文档内容
普 通 高 中 教 科 书
英语
选择性必修
E n g lish
第一册
上海教育出版社
英语 选择性必修第一册 扉页.indd 1 2020/8/28 上午9:41主 编：邹为诚
副 主 编：李伟英
编写人员：朱雪艳 范 景 张建琴
本套教材项目编辑团队
总 编 辑：程 林
责任编辑：黄 艳 姚玉莹
特约编辑：戴思泉 陈峤琦 Johan Uusitalo
装帧设计：赵志文 张淇萌
美术编辑：朱博
普通高中教科书 英语 选择性必修 第一册
上海市中小学（幼儿园）课程改革委员会组织编写
出 版 发 行 上海教育出版社有限公司
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印 张 6
字 数 216千字
版 次 2021年8月第1版
印 次 2023年8月第3次印刷
书 号 ISBN 978-7-5720-0080-5/G·0063
电子出版物号 ISBN 978-7-900841-74-2（音频和视频）
定 价 20.70元（含音频和视频）
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著作权人如有关于支付报酬事宜可及时与出版社联系。致同学们
亲爱的同学们：
本册为选择性必修第一册，共有四个核心主题（Feeling good、Making a difference、Paying the
price、The senses）。同学们在这四个主题语境的引领下开展听说读写看的活动。
本册教材共由四个单元组成，每个单元有五个板块，各板块的具体内容和学习方式如下：
Reading and interaction是单元的核心内容，其中的主课文搭建了一个活动丰富的学习平台，供同学
们研读文章的思想内容和语言特点。同学们可以据此联系生活实际，开展听说读写的综合性交际活
动，全面提高语言能力、思维品质，把握文化内涵，提升文化意识和学习能力。
Grammar activity是《普通高中英语课程标准（2017年版2020年修订）》（以下简称《课程标准》）所
规定的相关语法学习内容，其中的语法范例展示了语法知识的特点，随后的语法合作学习活动将帮助
你们建立规范和得体的语法知识体系，发展有效的语法应用能力。
Listening and speaking分为听力活动和口语活动。听力活动之前有丰富的听前准备活动，同学们准
备得越充分，听力学习的成效就越大；口语活动和听力活动紧密相依，为同学们创造了听说相结合的
训练机会。
Writing为同学们提供了发展写作能力的机会。在教师的指导下，同学们可以首先根据问题提示研究
范文在内容和语言方面的特点，然后开展独立的写作训练。
Cultural focus提供了丰富的优秀中华文化和世界其他国家及地区的文化内容。同学们通过学习这些
内容，理解丰富多彩的文化现象和文化特点，提升文化意识和文化比较能力，加强对中国文化的自
信，树立家国情怀，培养人类命运共同体的理念，将价值塑造、知识传授和能力培养三者融为一体。
本板块还有一个视频学习项目，蕴含丰富的语言和文化内容，同学们通过视听学习，能够有效地提升
“看英语”的能力。
本套教材还有以下特点：
丰富的学习活动助你改进学习方式
《课程标准》提倡通过活动来提高语言学习效能。为此，本套教材含有大量的综合性语言交际活动，
有助于同学们不断改进学习方式，主动、积极地参与到合作探究的学习活动中去。
“ 学习目标”和“自我评价”手段有助于提高“教学评”一体化程度
明确的学习目标和准确的自我评价是保证“教学评”一体化的重要条件。本套教材为同学们提供
了两个助学工具：(1) 单元开始时的“学习目标”提出了各个板块的学习内容和期望达成的学习结果；
(2)单元结束时的自我评价活动可以帮助同学们准确地评价自己的学习成果，并据此规划下一步的学习
目标。
成功的英语学习需要建立在强有力的动机、合理的学习方式和持之以恒的努力之上。希望同学们
在新的学习阶段中，积极参加各种交际活动，用耐心和恒心铺就成功之道。预祝同学们学习成功！
华东师范大学高中《英语》编写组
2020年6月1 2
Feeling good Making a difference
A Reading and interaction (p. 6) A Reading and interaction (p. 24)
Reading: Is chocolate the answer? Reading: Island story
Mini-project: Giving suggestions on how to Mini-project: Describing the culture of your
be happy hometown
Focus on language: Noun suffixes: -ness, -ity Focus on language: Prefixes: semi-, under-,
over-, re-, co-, inter-
B Grammar activity (p. 12) B Grammar activity (p. 30)
The past perfect The future continuous
C Listening and speaking (p. 14) C Listening and speaking (p. 32)
Listening: Sporting values
Listening: How to make our community
Speaking: Signing up for a sport better?
Speaking: Presenting your opinions on
school services
D Writing (p. 16) D Writing (p. 34)
Writing a letter about a personal experience Writing an opinion essay to support a charity
E Cultural focus (p. 18) E Cultural focus (p. 36)
Reading: Fat America Reading: Good runners run for good
Video: Live well, play well Video: The Blue Cross
Self-assessment (p. 22) Self-assessment (p. 40)3 4
Paying the price The senses Appendices
Vocabulary (p. 77)
A Reading and interaction (p. 42) A Reading and interaction (p. 60) Proper nouns (p. 87)
Glossary (p. 88)
Reading: The influencers Reading: A question of taste
Grammar reference
Mini-project: Finding out about stealth Mini-project: Designing experiments to test (p. 89)
marketers claims
Focus on language: Collocations about Focus on language: Adverb-adjective
advertising collocations
B Grammar activity (p. 48) B Grammar activity (p. 66)
The passive in the past continuous and the The predicative clause
past perfect
C Listening and speaking (p. 50) C Listening and speaking (p. 68)
Listening: Teenagers’ spending habits Listening: Teenagers with sight and hearing
Speaking: Doing a survey on spending habits impairments
Speaking: Discussing ways to help blind and
deaf people
D Writing (p. 52) D Writing (p. 70)
Writing a letter of complaint about a Writing a survey report about students’
purchase opinions on the food in the school canteen
E Cultural focus (p. 54) E Cultural focus (p. 72)
Reading: Traditions for sale Reading: An excerpt from A Walk in the
Video: Does smell sell? Woods
Video: Spider science
Self-assessment (p. 58) Self-assessment (p. 76)1
Feeling good
Objectives
A Reading and interaction C Listening and speaking E Cultural focus
Identify the factors behind a Compare sporting values of Evaluate the American way
happy life as reflected in the individual sports and team of life
reading passage sports Understand the life of a
boarding school student in
B Grammar activity D Writing
Use the past perfect Write a personal letter using
the UK
correctly in the given appropriate language and
context formatA Reading and interaction
I s
the answer
Have you ever wondered what makes
Pre-reading activity
people happy? Why are some people
1 B efore you read, choose one of the things
on cloud nine while others are always
that you think makes people happy. Why
down in the dumps? What’s the secret?
