aspects can be included in a scrapbook about honesty and
responsibility. You can use the ideas below or think of other ideas. Then in groups, choose one
aspect to research.
idioms quotes proverbs songs stories poems films ...
B As a group, research your chosen aspect. You should also explain what you think of the
idioms, stories, etc.
C As a group, put together your information to make your part of the scrapbook. Use the
example below to help you. Present your part to the rest of the class. Then as a class, put all
the parts together to make the scrapbook.
Worry before all others worry; rejoice after all others have
rejoiced.
—Fan Zhongyan
This quote tells us that a person should act for
the benefit of society at large. The ancient Chinese
believed that the greatest moral conduct was
fundamentally linked with social responsibility. We
often need to set aside our personal feelings and
interests in order to pursue the interests of the
majority, such as the safety of the country and the
survival of the nation. Obviously, there will be little
room for individual happiness if one’s homeland is
threatened or even lost.
Honesty and responsibility 13Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 What impresses you the most in the short story about honesty and
responsibility? Why?
2 What do you think of your writing on white lies? List 2 or 3 sentences that
you are the most satisfied with.
3 What does responsibility mean to you?
4 How do you like your experience of making a scrapbook about honesty and
responsibility?
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 Do you think the tip provided in this unit is helpful? Why or why not?
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
Honesty and the ability to accept responsibility are among
the most important qualities that a person can possess. Being
honest and taking responsibility mean that you are trustworthy,
consistent and reliable. Read stories that highlight the
importance of honesty and responsibility, and act honestly and
responsibly in real life.
Responsibility is an important character trait to have if one
wants to be seen as a reliable and trustworthy person. The
moral value of responsibility is reflected in many films. Watch
a film with responsibility as the theme, and learn more about
responsibility and what it means to be a responsible person.
14 Unit 1UNIT Understanding each other
2
We have two ears and one mouth so that we can listen twice as much
as we speak.
—Epictetus
In this unit, you are going to:
• read a lecture transcript on effective
communication;
• write about the popularity of learning
Chinese;
• read a magazine article about borrowed words;
• create a short play about communication.
Welcome to the unit
Communication problems occur from time to time. Watch the video and finish the following
exercises.
David’s problem:
___________________________
Jack’s problem:
___________________________
1 What would you do if you were David or Jack?
2 What kinds of communication problems have you encountered?
Understanding each other 15Reading
Every time we send an email, leave a message or have a conversation with somebody, we are
communicating. However, are we doing it effectively? The lecture transcript below is about
effective communication. Before you read the transcript, think about the following questions:
• Do you think you are an effective communicator? Why or why not?
• How do you think you could sharpen your communication skills?
Effective
communication
If you heard someone shout “Hey you!” from across the room, how would
you react? Just these two words can carry a lot of information. They could be
interpreted as a welcoming greeting from a close friend, especially if accompanied
by a gentle smile. When spoken by a stranger, they can function as a means of
5 attracting your attention. Much of what we communicate is dependent not only
on the words we use, but also on how we use them. So, let’s look a little deeper into
the topic of communication.
Communication is the process of exchanging information between a sender and a
receiver. The sender encodes a message and sends it face to face, or through video,
10 telephone, mail or social media. This message is then received and decoded by the
receiver. In response, the receiver sends an encoded message back, which is referred
to as feedback. This feedback is decoded by the original sender and the entire cycle
repeats itself until they have finished communicating.
This communication process can be challenging but, with practice and patience,
15 you can become a highly competent communicator. To accomplish this, you
need to know with whom you are communicating. What is their age or position?
What is their relationship with you? What expectations and cultural backgrounds
do they have? Once you have obtained this information, you can use it to
determine how best to communicate with them. Depending on whether you are
20 communicating with a stranger, friend, family member or co-worker, you will need
to decide which communication channel best suits the situation. Furthermore, you
16 Unit 2will need to determine the appropriate style to use and how complex your choice
of words should be. For example, if you are a business person negotiating with a
large enterprise about a deal, you should do it face to face, using formal language
25 in a straightforward manner.
Your body language is equally important, since it reveals a lot about your thoughts
and attitudes. Make sure it clearly supports the message you want to deliver. A
smile shows you are attentive to the issues being discussed, while looking away
with your arms folded can indicate disinterest and create distrust or friction.
30 Additionally, you should not ignore the other person’s body language, which will
give you clues as to whether the conversation is going well or not. When you notice
a change in the other person’s body language, you should adjust how you are
communicating accordingly. If someone looks at you with a confused expression,
this could indicate that they have not completely understood your point. Then you
35 will need to clarify your message before moving on.
While being knowledgeable about body language is vital, the value of empathy
should not be understated. Seek to understand the other person’s emotions, by
putting yourself in their shoes and looking at the situation from their perspective.
Suppose you are discussing a project with your partner, who has just lost an
40 important basketball game and is inactive. To engage him or her in the discussion
and make your communication more effective, you may express your sympathy by,
for instance, saying, “I understand how you feel ...” However, some issues may be
complicated and you may be confused about why others feel the way they do. Only
when you give serious consideration to their points of view will you be able to see
45 what accounts for their emotions and empathize with them. You may not approve
of their ideas but at least you will see where they are coming from, which means
you can make adjustments to your own tone and choice of words accordingly.
Effective communication will enable you to settle differences and disagreements
appropriately and improve your interactions with others. Good communication skills
50 will also help you build trust and gain respect, allowing relationships to become
more positive and productive. So, get practising and good luck!
Understanding each other 17A Understanding the text
A1 Read the lecture transcript and complete the chart below with the main idea of each
paragraph.
Para. 1: C ommunication is dependent not only on
what we say, but also on how we say it.
Para. 2: ______________
______________________
Para. 3: ______________ Para. 4: ______________ Para. 5: ______________
______________________ ______________________ ______________________
Para. 6: E ffective communication will help solve problems,
improve interactions, build trust and gain respect.
A2 Read the lecture transcript again carefully and answer the following questions.
1 What is communication?
______________________________________________________________________________
2 What information can help you determine how best to communicate with
others?
______________________________________________________________________________
3 Why should you pay attention to the other person’s body language?
______________________________________________________________________________
4 How can you seek to understand the other person’s emotions?
______________________________________________________________________________
A3 In pairs, discuss the following questions.
1 How can we apply the ideas mentioned in the lecture transcript to cross-cultural
communication? Give some examples.
2 What other suggestions can you give on how to become an effective
communicator?
18 Unit 2B Building your language
B1 The passage below is about the art of listening. Complete the passage with the correct
forms of the words and phrases in the box below.
tone feedback obtain approve of
clarify react gentle account for
Active listening is an important skill for good communication. To master it, you can
make efforts in two aspects: observing and (1) _________________. In communication,
a message is sent out not only through the speaker’s words and (2) _________________,
but also through his or her facial expressions and gestures. Keep in mind that body
language plays a huge role in communication because it (3) _________________ over
50 per cent of communication. Looking at the speaker and recognizing his or her
facial expressions and gestures allow you to (4) _________________ a more accurate
understanding of what the speaker is trying to say.
To understand what the speaker communicates, you should do some reflecting
or provide (5) _________________. The physical signs that you have observed in the
speaker should be reflected in your own body. Positive body language can help give
the speaker a good impression, for example, a (6) _________________ smile, a slight
nod and eye contact. You can also repeat what has been said. This lets the speaker
know that you understand precisely what he or she has said and it allows the
speaker to (7) _________________ a point if there is any confusion. More importantly,
whether you (8) _________________ the speaker’s words or not, you need to be honest
in your response.
When you listen actively, you develop a connection between yourself and the
speaker. It thus makes your communication more effective.
B2 “Communicate” and “communication” appear in the lecture transcript as part of
different collocations. Read the examples below and add more collocations.
communicate + adv.
communicate clearly
communicate
communicate + n.
communicate an idea
adj. + communication
effective communication
communication + n.
communication communication skills
v. + communication
influence communication
B3 The lecturer uses an example to introduce the topic of effective communication. Find the
example in the lecture transcript and try to introduce a topic about communication by giving
examples.
Learn this Giving examples is a commonly used technique to introduce a topic in
a lecture. It attracts the attention of the audience and allows them to think more
actively.
Understanding each other 19Grammar and usage
Overview of relative clauses
A Exploring the rules
Below is a personal account by a Chinese student who studied in the UK and the USA. Find
the sentences with relative clauses and fill in the table below. The first one has been done for
you.
Some people say that the UK and the USA are two countries that are separated by a
common language. However, after studying in each of them, I found it is more than
that. Apart from the differences in language such as pronunciation and vocabulary,
there is a significant gap in terms of communication styles.
I spent one term in the UK, where the greatest challenge was the indirect manner
of speaking. British people are known to be polite. So polite, in fact, that they will
sometimes say the complete opposite of what they really mean: a common opinion
is “It’s not bad”, which usually translates as “It’s awful”. No sooner had I begun to
understand how British people communicate than it was time to head back home.
But it surely left an impression on me. Later, I had the opportunity to study as an
exchange student in the USA for one year. Now, when speaking to Americans, who
have a preference for the direct style, I found that I often failed to get straight to the
point. There were times when questions like “Would you mind passing me the jam,
please?” would be met with the reply “Why would I mind?” I had to learn a whole
new way of communicating.
By the end of the exchange year, I had a somewhat better understanding of how to
communicate in both countries, but I still have a lot to master. As my experiences
clearly show, learning a language is just the beginning!
Restrictive ... two countries that are separated by a common language.
relative clause
Non-restrictive
relative clause
Working out the rules
• A restrictive relative clause is used to modify a noun, pronoun or noun
phrase and gives (1) _________________ (necessary/additional) information
about it. For the clause, there is no comma before it.
• A non-restrictive relative clause gives (2) _________________ (necessary/
additional) information about a noun, pronoun or noun phrase in the
sentence, or the main clause. We cannot use (3) _________________ (that/
which) to introduce it.
Grammar notes pages 99–100
20 Unit 2B Applying the rules
B1 Fill in the blanks with proper relative pronouns, relative adverbs or “preposition + relative
pronoun” structures.
1 In the UK, _________________ punctuality is very important, you should try not to
arrive late.
2 In Thailand, the foot, _________________ is considered an unclean part of the
body, should not be pointed towards another person.
3 In Europe, there are many different types of greetings, _________________ cheek
kissing is just one example, and it is important to know which one to use.
4 When we travel, we should pay attention to situations _________________ there
might be unwritten rules, such as gift giving.
5 My sister, _________________ works in Japan, finds it odd that she has to do
exercise at the start of her working day.
B2 The passage below is about taboos. Complete it with the correct relative clauses in the
box below. There are two clauses you do NOT need to use. Write the letters in the blanks.
A taboo is social behaviour that is not allowed. There are many different taboos
around the world, (1) _________________. They often vary from society to society.
Taboos are usually related to certain items or people. Those (2) _________________ are
likely to feel upset or embarrassed even if they have no intention of hurting others,
and the situation will also be awkward for the people around them.
When you meet people from different cultures, it is important to understand what
you cannot do. If you are not aware of the differences, (3) _________________, some
strange things might happen. For example, in China, giving an umbrella as a
gift to your friend or a married couple, except when it is actually raining, should
be avoided. This is because the word that corresponds to “umbrella” in Chinese
sounds like another Chinese word (4) _________________.
Before you travel to a new country, it is a good idea to find out about the local
taboos. If you know what to avoid and how to behave, you will spare yourself
embarrassment. Mind that taboos change with the times. Some behaviour
(5) _________________ might be accepted now.
a few of which are universal
b that was not tolerated before
c who see someone breaking a taboo
d which may seem unimportant to us
e who break taboos
f which means “to separate”
g that make up part of a country’s cultural identity
B3 What other taboos do you know about? Give examples using relative clauses. Use the
examples below to help you.
Examples
In China, people usually avoid the number 4, because its pronunciation is similar to that of a
Chinese word which means “to die”.
Aunt Mary, who lives in India, told me that shaking hands or giving someone something
with the left hand is a taboo there.
Understanding each other 21Integrated skills
Discussing the popularity of learning Chinese
A Daniel is listening to three talks about learning Chinese. Listen and finish the exercises
below.
A1 Listen to the talks 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 Thomas studied Chinese literature, history, politics and economics, as
well as the Chinese language. T / F
______________________________________________________________________________
2 Thomas lived in Shanghai for six months in his fourth year at university. T / F
______________________________________________________________________________
3 Speaking Chinese was harder than Jenny had expected. T / F
______________________________________________________________________________
4 Jenny plans to continue learning Chinese. T / F
______________________________________________________________________________
5 Pedro is not very confident about his Chinese. T / F
______________________________________________________________________________
A2 Listen to the talks again and complete the table below.
The reason for The place to learn The most difficult aspect
learning Chinese Chinese of learning Chinese
At high school and
(1) (2)
Thomas _________________ _________________
university
Enjoying learning At the local
(3)
Jenny _________________
new things community centre
(4) (5)
Pedro _________________ _________________ Pronunciation
22 Unit 2B Daniel has found a feature article about the popularity of learning Chinese across the
world. Read the article below and answer the following questions.
Popularity of learning Chinese
Mary-Jo Saunders goes to kindergarten every morning, just like many other
five-year-olds in New York. Today, she is learning a poem. What is special is
that it is a Chinese poem and that she is able to recite it without an accent.
Soon she is going to learn Chinese handwriting too. “Learning the world’s
most spoken language might give Mary-Jo a head start in her future career,”
says her mother Alison. “I think it’s good for her to stretch herself by listening
to and pronouncing new sounds, as well as learning to read and write Chinese
characters.”
More and more ambitious parents in the world are signing their children up
for Chinese classes. Keen for their sons and daughters to succeed in life, they
see being fluent in a second or third language as an advantage. Learning
Chinese is becoming so popular that the language has been included in the
education systems of more than 75 countries. Over 4,000 overseas universities
offer Chinese language courses and about 25 million people are learning
Chinese outside China.
It is easy to understand why Chinese is becoming so popular. Learning
Chinese may help people get more job opportunities. China is already a
global economic power, and its influence is growing. For example, there is
China’s Belt and Road Initiative, which motivates many countries along the
Silk Road to cooperate more closely. It has created thousands of local jobs,
many of which need people with a knowledge of Chinese. Another reason
is that studying Chinese provides access to wonderful Chinese history and
culture. Adam Turner, a school head teacher in the UK, cites this as one of
the most appealing aspects of the recently added Chinese course. “Students
love the mystery of China,” he explains. “They want to know all about its
traditions, dynasties and art forms. Learning Chinese helps them see life from
a new perspective and broaden their minds to the outside world.”
1 What evidence can prove the popularity of learning Chinese across the world?
______________________________________________________________________________
2 Why is learning Chinese becoming so popular?
______________________________________________________________________________
Understanding each other 23C In pairs, discuss the popularity of learning Chinese. Use the Tip
following questions to help you.
Using fillers
What examples of foreigners learning Chinese do you Fillers are words or sounds that
you use to give you some time
know about?
to think about what you are
going to say and to let your
Why are more and more people starting to learn Chinese
partner know that you have not
across the world? finished talking. Fillers that are
commonly used include:
basically, right, so, well, yeah,
Do you think learning Chinese will continue to be
you know, like, kind of, um, uh,
popular in the future? Why or why not? er, etc.
D Write an article about the popularity of learning Chinese. 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 the popularity of learning Chinese, you can follow
the structure below:
Introduce the phenomenon. You can give one or two typical examples of
foreigners learning Chinese.
Analyse the reasons behind the phenomenon.
Predict the future.
• Learning about the language
When introducing a phenomenon, we often use a formal and objective tone. The
passive voice is a useful device to make your introduction sound objective and
convincing. You can use the structure “it + be + verb-ed form + that-clause”, e.g. It
is claimed/estimated/found 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
• What reasons do you give? Are they • What does your partner think of your
convincing? analysis?
• What sentence structures do you use? • How can you improve your writing?
Do they make your writing formal?
24 Unit 2Extended reading
Read the magazine article about borrowed words.
Borrowed
words
“The restaurant’s fried tofu is delicious.” Is there anything special about this
sentence? Well, all the words except “the” and “is” are borrowed from other
languages! This comes as no surprise, given that English has borrowed words from
more than 300 different languages, including Latin, Greek, French and Chinese.
5 However, English is not alone in borrowing words from other languages—borrowed
words can be found in almost all languages. For example, English words that are
borrowed into the Chinese language include “bacon”, “tank” and “golf”.
Word borrowing comes about when two cultures with different languages interact.
This tends to happen when there is no suitable word for an object or idea in the
10 native tongue. This phenomenon has been occurring for thousands of years. In the
current age of globalization, when communications technology brings different
cultures closer together, words are even more likely to be borrowed straight from
the source language at a faster pace than ever before, especially those related to
technological developments, such as “email” and “Internet”.
15 Though borrowing words has become faster, the process is still complex, and it
takes time before new words are integrated into everyday speech. At first, the
borrowed word is only used by bilingual speakers. It then spreads to people who do
not know the original language, and they will change the pronunciation to fit the
way they speak, almost unknowingly. An example of this is the word “kung fu”,
20 which refers to Chinese martial arts. This word comes from Chinese gongfu. Over
time, the sounds that are difficult to pronounce have been replaced with more
familiar ones. The longer a borrowed word has been in use, the more it sounds and
even looks like the native language.
Borrowed words are an outcome of language development that can hardly be
25 avoided, but some language communities oppose adopting words from other
cultures. There are countries that make interventions to keep their native language
pure in order to defend their identity. The French specifically have an official
Understanding each other 25organization that creates new words in order to avoid borrowed words. Some
languages have an extremely small number of speakers, such as the Native
30 American Navajo language, used only by the members of the tribe. Under this
circumstance, it becomes a matter of survival for the native language to reject
outside influences.
While some communities are pessimistic about the exchange between languages,
there are also other communities that readily welcome borrowed words. English,
35 especially, is based on a mix of Latin, Greek and Germanic languages. The English-
speaking community does not hesitate about absorbing foreign words into its
daily vocabulary. In fact, there have never been any formal academic restrictions
on new borrowed words. Borrowing words allows the language to continue to
develop, enabling the community to have a more efficient language which makes it
40 possible for them to share their experiences with new-found ease. It is also through
those words that novel ideas are spread and different beliefs are exchanged more
conveniently and quickly.
According to the linguist Edward Sapir, “It would be difficult to point to a
completely isolated language ...” For better or for worse, the tendency to borrow
45 words has never gone out of style. The more international and globalized the world
becomes, the more language characteristics will be shared between nations and
cultures.
A Complete the chart below with the information from the magazine article.
(1)
____________________
(2)
Introduction ____________________ Conclusion
Different attitudes towards
borrowed words
(3) (4)
____________________ ____________________
B What is your attitude towards borrowed words? Give your reasons.
C Do you think it is important to learn and continue using local dialects in today’s
increasingly connected society? Why or why not?
26 Unit 2Project
Creating a short play about communication
A As a class, discuss situations where you need to communicate a message. You can use the
ideas below or think of other ideas. Then in groups, choose one situation to create a short play
about it.
making a complaint giving a warning making an invitation
asking for help making an apology ...
B As a group, prepare a short play based on your chosen situation. Use the ideas below to
help you.
Challenges What is challenging about this situation?
Solutions How can you deal with these challenges?
Communication • What communication skills can you use?
skills • What forms of non-verbal communication can be used?
C As a group, create your short play. Use the example below to help you. Then perform your
play in front of the class.
Act 1, Scene 1
Jake borrowed Amanda’s skateboard. Unfortunately, he broke it. He is with Melissa in
the canteen, asking her for advice.
Jake: I don’t know how to apologize to Amanda—she’s going to be so
angry!
Melissa: Well, you should talk to her directly. The longer you wait, the more
difficult it will be.
Act 1, Scene 2
The next day, Jake walks over to Amanda to apologize.
Jake: (Sounding nervous) Hi, Amanda ... something bad has happened.
Amanda: Hi, Jake. What happened?
Jake: (Making eye contact and speaking slowly and sincerely) When I was
trying out your skateboard, I slipped. When I got up, I found one of
the wheels had fallen off—I’m so sorry! I feel really bad about it.
Amanda: (Annoyed) How did that happen?
Jake: (Embarrassed, looking down at the floor) It happened when I made a
jump over a low fence—it was my fault. I should have taken better
care of it.
Amanda: (Hesitating a bit) Well, it’s actually my brother’s skateboard. I
think he’ll be very angry when he finds out—he has a contest this
weekend!
Jake: (Surprised) I see. In that case, maybe we could ...
Understanding each other 27Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 How can you use the information in the lecture transcript to improve your
communication in everyday life?
2 What do you think of your article on the popularity of learning Chinese?
List 2 or 3 sentences that you are the most satisfied with.
3 Did you have any difficulty when reading the magazine article about
borrowed words? If so, what was it?
4 What is the most interesting part of creating a short play about
communication? 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 tip have you learnt from this unit? Explain it briefly.
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
Becoming an effective communicator can open the door to
success. Anyone who wishes to improve their communication
skills can read books which offer useful and practical tips.
Read a book about this topic and try to employ strategies for
communication in your life.
Our world would certainly be boring without all its amazing
cultures and languages. However, diversity sometimes creates
communication barriers, which can lead to misunderstandings.
Watch a film that focuses on cross-cultural communication to
see how people work towards understanding each other better.
28 Unit 2UNIT Careers and skills
3
All occupations are equal, with no difference in status or worth. Any one
that is beneficial to the public is praiseworthy.
—Huang Yanpei
In this unit, you are going to:
• read a magazine article about why we work;
• write a plan about your future career;
• read a presentation transcript about tips for job
interviews;
• conduct a mock job interview.
Welcome to the unit
Every profession has its own distinctive character. Watch the video and finish the following
exercises.
• The process of restoring
artworks is _________________.
• Restoring an artwork
sometimes takes
_________________. Some may
even take years.
• _________________ is an
important quality for restorers.
• Artworks that need to
be restored represent our
_________________.
1 What is your understanding of the spirit of craftsmanship?
2 What other professions demonstrate the spirit of craftsmanship? How is it shown?
Careers and skills 29Reading
Whether we work to live or live to work is one of the most frequently asked questions. The
magazine article below discusses some of the important reasons why we work. Before you
read the article, think about the following questions:
• What do you think are some of the reasons why we work?
• What do you expect from your future career?
If you were asked the question, “Do you work to live or live to work?”, what would
your answer be? Some might say that we work because we have to, not least because
we need the salary that enables us to be financially independent. It is certainly true
that most of us do join the labour force once our studies are completed. Indeed, it
5 could be argued that our education is geared towards preparing us for a life of work.
However, earning a living is by no means the only reason why we work—there are
other important reasons that motivate us to enter the world of work.
Through the work we do, our goals can be attained and our dreams achieved. All
of us have had dreams of one kind or another and work often enables us to pursue
10 those dreams. Henry David Thoreau said, “... if one advances confidently in the
direction of his dreams, and endeavors to live the life which he has imagined, he
will meet with a success unexpected in common hours.” Yang Liwei, for example,
driven by his passion for flying, became a pilot and then China’s first astronaut in
space. Wherever our interests may lie and whatever our career choices might be,
15 work allows us the opportunity to be engaged in something we are fond of, and
consequently, it can give us a great sense of achievement and satisfaction.
30 Unit 3Work can also help develop our skills, thus providing room for personal growth.
When we work, we must practise our skills constantly and continuously until we
excel in what we do. Our rapidly changing workplace makes it necessary for us to
20 keep up and develop new skills. Twenty years ago, positions in social technologies
or energy efficiency did not even exist, and it is difficult to anticipate the new
positions which will emerge twenty years from now. However, it is certain that no
one can afford to be satisfied with the status quo. In order to better adapt ourselves
to new circumstances, we must be ready and willing to acquire new skills. This
25 can add to our sense of achievement and our knowledge that we are developing as
individuals while we move along our chosen career path.