do you think so?
delicious food and sweets 5 Is it pots of money, good health, loving
the latest gadgeta relationships, owning the latest gadget
or simply chocolate?
money
good health
loving relationships The latest World Happiness Report
friendship says that prosperityb is not the main
others: reason for happiness. If you suffer real
10
hardship, you are unlikely to be happy,
2 Read the title and answer the questions.
but once your basic needs are met,
(1) Do you like chocolate? Why or why not?
money and material things become less
of a necessity. Happiness depends more
on recognizing the things you have and
15
(2) What do you associate chocolate with?
appreciating them, rather than getting
more things. Yes, money can buy you
the latest smartphone, tablet or fashion
item, and you might get a kick out of
owning these material objects, but
20
this enjoyment is usually short-lived.
Remember all those presents you got for
your birthday when you were little? You
a gadget /9GCdZIt/ n. 小器具；小装置 b prosperity /prB9sperRti/ n. 成功；繁荣
1
6 Feeling goodwere over the moon when you opened them, but not for long. A month later, they
were lying abandoned at the bottom of a drawer. And have you forgotten those
25
delicious chocolates that made you feel really happy when you were eating them,
but ill after you’d finished them all?
It seems that deep, long-lasting happiness comes from intangiblea things, rather
than things like chocolates and smartphones. One essential factor is human
relationships. People who have the support of family members and also have
30
strong friendships are more likely to be happy. Feeling protected and respected
and knowing you can trust in the people around you is vital. But happiness means
you have to give and take. Performing acts of kindness and generosity on a
regular basis, for example, listening to a friend in need or carrying a neighbour’s
shopping, will make you feel on top of the world. Even a simple smile can work
35
wonders. In fact, they say that one smile makes a person feel as good as eating
2,000 bars of chocolate (not all at once, of course!).
It’s not surprising that health is another key contributor to happiness. Poor health
will certainly make you feel down in the mouth. But being healthy and staying
healthy require some effort. A healthy diet is crucial and so is regular exercise.
40
Laziness will not make you happy. Exercising for 20 to 30 minutes a day helps
to reduce stress and anxiety and makes you feel more positive and optimistic
because it releases endorphinsb (feel-good chemicals). So, if you’ve been feeling
blue and worrying too much about your exams, get exercising. You’ll also find that
you sleep better.
45
Talking of sleep, do you often wake up feeling miserable? If so, it’s probably
because you haven’t had enough of it. Teenagers tend to go to bed too late and
have to get up early, so many suffer from a lack of sleep. Tiredness will certainly
affect your happiness levels and put you in a bad mood. It also affects your ability
to concentrate and may slow your growth. So if you want to be happy and do well
50
at school, try to get at least eight hours of sleep a night. Now that you know the
theory, it’s time to put it all into practice. Smile, everyone!
a intangible /In9tCndZRbl/ adj. 难以形容（或理解）的；不易度量的 b endorphin /en9dO:fIn/ n. 内啡肽（内分泌激素，有
镇痛作用）
Feeling good 7 1A Reading and interaction
Comprehension work
1 Read the passage and answer the questions.
(1) According to the passage, what are the three basic needs that are essential for happiness?
(2) What kind of happiness do material objects provide?
(3) What does the sentence “happiness means you have to give and take” imply?
(4) What effect does regular exercise have on a person’s mood?
(5) According to the passage, what happens if you do not get enough sleep? Is this true
in your experience?
(6) Is there anything you would like to challenge the writer about? What is it?
2 R ead the summary below and fill in each blank with a suitable word based on the
language of the passage. You may change the form if necessary.
People often believe that the more 1 objects we own,
the happier we would become. However, experts tell us we may get a
2 out of owning things like a new dress, a new smartphone
or a new tablet, but this kind of happiness is often 3 .
According to the latest World Happiness Report, what makes people happy
is not material objects, but intangible things such as loving relationships,
kindness, 4 and good health.
Loving relationships are 5 to our feelings of happiness. We
need our family members and friends to 6 and respect us in
our everyday life. Good relationships are based on mutual understanding and
7 . In order to build love and trust, we should also perform
acts of kindness and generosity on a 8 basis.
Health is another important 9 to happiness. We need to
maintain a healthy diet and do regular exercise. Laziness or lack of sleep will
often result in tiredness which may put us in a bad 10 .
1
8 Feeling goodDeep reading
1 I dioms are expressions with meanings that are hard to understand if we simply look at
their individual words. Read the passage again. Study the idioms in bold in pairs. Explain
how the context helps you understand them.
Sentences with idioms My understanding
(1) Why are some people on The idioms “on cloud nine” and “down in the dumps” are
cloud nine while others are connected by the linking word “while”, which signals a contrast.
always down in the dumps? In English, “down” and “dump” both have a negative meaning,
so “down in the dumps” probably means “feeling depressed or
unhappy”. Therefore, “on cloud nine” must have the opposite
meaning: “feeling incredibly happy”.
(2) You were over the moon
when you opened them, but
not for long.
(3) Performing acts of kindness
and generosity on a regular
basis, for example, listening
to a friend in need or
carrying a neighbour’s
shopping, will make you feel
on top of the world.
(4) Poor health will certainly
make you feel down in the
mouth.
(5) So, if you’ve been feeling
blue and worrying too
much about your exams, get
exercising.
Feeling good 9 1A Reading and interaction
2 Work in groups.
Make a list of the factors mentioned in the passage that make us happy or sad. Then discuss in
groups the order of importance of these factors and report the result to the class.
Mini-project
Giving suggestions on how to be happy
Imagine that you are going to give a presentation on how to be happy.
Work out a list of things that you will do to make yourself happy.
Compare your list with your group members and decide on the top three things.
Select one person to give a presentation on behalf of your group.
Tips for a happy life Tips for a happy life
1 Offer your time to help people in
need. Generosity will make you
feel good about yourself.
2 Try to get up early. You will feel
more positive after an early start.
3 Control the urge to buy more
things: owning stuff isn’t the key
to happiness. Learn to appreciate
what you have and who you are.
1
10 Feeling goodFocus on language
1 R ead the passage again. Find some language points in the passage and list them in the
blanks.
(1) The suffix -ness used to make nouns from adjectives. (e.g. happy / happiness)
(2) The suffix -ity used to make nouns from adjectives. (e.g. prosperous / prosperity)
2 C hoose the correct expressions in brackets to complete the sentences.
(1) There are many things that are more exciting than playing computer games: for example,
lots of young people out of sports.
(get a kick / make a joke)
(2) She took some painkillers for her toothache, which .
(worked wonders / made achievements)
(3) Follow the doctor’s advice and take two with water before meals, and you
will soon get well.
(bites / tablets)
(4) There are plenty of people who want to find answers to the questions
in life.
(optimistic / crucial)
(5) There are tried and tested ways of dealing with your fears in order to build .
(anxiety / confidence)
(6) The company was forced to an overseas oil project due to a lack of funds.
(skip / abandon)
(7) She was a very popular singer two decades ago, and her uplifting songs can always raise
my spirits whenever I’m feeling .
(bothered / depressed)
(8) The parents said that their little girl often had her head in the , thinking
about impossible things all the time.
(imaginations / clouds)
(9) It has been announced that the new building programme will go ahead as soon as the
government the funds.
(affects / releases)
(10) W ith bright eyes and an engaging smile, the young man who had just returned to his
hometown said songs were to his survival while he was lost in the woods.
( unforgettable / vital )
Feeling good 11 1B Grammar activity
The past perfect
When we talk about the past, we can use the past perfect to refer to an even earlier point in
time. The form is had + past participle.
I suddenly realized that I had left my mobile phone at home.
Grammar reference 1 (p. 89)
1 R ead the passage. Study sentences 1–5 and complete grammar rules a and b.
A healthy mind in a healthy body
Good morning and welcome to The Healthy Option. Last week, we discussed the link between
a balanced diet and good health; this week we’re looking at the link between a healthy body
and a healthy mind. More than 2,000 years ago in ancient Rome, the poet Juvenal said, “A
healthy body produces a healthy mind.”
1For years, people had linked the two, but it was only in the 1960s that solid scientific evidence
started appearing. 2In the decades that followed, study after study confirmed what the ancient
poet had already known: keeping fit really does help the brain work better.
In the 2000s, a team of medical researchers found out that students who did exercise before
or during classes performed better in their school work. They conducted an experiment
where one group of students ran for 30 minutes on a treadmilla, while another group didn’t
do anything in particular. The students were then given a problem-solving task. 3The students
who had exercised did 10% better at solving the problem than those students who hadn’t
stepped on the treadmill. 4In another experiment, a different group of students did physical
exercise for 40 minutes each day instead of 40 minutes a week, and their overall grades
improved by 14%. As a result of this research, many schools across the US changed their
timetables and even their classrooms to allow more time for physical activity. 5Students who
had previously not been physically active during the school day now had a chance to exercise.
The past perfect is often used together with the simple past.
a The past perfect verb shows what happened (before / after) the event or
action in the simple past.
b We don’t need to use the past perfect form of the verb if the order is clear. In that case, we
can use for both events.
a treadmill /9tredmIl/ n. 跑步机；走步机
1
12 Feeling good2 C omplete the interview about exercise and healthy eating with the correct form of the
verbs and verb phrases.
pay take part join sign up announce
try learn exercise be
Li Mei: Our school 1 in a programme that promotes healthy eating
and exercise among high school students. I think it’s a great initiative: it has
helped me a lot.
Journalist: How has it helped you?
Li Mei: I used to be really lazy. Before our school 2 the
programme, I 3 for years. However, when the school
4 a 5-kilometre running race, where the first prize was a
trip to Hainan, I immediately 5 . The first running practice
6 terrible. Afterwards, my face was completely red and
I was sweating a lot. However, the next few times were much better, and I
actually came third in the race.
Journalist: Sounds great! What about healthy eating?
Li Mei: When the programme started, our school began organizing healthy cooking
classes. Previously, I 7 much attention to nutrition. I
8 to cook some dishes, but those were mostly unhealthy.
Nowadays, I often 9 out new healthy recipes at home. It’s
so much easier to concentrate at school now!
3 D escribe three things that you had done before the school term started. Write your
sentences on the lines. You may use the example below to help you.
I had written a composition before the school term started.
(1)
(2)
(3)
Now ask three classmates about their descriptions. Select the most meaningful one and
report to the class.