Not only does work benefit us personally, it also contributes to the health of
society. At the most basic level, different types of jobs are like gears in a machine.
They work to ensure that the machine we call “society” functions properly. In a
30 successful, stable and productive society, all jobs are equally important and no
one is superior to another, so we should not have prejudice against any of them.
Whether we are scientists, lawyers, doctors, public servants, consultants, clerks,
receptionists or butchers, we all make our respective contributions. Moreover, there
are people who choose to step out of their comfort zone and commit themselves
35 to working for the benefit of others. For example, teachers in remote rural areas
are devoted to changing the lives of the people with less access to the advantages
enjoyed by many others. In this way, we work to advance our communities and
bring success to our nation.
Wherever life takes us and whatever choices are laid out before us, something
40 worth remembering is that our work, when done well, will not only help us make
a living but also help make a life for ourselves and for others. We can take pride in
the knowledge that hard work is essential for our individual well-being as well as
for the benefit of our society as a whole.
Careers and skills 31A Understanding the text
A1 Read the magazine article and complete the chart below with the main idea of each
paragraph.
Introduction Para. 1: ____________________________________________
Para. 2: ____________________________________________
Main body Para. 3: ____________________________________________
Para. 4: ____________________________________________
Conclusion Para. 5: ____________________________________________
A2 Read the magazine article again carefully and answer the following questions.
1 According to the first paragraph, why do we have to work?
__________________________________________________________________________________
2 What helped Yang Liwei become a pilot and later an astronaut?
__________________________________________________________________________________
3 What should we do to adapt to a rapidly changing workplace?
__________________________________________________________________________________
4 What can we take pride in according to the last paragraph?
__________________________________________________________________________________
A3 In pairs, discuss the following questions.
1 How does the author explain the contributions of various jobs to the health of
society? What is the advantage of this writing technique?
2 What is your answer to the question of whether to work to live or live to work?
Give your reasons.
3 What qualities do you think model workers should have?
32 Unit 3B Building your language
B1 The passage below is about some changes that are likely to occur in the future workplace.
Complete the passage with the correct forms of the words and phrases in the box below.
labour passion superior be fond of
attain anticipate prejudice comfort zone
According to recent studies, it seems that the workplace is about to witness massive
changes. It (1) _________________ that such changes are likely to include a more
automated workplace. This will result in the loss of certain jobs, especially those
involving intense physical (2) _________________. Additionally, to keep up with new
technologies, greater emphasis will need to be placed on continuous training,
which will get employees out of their (3) _________________. Therefore, progress in
the workplace will not necessarily mean being promoted to (4) _________________
positions, but rather being moved sideways so that employees’ individual skills can
be best used to meet a company’s changing needs.
Besides, more importance will be attached to “soft skills”. Currently, a heavy
focus is put on training in “hard skills”, such as machine operating and software
programming. However, in the future, employers will look to hire people who are
ready and able to learn. As a result, employees will need to (5) _________________
excellent soft skills such as communication, cooperation and leadership. Despite
that, any (6) _________________ against either of the two skills will not be allowed.
Whether or not we (7) _________________ these changes, we will need to face them.
We can survive and even succeed in the workplace of the future if we keep our
(8) _________________ for work, effectively interact with co-workers and sharpen our
ability to adapt.
B2 The magazine article uses some job-related vocabulary. Find these words in the article
and think of as many fields and jobs as you can.
Fields Jobs
Health care doctor
Entertainment actor
Education teacher
Science physicist
B3 The magazine article uses some discourse markers to express ideas logically. Find them in
the article and revise the following sentences using discourse markers.
Learn this Discourse markers are words or phrases which help express ideas
logically. They show how different ideas are connected: on the whole and in general
are used to generalize ideas, moreover and furthermore to add more information, and
for example and for instance to give examples.
You show great interest in designing furniture. You do not meet the requirements
for the post. We are unable to offer you a job.
Careers and skills 33Grammar and usage
Overview of noun clauses
A Exploring the rules
Max is reading an article on the pros and cons of starting one’s own business. Find the
sentences with noun clauses and fill in the table below. The first one has been done for you.
As you start to make plans for what you want to do with your future, you might
ask a question whether you should start your own business. You may have a
brilliant idea, but before you decide to put it into action, it is wise to weigh up the
advantages and disadvantages of this option.
There are many advantages of running your own business. It can be a source
of personal growth, since you need to learn a lot of skills in order to become
a successful business owner. For example, you should learn to sharpen your
leadership skills and motivate your employees, or to develop your financial
management skills and keep track of all your receipts and payments. Another
advantage is that you will be able to better provide for yourself and your family, or
even the economy will benefit if you achieve commercial success. It is no surprise
that being one’s own boss is appealing to many people.
However, there are disadvantages too. For one thing, running your own business
means dealing with demanding work schedules. You may have to work long hours,
or even work around the clock. For another, being a business owner comes with
great responsibilities. For instance, you will have to work out weekly, monthly and
yearly budgets, and a wrong decision might cost the company a great deal and put
other people’s jobs on the line. Also, you will need to make sure any loans you
have are repaid on time. Therefore, when it comes to starting a business on your
own, think twice before you act!
Subject clause
Object clause As you start to make plans for what you want to do with your future, ...
Predicative clause
Appositive clause
Working out the rules
• A noun clause acts like a (1) _________________ and can function as the
subject, object, predicative or appositive in the sentence.
• We often use linking words like (2) _________________, whether/if or a
question word to introduce a noun clause.
Grammar notes pages 100–101
34 Unit 3B Applying the rules
B1 Rewrite the following sentences using noun clauses according to the requirements in the
brackets.
1 How do young people decide on a career? I want to know. (object clause)
__________________________________________________________________________________
2 Does she have enough time to complete so many tasks? This is her doubt.
(predicative clause)
__________________________________________________________________________________
3 The careers adviser suggests that people should think carefully before choosing
a job. The suggestion is useful. (appositive clause)
__________________________________________________________________________________
4 Where will my uncle open his new restaurant? It remains to be seen.
(subject clause)
__________________________________________________________________________________
B2 The passage below gives tips on how to start a business. Complete it with proper linking
words to form noun clauses.
Our first tip for starting a business is to choose a product or service that you find
suitable. The fact (1) _________________ you have a passion for your idea will make it
much easier to motivate yourself. It is also important (2) _________________ it should
fit your skills.
A second tip is to analyse your target market carefully to see (3) _________________
it is worth entering, and if so, how you should run your business. The size of the
market and its rate of growth are important factors to consider. (4) _________________
you can satisfy the needs of potential clients most effectively should be the focus
of your business. To achieve that, you need to do some detective work. Do not rely
on your subjective judgement. You should also look through the business directory
to see who your main competitors will be and find out how their businesses work.
Our final tip is (5) _________________ you should consider whether you want to make
your business a solo one or find one or two partners. Doing it alone can give you
greater autonomy. On the other hand, partners can help plug the knowledge or
skill gaps.
All this groundwork might seem boring when you just cannot wait to get started.
However, if you are well prepared, the business you want to open will have a
greater chance of success.
B3 Max is talking to his friend Kate about starting his own business. In pairs, complete the
conversation below using noun clauses.
Max: I want to start my own business one day.
Kate: That’s great! But it’s a lot of hard work. Do you have any ideas
(1) __________________________________?
Max: Yes! I want to open a fashion design studio—I have some great design ideas.
Kate: Make sure you do a lot of research before you start.
Max: I definitely will. I want to talk to some people in the fashion industry. I’m
interested in (2) __________________________________.
Kate: It’s good to talk to experts in the field. (3) __________________________________
will definitely help you when you start your business!
Careers and skills 35Integrated skills
Making a career plan
A Connie is listening to Miss Wang’s talk about making a career plan. Listen and finish the
exercises below.
A1 Listen to the talk and answer the following questions.
1 Why is it incredibly important to make a career plan at an early stage?
__________________________________________________________________________________
2 Why did John find a job writing about basketball for a local newspaper?
__________________________________________________________________________________
3 How can we know about what jobs are available?
__________________________________________________________________________________
4 Who should we seek advice from about managing a business?
__________________________________________________________________________________
A2 Listen to the talk again and complete the notes below.
How to make a career plan
Step 1: getting to know yourself
• Find out your (1) _________________.
• Match your interests and (2) _________________.
Step 2: finding out about (3) _________________
• Know about the available jobs.
• If there is a job you are (4) _________________, try to find out as
much as you can about it.
• Think about what skills you need to develop and what
(5) _________________ is required.
Step 3: starting to (6) _________________
• Take some courses.
• Seek advice.
36 Unit 3B After listening to Miss Wang’s talk, Connie wrote a career plan. Read the plan below and
pay attention to how she planned her career.
Planning my career in fashion design
At the school Art Festival, I was asked to design the costumes for three school
plays, which many of my classmates and teachers thought were nice and
novel. Everyone was amazed to see the actors wear my costumes onstage.
This experience has made me realize that I am really good at drawing and
have great talent for fashion design, and has inspired me to pursue fashion
design as my career. That way, I can combine work with my interests and
strengths.
To find out how to get into the field of fashion design, I did some research
about what kind of education and skills I might need. I found out that many
premier fashion designers studied at art institutes in London, Paris or Milan.
I also looked up job ads for the fashion industry to see what abilities or
qualities designers should have. For example, they must have a good sense of
colour and proportion, be familiar with various fabrics such as cotton, wool
and man-made fibres, be able to recognize styles and trends, and be creative.
After much thought, I decided to develop these skills and get the right
qualifications by studying art at university. While I am there, I would like
to work part-time for a fashion design company in order to learn from
professional designers—more is better when it comes to work experience. I
am also thinking about trying my hand at CAD, which is becoming more
and more popular in the fashion industry. Actually, I do not have to wait
until I go to university to swing into action as there will be a workshop in
my city next month, which I am hoping to attend.
After graduation, I will seek a job as a fashion designer. One day, I hope
to start my own clothing company. Clothes with designer labels in shops
are generally thought to be too expensive. I want to design fashionable
clothes that ordinary people can afford. Hopefully, all of my planning and
preparation will lead to a great career in fashion design.
How Connie planned her career
1
2
3
Careers and skills 37C In pairs, discuss your career plans. Use the following questions and expressions to help
you.
• What are your interests and talents?
• What kind of career would you like? Why do you think it is a good fit for you?
• How can you learn more about your chosen career?
• What steps can you take to achieve your goals?
Expressions
Inviting someone to engage
Perhaps you can tell me more about ... I’d like to know more about ...
Maybe you can explain ... What do you think of ...?
Would you mind telling me ...? Can you give an example of ...?
D Write your career plan. Use your ideas from part C and the information in parts A and B to
help you.
Planning your writing
• Learning about the structure
To write a career plan, you can follow the structure below:
Express your idea about your career goal.
Explain your step-by-step plan. Identify the barriers that you might face and
state how you can overcome them.
Conclude with your hopes for the future.
• Learning about the language
Your plan should be easy to understand and follow. You can use expressions like
to start with, then, next, last but not least. Pay attention to the tense and remember
to be objective and positive.
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 plan clear and easy to follow? • Does your partner think your plan is
• What mistakes are there in your writing? practical?
How do you correct them? • What suggestions does your partner give
on improving your career plan?
38 Unit 3Extended reading
Read the transcript of an online presentation about how to succeed in job interviews.
Tips
for job inter views
Good morning, everyone. Today I’ll be talking about what to do if you’re asked
to go for a job interview. The odds are that you’ve never been a candidate for a
particular job before, but my advice will help you gain the upper hand as you set
off and step into the world of employment.
5 Before we go any further, it’s important to understand the purpose of an interview.
An interview is a conversation between an employer and a potential employee,
which allows the interviewer to assess the job applicant to see if he or she is suitable
for the position. Meanwhile, it provides an opportunity for the applicant to learn
more about the job and the company, and to discover whether this job is right for
10 him or her.
Prior to the interview, ensure you make good preparations. Find out about the
company and the post you are interviewing for through the company profile.
This information will give you a good basis for what criteria are used for selecting
candidates. List your strengths and skill set that will help the company achieve its
15 goals. It’s equally important to analyse your weaknesses and have a plan in mind
to show how you intend to overcome them.
Once you’ve done your homework about the company and the position, make a
list of questions that could be asked during the interview and think about how to
best answer them. Better yet, do practice interviews with a friend. You can film
20 the interviews to review your performance. Pay attention to your voice and body
language. Practice makes perfect. Keep at it until you can concisely and confidently
present your best self.
Prepare to make a good first impression. Dress appropriately for your interview
and gentlemen, be sure to have a good shave. Get a good night’s rest so that you
25 feel and look refreshed. Check the address of the interview, decide what mode of
transport to use and allow extra time for traffic delays. Remember, be an early bird
and arrive at least half an hour before your confirmed interview time.
Careers and skills 39For the duration of the interview, listen carefully to the questions, and if you
need clarification, it is not rude to say so. When answering, try to find the right
30 conversational balance by giving all the information an interviewer needs to get a
complete picture of you without talking too much. Justify yourself with relevant
examples from your personal experience and be specific about your achievements.
However, you’ll also need to pay attention to the interviewer’s responses to
determine whether to provide more details or not.
35 The interviewer can infer a lot from your body language. Positive body language
conveys the impression that you are confident and relaxed. So start with a firm
handshake and a genuine smile when greeting the interviewer. While speaking,
make constant eye contact but do not stare fixedly at the interviewer. Keep your
back straight throughout the interview. Negative body language, such as yawning,
40 looking around and crossing your arms, is to be avoided because it implies that you
are bored, anxious or defensive.
Towards the end of the interview, don’t forget to seize the moment and ask
questions. An interview is a two-way street. Asking questions not only gives you
a better picture of the company, but also allows you to address any strengths you
45 weren’t able to bring up naturally. For example, “Japanese was a minor subject I
took and I know that expanding into Japan is part of your corporate plan. Will this
position provide opportunities to work in emerging markets there?”
After the interview, you should follow it up by writing to thank the interviewer
for giving you the opportunity and again express your interest in working for
50 the company. This is not only a polite thing to do, but also a final chance to
recommend yourself. It’s also vital to look back on the process to see what you did
well and where improvements are still needed.
If you follow these steps and put your best foot forward in your interview, you will
be one step closer to reaching the end of the rainbow and obtaining your dream
55 job. I wish you the best of luck!
A Fill in the table below with the information from the presentation transcript.
Before the interview
During the interview
After the interview
B What do you think makes a job applicant successful in an interview? Make a list of the
qualities that you think are the most important and explain why.
40 Unit 3Project
Conducting a mock job interview
A As a class, discuss what jobs you are interested in. Then in groups, choose one job to
research.
B As a group, research your chosen job. Make a list of interview questions and try to think
about answers to these questions. You can think of general questions as well as those that are
specific to your chosen job. Use the ideas below to help you.
• What work experience the applicant has
• What skills the applicant has
• Why the applicant applies for the job
• How the applicant handles the specific challenges of the job
C As a group, conduct the mock job interview in front of the class. Use the example below to
help you.
Interviewer 1: Hello, Ms Smith. Thank you for coming in today. So tell me,
why do you want to work as a photographer on our newspaper?
Applicant: I’ve been living here since I was born, so I am familiar with
both your newspaper and the local area. I have a real passion
for photography. It is the art of capturing moments in life.
Interviewer 1: I see you’ve just graduated. Do you have any experience?
Applicant: Yes, madam, I do. While I was studying, I had the opportunity
to work as a photographer for the student newspaper. I also did
some temporary work for several local sporting events, like the
bowling tournament.
Interviewer 2: Sounds good! Now, what do you know about our newspaper’s
mission?
Applicant: I’m personally drawn to your mission—to strengthen the local
community and keep the public informed of current events in
the area. Your newspaper clearly plays an important role in the
lives of local people, and I would really like to be part of this.
Interviewer 2: Good. Do you have some of your work that we can look at?
Applicant: Sure! My work allowed me to build up a collection of interesting
photos from the local area. I am very proud of it.
Interviewer 3: Thanks. Well, you know it can be very stressful to work in the
newspaper industry. How do you deal with pressure?
Applicant: I understand how stressful that can be. I was put in charge of a
special edition of the student newspaper. Working on it while
keeping up with my schoolwork put me under great pressure,
but I found that good planning and a positive attitude kept me
calm and productive.
Interviewer 3: I see. Do you have any questions for us?
Applicant: ...
Careers and skills 41Assessment
Answer the following questions to assess your performance. Then work in groups and
exchange your answers with your partners.
1 How can the information in the magazine article help you get a better
understanding of work?
2 Did you have any difficulty writing your career plan? If so, what was it?
3 How did the tips for job interviews help you perform better in the mock job
interview?
4 What contribution did you make to your group in the mock job interview?
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 used when studying this unit?
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
As society changes, so do jobs. Keeping up to date with
job trends is a great way to prepare for a career. Watch a
documentary about possible future employment trends such as
the creation of new jobs, the loss of current ones or changes in
job requirements.
In today’s workplace, various skills such as problem-solving
and teamwork are required to get one’s dream job or to excel
in the career one already has. To help you successfully pursue
your career in the future, read a book about skills necessary for
career development.
42 Unit 3UNIT Never too old to learn
4
Intellectual growth should commence at birth and cease only at death.
—Albert Einstein
In this unit, you are going to:
• read a magazine article about lifelong learning;
• write an article calling for people to read more;
• read a journal entry about a student’s university life;
• make a booklet about lifelong learning.
Welcome to the unit
Different people learn in different ways. Read the leaflet below on learning styles and discuss
the following questions in pairs.
Different learning styles
Auditory Visual Physical
Auditory learners learn Visual learners absorb Physical learners
best when information more when information learn effectively when
is presented in a verbal is presented in a information is presented
manner such as when the written format or in through physical activity.
teacher talks to the class. other visual ways such They can interact with
They often use listening as pictures or diagrams. actual objects. They like
and speaking skills to sort They can easily doing experiments and
information. visualize objects. making things.
1 What is your learning style?
2 Do you think your learning style will change as you continue your education?
Why or why not?
Never too old to learn 43Reading
One of the best things about life is that we never have to stop learning. There is always new
knowledge to acquire and new skills to develop. The magazine article below is about lifelong
learning. Before you read the article, think about the following questions:
• Why do you think learning is important?
• What would you do when learning is tough and frustrating?
The more I learn, the better I know how much there is still left to learn. As I
journey through my life, I have become aware that acquiring knowledge is not
only a means by which you can better understand the world, but also a way of
appreciating how much, as an individual, you do not know. The ability to admit
5 this should not be perceived as a weakness, but as a strength. I once had an art
teacher, pointing out that it is not only what you can see that is important, but
also what you cannot see. When I drew a still life, it was impressed upon me
that the blank spaces between the objects were just as vital to the success of the
composition as the actual objects themselves. Also, as the great educator Confucius
10 stated, “When you know a thing, to recognize that you know it; and when you do
not know a thing, to recognize that you do not know it—that is wisdom.”
It is vital to remain lifelong learners in a rapidly changing world. As you progress
through life, you may study and work in new environments. Consequently, you
will be exposed to many new ideas, beliefs, practices and learning experiences.
15 Furthermore, the production of knowledge is bound to grow rapidly. New
knowledge is constantly being generated and what you already know is being
44 Unit 4revised all the time, to the extent that it can be difficult to keep pace with the
latest developments. Indeed, you may one day do jobs that do not yet exist, use
technologies that are not yet developed and resolve problems that are not yet
20 problems! This is not to suggest that there is no need for you to study in school but
to acknowledge that refreshing your knowledge through lifelong learning is both
essential and beneficial.
So, how can you proceed? Firstly, lifelong learning is an attitude. Lifelong learners
are those who have an open mind. Be objective and make yourself open to new
25 knowledge and ideas. Do not criticize them or reject them simply because they
differ from what you know or believe. At the same time, you need to develop
critical thinking skills so that you do not blindly accept new ideas. Instead, you
should inquire further to assess the truth of what you are being told. Secondly, take
advantage of opportunities for lifelong learning—for example, you could register
30 online and subscribe to e-learning courses, which have become increasingly
popular in recent years. You could also visit the local library, where resources
are rich and diverse. Finally, understand that it is not sufficient to simply know
something or to understand what you know, because for knowledge to have
concrete value, it must be applied. Importantly, after its application, there must
35 then follow a review process of analysis, evaluation and improvement so that your
comprehension of the world becomes a continuous process.
In summary, in a world of constant change, one should never cease to learn.
Lifelong learning will help you develop your skills and further your career, and will
boost your sense of self-worth and keep your mind active. Therefore, know what
40 you know and use it; know what you do not know and embrace it; know that you
will never know all there is to know and wonder at it.
Never too old to learn 45A Understanding the text
A1 Read the magazine article and complete the chart below.
Para. 1: It is important to acquire knowledge throughout
life and understand how much you do not know.
Para. 3: (3) _________________
Para. 2: (1) _________________
• (4) _________________
• Changes in study and
• Taking advantage of opportunities
work environments
for lifelong learning
• (2) _________________
• (5) _________________
Para. 4: One should never cease to learn.
A2 Read the magazine article again carefully and answer the following questions.
1 What does “this” in line 5 refer to?
__________________________________________________________________________________
2 What will you be exposed to as you progress through life?
__________________________________________________________________________________
3 Why are critical thinking skills important according to the author?
__________________________________________________________________________________
4 How can we take advantage of opportunities for lifelong learning?
__________________________________________________________________________________
A3 In pairs, discuss the following questions.
1 The author mentions an example of drawing a still life and a quote from
Confucius in the opening paragraph of the magazine article. Why do you think
the author uses the example and the quote? How do you understand them?
2 It is said that people usually experience four stages of learning: not knowing
that they do not know, knowing that they do not know, knowing that they
know, and not knowing that they know. How do you understand this?
3 What else can we do to become a lifelong learner?
46 Unit 4B Building your language
B1 The passage below is about the production of knowledge. Complete the passage with the
correct forms of the words and phrases in the box below.
inquire objective concrete keep pace with
comprehension criticize cease be bound to
Many of our beliefs about the universe are based on inductive reasoning, also
known as the scientific model. This means of arriving at the truth requires the
observation of (1) _________________ events followed by the development of a theory
to explain what has been observed. In other words, it is a way to proceed from the
particular to the general, from the specific to the abstract. However, it is in the
nature of scientists to (2) _________________ into every possibility, and this means
they often discover things no one has ever seen or noticed before. Our generalized
theories therefore never (3) _________________ to change.
In fact, most of our new knowledge is gained by the observation of things we
have never seen before. Before the first black swan was seen, the assumption was
that all swans were white. This is known as the “black swan theory”. How could
we have known otherwise? There will always be “unknown unknowns” such as
black swans, but some people (4) _________________ those who dare to suggest their
existence. We should always be (5) _________________ and question what we think
we know.
The world in the future (6) _________________ be different from now. However much
we understand, there will always be a remote possibility of discovering “a black
swan”. Accordingly, our (7) _________________ of the world will change. Therefore,
we should (8) _________________ new developments in all domains of knowledge—
“black swans” can change history.
B2 The magazine article uses several pairs of synonyms and antonyms. Find more pairs of
synonyms and antonyms in the article and think of more on your own.
important—vital
Synonyms
weakness—strength
Antonyms
B3 The magazine article uses two sub-points to explain “an attitude” and goes on to
support each sub-point from two sides with what to do and what not to do. Find these points
in the article, try to come up with an idea about learning and explain it from both sides.
Learn this When you explain an idea, you need to develop your argument.
Explaining an idea from both sides is a good way to make it convincing to the
reader.
Never too old to learn 47Grammar and usage
Analysis of complicated sentences
A Exploring the rules
Below is a brief introduction to vocational education. Match each sentence with the correct
type in the table below. Write down the numbers. The first one has been done for you.