You may ask and respond like this:
A: What had you done before the school term started?
B: I had finished my oil painting and sent it to my uncle. How about you?
You may report like this: I think Lili’s story is the most meaningful one. She said, “I had
volunteered as a guide at a local museum before the school term started.” It’s incredible!
Feeling good 13 1C Listening and speaking
1 A n individual sport is a sport in which participants compete as individuals. In team
sports, participants are organized into opposing teams and play against each other.
Look at the sports listed below. Decide whether they are individual or team sports and
complete the table.
football basketball golf baseball
badminton table tennis weightlifting wrestling
gymnastics surfing cycling boxing
Individual sports Team sports
2 L isten to the interview. Decide which of the following benefits can be achieved by
playing team sports / individual sports.
Benefits of playing team sports:
Benefits of playing individual sports:
(1) developing team spirit (5) learning about discipline
(2) cooperating with others (6) developing self-reliance
(3) improving one’s self-esteema (7) learning about commitment
(4) learning about self-sacrifice
3 Listen again for details. Complete the table.
Georgina Carl
Type of sport: team sport Type of sport: individual sport
Sport
Georgina’s sport: (1) Carl’s sport: (6)
You get to cooperate with people
and develop team spirit.
This is helpful in (2)
. You develop positive values such as
Advantages You also (3) self-reliance, which (7)
. .
You get to learn about discipline
and commitment, and (4)
.
These sports don’t always (8)
You need to belong to a club to
.
play in a team.
Disadvantages Some players become too focused on
It will be difficult (5)
winning.
.
It can also (9) .
a self-esteem /0self I9sti:m/ n. 自尊（心）
1
14 Feeling good4 I magine that you are going to sign up for a sport for the upcoming summer vacation.
You also want to invite your friend to join you. Work in pairs, choose a sport and try to
persuade one another to sign up.
Student A Student B
You want to sign up for an individual You want to sign up for a team sport,
sport, but your friend doesn’t like it. but your friend doesn’t like it. Give
Give reasons for signing up and try reasons for signing up and try to
to persuade him / her to join you. persuade him / her to join you.
Write
your
ideas here!
Language guide
You may persuade your friend like this:
I believe there are more advantages of ... compared with ...
One of the greatest benefits of being part of a team is ...
Another advantage is that ...
Playing ... helps you develop ...
When you play ..., you learn to cooperate with ...
If you play a competitive team sport, you will learn ...
It really improves your ...
One disadvantage of ... is that ...
Feeling good 15 1D Writing
What’s your news?
In our lives, we experience both happy and sad things. Sharing these
experiences with others helps to build our relationships. Why not write
a personal letter to share some important experiences with a friend or a
family member?
1 R ead the text above. You may prepare your writing by thinking about the questions.
(1) Who do you want to write to?
(2) What would you like to write about?
(3) What is the tone of a personal letter: formal or informal?
2 R ead the two letters between Simon and Li Ping. Complete the table on page 17 before
you write.
Hi Ping, Hi Simon,
How are you? I’m sorry I haven’t been in touch Thanks for your letter. I’m really sorry that
for a while. I can’t believe summer is nearly you’re so worried about your results, but the
here! How’s the tennis going? I remember you rock climbing sounds great. I’d love to try it
had a big tournament in April. How did it go? myself one day.
I’ve been studying hard for my exams and, Guess what, I’ve decided to give up
to be honest, I’m getting pretty stressed out competitive tennis! I realized that I didn’t
about the results. Felix suggested that I do want to make it my whole life; there are too
something different so that I can relax and many other things I want to do. Obviously,
forget about everything, so I’ve taken up rock I was afraid of telling my parents, because
climbing! I’m not very sporty, so obviously, I thought they’d be disappointed in me. But,
the thought of hanging off a rock face on the to be honest, I knew I wasn’t committed
end of a rope was quite scary. But, surprisingly, enough. Fortunately, they took the news
I’ve been enjoying it and it’s helped me take very well. Frankly, I think my dad is relieved
my mind off things. It was also an exciting that he no longer has to wake up at 5: 00
experience, the scenery was beautiful and, a.m. in order to drive me to tennis practice or
luckily, I haven’t hurt myself. I actually really to tournaments around the country!
like it! Anyway, I’d better go now — I’ve got to get
ready for a party! For years, I haven’t had
Since everyone’s got exam fever and all we
time to do anything except play tennis, so
do is study, I haven’t got much else to write
I’m enjoying my new social life! Luckily, I still
about. By the way, Felix says “hello”. Sadly, he
have some friends left.
can’t go to the lakes with us this summer.
You are coming back to the lakes again with In answer to your question, of course we’re
your parents, aren’t you? I’ve got to go now coming to the lakes this year, but it’s a shame
because a revision class starts in ten minutes, I won’t see Felix.
but please write soon! Please write soon!
Take care, Love,
Simon Ping
1
16 Feeling goodAspects
Guiding questions My exploration
of writing
What is the purpose of each letter?
Content How does Simon start his letter?
What does Simon tell Li Ping about his
life? How does Li Ping respond?
How do Simon and Li Ping address
each other?
What adverbs do Simon and Li Ping
Language use to show their attitudes or opinions?
Are the two writers friendly to each
other? What words or expressions
show that?
3 N ow write your letter. Edit your writing properly.
Feeling good 17 1E Cultural focus
Everyone wants to be happy. However, material wealth isn’t necessarily the key to happiness—
maintaining one’s physical and mental health is often more important in the long run.
In this section, you will first read a passage about how the American way of life is affecting
people’s health. You will then watch a video about school life in the UK, and the busy schedule
of a teenage tennis player.
1 B efore you read the passage, work in groups and list five things that make people fat.
2 R ead the passage and decide whether the following statements are true (T) or false (F).
Correct the false ones.
(1) Nowadays, 25% of American teenagers are overweight.
(2) Car culture is one of the contributing factors behind the rise in obesitya in America.
(3) American teenagers spend more time watching TV than exercising.
(4) Three quarters of meals are nowadays eaten outside the home.
(5) Teenagers now consume more calories than before.
Fat America
America is getting fatter. Back in the 1970s, only 10% of teens were
overweight, but today, one in three teenagers (or more than 25 million)
are overweight or obese. Let’s take a look at the reasons why.
Car culture
In the 1940s, the population inside cities grew
rapidly and American families started to move into
the suburbs. Today, more than 50% of American
teenagers live there. In the suburbs, houses are
5
bigger, gardens are bigger, and teenagers are bigger
too. It’s easy to see why — they go everywhere in
cars. Suburbs are a long way from shopping centres,
schools and friends’ houses. They often have no
sidewalks, making it 23 times more dangerous to walk or cycle than to drive. As a result, families
10
spend an average of two hours a day in their cars. And, when they reach their destination, drive-
through supermarkets, restaurants and banks keep them comfortably in their seats.
a obesity /RW9bi:sRti/ n. 肥胖
1
18 Feeling good“Screenagers”
A typical American family has three TVs and the average teenager, or “screenager”, watches 22
hours of television every week. By the time they leave high school, most teenagers will have
15
spent more time in front of a TV than in the classroom. But it’s not just TV that makes kids
extremely inactive. The average US home has 24 electronic gadgets, including smartphones,
computers and games consoles. It’s not surprising that only 12.2% of American teenagers
actually exercise each week.
20 Fast food
Fast food is one of America’s great success stories and Americans have been eating hamburgers
for decades. The first burger bar opened in 1921, but it wasn’t until the 1950s that fast food
became incredibly successful. Women started to work, people were busy and fast food
restaurants fed families quickly and cheaply. Today, 50% of meals are eaten outside the home
and more than three quarters of American teenagers eat a fast food meal at least once a week.
25
People have known about the problems of fast food for years, but they still eat it. Why? Probably
because the salt, fat and sugar make it taste really good.
Supersizing
In the 1960s supersized popcorn went on sale in a movie theatre in Chicago. The manager
wanted people to spend more, but he noticed that customers only bought one bag of popcorn
30
because they didn’t want to look greedy. However, they didn’t mind buying a bigger-sized
bag. The idea of supersize portions was born. In the 1970s, fast food restaurants
adopted the same approach and introduced larger fries and sodasa. Surprisingly,
today’s “small” fries are the same size as large fries in 1970. Similarly, the largest
soda in 1955 was much smaller than today’s child-size soda. Over the last
35
three decades the average teenager’s calorie consumption has risen
by 25% to 2,700 a day. Worryingly, that’s 700 calories more a day
than they need.
So what does the future hold for America? Doctors fear that
an epidemicb of illnesses like heart disease and cancer may
40
spread out. Many think this could be the first generation
that doesn’t outlivec its parents. But health centres for
obese children are starting to make a difference. At the centres
are children like 12-year-old Conchita. Conchita’s tired today because
she’s been exercising. “It’s hard work, but I’m feeling good,” she says. How many times has she
45
exercised this week? “Three,” she replies, “and I’ve given up fast food too.” “These kids want long
lives and they want to do a lot of things,” explains a doctor at the centre. “Clearly, that’s not
going to happen unless they change their lifestyle.”
a soda /9sRWdR/ n. 苏打汽水（加果味，有时加入冰淇淋） b epidemic /0epI9demIk/ n. 流行病
c outlive /0aWt9lIv/ v. 比……活得长
Feeling good 19 1E Cultural focus
3 Work in groups. Read the passage again and complete the table below.
Phenomenon Detail Contribution to obesity
Families spend an average of The convenience of driving
two hours a day in their cars. means that people walk less,
and this contributes to
obesity.
Car culture
“Screenagers”
Fast food
Supersizing
4 W ork in groups. Think about your lifestyle and how you can improve it. Make a list of five
things you would like to change. Compare the list with your group members. Then work
together to improve these ideas, and decide on a list that everyone in the group agrees
with.
1
20 Feeling goodVideo Live well, play well
Start thinking
1 Answer the questions.
(1) Which schools are famous in your city?
(2) Why are they famous?
(3) Would you like to go to one of these schools? Why or why not?
Comprehension check
2 Watch the video. Complete the sentences about Tim McClarty.
(1) Tim’s nationality is .
(2) He is the of the tennis team.
(3) He wants to study at university in the future.
(4) He’s been at Millfield School since he was years old.
(5) He started playing tennis at the age of .
(6) Before the interview today, Tim had a class.
(7) He plays tennis for at least hours every day.
(8) Next year, he’s going to study in .
Vocabulary
3 Complete the sentences with the correct form of the words in brackets.
(1) His in yesterday’s match wasn’t as good as usual. (perform)
(2) Paula wants to become a swimmer when she’s older. (profession)
(3) You need to be good at speaking in public if you want to be a . (politics)
(4) She’s an excellent cook, but her is chocolate brownies. (special)
(5) John got the best marks in the school, so he won a to go to university. (scholar)
(6) Students who don’t do any work get a reputation for . (lazy)
(7) Some experts say that children shouldn’t play sports in school. (compete)
(8) If his doesn’t improve, he won’t be able to play in the tournament. (fit)
Extension
4 W ork in groups. You are going to discuss this statement: “Attending a boarding school is
good for children.” One group will be against the statement and the other group will be
in favour of the statement.
(1) Choose one person in your group to write. Think of as many arguments (for or against) as
possible and write them down.
(2) Now choose the five best arguments. Prepare a short speech presenting your arguments.