(1) Vocational education is not a new idea. (2) It generally prepares people to work
in a specific occupation by teaching theory in the classroom and offering
hands-on training in the workplace. (3) Vocational education is no less important
than academic education because it can qualify applicants to work in a particular
field. (4) In today’s rapidly developing society, vocational education is becoming
more and more valuable and it gives applicants an advantage in the job market.
(5) Once a job has been secured, those with vocational qualifications often have
better prospects of promotion within the company. (6) For example, motor repair is
one field that allows for such career development. (7) Most motor repair companies
have their own training programmes for specific jobs and workers can start off
in training positions. (8) People who have been trained in schools often learn
and adapt faster and are more likely to work their way up to senior management
positions.
(9) It is certain that educational institutions and companies will continue to
advocate vocational education and training. (10) According to one vocational
school student, they are now encouraged to “learn by doing” and “learn through
trial and error”, and they focus more on how to complete an assignment rather
than just memorizing what teachers say in class.
Simple sentence 1
Compound sentence
Complex sentence
Compound-complex sentence
Working out the rules
• A sentence in which both coordination and subordination occur is called a
_________________ sentence.
• Identifying linking words and determining the functions of clauses are
helpful in analysing complicated sentences.
Grammar notes pages 101–102
48 Unit 4B Applying the rules
B1 Rewrite the following sentences using proper linking words.
1 I was asked to write a 2,000-word essay. I decided to finish in two days. I would
have time to read it before I handed it in.
__________________________________________________________________________________
2 Patrick was a college student. He worked part-time in a company. He wanted to
pay for his college education.
__________________________________________________________________________________
3 The vocational education system often combines classroom learning with
training in the workplace. Most students graduate not only with a clear
understanding of their trade but also with work experience.
__________________________________________________________________________________
B2 The passage below is about Leon’s experience of vocational education in Germany.
Complete it with proper linking words.
Leon wanted to become an electrician, (1) _________________ like many young
German students, he decided not to go to university but to choose a vocational
training course instead. In Germany, (2) _________________ someone wants to
become an electrician, a photographer or a hotel manager, they will probably go
through the vocational education system which combines theory in the classroom
with practice in the workplace. Leon chose to work at an electrical company
(3) _________________ he had to spend three days a week. He also had to attend
school for 12 hours a week. At work, Leon learnt about his trade, which involved
much drilling, and he kept a detailed journal of the new skills he acquired. At
school, he attended classes relevant to his chosen occupation. These included
lessons (4) _________________ focused on topics like electrical circuits. The company
and the school operated independently of each other (5) _________________ Leon
had to show his grades to his manager at work. Over the course of his studies,
Leon had to pass two exams. One was to highlight any gaps in his knowledge.
The other was the final exam Leon sat to gain the necessary qualifications to
become an electrician. Leon graduated after demonstrating the appropriate level of
understanding and technical competence, (6) _________________ he now anticipates
a long and happy career as an electrician.
B3 In groups of three, one student starts a story on the topic of learning with a simple
sentence. The second student adds a clause to make a compound or complex sentence. The
third student adds another clause to make a compound-complex sentence. Take turns to
continue the story. Use the example below to help you.
Example
A: I often visit the library.
B: Because I love reading, I often visit the library.
C: Because I love reading, I often visit the library, and I enjoy going to bookshops too.
A: One day, I met an old lady.
B: One day, when I went to a bookshop, I met an old lady.
C: ...
Never too old to learn 49Integrated skills
Calling for people to read more
A Amy has found a report on Chinese people’s reading habits. Read the report below and
answer the following questions.
Chinese people’s reading habits
The value of reading cannot be overestimated. Not only is it recreation, but
it also lights a lamp in the mind, bettering our understanding of the world
around us. A recent survey on Chinese people’s reading habits, based on a
random sample of more than 10,000 people from 30 cities across China,
revealed that the Chinese spend a lot of time reading. According to the
statistics, reading on digital platforms is on the rise. View the charts below
for more information on Chinese people’s reading habits.
Chinese people’s reading rates
100%
90%
80%
70%
60%
50% Printed books
40%
Printed newspapers
30%
20% Printed magazines
10%
Digital materials
0%
Time spent on reading (minutes per day)
Reading printed books 20.2
Reading printed magazines 6.6 1
Reading printed newspapers 1 3.15
Reading on tablets 13.88
Reading on smartphones 74.4
Reading o n PCs 57.22
0 20 40 60 80
1 What is the importance of reading?
__________________________________________________________________________________
2 What information can you get from the two charts?
__________________________________________________________________________________
20.2
3 Do you think digital reading will completely replace print reading? Why or why
6.6 1
not?
1 3.15
__________________________________________________________________________________
13.88
50 Unit 4 74.4
57.22B Amy is listening to an interview between Mr Zhou, a director from a public library, and a
reporter. Listen and finish the exercises below.
B1 Listen to the interview and match each figure below to the description it is related to. Write
the letters in the blanks.
Tip
1 50,000 _________ a Number of people who attended last
Matching information
weekend’s event
Before listening,
underline keywords in
2 1,000 _________ b Number of book exchanges organized the exercise to quickly
identify them in the
text. Focus on
3 30,000 _________ c Total number of books exchanged
relationships between
the information
4 40 _________ d Number of books on the online learning provided in the
exercise and the
platform information given in
the text.
5 500 _________ e Number of books exchanged at last
weekend’s event
B2 Listen to the interview again and complete the notes below.
Encouraging people to read more
Measures taken
• Organizing book exchanges at weekends to encourage
traditional reading, starting from (1) _________________
• Organizing reading events to get people to read and
(2) _________________ with others
• Launching an online learning platform sharing books about
literature, art, (3) _________________ and (4) _________________
Future plan
Organizing book exchanges and reading events in
(5) _________________
Never too old to learn 51C In pairs, discuss Chinese people’s reading habits and different ways to encourage reading.
Use the following ideas and expressions to help you.
• The importance of reading
• Chinese people’s reading habits (how often and how long they read, what media
they use to read, etc.)
• Measures to encourage people to read more
Expressions
Talking about habits
Is it common for ... to ...? once/twice/... times a day/month
Normally/In general/Generally speaking, ... ... minutes per day/... hours per week
... more frequently than ... ... never/seldom/rarely ...
D Write an article for the school newspaper calling for people to read more. Use your ideas
from part C and the information in parts A and B to help you.
Planning your writing
• Learning about the structure
To write an article calling for people to read more, you can follow the structure
below:
Introduce the topic by stating the importance of reading.
Analyse Chinese people’s reading habits, providing data on their reading
frequency and duration, preferred media, etc.
Suggest measures to encourage people to read more.
• Learning about the language
When you describe graphs and charts, the following expressions might be
helpful:
The graph/chart shows/indicates/illustrates ... ... a higher/lower/greater/smaller percentage.
As is shown in the graph/chart, ... ... larger/smaller/longer/shorter than ...
As can be seen from the graph/chart, ... ... the same as/similar to ... in time/rate.
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 data do you offer when analysing • Does your partner think your writing is
Chinese people’s reading habits? encouraging?
• How do you present the measures? • In which aspect does your partner think
you do well?
52 Unit 4Extended reading
Read the journal entry written by a university student who has recently graduated.
My university life
I had been waiting with my fellow graduating students for the moment when I
would walk out onto the stage to receive my degree certificate. I was happy and
relieved, yet worried and anxious about the future. What was my first job going
to be like? This short walk was going to launch me into a whole new world. How
5 would I manage? Would I be able to carve out a career for myself? My name was
called and I moved into the lights. I heard the applause. I knew my parents would
be watching and smiling at each other and I tried to relax. I held my certificate
against my breast and smiled at the camera. Before I knew it, the ceremony was
over and the curtain had come down on my university life. Where had the time
10 gone? Four years had disappeared in a flash. I stood with my certificate in hand
and reflected on those four years.
I remembered arriving at university on my very first day, pausing at the gate to look
down the long drive. I could feel my hands sweating slightly and I had to hold on
tight to my suitcase. Would I be able to fit in? Did this new phase of my life mean
15 that I was now mature enough to be entirely responsible for my own successes and
failures? I took a few seconds to compose myself and to take in the scene that was
laid out before me. The campus was alive with people. Anxious parents and excited
students were talking in small groups, carrying suitcases or walking in and out of
dormitory buildings. I wondered if the first day of school was always such a circus.
20 I took a deep breath and carried on into the heart of the campus. Little did I know
that I was about to experience the best four years of my life.
I remembered working on my first assignment. It was a 3,000-word essay on
geometry and I wasn’t even sure how to begin the first paragraph. Instead of
Never too old to learn 53seeking good advice, I kept putting it off. Rather unwisely, I left it to the last
25 minute. As the deadline approached, I had to stay up all night working on my
laptop to complete it. The next day I felt dizzy and started coughing and sneezing.
Unsurprisingly, it wasn’t a very good essay. However, this taught me a valuable
lesson. As soon as I received the next assignment, I headed straight for the library
to find the reference books I needed for my research, and then created an outline
30 followed by a draft. After careful editing and polishing, the result was a much
better essay than the last, and it was ready in my desk drawer days before the
deadline. I would stick to this approach for the duration of my studies.
I remembered cooperating with my classmates on group projects. Everyone would
be assigned a specific task, and my role was usually to produce the presentation.
35 We would meet in the school cafeteria to bounce ideas off each other, and would
laugh and argue and laugh some more as we learnt to work together as a team. I
realized that learning didn’t have to be a solo effort and that working with other
people could be much more stimulating and productive than working alone.
I remembered visiting my favourite professor, a tall gentleman with his beard and
40 hair going grey, during his office hours for the first time. Initially, I found his
strictness intimidating, but quickly came to admire him for his vast knowledge and
deep understanding of his subject. It soon dawned on me that many university
professors are quite willing to share what they know, and they do take a genuine
interest in their students’ intellectual development.
45 I heard my parents’ voices calling me and I returned to the moment. After the
graduation ceremony we headed home by train. I looked out of the carriage
window at the world speeding by. The journey home gave me time to think about
what the future might hold for me. University has changed me. Not only am I now
more intellectually prepared for the world of work, but I am also more confident
50 about my own abilities. I have grown as an adult and I have also discovered more
about myself. Yes, I am ready for a new phase in my life.
A Write a summary of the journal entry. You can describe the memorable experiences the
student had during his four years of university life.
B What do you expect to learn from university life?
54 Unit 4Project
Making a booklet about lifelong learning
A As a class, discuss what aspects can be included in a booklet about lifelong learning.
You can use the ideas below or think of other ideas. Then in groups, choose one aspect to
research.
quotes stories books campaigns ...
B As a group, research your chosen aspect.
C As a group, put together your information to make your part of the booklet. Use the
example below to help you. Present your part to the rest of the class. Then as a class, put all
the parts together to make the booklet.
Never too old to learn
Henry remembers the day well. It was a day that would change his life. He
was sitting at the kitchen table, watching his ten-year-old granddaughter,
Sophia, do her homework. She had asked him a question about history and
was now staring at him with big brown eyes, waiting for an answer. Henry
stared at the kettle and then out of the kitchen window at the heavy grey
sky. Henry can still hear himself say, “I’m sorry, my dear. I don’t know.”
Henry had spent forty years working as a librarian in a school. He was now
retired and spent his days looking after Sophia together with her parents.
He loved the time he spent with Sophia. However, he felt that he should be
doing more with his life, though he was in his seventies with grey hair and
deep wrinkles in his forehead. As Sophia continued with her homework,
he read an article in the local newspaper about the health benefits of older
people going back to university. The article said that it kept the brain
active and helped prevent loneliness and depression. He made the
decision there and then. The next morning, he would go to Birkbeck,
University of London and take a course in history.
After taking extension courses for four years, Henry got his
degree in history. “Completing the course has
given me such a sense of achievement,” he says.
“It has also given me the confidence to do all
the other things that I’ve never had the courage
to try before.”
Never too old to learn 55Assessment
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 article about learning for
life? What are you going to do when reviewing the article?
2 What do you think of your article on calling for people to read more?
3 What similarities and differences do you find between the university life
described in the journal entry and your senior high school life?
4 How was your experience of making a booklet about lifelong learning? Do
you want to try it again?
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 Do you think the tip provided in this unit is helpful? Why or why not?
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
The website UNESCO Institute for Lifelong Learning (UIL)
informs us of programmes and resources available that promote
lifelong learning. Go online and check it out to see the amazing
impact of UIL around the world.
Most people will agree that a good all-round education lays the
foundation for a good life. To succeed in one’s education, it is
wise to explore topics related to learning. Read a book written by
an expert in the field of education to discover more about how to
become a better learner.
56 Unit 4Workbook
Unit 1
Honesty and responsibility
Exploring language
A Fill in the blanks with the correct forms of the words in the box below.
virtue arrest cheat appointment
quote disappointed bless bonus
1 —I heard that club members can have two free tickets for the film.
—Yes, there is an added _________________: ice cream and popcorn.
2 —Why was the man under _________________?
—For drink-driving.
3 I s someone who travels a thousand miles to keep a(n) _________________ a
responsible person?
4 B esides “To be, or not to be, that is the question”, do you know any other
_________________ from Shakespeare?
5 —What can you say when someone sneezes?
—_________________ you!
6 —Can you give an example of dishonesty?
—_________________ in a test is an act of dishonesty.
7 He emphasized the _________________ of honesty and responsibility at the
meeting yesterday.
8 —Why was he so _________________?
—Well, he was given a B, but he was hoping for an A.
B Fill in the blanks with the correct forms of the phrases in the box below.
weigh on make one’s fortune set aside in store for
lose contact for the good of tear down turn up
1 The opportunity ______________________ at just the right time for Jack. He took it
and succeeded in the end.
2 We had no idea what life held ______________________ us.
3 We have to cut back on spending ______________________ the company.
4 As Emma got older, the pressures of motherhood continued to
______________________ her.
5 After he graduated in architecture, he ______________________ in real estate.
6 A new bridge will be built after the old one ______________________.
7 Tonight they seem to ______________________ their differences. They are working
on this project together.
8 I’m afraid that we ______________________ with the others. What can we do?
Honesty and responsibility 57C Fill in the blanks with proper linking words.
1 We got out of bed at midnight and started our climb up the hill
_________________ we could see the sunrise.
2 _________________ there was still 30 minutes before the train started, we decided
to have a cup of coffee.
3 Some people depend so much on computers _________________ they do not pay
attention to their handwriting.
4 _________________ we take immediate action to stop pollution, things might get
worse and worse.
5 Weak _________________ I am in Physics for the moment, I am confident that I
can catch up.
6 _________________ we cannot find our guide, who else can we turn to for help?
7 _________________ you come to our school, you will see green grass, beautiful
flowers and tall trees.
8 Mike put on his best suit and newly bought tie, _________________ he was going
to a dinner party.
9 _________________ our teacher entered the classroom, everyone went to their
seats and waited for the class to begin.
10 Reading is good for the mind, just _________________ exercise strengthens the
body.
D Translate the following sentences into English. Use the words and phrases in the brackets.
1 他上大学时才十五岁。(barely)
2 我怀疑他是那个罪犯。(suspect)
3 她假装不介意，但我知道她是介意的。(pretend)
4 他正和那些年轻人做真正有意义的工作。(worthwhile)
5 昨天晚上有人看见他们臂挽臂在湖边散步。(arm in arm)
6 没有播种，就没有收获。(sow; harvest)
7 他常常受情绪的摆布。(at the mercy of)
8 我只是想知道谁会对这起事故负责。(take responsibility for)
58 Unit 1Building skills
A Listening and speaking
A1 The host is introducing the concept of corporate social responsibility (CSR). Listen to
the podcast and decide whether the following statements are true (T) or false (F). If the
information is not mentioned in the podcast, circle NG (not given).
1 More business leaders have gradually realized that their companies have social
responsibilities. T / F / NG
2 Common CSR activities involve the government, community and environment.
T / F / NG
3 CSR companies should do charity work and contribute to business programmes.
T / F / NG
4 A socially responsible company should make safe and high-quality products.
T / F / NG
5 CSR can help companies make more profit. T / F / NG
6 CSR can improve work efficiency. T / F / NG
A2 In the second half of the podcast, the host is interviewing the CEO of Toncoco Chocolate
Company. Listen to the interview and complete the notes below.
CSR—a case study of a chocolate company
How Toncoco started
• Tony Cortez worked at a big chocolate company for (1) _________________,
and then decided to start a chocolate company because the old company
(2)
did not do enough _________________.
(3)
• Though it was _________________ in the beginning, enough people
believed in Toncoco’s products.
What Toncoco does
(4)
• Toncoco gets the _________________ cocoa beans from organic cocoa
farms in Latin America. Cocoa farmers working with Toncoco are
(5)
_________________.
(6)
• _________________ of the price of each Toncoco bar goes to children’s
education programmes and thousands of children have benefited from this.
Honesty and responsibility 59A3 In pairs, discuss whether CSR programmes are worthwhile, and what kinds of
programmes will have the greatest impact. Use the example below to help you and pay
attention to the expressions in bold.
A: How can we know whether companies are really serious about their CSR
programmes? Surely some of them are just window dressing: some companies
only spend a small amount of money on CSR, for the sake of advertising.
B: Well, I think that there are plenty of companies who do take it seriously. Of
course, they won’t engage in the CSR programmes that will put them out of
business. For example, junk food companies probably won’t support campaigns
for healthy eating. I think that there’s a lot companies can do, which will be
both profitable and beneficial for society at large.
A: So what kinds of CSR programmes do you think are worthwhile?
B: Companies need to do something that’s in line with their overall goals. For
instance, it would be suitable for a software company to provide free coding
courses for students in poor areas.
A: I think the CSR programmes with the greatest impact are the ones that get
the public involved. For example, there was a brand of sports clothing that
sponsored a marathon. For each person who signed up for this event, the
company donated five dollars to a local charity.
B: Yeah, I like that kind of initiative. Actually, there’s a lot of potential for
companies to do good, and they just need to figure out how.
B Reading and writing
B1 Academic integrity is an important part of being a good student. Read the school leaflet
below and answer the following questions.
Fair play is important not only in sports, but in all aspects of life, including
education. Demonstrating honest and responsible behaviour in the process of
study is known as academic integrity. When discussing this, we also need to
talk about its opposite, which in the educational context is known as academic
dishonesty.
(1)
_____________________________________________________________________________
One commonly seen practice is cheating. This includes copying someone’s
homework or cheating in a test. Sabotage is another form of academic
dishonesty where something is done to worsen other students’ results. One
example of this would be deleting another student’s essay from his or her
computer. A particularly serious form of academic dishonesty is plagiarism: it
is when someone passes somebody else’s work off as their own.
(2)
_____________________________________________________________________________
One common misconception is that sharing homework answers with
60 Unit 1classmates is acceptable. It is actually helping someone cheat, which also
counts as cheating. Another major misconception is that it is OK to paraphrase
someone else’s ideas without crediting the source. This is still considered
plagiarism.
Academic dishonesty like cheating and plagiarism destroys mutual trust, and
undermines the efforts that you and your peers invest in learning. In the
meanwhile, your reputation and even that of your school may be damaged or
ruined. All these can lead to a negative learning environment.
(3)
_____________________________________________________________________________
You should first of all keep in mind that honesty is the best policy: always
strive to complete your work in a way that you can be proud of. To this end, it
is crucial to have an unambiguous understanding of what counts as academic
dishonesty in order to avoid it. Secondly, good time management skills make
it easier to maintain academic integrity: students who delay writing their
assignments and leave them until the last minute may put themselves under
unnecessary pressure, and may risk giving in to the temptation of cheating.
Thirdly, whenever you are quoting, paraphrasing or summarizing, remember
to cite all sources properly. If you are unsure about this, you may use
anti-plagiarism software to check and revise your work before you submit it.
1 Fill in the blanks with proper topic sentences.
2 Summarize at least two ways of maintaining academic integrity.
B2 Suppose your friend Mike claimed a school paper was too challenging for him, and asked
you to write it for him. He would fail the course without it. Would you help him? Why or why
not? Write an article about it.
Title: __________________________________
_______________________________________________________________________
Choice
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Reasons
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Conclusion
_______________________________________________________________________
Honesty and responsibility 61Appreciating language
Honesty is the best policy. Read aloud the excerpt below about telling the truth.
On telling the truth
Truth is abstract; but, whenever a truth has been absolutely comprehended, it
must be reduced to concrete terms before it can be understood by the ordinary
mind. I frankly call the teller of the truth an artist, since no one who is not
in effect an artist can successfully overcome this obstacle in the path of the
ultimate endeavor. Either he may express the truth in imagined facts quite
similar to those from which the truth initially originated; however, he may
also express it in imagined facts which are suitable to represent it, but which
bear no near resemblance to the actual facts.
All children are romantics; and under ordinary circumstances it is not until
after thirty that anybody ever transforms himself into a realist. Children
generally are by no means liars, as is commonly supposed: they are merely
accustomed to telling the truth in the easiest and most economical way—that
is to say, in the most romantic way.
When William Blake, perhaps the greatest of all English graphic artists, was
a very little boy, he wandered forth one sunny, dewy morning. He sat for a
long time deep in thought, looking at a shimmering tree. His father, finding
him apparently in idleness, asked him what he was looking at; and then the
child replied that he was looking at a tree full of angels. His father beat him
violently for telling a lie; and yet any one who has ever seen the pictures that
Blake drew in later life must know that the child was telling the absolute and
utter truth. What that boy was looking at was really and truly a tree full of
angels; there is no other way of expressing concretely what he saw: and to say
that he was looking at the morning sun shining on the early dew covering the
leaves of the tree would give a false idea about the vision of the child.
And this brings up to the consideration of the point that a romantic deduction
from the truth is frequently more effective than a realistic re-embodiment of it
in terms of the original facts. It is often necessary to change the facts in order
to show a reliable impression of the truth. This is an instinct with every child;
but many grown-up people never understand the principle until it has been
battered into them time and time again.
62 Unit 1Unit 2
Understanding each other
EExxpplloorriinngg llaanngguuaaggee
A Fill in the blanks with the correct forms of the words in the box below.
cooperate integrate clarify approve
reject gentle embarrassed fluent
1 —Did your teacher believe your excuse?
—No. In a(n) _________________ but firm voice, she said, “Tell me the truth.”
2 He _________________ the idea, thinking it won’t change the situation.
3 —Did the motion have enough supporters?
—Yes, it _________________ by 6 votes to 3.
4 Why do you think parents should _________________ closely with schools?
5 —Have you ever learnt a second language?
—Yes, I can speak _________________ French.
6 —Can you _________________ your first point, please?
—OK. Let me give you a simple explanation.
7 My teacher suggested that I _________________ the survey results into my report.
8 —I feel _________________ at being the centre of attention.
— You are just too shy. Have more confidence in yourself.
B Fill in the blanks with the correct forms of the phrases in the box below.
refer to function as account for as to
come about out of style be met with in terms of
1 His decision to become a director ______________________ fierce opposition.
2 Steve was required to offer an explanation ______________________ why he had
left early.
3 You will have to ______________________ your decision to start your own business.
4 The roadside café ______________________ a popular meeting place for many
business people.
5 You can find a list of the books that Professor Zhang ______________________
during the lecture.
6 I did not know how the problem ______________________ in the first place.
7 The difficulty of a task can be defined ______________________ how long it will
take to complete it.
8 The hotel is decorated in the 18th-century style, which seems to be
______________________.
Understanding each other 63C Fill in the blanks with proper relative pronouns, relative adverbs or “preposition + relative
pronoun” structures where necessary.
1 I see these young people as role models _________________ are actually doing
their part in making a difference.
2 What really puzzled me was not the problem itself, but the way
_________________ it was put forward.
3 The reason _________________ some students failed the test is that they were not
well prepared.
4 New students need to learn about the school rules, _________________ is
common practice in many places.
5 It looks as if it is going to rain. I need to rush to the classrooms
_________________ windows are open.
6 If you are not sure how to write an argumentative essay, you can refer to the
third chapter of the writing book, _________________ this issue is addressed.