Give examples where possible.
(3) Your teacher or chairperson will start the debate. One person in your group will give a short
speech, presenting the group’s arguments. The person should talk for about three minutes.
(4) When both groups have finished their speeches, you can respond to each other’s
arguments.
(5) At the end of the debate, the teacher or chairperson will hold a vote. Decide if you are
against or in favour of the statement, based on the arguments of each group. You don’t
have to agree with the opinion of the group that you are in.
Feeling good 21 1Self-assessment
Use the checklist and reflective questions below to evaluate your study in this unit.
1 2 3
Checklist* Me My teacher / Action
classmate
A Reading and interaction
I can summarize the factors contributing to happiness
presented by the writer.
I can infer the meanings of the idioms about happiness
and sadness from the context.
I can list and explain the things that would likely make a
happy life.
B Grammar activity
I can recognize the past perfect in the passage.
I can use the past perfect correctly if the context is clear.
C Listening and speaking
I can explain the values of team sports and individual
sports.
I can clearly explain the benefits of my chosen sport in
order to persuade my friends.
D Writing
I can analyse the content and the features of language
in the sample personal letters.
I can write a personal letter about my recent life using
proper language and correct format.
E Cultural focus
I can analyse how the American way of life can cause
obesity based on the information in the passage.
I can retell at least three facts about the UK boarding
school student in the video.
Reflective questions
Do you think using too many idioms can be a problem for creativity in writing? Why?
* Ask your teacher or your classmate to assess what you can do. Use the four symbols (33, 3 and !, !!). In column 1 or 2, 33=I’m
confident about this; 3=I’m OK, but not quite sure. In column 3, ! = I must review this part; !! = I must seek help about this. The
symbols can be applied to other Self-assessment sections in the book.
1
22 Feeling good2
Making a difference
Objectives
A Reading and interaction C Listening and speaking E Cultural focus
Describe how climate Make suggestions on Interpret the social value of
change affects the people improving school services the Run for Charity event
and culture of islands in the Appreciate the value of
D Writing
South Pacific
Write an opinion essay on
protecting animals
B Grammar activity supporting a charity using
Use the future continuous appropriate language and
correctly in the given convincing arguments
contextA Reading and interaction
Pre-reading activity
Island story
1 R ead the title of the passage. Answer
the questions.
(1) What do you think the story is about?
“When I was a little boy, I loved to go
fishing in the sea with my spear,” says John
(2) What do you think life would be like on Sailike, sadly. “When I leave the island,
the island?
I’ll lose the sea and the happiness of this
place. I’ll miss the sound of the waves at
5
night ... I won’t hear it any more.”
John is a fisherman from the Carteret Islands
2 R ead the first paragraph and answer in the South Pacific, a beautiful and peaceful
the questions. semicirclea of white sand, palm trees and
(1) Do you think the story is in line with crystal clear waters. Each day, he goes out
10
your prediction?
in a small boat to catch fish for his family,
while his wife looks after the children and
grows vegetables in their garden. The family
(2) According to John Sailike, what is the
lives in a wood hut with sand floors and they
story probably about?
don’t use much electricity, so when the sun
15
goes down, it is usually time for bed. This
peaceful, underdeveloped place has a tiny
population and only one contact with the
outside world—a ship which brings supplies
from Bougainville, a large island 86 km away.
20
But all this is about to change, because John,
along with 3,000 other people, is leaving his
island home. The question is, why?
a semicircle /9semisF:kl/ n. 半圆形
2
24 Making a differenceTake a closer look at the islands and the reason becomes clear. The Carterets are the victim
of global warming. High tides often flood across the villages and wash away people’s
25
homes. Salt water from the sea is overflowing into vegetable gardens and destroying fruit
trees. It’s polluting the fresh water supply too. Islanders are struggling to survive on coconut
milk and fish, and children are suffering from malnutrition. The dying trees are home to
mosquitoes that spread diseases, like malariaa. John and his fellow islanders are facing great
challenges, and they know that life on the island is coming to an end.
30
Experts predict that the Carterets will be under water in the not-so-distant future. Before
then, the islanders will relocate to places like Bougainville and rebuild their lives. This move
will provide people with food and shelter, but what will happen to their culture? The islanders
have songs for different everyday activities, and traditions and celebrations linked to the sea.
They also have their own language, called “Halia”. If they coexist with other cultures, this may
35
die out.
“We’re losing our home, our identity, our whole life,” says one islander. “We hope the world
is listening.” It is. In recent years, articles in international newspapers, online videos and an
Oscar-nominated documentary film called Sun Come Up have talked about the Carteret
Islands. People have supported the islanders and as a result, they have turned their anger and
40
frustration into action. People are also looking for ways to preserve the islanders’ way of life
and record their language and traditions for future generations.
Back on the island, John Sailike is getting into his boat for the last time. He’s saying goodbye
to his home and to his ancestors. He does not know what the future will bring; he does not
know if his culture will survive. He is the human face of climate change.
45
Fact file: Carteret Islands
Name: Carteret Islands
Location: South Pacific, off the north-east
coast of Papua New Guinea
Population: 3,300
Total area: 0.6 km2 (83 football fields)
Highest point: 1.2 metres above sea level
a malaria /mR9leRriR/ n. 疟疾
Making a difference 25 2A Reading and interaction
Comprehension work
1 Read the passage and answer the questions.
(1) Why is John Sailike sad?
(2) What is life like on the Carteret Islands?
(3) What first impression of the islands does the writer give?
(4) What might happen when the islanders relocate?
(5) How have people helped the islanders?
(6) How would you respond to John Sailike’s worries in the last paragraph?
2 R ead the summary below and fill in each blank with a suitable word based on the
language of the passage. You may change the form if necessary.
The people of the Carteret Islands in the South Pacific are the 1
of global warming. The islands are badly affected. Sea water often
2 villages and pollutes the fresh water 3 . As
global warming raises the sea levels, the lives of the islanders are threatened.
They will have to 4 to a neighbouring island for food and
shelter in the 5 future. Global warming is also threatening the
6 of the islanders. Their folk songs, traditions, celebrations,
language and 7 may be lost forever. Fortunately, the mass
media is making great efforts to inform the public of the threat to the Carteret
Islands and the local culture. Thus, people are beginning to pay attention to the
islanders, helping to turn their anger and 8 into action, such
as finding ways to 9 their culture. Nevertheless, for the native
fishermen, who are saying goodbye to their islands and 10 ,
the future still seems uncertain.
2
26 Making a differenceDeep reading
1 T he writer used descriptive language to help us understand the islanders’ living
conditions. Discuss the sentences in pairs. Identify the words that help you visualize the
place, the people and the environment and explain your reasons. Complete the table.
Sentences in the passage My understanding
(1) ... a beautiful and peaceful semicircle of white The sentence presents the unique landscape
sand, palm trees and crystal clear waters. on the islands: “white sand”, “palm trees” and
“crystal clear waters”. It describes a
beautiful, peaceful and clean environment on
the islands.
(2) Each day, he goes out in a small boat to catch
fish for his family, while his wife looks after
the children and grows vegetables in their
garden.
(3) The family lives in a wood hut with sand floors
and they don’t use much electricity, so when
the sun goes down, it is usually time for bed.
(4) Salt water from the sea is overflowing into
vegetable gardens and destroying fruit trees.
(5) The dying trees are home to mosquitoes that
spread diseases, like malaria.
Making a difference 27 2A Reading and interaction
2 Work in pairs and discuss the questions.
(1) What is your understanding of the last sentence in the passage?
(2) In what ways does climate change influence your life? What can you do about it?
Mini-project
Describing the culture of your hometown
Imagine that you are going to introduce the culture of your hometown to some foreign
students.
Decide on two or three aspects of the culture of your hometown to explore in groups. You
may consider the aspects below.
language performing arts modern shopping centres
festivals and celebrations visual arts and music rural areas and urban skyline
family and work antique shops others:
food famous restaurants and pubs
Discuss and share ideas within your group.
Select one person to report on behalf of your group.
The culture of an island The culture of my hometown
I live on a small island far from the city. We
have a really simple and plain lifestyle here, and
most people make a living by fishing. Women
take more responsibility for looking after the
house and taking care of the children. There
aren’t that many people in our village. People
speak the local dialect, eat the local food, and
the children all go to the same primary school.
The rich and varied culture does make our
island interesting. Our grandparents often
sing old tunes and tell stories about our
ancestors. My favourite tradition is our
wedding celebrations by the sea: the brides
and bridegrooms always look so beautiful
against the blue ocean. We love our local
culture, and our island has also been blessed
with a wonderful environment. We hope to
preserve it.
2
28 Making a differenceFocus on language
1 R ead the passage again. Find the words in the passage with the prefixes below. Then
match their meanings to definitions a–f.
(1) Words with prefixes: semi-, under-, over-, re-, co-, inter-
(2) Match the prefixes above to definitions a–f.
a : again or back
b : together
c : between
d : not enough, below
e : half, partly
f : too much
2 C omplete the sentences with the correct form of the phrases below. There is one phrase
you don’t need.
overflow with preserve ... as
threaten ... with wash away
take shelter from fall victim to
come to an end die out
take a close look at
(1) Many children feel that their holidays always too quickly.
(2) With water covering the roads and thick curtains of rain all around us, we walked into a
shop to the rain.
(3) The time-honoured art of calligraphy will always be a
crucial part of traditional Chinese culture.
(4) Cash is unlikely to despite the quick rise of payment
technologies.
(5) T he wonderful news has just been announced, and the room is
joy.
(6) This once-in-a-century flood, however, did not just
hundreds of houses, but also took many lives.
(7) It goes without saying that if the local people go on killing the elephants, these animals will
soon be extinction.
(8) Many young people believe that they can succeed without making any effort, but we
should not that kind of wishful thinking.
Making a difference 29 2B Grammar activity
The future continuous
The future continuous (will be doing) is one of the ways to talk about the future, used in the
same way as the other three structures for the same meaning.
Li Ming will be finishing high school in June.
(1) Li Ming finishes high school in June.
(2) Li Ming is finishing high school in June.
(3) Li Ming will finish high school in June.
Grammar reference 2 (p. 90)
1 R ead the passage and match sentences 1–8 to uses a–g on page 31.
phenomenon
Flashmobs are public performances given by groups of strangers who
find out about events through social media, blogs and text messages.
Flashmobbers meet at a precise time and perform a short action together
when a signal is given. The performance finishes suddenly, at an arranged
time and the people then move away immediately. For some people,
flashmobs are about having fun. But for others, they’re a way of getting a
group of people together to make an important point. We asked Joel to tell
us about his next flashmob event.
Joel is a 19-year-old Canadian and he’s a strong advocate of recycling. “On
Saturday, 1I’m organizing a flashmob event to promote recycling. 2It starts
at ten in the morning. 3How will we organize the event? Probably through
social media. According to the weather forecast, 4it’s going to be sunny on
Saturday, so 5I hope that lots of people will be there. 6We’re going to leave
some rubbish near a recycling bin and then wait in the park. I hope we’ll
look like ordinary people, enjoying a day out. But everyone’s going to start
clapping and cheering as soon as someone picks up the rubbish and puts it
in the recycling bin. 7I’m sure more people will be joining them then. 8Some
people may not understand what we’re doing, but I think that it will be fun.