7 John is my best friend and he is one of the people _________________ I have
complete confidence in.
8 We arrived home three hours later, _________________ the snow had come to a
stop.
9 _________________ you can see, we can look at a problem from different angles.
10 The book discusses the extent _________________ people’s lives have changed
over the past 20 years.
D Translate the following sentences into English. Use the words and phrases in the brackets.
1 出国旅行的人有增多的趋势。(tendency)
2 我不打算改变自己原先的计划。(intention)
3 双方协商，最终达成一致。(negotiate)
4 他似乎反对我想做的任何事。(oppose)
5 你应该设身处地为你父母想想。(put yourself in sb’s shoes)
6 关于昨天晚上发生的事情他的陈述与其他人的不相符。(correspond)
7 旅行可以开阔人们的眼界。(broaden one’s mind)
8 我赞成这项任命。(approve of)
64 Unit 2Building skills
A Viewing, reading and speaking
A1 Today, we love texting and social media. But the idea of sending someone information
without having to carry a paper message is very old. Look at the timeline below and answer
the following questions.
Texting through the ages
About 1895
1844 Radio transmission
1876
Electrical telegraph of Morse code
Telephone
The system is called
the “wireless”.
1946
1977
ENIAC: the first electronic
Personal computers
Around 1971 general-purpose computer
enter the market.
First email between
separate computers
1978
Bulletin 1992
board system Short message service
Mid-1980s
The 160-character SMS
Internet
limit comes from the length
1982 of a typical sentence.
Emoticon
1997 About 1995
Wireless Internet Smartphone
1996
Phones can surf the
1999 Internet.
Emoji
People can send
2014
messages using fewer
More active cell
characters and make the
phones in the world
true meaning clear.
than people
1 What information can you get from the above timeline?
2 Do you think the timeline above is a good way of presenting the information?
Give reasons.
Understanding each other 65A2 In pairs, discuss the future means of communication. Use the example below to help you
and pay attention to the expressions in bold.
A: I wonder what the future of communication will be. Will we still be using
smartphones ten years from now?
B: Smartphones have only been around for a decade or two. However, technology
is developing so fast that we have reason to believe they will be replaced some
day. The question is, what will replace them?
A: Personally, I think smartglasses will take their place: they could be
voice-activated, and they would display information on top of what we
normally see. For instance, we would be able to see text messages passing across
our field of vision. That might become a reality in a couple of years.
B: I think so too. Also, smartglasses could become easily affordable within the
next ten years.
A: Yeah, that sounds reasonable. What about the future further ahead?
B: I think that a major breakthrough in hologram technology is just around the
corner, that is, three-D images. With holograms, video chats can be much
more realistic. Just imagine that almost everyone could see a three-D image
of the person they are talking to online in front of them. I’m sure we’ll see
something like that a decade from now.
A: Yeah, that would be amazing. Here’s another of those science fiction dreams
that might come true one day: what if we could somehow connect our brains
directly to the Internet? No more typing or voice controlling—we would instead
communicate through thinking!
B: That’s definitely not going to happen in my lifetime. But it’s a really cool
idea.
B Listening and writing
B1 Mr Zhang is giving a lecture about body language in different cultures. Listen to the
lecture and decide whether the following statements are true (T) or false (F). If the information
is not mentioned in the lecture, circle NG (not given).
1 Americans tend to give firm handshakes. T / F / NG
2 Chinese people consider an overly firm handshake rude. T / F / NG
3 Americans usually avoid direct eye contact while talking to others. T / F / NG
4 Some Africans may be annoyed if you look them straight in the eye. T / F / NG
5 People shake their head for “yes” in some parts of Eastern Europe. T / F / NG
6 People in Southern Europe generally stand further away from strangers in public.
T / F / NG
66 Unit 2B2 Two students are talking about body language after the lecture. Listen to the talk and
complete the notes below.
Aspects of body language
Kissing
• People in Spain, Italy and France tend to greet others by kissing
(1)
_________________.
• Though people in Europe prefer having more personal space, there is more
(2)
_________________ and kissing.
Shaking hands
(3)
• In Britain, people mostly shake hands when _________________.
• Instead of shaking hands, friends will hug each other while
(4)
_________________.
Counting
(5)
• People in Europe tend to use _________________ to count to ten.
• Compared with how people count in Spain, the counting system the girl
(6)
uses is _________________.
B3 Write an article introducing body language. You may use the information in B1 and B2
to help you.
Title: __________________________________
_____________________________________________________________________
What body
_____________________________________________________________________
language is
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ What its
types are
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________ How it
affects
_____________________________________________________________________
communication
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Understanding each other 67Appreciating language
When making a speech, we should deliver our ideas to the audience in a suitable way. Read
aloud the essay below about the art of public speaking.
Our next subject will be the style of expression. For it is not enough to
know what we ought to say; we must also say it as we ought; much help is
thus afforded towards producing the right impression of a speech.
It is plain that delivery has just as much to do with oratory as with poetry.
It is, essentially, a matter of the right management of the voice to express
the various emotions—of speaking loudly, softly or between the two; of
high, low or intermediate pitch; of the various rhythms that suit various
subjects. These are the three things—volume of sound, changes in pitch,
and rhythm—that a speaker bears in mind. It is those who do bear them in
mind who usually win prizes in the dramatic contests.
No systematic study of the rules of delivery has yet been made; indeed, even
the study of language made no progress till late in the day. Besides, delivery
is not regarded as an important subject of inquiry. Still, the whole business
of rhetoric being concerned with appearances, we must pay attention to the
subject of delivery, unworthy though it is, because we cannot do without
it. The right thing in speaking really is that we should be satisfied not to
annoy our hearers, without trying to delight them. We ought to fight our
case with no help beyond the bare facts: nothing, therefore, should matter
except the proof of those facts. Still, as has been already said, other things
affect the result considerably, owing to the defects of our hearers. The arts of
language cannot help having a small but real importance, whatever it is we
have to expound to others: the way in which a thing is said does affect how
easy it is for the hearer to understand it. Not, however, so much importance
as people think. All such arts are meant to charm the hearer. Nobody uses
fine language when teaching geometry.
When the principles of delivery have been worked out, they will produce
the same effect as on the stage. But only very slight attempts to deal with
them have been made and by a few people. Dramatic ability is a natural gift,
and can hardly be systematically taught. The principles of good diction can
be so taught. Therefore, we have men of ability in this direction too as well
as those speakers who excel in delivery—speeches of the written or literary
kind owe more of their effect to their direction than to their thought.
68 Unit 2Unit 3
Careers and skills
EExxpplloorriinngg llaanngguuaaggee
A Fill in the blanks with the correct forms of the words in the box below.
budget loan anticipate commercial
criterion attain consultant prejudice
1 He failed to recognize the _________________ value of the technology.
2 What is the main _________________ for assessing the candidates?
3 —What’s your New Year’s resolution?
—I want to _________________ all my learning goals.
4 W hat do you want to be in the future, a _________________ or an interpreter?
5 —What is the company’s _________________ for the project?
—Five million dollars.
6 —What do you _________________ he will say to you?
—I don’t know, Jake.
7 —How did Jane pay her tuition fees?
—She applied for a student _________________.
8 We should not have _________________ against women in the workplace.
B Fill in the blanks with the correct forms of the phrases in the box below.
be fond of put ... under pressure weigh up keep up with
by no means earn a living lay out follow up
1 If you really want to ______________________ the whole event, we will present it
to you in a very thorough way.
2 You should ______________________ the pros and cons of the two options.
3 Companies should not ______________________ to put profit ahead of safety.
4 ______________________ the latest trends, she has to travel to Europe monthly.
5 Elizabeth tells me you and your mother ______________________ novels.
6 When we got home from work, we found that all the food ______________________
on the table.
7 After she graduated, she ______________________ as a part-time news reporter.
8 It is ______________________ certain that an agreement will be reached between
the two companies.
Careers and skills 69C Fill in the blanks with proper linking words.
1 We made a survey among the new customers to find out _________________ they
think of our product.
2 Flowers in a glasshouse may grow fast, but that’s not _________________ the
flowers belong.
3 Online shopping brings us convenience, but there also exists a risk
_________________ we might fall victim to fraud.
4 What makes the book a bestseller is _________________ the plot is complicated
and pulls at the heartstrings of the reader.
5 Parents can feel at ease in the knowledge _________________ their children are
safe and taken good care of.
6 When we go travelling, especially to foreign countries, we should keep in mind
_________________ we should behave.
7 It is said that the number of people who read physical books is now double
_________________ it was last year.
8 We have several types of notebooks to choose from, but _________________ one
suits you depends on your taste.
9 As a matter of fact, _________________ the sun rises in the morning varies from
place to place.
10 It is not clear _________________ the plan is practical, but we can give it a go.
D Fill in the blanks with proper words or the correct forms of the words in the brackets.
(1)
Human beings differ greatly in regard to the _________________ (tend) to
regard their lives as a whole. To some men it is natural to do so and essential to
(2)
happiness to be able to do so with some _________________ (satisfy). To others,
life is a series of incidents without directed movement and without unity. I think
the former are more likely to achieve happiness than the latter, since they will
(3)
gradually build up those circumstances from _________________ they can derive
(4)
contentment and self-respect. The others _________________ (blow) about by
the winds of circumstances, now this way, now that, without ever arriving at any
(5)
shelter. The habit of _________________ (view) life as a whole is an essential part
both of wisdom and of true morality, and is one of the things which ought to be
(6)
encouraged in education. _________________ (consistently) purpose is not enough
(7)
to make life happy. _________________, it is an almost indispensable condition of
(8)
a happy life. And it represents _________________ (it) mainly in work.
70 Unit 3Building skills
A Reading and speaking
A1 If you had the chance to take a gap year, would you do it? Read the magazine article
below and answer the following questions.
By tradition, many students leaving school at 18 would go straight to
university and study for three or four years before joining the world of work
and beginning the slow climb up the career ladder. However, nowadays, more
and more young people travel to every point of the compass and work on
projects for up to a year before returning to the UK to enter university.
A year between leaving school and starting university is known as a gap year. It
is more than just a long holiday. Universities encourage students to take a year
off, and more and more companies say they prefer to hire graduates who have
taken a gap year rather than those who go straight from school to university.
The reason for this preference is simple. A gap year gives young people an
opportunity to learn skills and gain life experience that schools cannot provide.
It helps young people grow.
Last year, Carol Smith went from the UK to Brazil, where she worked on a
project to help save the Amazon rainforest. She said, “Living away from home
in such a remote place taught me to be more independent. Of course, I missed
home, but I’d certainly recommend it. I feel like I’ve really made a difference
and helped protect the rainforest.”
Martin Johnson helped build a school in a poor part of India. He said he
wanted to learn how to deal with difficult situations. He said he had learnt a
lot by working with the local people. “I also helped people harvest their crops,
which was something I had never done before. It was very special, being part of
another culture,” he said proudly.
For many students, a gap year teaches them how to work with a group of
strangers and how to look after themselves. These are exactly the sort of
skills employers are looking for. Mr Biggins, the manager of a major finance
company, welcomes the extra experience that a gap year can bring to new
workers. “We usually find that students who have taken a gap year are better
able to work without needing direction, and they tend to work better with
colleagues from different backgrounds.”
It is now accepted that a gap year is more than just a year away from studying.
It is a time for personal development, learning new skills and seeing life in a
different way. As well as having a good time and making new friends, taking a
gap year may give students an edge in the job market.
1 What does the underlined phrase “give students an edge” in the last paragraph
mean?
2 According to the article, what skills and qualities might students gain during a
gap year?
Careers and skills 71A2 In pairs, discuss the potential advantages and disadvantages of taking a gap year. Use
the example below to help you and pay attention to the expressions in bold.
A: I read this article about students taking a gap year after graduating from
high school. Is it really such a good idea? Isn’t it better to go to university
straightaway?
B: It really depends on their reasons for taking a gap year. It might not be right
for everyone. One strong argument for taking a gap year is that it gives us a
chance to learn skills that we normally don’t learn in school.
A: Yes, I agree with you. Companies sometimes do prefer graduates with
real-world experience. One argument against taking a gap year would be
that some companies aren’t necessarily looking for people who’ve taken a gap
year. Instead, they are looking for applicants who can demonstrate independent
thinking and a positive attitude. You can get these from school education as
well.
B: I agree up to a point; however, just think about how exciting a gap year
would be—new places, new people and perhaps a whole new culture! Wouldn’t
this be worthwhile? When you adapt to a new environment, you get to step
outside your comfort zone and develop your problem-solving skills.
A: Yeah, that does sound really exciting. But usually one needs to plan carefully to
make the most of a gap year. Besides, taking a gap year can be very expensive,
and you would also end up a year behind your peers.
B: Well, you certainly have a point there. It could be costly and time-consuming.
B Listening and writing
B1 The teacher is giving a lecture about internships. Listen to the lecture and tick what an
internship can give to students.
1 Practical experience 7 A generous salary
2 Holidays 8 A permanent job after graduation
3 New skills 9 New knowledge
4 A better understanding of the job 10 A good impression
5 Training 11 Some useful information
6 Career advice 12 Some job opportunities
72 Unit 3B2 Two students are talking about their internships after the lecture. Listen to the
conversation and complete the notes below.
Greg’s & Shelly’s internships
Greg Shelly
(1)
Location: At _________________ Location: In a local government office
Job responsibilities: Job responsibilities:
(2) (5)
• Help check _________________. • Answer _________________
• Learn to direct a calls and try to help solve their
(3) _________________. problems.
Decide what news stories to • Research problems such
(6)
show. as _________________,
(7)
(4) _________________ research
Direct the _________________.
reports, and give the reports to
(8)
_________________.
B3 Write a letter applying for one of the following internships. Include information about
yourself and why you would be suitable for the position.
Publishing house Travel agency Animal hospital
(Two-month internship) (One-month internship) (Two-week internship)
• Read scripts and write • Help make • Work at the reception
script summaries recommendations to desk, answer phone
• Select video clips travellers calls and make
• Write blog posts • Review, submit and process appointments with
• Conduct interviews travel documents for clients
approval and payment • Help look after
• Maintain the customer animals
database
Dear Sir/Madam,
I am writing to apply for ______________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Careers and skills 73Appreciating language
Think twice before choosing a career. Read aloud the excerpt below about the advice Robert
Louis Stevenson gave to a young man who wanted to become an artist.
A Letter to a Young Gentleman Who Proposes
to Embrace the Career of Art
Should you or should you not become an artist? It is one which you must
decide entirely for yourself; all that I can do is to bring under your notice some
of the materials of that decision; and I will begin, as I shall probably conclude
also, by assuring you that all depends on the vocation.
To know what you like is the beginning of wisdom and of old age. Youth is
wholly experimental. The essence and charm of those anxious and delightful
years is ignorance of self as well as ignorance of life. These two unknowns
the young man brings together again and again, now in the airiest touch,
now with a bitter hug; now with exquisite pleasure, now with cutting pain;
but never with indifference, to which he is a total stranger. If he is a sensitive
young man that easily gets carried away by emotion, the interest of this
series of experiments grows upon him out of all proportion to the pleasure he
receives. It is not beauty that he loves, nor pleasure that he seeks, though he
may think so; his sufficient reward is to confirm his own existence and taste
the variety of human fate.
If you recognize in yourself some such decisive taste, there is no room for
hesitation: follow your calling. And observe that the disposition does not
usually burn so brightly at first, or rather not so constantly. Habit and practice
sharpen gifts; the necessity of toil grows less disgusting, grows even welcome,
in the course of years; a small taste waxes into an exclusive passion. Enough,
just now, if you can look back over a period of time and see that your chosen
art has a little more than held its own among the interests of youth. Time will
do the rest, if devotion helps it; and soon your every thought will be absorbed
in that beloved occupation.
(Adapted from Across the Plains with Other Memories and Essays, by Robert Louis
Stevenson)
74 Unit 3Unit 4
Never too old to learn
EExxpplloorriinngg llaanngguuaaggee
A Fill in the blanks with the correct forms of the words in the box below.
criticize qualify inquire presentation
essay concrete resolve certificate
1 Don’t worry. These problems will _________________ in the end.
2 If you successfully finish the training course, you will _________________ as an
editor.
3 For your homework, please write a(n) _________________ of 3,000 words on
lifelong learning.
4 The _________________ was a collaborative effort by all the students in the class.
5 Students can call the school _________________ about how to apply online.
6 Setting specific and _________________ learning goals is one way to make lifelong
learning a habit.
7 Yesterday, he _________________ for failing to hand in his report on time.
8 Can you show your postgraduate _________________ to me?
B Fill in the blanks with the correct forms of the phrases in the box below.
be bound to compose oneself subscribe to fit in
in a flash keep pace with put off through trial and error
1 If you are a lifelong learner, you ______________________ achieve success sooner or
later.
2 The company finds it difficult ______________________ changes in the market.
3 I learnt how to use the dictionary app ______________________.
4 She felt very angry, but she took a minute or two ______________________.
5 The holiday seemed to be over ______________________.
6 He is exactly the person we need. I think that he will ______________________
perfectly.
7 The final decision is not to call off the meeting but to ______________________ the
meeting for a week.
8 Does the library ______________________ the journals which are recommended by
our teacher?
Never too old to learn 75C Rewrite the following sentences using proper linking words. Make all the necessary
changes.
1 Many students love to go to libraries. Libraries can create a quiet atmosphere. In
this atmosphere, students are more able to concentrate on reading and studying.
__________________________________________________________________________________
__________________________________________________________________________________
2 The students experience a gap year. They have a broader view of life. They have
better personal resources to draw on. They tend to be more independent. Being
independent is an important factor in academic research.
__________________________________________________________________________________
__________________________________________________________________________________
3 We volunteer in our school or in our community. We help people. The people
can’t find their way. The people need a little extra support. Volunteering makes
a difference to these people.
__________________________________________________________________________________
__________________________________________________________________________________
4 Community service helps students become better aware of the world around
them. It helps them realize how they can make their community a better place.
They live in the community. It helps them gain real-life experience.
__________________________________________________________________________________
__________________________________________________________________________________
D Translate the following sentences into English. Use the words and phrases in the brackets.
1 生命不息，奋斗不止。(cease)
2 目前许多人对这一行业的发展前景持乐观的态度。(prospect)
3 记者就职业观采访了随机抽样的中学生。(random)
4 我突然开始意识到我把钱包落在家里了。(it dawns on sb that ...)
5 成本大幅上涨，我们将不得不关闭几家店。(to the extent that ...)
6 关于经济形势所作的种种假设证明是不正确的。(assumption)
7 阅读能力对终身学习非常重要。(competence)
8 这篇报道是经仔细润色后才发表的。(polish)
76 Unit 4Building skills
A Listening and speaking
A1 The professor is introducing the University of Cologne to a group of students. Listen to
the presentation and answer the following questions.
1 How many students attend the University of Cologne?
__________________________________________________________________________________
2 What do you have to do first in order to apply to the university?
__________________________________________________________________________________
3 How long will it take to graduate from university?
__________________________________________________________________________________
4 What can you do after class?
__________________________________________________________________________________
5 How many German cities have a larger population than Cologne?
__________________________________________________________________________________
6 What is the percentage of the city’s non-German population?
__________________________________________________________________________________
A2 After the professor’s presentation, two students are talking about applying to the
University of Cologne. Listen to the conversation and complete the table below.
Bradley Isla
His German is not very Her German is all right,
How they will improve good. He needs to take but she still needs to
(1) (2)
their language skills a _________________ to _________________.
improve his German.
What majors they
(3) (4)
_________________ _________________
choose
It would allow him to help She thinks
(6)
Why they choose the run the family business: _________________ are
majors a factory that makes amazing.
(5)
_________________.
What their future jobs
(7) (8)
_________________ _________________
might be
Never too old to learn 77A3 In pairs, discuss the university major that you want to study and give the reasons. Use
the example below to help you and pay attention to the expressions in bold.
A: I’m trying to decide what major to choose.
B: Well, choosing a major depends on what your goal is, and also what you’re
interested in. What is on your mind?
A: So far, I’m thinking about studying Economics.
B: You have to do a lot of calculations if you study Economics. Your Maths grades
are really good, right?
A: That’s true. I’m good at Maths. Also, I have been interested in numbers since I
was very young. How about you?
B: Well, I prefer French. French is believed to be the most romantic language. I’ve
been taking French classes. I now enjoy reading simple French stories in my
spare time.
A: OK. Where do you see yourself ten years from now?
B: Oh, that’s a tough question. Language is a tool for communication. I would like
to be a French interpreter. I might have more opportunities to go to France. So
what’s your goal?
A: Well, people don’t always work in the field related to their major. People who
study French or Economics do all kinds of jobs. But perhaps I will become an
analyst.
B: Great idea!
B Reading and writing
B1 Mindsets are beliefs about yourself and your most basic qualities. Mindsets directly
influence the ways you handle situations. Read the magazine article below and answer the
following questions.
Joe has a fixed mindset, the belief that your intelligence is “fixed”, or
permanent. You’re either smart or dumb. And if you’re smart, everything
is easy for you. Mag has a growth mindset, the belief that your intelligence
can grow. Not everyone can become a genius or a star athlete, but they can
improve the skills they have and develop new ones.
So which type of mindset is better? It’s Mag’s. Believe it or not, research shows
that you really can get smarter by working hard, practising and challenging
yourself.
Your mindset can affect your performance at school, in sports and in the arts,
and even how you act and feel. Dr Carol Dweck, a psychology professor at
Stanford University, has discovered that people with a fixed mindset tackle
problems in a much different way from those with a growth mindset.
People with a fixed mindset are very concerned with grades and how smart
they look compared to other people. They tend to give up on difficult
problems. When they make mistakes, they think it means they’re not smart.
They’re afraid of challenges, because if they don’t do well, they might look
dumb.
78 Unit 4People with a growth mindset, on the other hand, are concerned with learning,
not grades. They jump right in and work hard on difficult problems. They
learn from mistakes by trying different problem-solving strategies or asking
for help. They like challenges, because they want to stretch and improve their
abilities.
Dweck and her team discovered that middle school students with a growth
mindset do better in Maths; those with a fixed mindset do worse. Why? Kids
with both mindsets do fine in elementary school, but middle school Maths
is much harder. So while the growth-mindset kids embrace the challenge and
work harder, the fixed-mindset kids may just give up. And their grades suffer.
But Dweck’s team discovered something even more important than that.
The team taught those middle schoolers about mindsets and how the brain
works. They talked about the dangers of labelling people “dumb” or “smart”.
And they discovered that with some work, kids can choose to have a growth
mindset and do better in school.
Everyone has some of each type of mindset: they are like voices in your head.
The trick is to recognize your fixed mindset voice and your growth mindset
voice. When you hear your fixed mindset voice telling you you’re dumb, or
that you’ll look stupid if you ask for help, or that learning a new skill is hard,
talk back to it! You’re not dumb—you just haven’t learnt how to do it yet.
Asking for help isn’t stupid—it’s smart. And learning a new skill is hard, but
won’t it be worth it?
1 What does the underlined word “trick” in the last paragraph mean?
2 Summarize the differences between a fixed mindset and a growth mindset.
B2 Write an article about your own mindset. You can refer to the information in B1 and then
make a study plan accordingly.
Title: __________________________________
______________________________________________________________________
______________________________________________________________________
Your mindset
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ Your study
plan
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Never too old to learn 79Appreciating language
Do you think study is important? Do you need to keep learning throughout your life? Read
aloud the essay below about Francis Bacon’s arguments for study.
Of Studies
Studies serve for delight, for ornament, and for ability. Their chief use for
delight, is in privateness and retiring; for ornament, is in discourse; and for
ability, is in the judgement and disposition of business.
To spend too much time in studies, is sloth; to use them too much for
ornament, is affectation; to make judgement wholly by their rules, is the
humour of a scholar.
They perfect nature, and are perfected by experience; for natural abilities are
like natural plants that need pruning.
Crafty men dislike studies, simple men admire them, and wise men use them;
for they teach not their own use; but that is a wisdom without them and above
them, won by observation.
Read not to contradict and confute; nor to believe and take for granted; nor
to find talk and discourse; but to weigh and consider. Some books are to be
tasted, others to be swallowed, and some few to be chewed and digested; that
is, some books are to be read only in parts; others to be read, but not curiously;
and some few to be read wholly, and with diligence and attention.
Reading makes a full man; discussion a ready man; and writing an exact man.
And therefore, if a man writes little, he needs to have a great memory; if he
discusses little, he needs to have a present wit; and if he reads little, he needs
to be very clever to know that he does not know.
Histories make men wise; poets, witty; the mathematics, subtle; natural
philosophy, deep; moral, grave; logic and rhetoric, able to contend. No, there
is no obstacle to the mind that cannot be improved by suitable studies, just
like the disease of the body which can be treated by appropriate exercise.
So if a man’s wit is wandering, let him study the mathematics; for in
demonstrations, if his wit is called away never so little, he must begin again.
If he is not apt to beat over matters, and to call up one thing to prove and
illustrate another, let him study the lawyers’ cases. So every defect of the mind
may have a special receipt.
(Adapted from “Of Studies”, by Francis Bacon)
80 Unit 4Appendices
Text notes
Unit 1
1 To live a life of honesty and integrity is a responsibility of every decent person.
—Noam Chomsky (page 1)
过诚实正直的生活是每一个正派人的责任。——诺姆·乔姆斯基
该句出自美国语言学家、哲学家诺姆·乔姆斯基在2001年5月27日接受人类学教
授罗伯特·博罗夫斯基（Robert Borofsky）采访时的谈话。这句话表明了诚实正直
对一个人品行的重要性。
2 In the doorway of a store stood a man, with an unlit cigar in his mouth. (page 2,
lines 3–4)
一个男人站在一家店门口，嘴里叼着一支未点燃的雪茄。
该句为倒装结构，句中主语是a man。地点状语置于句首时，常用倒装句型。如：
Around a table sat a group of boys and girls, talking and laughing happily.
一群男孩和女孩围桌而坐，开心地说笑。
3 It’s an appointment made twenty years ago. (page 2, lines 6–7)
这是二十年前定下的一个约定。
句中appointment意为“约定，约会”，后面常接介词with；appointment还可表示“任
命，委任”的意思，后面常接介词as或to。appointment的动词形式为appoint，意为“任
命，委任；安排，确定（时间、地点）”。 如：
His appointment as general manager of the company was announced at the
meeting.
会上宣布了他的任命，担任公司总经理。
A date for the meeting is yet to be appointed.
会议的日期尚待确定。
4 “It sounds pretty interesting,” said the policeman. “Rather a long time between
meetings, though. Haven’t you heard from your friend since you left?” (page 2,
lines 20–21)
81“听起来很不错，”警察说，“不过两次会面间隔了相当长的时间。自从你离开后，你难
道没有收到过你朋友的信息？”
句中though为副词，意为“不过，可是，然而”，常用于句末进行补充说明，使语气减
弱。如：
Jim came to the appointment. He arrived late, though.
吉姆来赴约了，但是他迟到了。
5 The two men walked up the street, arm in arm. (page 3, line 41)
两个人臂挽着臂沿街走着。
句中arm in arm意为“臂挽着臂”。类似结构的短语还有hand in hand（ 手牵手）、
shoulder to shoulder（ 肩并肩）、face to face（ 面对面）等。如：
The elderly couple walk along the Seine either arm in arm or hand in hand after
dinner every day.
每天晚饭后那对老年夫妇都会沿着塞纳河散步，要么臂挽着臂，要么手牵
着手。
6 When you struck the match to light your cigar I saw it was the face of the criminal
wanted in Chicago. (page 3, lines 56–57)
你划火柴点雪茄时，我发现这就是芝加哥被警方通缉的那个罪犯的脸。
句中wanted意为“受通缉的”。如：
He was involved in a legal case. Now he is wanted by the police.
他牵涉到一宗法律案件中。现在他受到警方通缉。
7 The geophysicist Huang Danian, who practised core socialist values, is a good
example. (page 6)
地球物理学家黄大年就是这样一位楷模，他践行了社会主义核心价值观。
黄大年（1958—2017），广西南宁人，是国际知名战略科学家、地球物理学家。1996年，
他获得英国利兹大学地球物理学博士学位，2009年回国并就职于吉林大学地球探测
科学与技术学院。黄大年在我国地球探测科学方面取得了很多重大科技成果，填补
了多项技术空白。
8 Huang was made chief scientist of a branch of China’s largest deep-Earth
exploration programme. (page 6)
黄大年被任命为中国最大的地球深部探测项目分项的首席科学家。
“深部探测技术与实验研究专项”是我国一项地球深部探测计划，主要目标是对地球
深层结构进行立体探测，发展地球科学，探查深部能源和矿产资源。
829 Huang excelled where he was working and made substantial contributions to his
country. (page 6)
黄大年在工作中表现出色并为国家作出了重大贡献。
句中substantial意为“大量的，价值巨大的”。如：
A substantial sum of money has been invested in environmental protection.
大笔资金已被投入到环境保护中。
10 I couldn’t bear living a lie any more. (page 7)
我再也无法忍受过骗人的生活了。
句中live a lie意为“过骗人的生活，为人虚伪”。如：
He had to live a lie, which brought him pain.
他不得不过骗人的生活，这让他感到痛苦。
11 Frankly speaking, I was disappointed but I smiled as broadly as I could. (page 8)
说实话，我是失望的，但我还是尽量让自己笑容满面。
(1) 句 中frankly speaking是固定短语，意为“坦率地说”。类似结构的短语还有
generally speaking（ 一般来说）等。如：
Frankly speaking, I don’t quite agree with what he said.
坦白说，我不太同意他的话。
Generally speaking, public transport saves time.
一般来说，搭乘公共交通节省时间。
(2) 句中disappointed意为“失望的，沮丧的”，后面常接介词at、by、in、with等。如：
I’m a little disappointed in myself. I should have done better.
我对自己有点失望，我本该做得更好。
12 “A white lie that hurt me” (page 8)
标题中white lie意为“（尤指为避免伤害他人感情的）善意的谎言，小谎”。类似包含
颜色的短语还有black marke（t 黑市）、green hand（ 新手）等。如：
During the war, some foods were only available on the black market.
战争期间，有些食物只能在黑市上买到。
He is a green hand in his job and needs guidance.
他在工作上是个新手，需要指导。
13 Hopefully, you have learnt to treat responsibility not as a weight that burdens you,
but rather as a foundation which will support your future development. (page 11,
lines 11–13)
83希望你们已经学会不把责任当作困扰你们的重担，而是把它当作支持你们未来发展
的基础。
该句结构较复杂，treat responsibility后面接了两个由介词as引出的短语，由并列结
构not ... but rather ...连接。每个as短语里又含有一个定语从句，that burdens you
修饰a weight，而which will support your future development修饰a foundation。
14 A ship without an anchor is at the mercy of the waves and winds; likewise, a
person who has no sense of responsibility is at the mercy of their own careless and
thoughtless behaviour. (page 11, lines 13–15)
没有锚的船任凭风浪摆布；同样，没有责任感的人被自己粗心草率的行为所左右。
(1) 该 句运用了类比的修辞手法。类比是通过比较两个事物之间的相似特征来论证
其中较复杂的事物，这样可以把抽象的事物变得具体，把深奥的道理变得浅显。
句中将没有锚的船的遭遇与没有责任感的人的处境进行了类比，使人懂得担负
责任的重要性。
(2) 句中at the mercy of意为“任……处置，任由……摆布”。如：
The ancient building was left at the mercy of the weather.
那座古建筑只能任凭天气摆布。
(3) 句中likewise意为“同样地，类似地”。如：
We cleared the snow, and our neighbours did likewise.
我们清扫了雪，邻居也这样做了。
15 Apart from personal development, assuming responsibility for your actions is also
important for the betterment of society. (page 12, lines 28–29)
除了个人发展，为自己的行为承担责任对社会进步也很重要。
(1) 句 中assume意为“承担，取得”，后面常接responsibility、control等名词；
assume还有“假设，认为”的意思。如：
The mass media should assume responsibility for social education.
大众传媒应该承担起社会教育的责任。
I assume that you need to make an apology to her.
我认为你需要向她道歉。
(2) 句中betterment意为“改良，改善，改进”，相当于improvement。betterment的
动词形式是better，意为“改善；超过”。如：
Education is seen as a means of human betterment.
教育被看作人类进步的一种手段。
84His achievements in sculpture have never been bettered.
他在雕刻艺术上的成就从未被超越。
16 However, the boy was not discouraged, believing that he could make a difference
to the ones that he saved. (page 12, lines 33–34)
然而，小男孩并没有气馁，相信自己能影响那些被他救起的海星。
句中discouraged意为“泄气的，灰心的”。discouraged的动词形式是discourage，
意为“使泄气，使丧失信心；阻拦，阻止”，常用于discourage sb from doing sth的结
构中。如：
All the members felt discouraged because of the slow progress in work.
因为工作进展缓慢，所有成员都感到灰心丧气。
No one can discourage me from pursuing my dream.
没有人可以阻止我追逐梦想。
Unit 2
1 We have two ears and one mouth so that we can listen twice as much as we speak.
—Epictetus (page 15)
我们有两只耳朵和一张嘴巴，所以我们可以听到的是我们所说的两倍。——爱比克泰德
该句出自古罗马著名哲学家爱比克泰德。这句话意在强调沟通时要注意倾听。
2 They could be interpreted as a welcoming greeting from a close friend, especially
if accompanied by a gentle smile. (page 16, lines 2–4)
它们（这两个词）可以解读成来自亲密朋友的热情问候，特别是如果伴随着亲切的笑
容。
该句为主从复合句，主句中的主语they指代前文提及的these two words，从句是if
引导的条件状语从句，省略了they are。
3 For example, if you are a business person negotiating with a large enterprise about
a deal, you should do it face to face, using formal language in a straightforward
manner. (page 17, lines 23–25)
例如，如果你是一个商人，正在与一家大企业洽谈一笔交易，你应该面对面地，用正式
的语言，以直截了当的方式进行沟通。
(1) 句 中negotiate为不及物动词，意为“谈判，磋商”，后面常接介词with、for、
about等；negotiate还有“达成（协议）”的意思，为及物动词。如：
85I’ll negotiate directly with them about the issue.
我会就这个问题直接和他们谈判。
The French football star failed to negotiate a new deal with the club.
这位法国足球明星未能与俱乐部达成新的协议。
(2) 句中straightforward意为“坦诚的，坦率的”，用来形容人或行为；
straightforward还有“简单的，不复杂的”的意思。如：
She is a straightforward person and she communicates in a very
straightforward way.
她性格直率，说话也直来直去。
Installing this application is a straightforward process.
安装这个应用程序是个简单的过程。
4 A smile shows you are attentive to the issues being discussed, while looking away
with your arms folded can indicate disinterest and create distrust or friction.
(page 17, lines 27–29)
微笑表明你对正在讨论的问题很关注，而双臂交叉、目光移开可能表明你不感兴趣，
这样会造成不信任或导致摩擦。
(1) 句 中fold意为“折叠，对折”，常用结构with one’s arms folded意为“双臂交叉”；
fold还有“包，裹”的意思。如：
He folded the piece of paper in two and then unfolded it.
他把这张纸对折了一下，然后展开。
The farmer carefully folded the seeds in a piece of cloth.
那个农民小心翼翼地把种子包在一块布里。
(2) 句中friction意为“争执，不和”，后面常接介宾结构between A and B；friction
还有“摩擦；摩擦力”的意思。如：
Misunderstandings caused constant friction between the young couple.
误解使这对年轻夫妇之间摩擦不断。
Friction between two sticks can start a fire.
两根棍子相互摩擦能生火。
5 Seek to understand the other person’s emotions, by putting yourself in their shoes
and looking at the situation from their perspective. (page 17, lines 37–38)
通过设身处地从对方的角度看问题来试着理解对方的情绪。
句中put yourself in sb’s shoes意为“处于某人的境地，设身处地”，be in sb’s shoes
也有类似的意思。如：
86You need to put yourself in their shoes and try to understand why they did it.
你需要站在他们的立场上，试图理解他们为什么那样做。
6 You may not approve of their ideas but at least you will see where they are coming
from, which means you can make adjustments to your own tone and choice of
words accordingly. (page 17, lines 45–47)
你可能不赞成他们的想法，但至少你会明白这些想法从何而来，这意味着你可以相应
地调整自己的语气和措辞。
(1) 句 中approve为不及物动词，意为“赞成，同意”，常用于approve of sb/sth、
approve of sb doing sth等结构中；approve还可以用作及物动词，意为“批准，
通过”。如：
My parents don’t approve of my plan to travel alone.
我父母不赞成我独自旅行的计划。
Her appointment has not been formally approved yet.
她的任命还未被正式批准。
(2) 句中tone意为“语气，口吻”；tone还可以表示“音质；色调；风格”的意思。如：
He spoke in a friendly tone.
他以一种友好的语气说话。
That Italian violin has a beautiful tone.
那把意大利小提琴音色很美。
The tone of the meeting was pleasant.
这次会议的氛围令人愉快。
7 No sooner had I begun to understand how British people communicate than it was
time to head back home. (page 20)
我刚开始了解英国人的沟通方式就到要回家的时候了。
句中no sooner ... than ...意为“一……就，刚……就”。该结构中，主句一般用过去完
成时，从句用一般过去时。no sooner位于句首时，主句须用倒装形式。如：
No sooner had they entered the classroom than the bell rang.
他们刚进教室，上课铃就响了。
8 Learning Chinese helps them see life from a new perspective and broaden their
minds to the outside world. (page 23)
学习中文帮助他们从一个新的视角看待生活，并且拓宽他们的视野，让他们看到外面
的世界。
87句中broaden one’s mind意为“拓展视野，开阔眼界”，也可以表述成broaden one’s
horizons。如：
Travel can broaden our minds, as everyone knows.
众所周知，旅行能开阔我们的眼界。
One year of studying in a foreign country helped broaden his horizons.
在国外学习一年让他开阔了眼界。
9 Though borrowing words has become faster, the process is still complex, and
it takes time before new words are integrated into everyday speech. (page 25,
lines 15–16)
虽然借词已变得更快，但是过程仍然复杂，新词需要一段时间才能融入日常用语中。
句中integrate意为“（使）合并，成为一体”，常用于integrate A into/with B、integrate
A and B等结构中；integrate 还可表示“（使）加入，融入群体”的意思，常用于
integrate sb into sth的结构中。如：
The house integrates Chinese and Western architectural styles.
这栋房子融合了中西方的建筑风格。
The teacher tried to integrate the newcomer into the class.
老师试图让新来的那名学生融入这个班级。
10 Borrowed words are an outcome of language development that can hardly be
avoided, but some language communities oppose adopting words from other
cultures. (page 25, lines 24–26)
虽然外来词是语言发展几乎难以避免的结果，但是一些语言群体反对从其他文化中
吸收词汇。
句中oppose为及物动词，意为“反对，抵制”，后面常接名词或者动词-ing形式。如：
Many people oppose the policy because it harms the environment.
许多人反对这项政策，因为它对环境有害。
11 The French specifically have an official organization that creates new words in
order to avoid borrowed words. (pages 25–26, lines 27–28)
法国人专门有一个创造新词的官方组织，以避免外来词。
句中specifically意为“特意，专门地”；specifically还可表示“明确地”的意思。如：
Some TV programmes are specifically designed for children.
有些电视节目是专门为儿童设计的。
88Our teacher specifically told us not to be late for school.
老师明确告诉我们上学不要迟到。
12 While some communities are pessimistic about the exchange between languages,
there are also other communities that readily welcome borrowed words. (page 26,
lines 33–34)
尽管有些群体对语言之间的互借感到悲观，但是也有其他群体对外来词持欣然欢
迎的态度。
句中pessimistic意为“悲观的”，后面常接介词about，其反义词为optimistic。如：
He was pessimistic about his future, but since he got his new job, he has become
very optimistic.
他曾对未来感到悲观，但是自从找到新工作后，他变得很乐观。
13 It is also through those words that novel ideas are spread and different beliefs are
exchanged more conveniently and quickly. (page 26, lines 40–42)
也正是通过那些词，新思想的传播、不同观点的交流得以更加便捷。
(1) 该 句为强调句，句式为it is ... that ...，用来强调through those words。强调句的
结构通常为it is/was ... that/who ...，可以对句中除谓语外的成分进行强调。
(2) 句中novel为形容词，意为“新的，新颖的，新奇的”。如：
John can always come up with novel ideas.
约翰总能蹦出奇思妙想。
Unit 3
1 All occupations are equal, with no difference in status or worth. Any one that is
beneficial to the public is praiseworthy. —Huang Yanpei (page 29)
职业平等，无高下，无贵贱。苟有益于人群，皆是无上上品。——黄炎培
该句出自中国近现代教育家黄炎培的《黄炎培教育文选》。这句话表明职业不分高低
贵贱，重要的是对社会有价值。
2 Some might say that we work because we have to, not least because we need the
salary that enables us to be financially independent. (page 30, lines 2–3)
有人可能会说，我们工作是因为我们必须工作，尤其是因为我们需要薪水来实现经济
独立。
89句中not least意为“尤其，特别”。not least常用于短语last but not least，意为“最后
但同样重要的”。如：
We’re going to put off the meeting, not least due to the absence of the
chairman.
我们打算推迟会议，尤其是因为主席不在。
Last but not least, you should keep working hard for your dream.
最后但同样重要的是，你应该为你的梦想不断努力。
3 Through the work we do, our goals can be attained and our dreams achieved.
(page 30, line 8)
通过我们所做的工作，我们的目标可以达成，我们的梦想也可以实现。
(1) 该 句是并列句，由and连接两个被动句，后一个分句的谓语部分为避免重复，省
略了can be，完整形式是our dreams can be achieved。
(2) 句 中attain意为“获得，得到”，通常指经过努力而获得，后面常接goal、aim、
position等名词；attain还有“达到（某年龄、水平、状况）”的意思。如：
Only effort and patience can help you attain victory.
只有努力和耐心才能帮你获得胜利。
The professor is still sharp in thought though he has attained the ripe old age of
93.
这位教授虽然已达九十三岁高龄，但思维仍然敏捷。
4 Henry David Thoreau said, “... if one advances confidently in the direction of his
dreams, and endeavors to live the life which he has imagined, he will meet with a
success unexpected in common hours.” (page 30, lines 10–12)
亨利·戴维·梭罗曾说过：“……一个人若自信地朝他梦想的方向行进，努力过他设
想的那种生活，那么他就会在平常的时刻与成功不期而遇。”
亨利·戴维·梭罗（1817—1862），美国作家、哲学家，曾在瓦尔登湖畔隐居两年多，亲
近自然，过着简朴的生活，并以此为题材写成散文集《瓦尔登湖》（Walden）。这句引
文就出自这部经典文学作品。
5 Twenty years ago, positions in social technologies or energy efficiency did not
even exist, and it is difficult to anticipate the new positions which will emerge
twenty years from now. (page 31, lines 20–22)
二十年前，社交技术或能源效率方面的职位甚至还不存在，而且也难以预料二十年后
将会出现的新职位。
90句中anticipate意为“预料，预期”。如：
The family didn’t anticipate the crowds in the amusement park.
这一家人没有料到游乐场会有那么多人。
6 In a successful, stable and productive society, all jobs are equally important and
no one is superior to another, so we should not have prejudice against any of them.
(page 31, lines 29–31)
在一个成功、稳定而有成效的社会里，所有的工作都同等重要，没有哪一份工作优于
别的工作，因此我们对任何工作都不应该抱有偏见。
(1) 句中superior为形容词，意为“更好的，占优势的”，后面常接介词to。如：
Do you think artificial intelligence will be superior to human intelligence?
你认为人工智能会优于人类智能吗？
(2) 句中have prejudice against意为“对……有偏见”。如：
No companies are allowed to have prejudice against female employees.
任何公司都不允许歧视女性雇员。
7 Wherever life takes us and whatever choices are laid out before us, something
worth remembering is that our work, when done well, will not only help us make a
living but also help make a life for ourselves and for others. (page 31, lines 39–41)
无论生活把我们带到哪里，无论摆在我们面前的选择是什么，值得记住的是，当我们
的工作做得好时，它不仅会帮助我们谋生，还会帮助自己和他人创造生活。
该句结构较复杂，wherever ... and whatever ...是两个让步状语从句，主句的主语是
something，worth remembering充当其后置定语，系动词is后面是由that引导的表
语从句。在表语从句中，主干结构是our work will not only ... but also ...，其中插入
when done well这一状语从句，而when后省略our work is。
8 You may have a brilliant idea, but before you decide to put it into action, it is wise
to weigh up the advantages and disadvantages of this option. (page 34)
也许你有一个很棒的想法，但在你决定付诸行动之前，权衡一下这个选择的利弊是明
智之举。
句中weigh up意为“权衡，斟酌”。如：
You must weigh up the benefits of the project against the risks involved.
你必须权衡这个项目的益处以及相关的风险。
919 For instance, you will have to work out weekly, monthly and yearly budgets, and a
wrong decision might cost the company a great deal and put other people’s jobs on
the line. (page 34)
例如，你将必须制订每周、每月和每年的预算，一个错误的决定可能使公司蒙受巨大
损失，而且可能让他人工作不保。
(1) 句中cost意为“使丧失，使损失”，后常接双宾语。如：
The mistake cost him his job.
这个过失让他丢了工作。
(2) 句中put sth on the line意为“让……处于危险之中”，也可以用be on the line表
示“处于危险之中”。如：
They knew if they didn’t make a profit, their jobs would be on the line.
他们知道，如果不赢利，他们就有失业的危险。
10 Clothes with designer labels in shops are generally thought to be too expensive.
(page 37)
人们普遍认为商店里的名牌服装太贵。
句中label为名词，意为“标签，标记”；label还可表示“（不恰当的）称谓，绰号”的意思。
label用作动词时，意为“贴标签于；（尤指不公正地）把……称为”。如：
Jodie is judgemental and likes labelling other people.
乔迪动辄评头论足，喜欢给别人乱贴标签。
11 Once you’ve done your homework about the company and the position, make a list
of questions that could be asked during the interview and think about how to best
answer them. (page 39, lines 17–19)
针对公司和职位做足功课之后，列出在面试中可能会被问到的问题，并想想如何给出
最佳答案。
句中homework意为“准备工作”。如：
His excellent speech showed that he had done his homework well.
他出色的演讲表明他做了充分的准备工作。
12 Justify yourself with relevant examples from your personal experience and be
specific about your achievements. (page 40, lines 31–32)
从自己的个人经历中找出相关事例来解释，并且具体说说自己取得的成绩。
句中justify意为“对……作出解释”；justify还可以表示“证明……正确”的意思。如：
The success of the students justified the faith that their teachers had put in them.
92学生们的成功证明老师对他们的信心是有道理的。
13 After the interview, you should follow it up by writing to thank the interviewer
for giving you the opportunity and again express your interest in working for the
company. (page 40, lines 48–50)
面试后，你应该紧接着写信感谢面试官给你这次机会，并再次表达你为公司工作的兴
趣。
句中follow sth up表示“对……采取进一步行动，……后接着”。如：
If you receive no response after you send your application, you can follow it up
with a phone call.
如果发送申请后没有收到答复，你可以再打个电话跟进一下。
14 I’m personally drawn to your mission—to strengthen the local community and
keep the public informed of current events in the area. (page 41)
你们的使命——促进当地社区发展，告知公众本地时事——吸引着我本人。
句中be drawn to sth 意为“被……吸引”。如：
Many passers-by were drawn to the scene by the screams.
许多路人被尖叫声吸引至现场。
Unit 4
1 Intellectual growth should commence at birth and cease only at death.
—Albert Einstein (page 43)
智力发展应始于出生，终于死亡。——阿尔伯特·爱因斯坦
该句出自世界著名物理学家阿尔伯特·爱因斯坦。这句话说明学习应该贯穿人的
一生。
2 When I drew a still life, it was impressed upon me that the blank spaces between
the objects were just as vital to the success of the composition as the actual objects
themselves. (page 44, lines 7–9)
当我在画静物时，我意识到，成功的构图中，物体之间的留白和实际的物体本身一样
关键。
句中be impressed upon sb 意为“某人意识到”，也可以表述成be impressed on sb。如：
The importance of honesty is impressed on us.
我们认识到诚实的重要性。
933 Also, as the great educator Confucius stated, “When you know a thing, to recognize
that you know it; and when you do not know a thing, to recognize that you do not
know it—that is wisdom.” (page 44, lines 9–11)
而且，正如伟大教育家孔子所言：“知之为知之，不知为不知，是知也。”
“知之为知之，不知为不知，是知也”出自《论语·为政》。这句话意在强调对待学问的
态度，要实事求是，不要不懂装懂。
4 Indeed, you may one day do jobs that do not yet exist, use technologies that are
not yet developed and resolve problems that are not yet problems! (page 45,
lines 18–20)
的确，可能有一天你会从事目前还不存在的职业，使用现在还未开发的技术，解决当
下还不是问题的问题！
句中resolve意为“解决”，常接problem、conflict、crisis等名词。如：
Both sides met in order to try to resolve conflicts between them.
双方会晤以设法解决他们之间的冲突。
5 Secondly, take advantage of opportunities for lifelong learning—for example,
you could register online and subscribe to e-learning courses, which have become
increasingly popular in recent years. (page 45, lines 28–31)
其次，利用终身学习的机会——例如，你可以在线注册，订阅在线学习课程，近年来这
类课程越来越受欢迎。
句中subscribe意为“订阅”，后面常接介词to；subscribe还可表示“定期订购”的意
思。如：
With online news media becoming popular, it is less common for families to
subscribe to printed newspapers.
由于在线新闻媒体变得流行起来，现在家庭订印刷报纸的情况没有那么
普遍了。
6 This is known as the “black swan theory”. (page 47)
这被称为“黑天鹅理论”。
人们往往用黑天鹅理论来比喻一个本以为不可能发生的重大事件。在到达大洋洲之
前，欧洲人一直认为天鹅都是白色的。但在第一只黑天鹅被发现之后，他们的信念便
土崩瓦解了。走出思维定式，客观地认识外部世界，可以避免“黑天鹅”带来的影响。
7 Vocational education is no less important than academic education because it can
qualify applicants to work in a particular field. (page 48)
94职业教育和学术教育同等重要，因为它能使求职者有资格在某一特定领域工作。
句中qualify为及物动词，意为“使具备资格，使合格”；qualify也可用作不及物动词，
表示“取得资格（或学历），合格”。其名词形式为qualification。如：
She qualified as a teacher last year and started teaching this September.
她去年获得教师资格，今年九月份开始教书。
8 The value of reading cannot be overestimated. (page 50)
阅读的价值是无法充分估量的。
句中overestimate意为“高估”。前缀over-意为“太，过于”。类似结构的词有
overdevelop（ 使过于发达）、overpriced（ 价格太高的）等。如：
We overestimated the cost of the journey.
我们高估了这次旅行的费用。
These houses are overpriced and many people cannot afford them.
这些房子价格过高，许多人买不起。
9 I remembered arriving at university on my very first day, pausing at the gate to
look down the long drive. (page 53, lines 12–13)
我记得来上大学的第一天，我在校门口停下，望着长长的车道。
句中drive 为名词，意为“车道”。如：
I saw a car parked on the drive.
我看见一辆车停在车道上。
10 Would I be able to fit in? (page 53, line 14)
我能适应吗？
句中fit in意为“适应”，后面常接介词with。如：
Bill is a newcomer; he is not sure if he can fit in with the new surroundings.
比尔是个新人，他不确定自己能否适应新环境。
11 I took a few seconds to compose myself and to take in the scene that was laid out
before me. (page 53, lines 16–17)
我花了几秒钟时间让自己镇定下来，并观察了一番眼前的情形。
句中compose oneself意为“使自己镇静下来，使自己平静下来”，通常不用于被动语
态。如：
Lily took several deep breaths to compose herself.
莉莉深吸了几口气，让自己平静下来。
9512 Little did I know that I was about to experience the best four years of my life.
(page 53, lines 20–21)
我几乎没想到我就要经历我一生中最美好的四年时光。
该句是倒装句，little置于句首时，句子要部分倒装。其他具有否定意义的词还有
never、hardly、seldom等。如：
Seldom did she see such beautiful scenery.
她以前很少见到这么美丽的风光。
13 After careful editing and polishing, the result was a much better essay than the last,
and it was ready in my desk drawer days before the deadline. (page 54, lines 30–32)
经过仔细校订和润色之后，结果是比上一稿好很多的文章，并且在截止日期前几天它
就在书桌抽屉里，随时可交。
句中polish意为“修改，润饰，润色”。如：
The writer usually polishes and perfects his writing again and again before the
final draft.
这位作家在定稿之前通常一遍又一遍地修改、完善他的作品。
14 It soon dawned on me that many university professors are quite willing to share
what they know, and they do take a genuine interest in their students’ intellectual
development. (page 54, lines 42–44)
很快我就开始明白，许多大学教授非常愿意分享他们所知道的，并且他们的确真心实
意地关注学生的智力发展。
句中dawn on sb意为“使开始明白，使渐渐领悟，使开始理解”。如：
It dawned on me that my parents loved me more than themselves.
我渐渐明白，我的父母爱我胜过爱他们自己。
96Grammar notes
Unit 1
状语从句复习
1 时间状语从句
(1) 时间状语从句常由when、while、as、before、after、until/till、by the time等引导。
如：
When we look at the flag, we think of the country’s history and culture.
(2) 有 些名词短语（如the moment、the minute、every time）或副词（如
immediately、directly）也可以引导时间状语从句。如：
The moment I heard the news, I hurried to the spot.
The minute I entered the wrong classroom, I felt embarrassed.
Every time the girl sees me, she greets me with a sweet smile.
Tom came up immediately he saw me.
2 地点状语从句
地点状语从句常由where、wherever等引导。如：
Stand where you are, and I will come to help you.
I will go wherever I am needed.
3 原因状语从句
原因状语从句常由because、as、since、now (that)等引导。如：
Since you are tired, you can have a rest.
Now that we are all here, let’s begin our work.
4 目的状语从句
目的状语从句常由so that或 in order that 引导，从句中常含有may、might、can、
could等情态动词。如：
My mother turned off the TV so that I could better concentrate on my studies.
5 结果状语从句
结果状语从句常由so that引导。在so/such ... that ...结构中，that也可引导结果状
97语从句。如：
He spoke at the top of his voice, so that those at the back of the hall heard him.
Light travels so fast that it is hard for us to imagine its speed.
It was such a cold day that we stayed home.
6 条件状语从句
(1) 条件状语从句常由if、unless、so/as long as等引导。如：
They’ll have respect for you as long as you play fair.
(2) 有时supposing (that)、providing/provided (that)也可引导条件状语从句。如：
Supposing you had more money that you could use, how would you spend it?
We may go to the party provided that it does not rain.
7 让步状语从句
(1) 让步状语从句常由although、though、while、even if、even though、whether ...
or ...、no matter who/what/where 等引导。如：
We lost the game although we tried our best.
No matter what you do, do it well.
(2) as也可以引导让步状语从句，常用于倒装句型。如：
Young as he is, he knows a lot.
8 方式状语从句
方式状语从句常由as、as if、as though等引导。如：
When in Rome, do as the Romans do.
He behaved as if he had known nothing about it.
9 比较状语从句
比较状语从句常由as或than引导。如：
He works as hard as his brother does.
Don’t take on more work than you can handle.
98Unit 2
定语从句复习
定语从句有两种，即限制性定语从句和非限制性定语从句。
1 限制性定语从句对先行项进行限定或修饰，由关系代词或关系副词引导。主句和从
句不用逗号隔开。
(1) 关系代词在从句中通常用作主语、宾语、表语或定语，关系副词在从句中通常用
作状语。如：
Mike is one of those who love nature.
Can you think of a situation where this word can be used?
(2) 当先行项是way且在从句中表示“以……的方式”时，常由in which或that引
导定语从句，引导词也可以省略。如：
I like the way (in which/that) you smile.
(3) 由关系代词whose引导的定语从句，其先行项可以指人，也可以指物，whose在
从句中充当定语。如：
I have a good friend whose mother is a nurse.
I’d like to live in a room whose window faces south.
(4) 关系副词when、where、why有时可以用“介词+关系代词”替换。如：
They fixed a date when/on which they would meet again.
I will visit the museum where/in which new robots are exhibited.
Can you tell me the reason why/for which you were late for school yesterday?
2 非限制性定语从句对先行项进行补充说明，由关系代词或关系副词引导。主句和从
句用逗号隔开。
(1) 非 限制性定语从句通常由which、who等关系代词或when、where等关系副词
引导，一般不用that 引导。如：
This is my favourite song, which I first heard ten years ago.
Let’s put off our appointment until next Monday, when we will be available.
(2) which引导非限制性定语从句，对整个主句或部分内容进行补充说明。which
可充当抽象名词的限定词。如：
99Jenny said she could finish the project within two weeks, which I doubt very
much.
Betty spent one year in Beijing, during which time she picked up some Chinese.
(3) 非限制性定语从句有时也可以由as 引导，意为“正如”。由as引导的定语从句
可以置于句首、句中或句尾。如：
As anybody can see, Nanjing is a beautiful city.
Unit 3
名词性从句复习
名词性从句具有名词的句法功能，在句子中可以充当主语、宾语、表语或同位语。
1 主语从句
(1) 主语从句可以由that引导，that在从句中不充当任何成分。如：
That teaching is an important job is known to all.
(2) 主语从句也可以由whether或what、when、where等疑问词引导，what在从句
中用作主语或宾语。如：
Whether it will rain or not does not matter much.
What needs to be done must be done right away.
When the job interview will be held has not been decided yet.
Where the meeting will be held is still under discussion.
(3) it用作形式主语时，主语从句置于句末。如：
It surprises everyone that he can sing so well.
2 宾语从句
(1) 宾 语从句可由that引导，that在从句中不充当任何成分，常可以省略。如果有
两个或多个并列的宾语从句，则只能省略第一个宾语从句中的that。如：
Tell him (that) he needn’t worry and that I will help him out.
(2) 从句含有宾语补足语时，常用形式宾语it代替宾语从句，宾语从句则置于宾语补
足语之后。如：
They want to make it clear that language is an important tool.
1003 表语从句
表语从句可由that引导，也可由whether或what、when、where等疑问词引导。如：
The truth is that teenagers work harder than you might imagine.
Mr White thinks the proposal is useless, and that’s where I don’t agree.
4 同位语从句
同位语从句可由that、whether 或what、when、where等疑问词引导。常接同位语
从句的名词有belief、conclusion、decision、doubt、evidence、fact、feeling、hope、
idea、impression、message、news、order、possibility、promise、question、truth等。如：
He hasn’t made the decision whether he will go abroad.
They had no idea what was to become of them.
Unit 4
复杂句分析
1 简单句
含有一个主谓结构的句子称为简单句。有时，简单句包含很多修饰语，这使句子变得
很长。要准确理解句子，需要厘清句子的结构，找到主语和谓语。如：
Mary, normally a shy girl, talked excitedly about her trip to China during the
holidays.
2 并列句
并列句是指由并列连词连接的两个或更多的分句构成的句子，常见的并列连词有and、
or、 but 等。要准确理解并列句，需要找到并列连词，弄清楚各分句之间的关系。如：
Learning a foreign language can help you understand a foreign culture, and
understanding a foreign culture can help you better communicate with people
from a different background.
The Internet is considered by many to be a source of information, and it is
also thought of as a means of entertainment, but some people regard it as a
monster.
1013 主从复合句
主从复合句是指含有从句的复合句。要准确理解主从复合句，需要分析句子结构，找
到主句和从句，并识别从句的种类。如：
Unless you let me know you’re not coming, I'll see you at the cinema.
I still remember one afternoon two years ago, when we met for the first time at
the school gate.
This means that what you do is more important than what you say.
4 并列主从复合句
有些句子既包括并列分句，又含有从句，我们称之为并列主从复合句。要准确理解这种
复杂的句子，需要分析句子结构，弄清楚各分句以及主从句之间的逻辑关系。如：
I am interested in robots and I believe we can invent better robots for the benefit
of people, so long as we continue to make efforts.
102Wordlist 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 wire vt. 给（某人）打电报；接通（电源）
/ˈwaɪə(r)/
n. 金属丝；电线；铁丝网 (3)
barely adv. 刚好；仅仅，勉强可能； criminal n.罪犯
/ˈbeəli/ /ˈkrɪmɪnl/
几乎不；刚才 (2) adj.犯法的，犯罪的；刑事的；不道德的 (3)
*cigar n.雪茄烟 (2) anyhow adv.不过，总之；尽管；而
/sɪˈɡɑː(r)/ /ˈenihaʊ/
appointment n.约定，约会； 且；随便地 (3)
/əˈpɔɪntmənt/
任命，委任；职务 (2) innocent adj. 无辜的，清白的，无罪
/ˈɪnəsnt/
tear down拆毁，拆除 (2) 的；天真无邪的，纯真的
*keen adj.灵敏的，敏锐的；渴望，热切， n. 无辜者，单纯的人 (5)
/kiːn/
热衷于 (2) legal adj. 合法的；法律的 (5)
/ˈliːɡl/
jaw n.下巴；颌 (2) principle n. 道德原则；法则；
/dʒɔː/ /ˈprɪnsəpl/
*scar n.伤疤；（精神上的）创伤； 信条 (5)
/skɑː(r)/
污点 (2) decent adj. 正派的，合乎礼节的；得
/ˈdiːsnt/
*eyebrow n. 眉毛 (2) 体的，适当的 (5)
/ˈaɪbraʊ/
*scarfpin n.围巾夹，领带别针 (2) *burden n.（ 义务、责任等的）重担，
/ˈskɑːfˌpɪn/ /ˈbɜːdn/
diamond n.钻石 (2) 负担 (6)
/ˈdaɪəmənd/
make one’s fortune 发财 (2) geophysicist n.地球物理学家 (6)
/ˌdʒiːəʊˈfɪzɪsɪst/
lose contact 失去联系 (2) core adj. 核心的；最重要的
/kɔː(r)/
reliable adj.可信赖的，可依靠的； n. 核心，最重要的部分 (6)
/rɪˈlaɪəbl/
真实可信的，可靠的 (2) socialist adj. 社会主义的
/ˈsəʊʃəlɪst/
worthwhile adj. 值得花时间（或 n. 社会主义者 (6)
/ˌwɜːθˈwaɪl/
花钱、努力等），重要的，令人愉快的 (2) resign vt. & vi. 辞职，辞去 (6)
/rɪˈzaɪn/
collar n. 衣领；颈圈；圈，箍 (3) ward n. 病房 (6)
/ˈkɒlə(r)/ /wɔːd/
bless vt.（表示惊奇）；祝福 (3) substantial adj.大量的，价值巨
/bles/ /səbˈstænʃl/
inch n.英寸；少量，短距离 (3) 大的；结实的，牢固的 (6)
/ɪntʃ/
arm in arm 臂挽着臂 (3) mineral n. 矿物，矿物质 (6)
/ˈmɪnərəl/
outline vt. 概述，略述 superb adj.极佳的，卓越的，质量
/ˈaʊtlaɪn/ /suːˈpɜːb/
n. 概述；轮廓线，略图 (3) 极高的 (7)
suspect vt. & vi. 疑有，觉得 photographer n.摄影师，
/səˈspekt/ /fəˈtɒɡrəfə(r)/
n. 嫌疑犯，可疑对象 (3) 拍照者 (7)
/ˈsʌspekt/
arrest n. & vt.逮捕，拘捕 (3) guilty adj.感到内疚的，感到惭愧的；
/əˈrest/ /ˈɡɪlti/
under arrest 被逮捕 (3) 有罪的，有过失的 (7)
103ashamed adj. 惭愧，羞愧，尴尬 (7) discouraged adj. 灰心的 (12)
/əˈʃeɪmd/ /dɪsˈkʌrɪdʒd/
forgive vt. & vi. (forgave, forgiven) garbage n. 垃圾；废话 (12)
/fəˈɡɪv/ /ˈɡɑːbɪdʒ/
原谅，宽恕；免除（债务） (7) saving n. 节省物，节省；储蓄金 (12)
/ˈseɪvɪŋ/
cheat vt.欺骗，蒙骗 bonus n. 意外收获；奖金，红利 (12)
/tʃiːt/ /ˈbəʊnəs/
vi.作弊，舞弊 (7) weigh on sb/sth 使焦虑不安，加重…的思想
wrap vt.包，裹；用…缠绕 负担 (12)
/ræp/
n.披肩，围巾；包裹材料 (8) *jade n. 玉，碧玉 (12)
/dʒeɪd/
parcel n.包裹，小包；一块地 sow vt. & vi. (sowed, sown)播种，种 (12)
/ˈpɑːsl/ /səʊ/
vt.裹好，打包 (8) harvest n. 收成，收获量；收获季节，
/ˈhɑːvɪst/
bow n.蝴蝶结；弓 收割
/bəʊ/
vi.鞠躬；低（头） (8) vt. & vi. 收割，捕猎 (12)
/baʊ/
nephew n. 侄子，外甥 (8) *rejoice vi. & vt.非常高兴，深感
/ˈnefjuː; ˈnevjuː/ /rɪˈdʒɔɪs/
disappointed adj.失望的， 欣喜 (13)
/ˌdɪsəˈpɔɪntɪd/
沮丧的 (8) quote n.引语
/kwəʊt/
wrinkle n. 皱纹；褶皱，皱痕 vt. & vi.引用，引述；举例说明 (13)
/ˈrɪŋkl/
vt. & vi.（ 使脸上）起皱纹，皱起 (8)
*pause vi. 停顿，暂停 Unit 2
/pɔːz/
n. 停顿，停顿的时间 (8)
sew vi. & vt. (sewed, sewn) 缝， react vi.（ 对…）作出反应；有不良反
/səʊ/ /riˈækt/
做针线活；缝上 (8) 应，过敏；起化学反应 (16)
pretend vi. & vt.假装；装扮，扮作； gentle adj. 温柔的；温和的；柔和的 (16)
/prɪˈtend/ /ˈdʒentl/
自诩，自认为 (8) *encode vt. 把…编码；把…译成电
/ɪnˈkəʊd/
*privilege n. 荣幸；特殊利益 码（或密码） (16)
/ˈprɪvəlɪdʒ/
vt. 给予特权，特别优待 (11) mail n. 电子邮件；邮政；邮件 (16)
/meɪl/
*embrace vt. & vi. 欣然接受；包含； *decode vt. 解（码），破译（尤指密
/ɪmˈbreɪs/ /diːˈkəʊd/
拥抱 (11) 码） (16)
phase n. 阶段，时期 (11) feedback n. 反馈的意见（或信息）
/feɪz/ /ˈfiːdbæk/
*anchor n. 锚；给以安全感的人（或物） (16)
/ˈæŋkə(r)/
vi. & vt. 抛锚；使固定 (11) competent adj. 足以胜任的，有
/ˈkɒmpɪtənt/
mercy n. 仁慈，宽恕 (11) 能力的，称职的 (16)
/ˈmɜːsi/
at the mercy of sb/sth 任…处置，对… obtain vt. 获得，赢得 (16)
/əbˈteɪn/
无能为力 (11) suit vt. 满足需要；相配，合身
/suːt/
likewise adv. 同样地；也，而且 (11) n. 套装，西装，西服 (16)
/ˈlaɪkwaɪz/
deadline n. 最后期限，截止日期 (11) negotiate vi. & vt. 谈判；商定，
/ˈdedlaɪn/ /nɪˈɡəʊʃieɪt/
guidance n. 指导；导航 (11) 达成（协议） (17)
/ˈɡaɪdns/
fault n. 过错，责任；弱点，缺点 (11) enterprise n. 公司，企业；规划，
/fɔːlt/ /ˈentəpraɪz/
virtue n. 美德；正直的品性；优点 (11) 事业 (17)
/ˈvɜːtʃuː/
integrity n.诚实正直；完整， straightforward adj. 坦诚
/ɪnˈteɡrəti/ /ˌstreɪtˈfɔːwəd/
完好 (12) 的；简单的 (17)
organic adj. 有机的，统一的；绿色 fold vt. 折叠，对折；包，裹
/ɔːˈɡænɪk/ /fəʊld/
的，不使用化肥的；生物的 (12) n. 褶，褶层，折叠部分 (17)
starfish n. 海星，星鱼 (12) friction n. 争执；摩擦；摩擦力 (17)
/ˈstɑːfɪʃ/ /ˈfrɪkʃn/
104clarify vt. 使更清晰易懂，阐明 (17) 迹，书法 (23)
/ˈklærəfaɪ/
knowledgeable adj. 博学的，有 fluent adj.（ 尤指外语）流利的，熟
/ˈnɒlɪdʒəbl/ /ˈfluːənt/
见识的 (17) 练的 (23)
*empathy n. 同感，共鸣，同情 (17) cooperate vi.合作，协作；协助，
/ˈempəθi/ /kəʊˈɒpəreɪt/
put yourself in sb’s shoes 处于某人的境地， 配合 (23)
设身处地 (17) cite vt. 提及，列举；引用，引述 (23)
/saɪt/
sympathy n. 同情；赞同 (17) broaden one’s mind 拓展视野，开阔眼界 (23)
/ˈsɪmpəθi/
account for sth 是…的说明（或原因）；（数 tofu n. 豆腐 (25)
/ˈtəʊfuː/
量上、比例上）占 (17) bacon n. 咸猪肉，熏猪肉 (25)
/ˈbeɪkən/
*empathize vi. 有同感，产生共鸣 (17) tank n.坦克；（贮放液体或气体的）
/ˈempəθaɪz/ /tæŋk/
approve vi. & vt. 赞成；批准，通过 罐 (25)
/əˈpruːv/
（计划、要求等） (17) golf n.高尔夫球运动 (25)
/ɡɒlf/
approve of 赞成，赞同 (17) integrate vt. & vi.（ 使）合并；（使）
/ˈɪntɪɡreɪt/
tone n. 语气，腔调；风格，特色 (17) 加入 (25)
/təʊn/
gain vt. & vi.获得；增进，增长；（从… *bilingual adj.会说两种语言
/ɡeɪn/ /ˌbaɪˈlɪŋɡwəl/
中）受益 的；用两种语言（写）的 (25)
n. 好处，利益 (17) *kung fu n.功夫 (25)
/ˌkʌŋ ˈfuː/
*gesture n.手势，姿势；姿态，表示 oppose vt. 反对，抵制；与…对垒 (25)
/ˈdʒestʃə(r)/ /əˈpəʊz/
vi. & vt.做手势，用手势表示 (19) intervention n. 干涉行为，
/ˌɪntəˈvenʃn/
precisely adv. 准确地，恰好地； 干预 (25)
/prɪˈsaɪsli/
细心地；正是，确实 (19) pure adj. 纯净的；完全的 (25)
/pjʊə(r)/
vocabulary n. 词汇，词汇量 (20) *tribe n. 部落 (26)
/vəˈkæbjələri/ /traɪb/
preference / n. 偏爱；偏爱的事物 (20) reject vt.拒绝接受，不予考虑；
ˈprefrəns/ /rɪˈdʒekt/
jam n. 果酱；拥挤，堵塞 (20) 不录用；排斥，排异 (26)
/dʒæm/
somewhat adv. 有点，有几分， pessimistic adj. 悲观的，悲观
/ˈsʌmwɒt/ /ˌpesɪˈmɪstɪk/
稍微 (20) 主义的 (26)
*taboo n.禁忌，忌讳；禁止，避讳 (21) *Germanic adj. 日耳曼语的；
/təˈbuː/ /dʒɜːˈmænɪk/
embarrassed adj.窘迫的， 德国的 (26)
/ɪmˈbærəst/
尴尬的；拮据的 (21) linguist n. 语言学家；通晓数国语
/ˈlɪŋɡwɪst/
intention n. 意图，计划 (21) 言的人 (26)
/ɪnˈtenʃn/
correspond vi. 类似于；相一 tendency n. 趋势，趋向；倾向，
/ˌkɒrəˈspɒnd/ /ˈtendənsi/
致，符合；通信 (21) 偏好 (26)
behave vi. & vt. 表现得体，有礼貌； skateboard n.滑板 (27)
/bɪˈheɪv/ /ˈskeɪtbɔːd/
表现 (21) canteen n. 食堂，餐厅 (27)
/kænˈtiːn/
tolerate vt. 容许，允许；忍受，容忍； sincerely adv.真诚地，诚实地 (27)
/ˈtɒləreɪt/ /sɪnˈsɪəli/
能经受 (21) slip vi. 滑倒；滑落；溜；陷入
/slɪp/
kindergarten n. 学前班；幼 n. 差错；纸条；滑跤 (27)
/ˈkɪndəɡɑːtn/
儿园 (23) fence n. 栅栏，篱笆 (27)
/fens/
recite vt. 吟诵；列举 (23) contest n. 比赛，竞赛；争夺，竞争
/rɪˈsaɪt/ /ˈkɒntest/
accent n. 口音，腔调；重 vt. 争取赢得；争辩，就…提出
/ˈæksent; ˈæksənt/ /kənˈtest/
音；着重点，强调 (23) 异议 (27)
handwriting n. 手写，书写；笔
/ˈhændraɪtɪŋ/
105Unit 3 weekly adj. 每周的
/ˈwiːkli/
adv. 每周地
salary n. 薪金，薪水 (30) n. 周报，周刊 (34)
/ˈsæləri/
labour (AmE labor) n. 劳工；劳 monthly adj. 每月的
/ˈleɪbə(r)/ /ˈmʌnθli/
动，（尤指）体力劳动；分娩期，分娩 adv. 每个月
vi. 努力做；干苦力活 (30) n. 月刊 (34)
labour force（ 全公司或全国的）劳动力 (30) budget n. 预算 (34)
/ˈbʌdʒɪt/
*gear vt. 使适合于 put sth on the line 让…处于危险之中 (34)
/ɡɪə(r)/
n. 排挡，齿轮，传动装置 (30) loan n. 贷款，借款；借出
/ləʊn/
earn a living 谋生 (30) vt. 借出，贷与（尤指钱） (34)
attain vt. 获得；达到 (30) client n. 客户，委托人 (35)
/əˈteɪn/ /ˈklaɪənt/
*endeavour (AmE endeavor) detective n. 侦探，警探 (35)
/ɪnˈdevə(r)/ /dɪˈtektɪv/
vi. 努力，尽力 detective work调查工作，研究工作 (35)
n. 努力，尝试 (30) subjective adj. 主观的 (35)
/səbˈdʒektɪv/
passion n. 酷爱；强烈情感 (30) directory n. 名录，电
/ˈpæʃn/ /dəˈrektəri; daɪˈrektəri/
fond adj. 喜爱 (30) 话号码簿，公司名录 (35)
/fɒnd/
be fond of 喜爱 (30) plug vt. 补足，供给；堵塞，封堵
/plʌɡ/
anticipate vt. 预料；预计 (31) n. 插头；插座 (35)
/ænˈtɪsɪpeɪt/
*status quo 现状，原来的 groundwork n. 基础工作，
/ˌsteɪtəs ˈkwəʊ/ /ˈɡraʊndwɜːk/
状况 (31) 准备工作 (35)
superior adj. 更好的，占优势的 premier adj. 最著名的，最成功
/suːˈpɪəriə(r)/ /ˈpremiə(r)/
n. 级别（或地位、职位）更高的人 (31) 的，第一的
prejudice n. 偏见，成见 (31) n. 首相，总理 (37)
/ˈpredʒədɪs/
lawyer n. 律师 (31) institute n. 机构，机构建筑
/ˈlɔːjə(r)/ /ˈɪnstɪtjuːt/
servant n. 雇员，职员；仆人 (31) vt. 建立，制定（体系、政策等） (37)
/ˈsɜːvənt/
public servant 公务员，公仆 (31) *proportion n. 正确的比例；部分，
/prəˈpɔːʃn/
consultant n. 顾问；会诊医师 (31) 份额；比例；体积，面积 (37)
/kənˈsʌltənt/
clerk n. 职员，簿记员，文书 (31) fabric n. 织物，布料 (37)
/klɑːk/ /ˈfæbrɪk/
receptionist n. 接待员 (31) fibre (AmE fiber) n. 纤维制品；纤
/rɪˈsepʃənɪst/ /ˈfaɪbə(r)/
respective adj. 分别的，各自的 (31) 维素；纤维 (37)
/rɪˈspektɪv/
zone n. 地区；区域 (31) qualification n. 资格，资历；
/zəʊn/ /ˌkwɒlɪfɪˈkeɪʃn/
comfort zone 舒适区，放松区 (31) 学历；合格，达到标准 (37)
operate vt. 操作，使运行 swing vi. & vt. (swung, swung)（使）
/ˈɒpəreɪt/ /swɪŋ/
vi. 运转，工作；经营，营业 (33) 改变；（使）摆动，摇摆
hire vt. & vi. 聘用，雇用；租用 n. 改变；摆动；秋千 (37)
/ˈhaɪə(r)/
n. 新雇员；租借 (33) swing into action 立即行动起来，马上
leadership n. 领导应有的品质；领 大干起来 (37)
/ˈliːdəʃɪp/
导地位 (33) label n. 标签；（不恰当的）称谓
/ˈleɪbl/
weigh up 权衡，斟酌 (34) vt. 贴标签于；（尤指不公正地）把…
receipt n. 收到的款项，收入；收据 (34) 称为 (37)
/rɪˈsiːt/
commercial adj. 商业的，贸易的； candidate n. 候选
/kəˈmɜːʃl/ /ˈkændɪdət; ˈkændɪdeɪt/
盈利的；商业性的 (34) 人；应试者；被认定适合者 (39)
106gain the upper hand 处于有利地位， temporary adj. 临时的，短暂的 (41)
/ˈtemprəri/
有优势 (39) bowling n. 保龄球运动 (41)
/ˈbəʊlɪŋ/
applicant n.申请人 (39) tournament n. 锦
/ˈæplɪkənt/ /ˈtʊənəmənt; ˈtɔːnəmənt/
prior adj. 在前的；优先的， 标赛 (41)
/ˈpraɪə(r)/
占先的 (39)
prior to 在…之前 (39) Unit 4
profile n. 概述；形象；侧面轮廓
/ˈprəʊfaɪl/
vt. 概述，写简介 (39) *auditory adj. 听的，听觉的 (43)
/ˈɔːdətri/
criterion n. (pl. criteria) 标准， *verbal adj. 口头的；言语的，文字的 (43)
/kraɪˈtɪəriən/ /ˈvɜːbl/
准则 (39) blank adj. 空白的
/blæŋk/
*concisely adv. 简明地，简练地， n. 空白处，空格 (44)
/kənˈsaɪsli/
简洁地 (39) composition n. 构图；构成，
/ˌkɒmpəˈzɪʃn/
shave n. 刮脸，剃须 成分；作品；作曲艺术 (44)
/ʃeɪv/
vi. & vt. 剃（须发），刮脸 (39) educator n. 教育家；教育
/ˈedʒukeɪtə(r)/
refreshed adj. 恢复了精力的，精神 工作者 (44)
/rɪˈfreʃt/
振作的 (39) Confucius n. 孔子 (44)
/kənˈfjuːʃəs/
mode n. 方式，风格，样式 (39) bound adj. 一定会，很可能会；
/məʊd/ /baʊnd/
delay n. 延迟的时间；延期，耽搁 有义务（做某事） (44)
/dɪˈleɪ/
vi. & vt. 延迟，延期；使迟到，使拖延 (39) be bound to 一定会，很可能会 (44)
duration n. 持续时间，期间 (40) keep pace with sb/sth 与…步调一致，
/djuˈreɪʃn/
for the duration 直到…结束，在整个… 与…并驾齐驱 (45)
期间 (40) resolve vt. & vi.解决；表决；决心，决定
/rɪˈzɒlv/
rude adj. 粗鲁的，无礼的，粗野的 (40) n.决心，坚定的信念 (45)
/ruːd/
justify vt. 对…作出解释，为…辩 refresh vt. 使变新；使恢复精力；
/ˈdʒʌstɪfaɪ/ /rɪˈfreʃ/
解；证明…正确 (40) 使想起 (45)
relevant adj. 紧密相关的，切题 objective adj. 客观的；
/ˈreləvənt/ /əbˈdʒektɪv/
的；有价值的，有意义的 (40) 客观存在的；宾格的
infer vt. 推断，推论，推理 (40) n.目标，目的 (45)
/ɪnˈfɜː(r)/
*convey vt. 表达，传递；传送，运送 (40) criticize (also criticise)
/kənˈveɪ/ /ˈkrɪtɪsaɪz/
firm adj. 强有力的，坚决的；坚固的；坚 vt. & vi.批评，批判，挑剔，指责；评价 (45)
/fɜːm/
定的；牢固的 inquire vi. & vt.询问，打听 (45)
/ɪnˈkwaɪə(r)/
n. 商行，公司 (40) register vi. & vt. 登记，注册
/ˈredʒɪstə(r)/
genuine adj. 真诚的，可信赖的； n. 语体风格，语域；登记表 (45)
/ˈdʒenjuɪn/
真的，名副其实的 (40) subscribe vi. 订阅；定期订购（或
/səbˈskraɪb/
*yawn vi. 打哈欠 (40) 订阅等） (45)
/jɔːn/
seize vt. 抓住，把握；捉住，夺；攻占； subscribe to 订阅；定期订购（或订阅
/siːz/
没收 (40) 等）；同意，赞成 (45)
corporate adj. 公司的；全体的， concrete adj. 确实的，具体的；
/ˈkɔːpərət/ /ˈkɒŋkriːt/
共同的 (40) 有形的，实在的
put one’s best foot forward 全力以赴 (40) n. 混凝土 (45)
rainbow n. 虹，彩虹 (40) comprehension n. 理解力，
/ˈreɪnbəʊ/ /ˌkɒmprɪˈhenʃn/
madam n. 女士，夫人 (41) 领悟能力；理解练习 (45)
/ˈmædəm/
107cease vi. & vt.（ 使）停止，终止，结束 (45) mature adj. 明白事理的，成熟的
/siːs/ /məˈtʃʊə(r)/
self-worth n. 自我价值感 (45) vi. 成熟，长成；有判断力 (53)
/ˌself ˈwɜːθ/
*inductive adj. 归纳的，归纳法的 (47) compose oneself 使自己镇定下来 (53)
/ɪnˈdʌktɪv/
reasoning n.推理，理性的观点， dormitory n. 学生宿舍，集体宿舍 (53)
/ˈriːzənɪŋ/ /ˈdɔːmətri/
论证 (47) circus n. 热闹场面；马戏团 (53)
/ˈsɜːkəs/
abstract adj. 抽象的，纯理论的 essay n. 文章，短文 (53)
/ˈæbstrækt/ /ˈeseɪ/
vt. 把…抽象出，提取 (47) geometry n. 几何（学）；几何
/æbˈstrækt/ /dʒiˈɒmətri/
*swan n.天鹅 (47) 形状 (53)
/swɒn/
assumption n. 假定，假设 (47) paragraph n. 段，段落 (53)
/əˈsʌmpʃn/ /ˈpærəɡrɑːf/
domain n. 领域，范围； laptop n. 笔记本电脑，便携式电脑 (54)
/dəˈmeɪn; dəʊˈmeɪn/ /ˈlæptɒp/
领土；域 (47) dizzy adj. 头晕目眩的；使人眩晕的 (54)
/ˈdɪzi/
*vocational adj.职业的， sneeze vi. 打喷嚏
/vəʊˈkeɪʃənl/ /sniːz/
业务知识的 (48) n. 喷嚏，喷嚏声 (54)
occupation n.工作，职业；消遣； reference n. 参考；提到；推荐信
/ˌɒkjuˈpeɪʃn/ /ˈrefrəns/
侵占，占领期；使用 (48) vt. 查阅，参考 (54)
qualify vt. 使合格，使具备资格 draft n. 草稿，草案，草图
/ˈkwɒlɪfaɪ/ /drɑːft/
vi. 取得资格（或学历），合格 (48) vt. 起草，草拟 (54)
prospect n. 成功的机会，前景；可 polish vt. & vi. 修改，润饰；擦光，磨光
/ˈprɒspekt/ /ˈpɒlɪʃ/
能性 (48) n. 抛光，上光；完美，娴熟，精湛 (54)
motor adj. 机动车的，汽车的 drawer n. 抽屉 (54)
/ˈməʊtə(r)/ /drɔː(r)/
n. 发动机，马达 (48) presentation n. 幻灯片演示；
/ˌpreznˈteɪʃn/
institution n. 机构；风俗习惯， 提交，授予；展示会；演出 (54)
/ˌɪnstɪˈtjuːʃn/
制度 (48) cafeteria n. 自助餐厅，自助
/ˌkæfəˈtɪəriə/
drill vt. & vi. 培训，训练；钻（孔） 食堂 (54)
/drɪl/
n. 练习，训练；钻，钻头 (49) bounce vt（. 向某人）试探地透露（主意）
/baʊns/
circuit n. 电路，线路；环行；赛车道 (49) vi. 跳动
/ˈsɜːkɪt/
competence n. 能力，胜任 (49) n. 弹跳；活力 (54)
/ˈkɒmpɪtəns/
recreation n. 娱乐，消遣 (50) bounce ideas off sb 向某人试探地透露
/ˌrekriˈeɪʃn/
lamp n. 灯 (50) 主意 (54)
/læmp/
random adj. 随机的；辨认不出 professor n. 教授；讲师，教员 (54)
/ˈrændəm/ /prəˈfesə(r)/
的；不合常理的 (50) beard n. 胡须，络腮胡子 (54)
/bɪəd/
statistic n. 统计数字，统计资料 (50) *intimidating adj. 吓人的，令
/stəˈtɪstɪk/ /ɪnˈtɪmɪdeɪtɪŋ/
tablet n. 平板电脑；药片 (50) 人胆怯的 (54)
/ˈtæblət/
certificate n. 文凭，结业证书； carriage n. （火车的）客车厢；（旧
/səˈtɪfɪkət/ /ˈkærɪdʒ/
证明，证明书 (53) 时载客的）四轮马车 (54)
breast n. 胸部，胸脯 (53) kettle n. 壶，水壶 (55)
/brest/ /ˈketl/
curtain n. 幕，帷幕；窗帘；帘，幔； librarian n. 图书管理员，图书
/ˈkɜːtn/ /laɪˈbreəriən/
覆盖物 (53) 馆馆长 (55)
in a flash 转瞬间，立即 (53) forehead n. 额，前额 (55)
/ˈfɔːhed; ˈfɒrɪd/
tight adv. 紧紧地，牢固地 extension n.（ 为非全日制学生开
/taɪt/ /ɪkˈstenʃn/
adj. 牢固的；严格的；密集的；亲密的 (53) 设的）进修部，进修课；扩大，延伸 (55)
108Wordlist 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 几乎不；刚才 (2)
beard n. 胡须，络腮胡子 (54)
/bɪəd/
abstract adj. 抽象的，纯理论的 behave vi. & vt. 表现得体，有礼貌；
/ˈæbstrækt/ /bɪˈheɪv/
vt. 把…抽象出，提取 (47) 表现 (21)
/æbˈstrækt/
accent n. 口音，腔调；重 *bilingual adj.会说两种语言
/ˈæksent; ˈæksənt/ /ˌbaɪˈlɪŋɡwəl/
音；着重点，强调 (23) 的；用两种语言（写）的 (25)
account for sth 是…的说明（或原因）；（数 blank adj. 空白的
/blæŋk/
量上、比例上）占 (17) n. 空白处，空格 (44)
*anchor n. 锚；给以安全感的人（或物） bless vt.（表示惊奇）；祝福 (3)
/ˈæŋkə(r)/ /bles/
vi. & vt. 抛锚；使固定 (11) bonus n. 意外收获；奖金，红利 (12)
/ˈbəʊnəs/
anticipate vt. 预料；预计 (31) bounce vt（. 向某人）试探地透露（主意）
/ænˈtɪsɪpeɪt/ /baʊns/
anyhow adv. 不过，总之；尽管；而 vi. 跳动
/ˈenihaʊ/
且；随便地 (3) n. 弹跳；活力 (54)
applicant n.申请人 (39) bounce ideas off sb 向某人试探地透露
/ˈæplɪkənt/
appointment n. 约定，约会； 主意 (54)
/əˈpɔɪntmənt/
任命，委任；职务 (2) bound adj. 一定会，很可能会；
/baʊnd/
approve vi. & vt. 赞成；批准，通过 有义务（做某事） (44)
/əˈpruːv/
（计划、要求等） (17) be bound to 一定会，很可能会 (44)
approve of 赞成，赞同 (17) bow n. 蝴蝶结；弓
/bəʊ/
arm in arm 臂挽着臂 (3) vi. 鞠躬；低（头） (8)
/baʊ/
arrest n. & vt. 逮捕，拘捕 (3) bowling n. 保龄球运动 (41)
/əˈrest/ /ˈbəʊlɪŋ/
under arrest 被逮捕 (3) breast n. 胸部，胸脯 (53)
/brest/
ashamed adj. 惭愧，羞愧，尴尬 (7) broaden one’s mind 拓展视野，开阔眼界 (23)
/əˈʃeɪmd/
assumption n. 假定，假设 (47) budget n. 预算 (34)
/əˈsʌmpʃn/ /ˈbʌdʒɪt/
attain vt. 获得；达到 (30) *burden n.（ 义务、责任等的）重担，
/əˈteɪn/ /ˈbɜːdn/
*auditory adj. 听的，听觉的 (43) 负担 (6)
/ˈɔːdətri/
B C
bacon n. 咸猪肉，熏猪肉 (25) cafeteria n. 自助餐厅，自助
/ˈbeɪkən/ /ˌkæfəˈtɪəriə/
barely adv. 刚好；仅仅，勉强可能； 食堂 (54)
/ˈbeəli/
109candidate n. 候选 core adj. 核心的；最重要的
/ˈkændɪdət; ˈkændɪdeɪt/ /kɔː(r)/
人；应试者；被认定适合者 (39) n. 核心，最重要的部分 (6)
canteen n. 食堂，餐厅 (27) corporate adj. 公司的；全体的，
/kænˈtiːn/ /ˈkɔːpərət/
carriage n. （火车的）客车厢；（旧 共同的 (40)
/ˈkærɪdʒ/
时载客的）四轮马车 (54) correspond vi. 类似于；相一
/ˌkɒrəˈspɒnd/
cease vi. & vt.（ 使）停止，终止，结束 (45) 致，符合；通信 (21)
/siːs/
certificate n. 文凭，结业证书； criminal n. 罪犯
/səˈtɪfɪkət/ /ˈkrɪmɪnl/
证明，证明书 (53) adj. 犯法的，犯罪的；刑事的；不道德的 (3)
cheat vt. 欺骗，蒙骗 criterion n. (pl. criteria) 标准，
/tʃiːt/ /kraɪˈtɪəriən/
vi. 作弊，舞弊 (7) 准则 (39)
*cigar n. 雪茄烟 (2) criticize (also criticise)
/sɪˈɡɑː(r)/ /ˈkrɪtɪsaɪz/
circuit n. 电路，线路；环行；赛车道 (49) vt. & vi.批评，批判，挑剔，指责；评价 (45)
/ˈsɜːkɪt/
circus n. 热闹场面；马戏团 (53) curtain n. 幕，帷幕；窗帘；帘，幔；
/ˈsɜːkəs/ /ˈkɜːtn/
cite vt. 提及，列举；引用，引述 (23) 覆盖物 (53)
/saɪt/
clarify vt. 使更清晰易懂，阐明 (17)
/ˈklærəfaɪ/
clerk n. 职员，簿记员，文书 (31) D
/klɑːk/
client n. 客户，委托人 (35)
/ˈklaɪənt/
collar n. 衣领；颈圈；圈，箍 (3) deadline n. 最后期限，截止日期 (11)
/ˈkɒlə(r)/ /ˈdedlaɪn/
commercial adj. 商业的，贸易的； decent adj. 正派的，合乎礼节的；得
/kəˈmɜːʃl/ /ˈdiːsnt/
盈利的；商业性的 (34) 体的，适当的 (5)
competence n. 能力，胜任 (49) *decode vt. 解（码），破译（尤指密
/ˈkɒmpɪtəns/ /diːˈkəʊd/
competent adj. 足以胜任的，有 码） (16)
/ˈkɒmpɪtənt/
能力的，称职的 (16) delay n. 延迟的时间；延期，耽搁
/dɪˈleɪ/
compose oneself 使自己镇定下来 (53) vi. & vt. 延迟，延期；使迟到，使拖延 (39)
composition n. 构图；构成， detective n. 侦探，警探 (35)
/ˌkɒmpəˈzɪʃn/ /dɪˈtektɪv/
成分；作品；作曲艺术 (44) detective work调查工作，研究工作 (35)
comprehension n. 理解力， diamond n. 钻石 (2)
/ˌkɒmprɪˈhenʃn/ /ˈdaɪəmənd/
领悟能力；理解练习 (45) directory n. 名录，电
/dəˈrektəri; daɪˈrektəri/
*concisely adv. 简明地，简练地， 话号码簿，公司名录 (35)
/kənˈsaɪsli/
简洁地 (39) disappointed adj. 失望的，
/ˌdɪsəˈpɔɪntɪd/
concrete adj. 确实的，具体的； 沮丧的 (8)
/ˈkɒŋkriːt/
有形的，实在的 discouraged adj. 灰心的 (12)
/dɪsˈkʌrɪdʒd/
n. 混凝土 (45) dizzy adj. 头晕目眩的；使人眩晕的 (54)
/ˈdɪzi/
Confucius n. 孔子 (44) domain n. 领域，范围；
/kənˈfjuːʃəs/ /dəˈmeɪn; dəʊˈmeɪn/
consultant n. 顾问；会诊医师 (31) 领土；域 (47)
/kənˈsʌltənt/
contest n. 比赛，竞赛；争夺，竞争 dormitory n. 学生宿舍，集体宿舍 (53)
/ˈkɒntest/ /ˈdɔːmətri/
vt. 争取赢得；争辩，就…提出 draft n. 草稿，草案，草图
/kənˈtest/ /drɑːft/
异议 (27) vt. 起草，草拟 (54)
*convey vt. 表达，传递；传送，运送 (40) drawer /drɔ(r)/ n. 抽屉 (54)
/kənˈveɪ/ ː
cooperate vi. 合作，协作；协助， drill vt. & vi. 培训，训练；钻（孔）
/kəʊˈɒpəreɪt/ /drɪl/
配合 (23) n.练习，训练；钻，钻头 (49)
110duration n. 持续时间，期间 (40) fold vt. 折叠，对折；包，裹
/djuˈreɪʃn/ /fəʊld/
for the duration 直到…结束，在整个… n. 褶，褶层，折叠部分 (17)
期间 (40) fond adj. 喜爱 (30)
/fɒnd/
be fond of 喜爱 (30)
E forehead n. 额，前额 (55)
/ˈfɔːhed; ˈfɒrɪd/
forgive vt. & vi. (forgave, forgiven)
/fəˈɡɪv/
earn a living 谋生 (30) 原谅，宽恕；免除（债务） (7)
educator n. 教育家；教育 friction n. 争执；摩擦；摩擦力 (17)
/ˈedʒukeɪtə(r)/ /ˈfrɪkʃn/
工作者 (44)
embarrassed adj. 窘迫的， G
/ɪmˈbærəst/
尴尬的；拮据的 (21)
*embrace vt. & vi. 欣然接受；包含； gain vt. & vi.获得；增进，增长；（从…
/ɪmˈbreɪs/ /ɡeɪn/
拥抱 (11) 中）受益
*empathize vi. 有同感，产生共鸣 (17) n. 好处，利益 (17)
/ˈempəθaɪz/
*empathy n. 同感，共鸣，同情 (17) gain the upper hand 处于有利地位，
/ˈempəθi/
*encode vt. 把…编码；把…译成电 有优势 (39)
/ɪnˈkəʊd/
码（或密码） (16) garbage n. 垃圾；废话 (12)
/ˈɡɑːbɪdʒ/
*endeavour (AmE endeavor) *gear vt. 使适合于
/ɪnˈdevə(r)/ /ɡɪə(r)/
vi. 努力，尽力 n. 排挡，齿轮，传动装置 (30)
n. 努力，尝试 (30) gentle adj. 温柔的；温和的；柔和的 (16)
/ˈdʒentl/
enterprise n. 公司，企业；规划， genuine adj. 真诚的，可信赖的；
/ˈentəpraɪz/ /ˈdʒenjuɪn/
事业 (17) 真的，名副其实的 (40)
essay n. 文章，短文 (53) geometry n. 几何（学）；几何
/ˈeseɪ/ /dʒiˈɒmətri/
extension n.（ 为非全日制学生开 形状 (53)
/ɪkˈstenʃn/
设的）进修部，进修课；扩大，延伸 (55) geophysicist n. 地球物理学家 (6)
/ˌdʒiːəʊˈfɪzɪsɪst/
*eyebrow n. 眉毛 (2) *Germanic adj. 日耳曼语的；
/ˈaɪbraʊ/ /dʒɜːˈmænɪk/
德国的 (26)
F *gesture n. 手势，姿势；姿态，表示
/ˈdʒestʃə(r)/
vi. & vt. 做手势，用手势表示 (19)
fabric n. 织物，布料 (37) golf n. 高尔夫球运动 (25)
/ˈfæbrɪk/ /ɡɒlf/
fault n. 过错，责任；弱点，缺点 (11) groundwork n. 基础工作，
/fɔːlt/ /ˈɡraʊndwɜːk/
feedback n. 反馈的意见（或信息） 准备工作 (35)
/ˈfiːdbæk/
(16) guidance n. 指导；导航 (11)
/ˈɡaɪdns/
fence n. 栅栏，篱笆 (27) guilty adj. 感到内疚的，感到惭愧的；
/fens/ /ˈɡɪlti/
fibre (AmE fiber) n. 纤维制品；纤 有罪的，有过失的 (7)
/ˈfaɪbə(r)/
维素；纤维 (37)
firm adj. 强有力的，坚决的；坚固的；坚 H
/fɜːm/
定的；牢固的
n. 商行，公司 (40) handwriting n. 手写，书写；笔
/ˈhændraɪtɪŋ/
fluent adj.（ 尤指外语）流利的，熟 迹，书法 (23)
/ˈfluːənt/
练的 (23) harvest n. 收成，收获量；收获季节，
/ˈhɑːvɪst/
111收割 keep pace with sb/sth 与…步调一致，
vt. & vi. 收割，捕猎 (12) 与…并驾齐驱 (45)
hire vt. & vi. 聘用，雇用；租用 kettle n. 壶，水壶 (55)
/ˈhaɪə(r)/ /ˈketl/
n. 新雇员；租借 (33) kindergarten n. 学前班；幼
/ˈkɪndəɡɑːtn/
儿园 (23)
I knowledgeable adj. 博学的，有
/ˈnɒlɪdʒəbl/
见识的 (17)
in a flash 转瞬间，立即 (53) *kung fu n. 功夫 (25)
/ˌkʌŋ ˈfuː/
inch n. 英寸；少量，短距离 (3)
/ɪntʃ/
*inductive adj. 归纳的，归纳法的 (47) L
/ɪnˈdʌktɪv/
infer vt. 推断，推论，推理 (40)
/ɪnˈfɜː(r)/
innocent adj. 无辜的，清白的，无罪 label n. 标签；（不恰当的）称谓
/ˈɪnəsnt/ /ˈleɪbl/
的；天真无邪的，纯真的 vt. 贴标签于；（尤指不公正地）把…
n. 无辜者，单纯的人 (5) 称为 (37)
inquire vi. & vt. 询问，打听 (45) labour (AmE labor) n. 劳工；劳
/ɪnˈkwaɪə(r)/ /ˈleɪbə(r)/
institute n. 机构，机构建筑 动，（尤指）体力劳动；分娩期，分娩
/ˈɪnstɪtjuːt/
vt. 建立，制定（体系、政策等） (37) vi. 努力做；干苦力活 (30)
institution n. 机构；风俗习惯， labour force（ 全公司或全国的）劳动力 (30)
/ˌɪnstɪˈtjuːʃn/
制度 (48) lamp n.灯 (50)
/læmp/
integrate vt. & vi.（ 使）合并；（使） laptop n. 笔记本电脑，便携式电脑 (54)
/ˈɪntɪɡreɪt/ /ˈlæptɒp/
加入 (25) lawyer n. 律师 (31)
/ˈlɔːjə(r)/
integrity n. 诚实正直；完整， leadership n. 领导应有的品质；领
/ɪnˈteɡrəti/ /ˈliːdəʃɪp/
完好 (12) 导地位 (33)
intention n. 意图，计划 (21) legal adj. 合法的；法律的 (5)
/ɪnˈtenʃn/ /ˈliːɡl/
intervention n. 干涉行为， librarian n. 图书管理员，图书
/ˌɪntəˈvenʃn/ /laɪˈbreəriən/
干预 (25) 馆馆长 (55)
*intimidating adj. 吓人的，令 linguist n. 语言学家；通晓数国语
/ɪnˈtɪmɪdeɪtɪŋ/ /ˈlɪŋɡwɪst/
人胆怯的 (54) 言的人 (26)
likewise adv. 同样地；也，而且 (11)
/ˈlaɪkwaɪz/
J loan n. 贷款，借款；借出
/ləʊn/
vt. 借出，贷与（尤指钱） (34)
*jade n. 玉，碧玉 (12) lose contact 失去联系 (2)
/dʒeɪd/
jam n. 果酱；拥挤，堵塞 (20)
/dʒæm/
jaw n. 下巴；颌 (2) M
/dʒɔː/
justify vt. 对…作出解释，为…辩
/ˈdʒʌstɪfaɪ/
解；证明…正确 (40) madam n. 女士，夫人 (41)
/ˈmædəm/
mail n. 电子邮件；邮政；邮件 (16)
/meɪl/
K make one’s fortune 发财 (2)
mature adj. 明白事理的，成熟的
/məˈtʃʊə(r)/
*keen adj. 灵敏的，敏锐的；渴望，热切， vi. 成熟，长成；有判断力 (53)
/kiːn/
热衷于 (2) mercy n. 仁慈，宽恕 (11)
/ˈmɜːsi/
112at the mercy of sb/sth 任…处置，对… 主义的 (26)
无能为力 (11) phase n. 阶段，时期 (11)
/feɪz/
mineral n. 矿物，矿物质 (6) photographer n. 摄影师，
/ˈmɪnərəl/ /fəˈtɒɡrəfə(r)/
mode n. 方式，风格，样式 (39) 拍照者 (7)
/məʊd/
monthly adj. 每月的 plug vt. 补足，供给；堵塞，封堵
/ˈmʌnθli/ /plʌɡ/
adv. 每个月 n. 插头；插座 (35)
n. 月刊 (34) polish vt. & vi. 修改，润饰；擦光，磨光
/ˈpɒlɪʃ/
motor adj. 机动车的，汽车的 n. 抛光，上光；完美，娴熟，精湛 (54)
/ˈməʊtə(r)/
n. 发动机，马达 (48) precisely adv. 准确地，恰好地；
/prɪˈsaɪsli/
细心地；正是，确实 (19)
N preference n. 偏爱；偏爱的事物 (20)
/ˈprefrəns/
prejudice n. 偏见，成见 (31)
/ˈpredʒədɪs/
negotiate vi. & vt. 谈判；商定， premier adj. 最著名的，最成功
/nɪˈɡəʊʃieɪt/ /ˈpremiə(r)/
达成（协议） (17) 的，第一的
nephew n. 侄子，外甥 (8) n. 首相，总理 (37)
/ˈnefjuː; ˈnevjuː/
presentation n. 幻灯片演示；
/ˌpreznˈteɪʃn/
O 提交，授予；展示会；演出 (54)
pretend vi. & vt. 假装；装扮，扮作；
/prɪˈtend/
objective adj. 客观的； 自诩，自认为 (8)
/əbˈdʒektɪv/
客观存在的；宾格的 principle n. 道德原则；法则；
/ˈprɪnsəpl/
n. 目标，目的 (45) 信条 (5)
obtain vt. 获得，赢得 (16) prior adj. 在前的；优先的，
/əbˈteɪn/ /ˈpraɪə(r)/
occupation n.工作，职业；消遣； 占先的 (39)
/ˌɒkjuˈpeɪʃn/
侵占，占领期；使用 (48) prior to 在…之前 (39)
operate vt. 操作，使运行 *privilege n. 荣幸；特殊利益
/ˈɒpəreɪt/ /ˈprɪvəlɪdʒ/
vi. 运转，工作；经营，营业 (33) vt. 给予特权，特别优待 (11)
oppose vt. 反对，抵制；与…对垒 (25) professor n. 教授；讲师，教员 (54)
/əˈpəʊz/ /prəˈfesə(r)/
organic adj. 有机的，统一的；绿色 profile n. 概述；形象；侧面轮廓
/ɔːˈɡænɪk/ /ˈprəʊfaɪl/
的，不使用化肥的；生物的 (12) vt. 概述，写简介 (39)
outline vt. 概述，略述 *proportion n. 正确的比例；部分，
/ˈaʊtlaɪn/ /prəˈpɔːʃn/
n. 概述；轮廓线，略图 (3) 份额；比例；体积，面积 (37)
prospect n. 成功的机会，前景；可
/ˈprɒspekt/
P 能性 (48)
pure adj. 纯净的；完全的 (25)
/pjʊə(r)/
paragraph n. 段，段落 (53) put sth on the line 让…处于危险之中 (34)
/ˈpærəɡrɑːf/
parcel n. 包裹，小包；一块地 put one’s best foot forward 全力以赴 (40)
/ˈpɑːsl/
vt. 裹好，打包 (8) put yourself in sb’s shoes 处于某人的境地，
passion n. 酷爱；强烈情感 (30) 设身处地 (17)
/ˈpæʃn/
*pause vi. 停顿，暂停
/pɔːz/
n. 停顿，停顿的时间 (8)
pessimistic adj. 悲观的，悲观
/ˌpesɪˈmɪstɪk/
113Q respective adj. 分别的，各自的 (31)
/rɪˈspektɪv/
rude adj. 粗鲁的，无礼的，粗野的 (40)
/ruːd/
qualification n. 资格，资历；
/ˌkwɒlɪfɪˈkeɪʃn/
学历；合格，达到标准 (37) S
qualify vt. 使合格，使具备资格
/ˈkwɒlɪfaɪ/
vi. 取得资格（或学历），合格 (48) salary n. 薪金，薪水 (30)
/ˈsæləri/
quote n. 引语 saving n. 节省物，节省；储蓄金 (12)
/kwəʊt/ /ˈseɪvɪŋ/
vt. & vi. 引用，引述；举例说明 (13) *scar n.伤疤；（精神上的）创伤；
/skɑː(r)/
污点 (2)
R *scarfpin n.围巾夹，领带别针 (2)
/ˈskɑːfˌpɪn/
seize vt. 抓住，把握；捉住，夺；攻占；
/siːz/
rainbow n. 虹，彩虹 (40) 没收 (40)
/ˈreɪnbəʊ/
random adj. 随机的；辨认不出 self-worth n. 自我价值感 (45)
/ˈrændəm/ /ˌself ˈwɜːθ/
的；不合常理的 (50) servant n. 雇员，职员；仆人 (31)
/ˈsɜːvənt/
react vi.（ 对…）作出反应；有不良反 public servant 公务员，公仆 (31)
/riˈækt/
应，过敏；起化学反应 (16) sew vi. & vt. (sewed, sewn) 缝，
/səʊ/
reasoning n. 推理，理性的观点， 做针线活；缝上 (8)
/ˈriːzənɪŋ/
论证 (47) shave n. 刮脸，剃须
/ʃeɪv/
receipt n. 收到的款项，收入；收据 (34) vi. & vt. 剃（须发），刮脸 (39)
/rɪˈsiːt/
receptionist n. 接待员 (31) sincerely adv. 真诚地，诚实地 (27)
/rɪˈsepʃənɪst/ /sɪnˈsɪəli/
recite vt. 吟诵；列举 (23) skateboard n. 滑板 (27)
/rɪˈsaɪt/ /ˈskeɪtbɔːd/
recreation n. 娱乐，消遣 (50) slip vi. 滑倒；滑落；溜；陷入
/ˌrekriˈeɪʃn/ /slɪp/
reference n. 参考；提到；推荐信 n. 差错；纸条；滑跤 (27)
/ˈrefrəns/
vt. 查阅，参考 (54) sneeze vi. 打喷嚏
/sniːz/
refresh vt. 使变新；使恢复精力； n. 喷嚏，喷嚏声 (54)
/rɪˈfreʃ/
使想起 (45) socialist adj. 社会主义的
/ˈsəʊʃəlɪst/
refreshed adj. 恢复了精力的，精神 n. 社会主义者 (6)
/rɪˈfreʃt/
振作的 (39) somewhat adv. 有点，有几分，
/ˈsʌmwɒt/
register vi. & vt. 登记，注册 稍微 (20)
/ˈredʒɪstə(r)/
n. 语体风格，语域；登记表 (45) sow vt. & vi. (sowed, sown)播种，种 (12)
/səʊ/
reject vt. 拒绝接受，不予考虑； starfish n. 海星，星鱼 (12)
/rɪˈdʒekt/ /ˈstɑːfɪʃ/
不录用；排斥，排异 (26) statistic n. 统计数字，统计资料 (50)
/stəˈtɪstɪk/
*rejoice vi. & vt. 非常高兴，深感 *status quo 现状，原来的
/rɪˈdʒɔɪs/ /ˌsteɪtəs ˈkwəʊ/
欣喜 (13) 状况 (31)
relevant adj. 紧密相关的，切题 straightforward adj. 坦诚
/ˈreləvənt/ /ˌstreɪtˈfɔːwəd/
的；有价值的，有意义的 (40) 的；简单的 (17)
reliable adj. 可信赖的，可依靠的； subjective adj. 主观的 (35)
/rɪˈlaɪəbl/ /səbˈdʒektɪv/
真实可信的，可靠的 (2) subscribe vi. 订阅；定期订购（或
/səbˈskraɪb/
resign vt. & vi. 辞职，辞去 (6) 订阅等） (45)
/rɪˈzaɪn/
resolve vt. & vi. 解决；表决；决心，决定 subscribe to 订阅；定期订购（或订阅
/rɪˈzɒlv/
n. 决心，坚定的信念 (45) 等）；同意，赞成 (45)
114substantial adj. 大量的，价值巨 *tribe n. 部落 (26)
/səbˈstænʃl/ /traɪb/
大的；结实的，牢固的 (6)
suit vt. 满足需要；相配，合身 V
/suːt/
n. 套装，西装，西服 (16)
superb adj. 极佳的，卓越的，质量 *verbal adj. 口头的；言语的，文字的 (43)
/suːˈpɜːb/ /ˈvɜːbl/
极高的 (7) virtue n. 美德；正直的品性；优点 (11)
/ˈvɜːtʃuː/
superior adj. 更好的，占优势的 vocabulary n. 词汇，词汇量 (20)
/suːˈpɪəriə(r)/ /vəˈkæbjələri/
n. 级别（或地位、职位）更高的人 (31) *vocational adj. 职业的，
/vəʊˈkeɪʃənl/
suspect vt. & vi. 疑有，觉得 业务知识的 (48)
/səˈspekt/
n. 嫌疑犯，可疑对象 (3)
/ˈsʌspekt/
*swan n. 天鹅 (47) W
/swɒn/
swing vi. & vt. (swung, swung)（使）
/swɪŋ/
改变；（使）摆动，摇摆 ward n. 病房 (6)
/wɔːd/
n. 改变；摆动；秋千 (37) weekly adj. 每周的
/ˈwiːkli/
swing into action 立即行动起来，马上 adv. 每周地
大干起来 (37) n. 周报，周刊 (34)
sympathy n. 同情；赞同 (17) weigh on sb/sth 使焦虑不安，加重…的思想
/ˈsɪmpəθi/
负担 (12)
T weigh up 权衡，斟酌 (34)
wire vt. 给（某人）打电报；接通（电源）
/ˈwaɪə(r)/
tablet n. 平板电脑；药片 (50) n. 金属丝；电线；铁丝网 (3)
/ˈtæblət/
*taboo n. 禁忌，忌讳；禁止，避讳 (21) worthwhile adj. 值得花时间（或
/təˈbuː/ /ˌwɜːθˈwaɪl/
tank n. 坦克；（贮放液体或气体的） 花钱、努力等），重要的，令人愉快的 (2)
/tæŋk/
罐 (25) wrap vt. 包，裹；用…缠绕
/ræp/
tear down 拆毁，拆除 (2) n. 披肩，围巾；包裹材料 (8)
temporary adj. 临时的，短暂的 (41) wrinkle n. 皱纹；褶皱，皱痕
/ˈtemprəri/ /ˈrɪŋkl/
tendency n. 趋势，趋向；倾向， vt. & vi.（ 使脸上）起皱纹，皱起 (8)
/ˈtendənsi/
偏好 (26)
tight adv. 紧紧地，牢固地 Y
/taɪt/
adj. 牢固的；严格的；密集的；亲密的 (53)
tofu /ˈtəʊfuː/ n. 豆腐 (25) *yawn vi. 打哈欠 (40)
/jɔːn/
tolerate vt. 容许，允许；忍受，容忍；
/ˈtɒləreɪt/
能经受 (21) Z
tone n. 语气，腔调；风格，特色 (17)
/təʊn/
tournament n. 锦 zone n. 地区；区域 (31)
/ˈtʊənəmənt; ˈtɔːnəmənt/ /zəʊn/
标赛 (41) comfort zone 舒适区，放松区 (31)
115Wordlist 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。
Noam Chomsky 诺姆·乔姆斯基（美国语言学家） (1)
/ˌnəʊəm ˈtʃɒmski/
“Big Joe ” “大乔” (2)
/dʒəʊ/
Brady 布雷迪（姓） (2)
/ˈbreɪdi/
Jimmy Wells 吉米·韦尔斯（男子名） (2)
/ˌdʒɪmi ˈwelz/
New York 纽约（美国城市） (2)
/ˌnjuː ˈjɔːk/
Bob 鲍勃（男子名） (3)
/bɒb/
Chicago 芝加哥（美国城市） (3)
/ʃɪˈkɑːgəʊ/
Patrolman Wells 韦尔斯巡警 (3)
/pəˈtrəʊlmən/
O. Henry 欧·亨利（美国作家） (3)
/ˌəʊ ˈhenri/
Huang Danian 黄大年（中国地球物理学家） (6)
the UK 英国（the United Kingdom的缩写） (6)
Jake 杰克（男子名） (7)
/dʒeɪk/
Lily 莉莉（女子名） (7)
/ˈlɪli/
Tim 蒂姆（男子名） (8)
/tɪm/
Anne 安妮（女子名） (8)
/æn/
John 约翰（男子名） (9)
/dʒɒn/
Fan Zhongyan 范仲淹（中国北宋政治家、文学家） (13)
Epictetus 爱比克泰德（古罗马哲学家） (15)
/ˌepɪkˈtiːtəs/
David 戴维（男子名） (15)
/ˈdeɪvɪd/
Jack 杰克（男子名） (15)
/dʒæk/
the USA 美国（the United States of America的缩写） (20)
Thailand 泰国 (21)
/ˈtaɪlænd/
Europe 欧洲 (21)
/ˈjʊərəp/
Japan 日本 (21)
/dʒəˈpæn/
Mary 玛丽（女子名） (21)
/ˈmeəri/
116India 印度 (21)
/ˈɪndiə/
Daniel 丹尼尔（男子名） (22)
/ˈdænjəl/
Thomas 托马斯（男子名） (22)
/ˈtɒməs/
Jenny 珍妮（女子名） (22)
/ˈdʒeni/
Pedro 佩德罗（男子名） (22)
/ˈpedrəʊ/
Mary-Jo Saunders 玛丽—乔·桑德斯（女子名） (23)
/ˌmeəri dʒəʊ ˈsɔːndəz/
Alison 艾利森（女子名） (23)
/ˈælɪsən/
(the) Belt and Road Initiative “一带一路”倡议 (23)
the Silk Road 丝绸之路 (23)
Adam Turner 亚当·特纳（男子名） (23)
/ˌædəm ˈtɜːnə(r)/
Latin 拉丁语 (25)
/ˈlætɪn/
Greek 希腊语 (25)
/ɡriːk/
French 法语 (25)
/frentʃ/
Native American Navajo 美洲土著纳瓦霍语 (26)
/ˈnævəhəʊ/
Language
Edward Sapir 爱德华·萨丕尔（美国语言学家、人类学家） (26)
/ˌedwəd səˈpɪə/
Amanda 阿曼达（女子名） (27)
/əˈmændə/
Melissa 梅利莎（女子名） (27)
/məˈlɪsə/
Huang Yanpei 黄炎培（中国教育家） (29)
Henry David Thoreau 亨利·戴维·梭罗（美国作家） (30)
/ˌhenri ˌdeɪvɪd θəˈrəʊ/
Yang Liwei 杨利伟（中国宇航员） (30)
Max 马克斯（男子名） (34)
/mæks/
Kate 凯特（女子名） (35)
/keɪt/
Connie 康妮（女子名） (36)
/ˈkɒni/
London 伦敦（英国首都） (37)
/ˈlʌndən/
Paris 巴黎（法国首都） (37)
/ˈpærɪs/
Milan 米兰（意大利城市） (37)
/mɪˈlæn/
CAD 计算机辅助设计（computer-aided design的 (37)
/kæd; ˌsiː eɪ ˈdiː/
缩写）
Smith 史密斯（姓） (41)
/smɪθ/
117Albert Einstein 阿尔伯特·爱因斯坦（著名物理学家） (43)
/ˌælbət ˈaɪnstaɪn/
Patrick 帕特里克（男子名） (49)
/ˈpætrɪk/
Leon 利昂（男子名） (49)
/ˈliːɒn/
Germany 德国 (49)
/ˈdʒɜːməni/
Amy 埃米（女子名） (50)
/ˈeɪmi/
Sophia 索菲娅（女子名） (55)
/səˈfiːə; səˈfaɪə/
Birkbeck , University of London（ 英国）伦敦大学伯贝克学院 (55)
/ˌbɜːkˈbek/
UNESCO Institute for Lifelong 联合国教科文组织终身学习研究所 (56)
Learning (UIL)
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
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