Flashmobbing like ours is possible thanks to the widespread support for
the environmental protection around the world. It’s a new way of raising
environmental awareness.”
a flashmob /9flCSmBb/ n. 快闪族
2
30 Making a differenceWays of expressing the future:
a simple present for scheduled events, timetables
b present continuous for arrangements
c will for promises and hopes for the future (often with hope, promise)
d will for predictions about the future
(often with think, probably or continuous forms)
e be going to for intentions
f be going to for predictions based on evidence
g may / might for uncertain predictions about the future
2 C omplete the passage with will, be going to or may / might and the correct form of the
verbs and verb phrase in brackets.
Li Jie, 21, lives in Shanghai. Tomorrow afternoon, he 1 (take part) in a flashmob
event. For tomorrow’s event, lots of people 2 (buy) food at a food store on
Hunan Road between 2: 00 p.m. and 3: 00 p.m. In return, the store promises it 3
(spend) 50% of the hour’s income on new energy-efficient lighting. “Four hundred people have
promised to visit the store tomorrow”, says Li Jie, “so it 4 (be) very busy! I really
hope that my sister, Li Mei, 5 (join) me. She 6 (come), but it
depends on whether she can change her appointment with her dentist. But, even if she’s not
there, I think that we 7 (have) a lot of fun tomorrow!”
3 W rite down three things that you will definitely be doing on the day after the college
entrance examination, and give reasons. Write your sentences on the lines. You may use
the example below to help you.
I will be watching films for five hours on the day after the college entrance examination because
I want to make up for my lack of free time during the three years of high school.
(1)
(2)
(3)
Now ask three classmates about their plans. Select the most unusual one and report to
the class.
You may ask questions like this: What will you be doing on ...?
You may respond like this: I will be watching films about ... What about you?
You may report like this: I think Lili’s plan is the most unusual one. She said, “I will be
competing in a skip rope contest on the day after the college entrance examination. After
studying so hard for the last couple of years, I need to do something completely different to
clear my mind.” I am really impressed by her great ideas!
Making a difference 31 2C Listening and speaking
1 I magine you are calling in to a local radio show about city life. What suggestions would
you give to make your community a better place? You may talk about the following
public facilities and services in your local area and how they could be improved.
park library
street lighting employment agency
sports facilities public barbecue area
parking spaces garbage treatment
2 L isten to the radio show and decide whether the following statements are true (T) or
false (F).
(1) Three speakers are giving suggestions on how to create a better community.
(2) People should not have picnics in the city centre.
(3) A forest park should be built in the city to make the air cleaner.
(4) Pavilionsa should be built in the park to improve the view.
(5) A park should be built where people can do outdoor sports.
(6) Public bicycles should be banned.
(7) People should not be allowed to walk on the grass.
3 L isten again for details. Complete the table.
Caller Problem Suggested solutions
The city needs to (1) .
There should be (2)
There is no good place for so that (3)
Mary families to have a picnic in .
the city centre.
There should be pavilions where people
(4) .
(5)
Green spaces are not being
The city should (8)
properly looked after.
.
People (6)
Kevin to prevent (9) .
.
People (7)
The city should (10) so that
(11) .
.
a pavilion /pR9vIliRn/ n. (公园中的)亭，阁
2
32 Making a difference4 Y our school wants to provide more services for students and wants suggestions from you.
Work in groups. Think of one service that you think is needed and discuss it with your
group members. You may choose one of the services below.
library services access to the Internet
dormitory services sports centre services
others:
Language guide
You may make suggestions like this:
I suggest providing ...
As for my proposal, I think it would be better to supply ...
From my perspective, I’m afraid ... is in bad need of ...
I think the school needs to / should ... so that ...
There should / needs to be ...
I think we need to ...
You may talk about reasons like this:
I think ... we are using now is far from satisfactory.
The service in ... is not good enough.
There isn’t any good ...
The facilities in ... are not well taken care of.
Providing ... can ensure ...
Our school should add ... because ...
Making a difference 33 2D Writing
Friends of the Earth
UNICEF
Friends of the Earth is one of the largest
UNICEF is an international charity which
environmental charities in the world.
defends children’s rights. It works It fights for solutions to environmental
with families, communities and problems, supports fair trade and
governments in more than 190 campaigns against climate change and
countries and aims to protect pollution.
children from exploitationa,
violence and poverty.
1 I magine that your school wants to donate 5,000 yuan to one of the two charities above.
Find out more information about each charity and write an opinion essay. You may
prepare your writing by thinking about the questions.
(1) Which charity do you want to support?
(2) Why do you choose to support it?
2 R ead Zhang Ming’s essay in response to the advertisement below. Complete the table on
page 35 before you write.
Support a charity!
This year, our school will be organizing fundraising events throughout the school year.
We want YOU to help us decide which of these two charities we will support with our funds this year.
WaterAid World Wide Fund for Nature (WWF)
WaterAid works in 26 of the world’s poorest The World Wide Fund for Nature aims to protect
countries. It aims to improve access to safe, endangeredb animals and plants by conserving
clean drinking water for hundreds of thousands their habitats and fighting against climate
of people. change and pollution.
Write an essay to tell us which charity you want to support and why.
Our school has asked the students to choose its main charity for the year. In my opinion, we should
choose WaterAid, because access to safe, clean water is extremely important.
My first reason for choosing WaterAid is that in many parts of the world the poorest people don’t
have running water or even wells. Often their only source of water is dangerous because it’s dirty
and it’s very far from their homes. In fact, 884 million people do not have access to safe, clean water
and 5,000 children die each day from water-related diseases. I am convinced that by supporting
WaterAid, we can help reduce these numbers.
a exploitation /0eksplOI9teISn/ n. 剥削 b endangered /In9deIndZRd/ adj. （ 动植物群落等）濒临灭绝的，濒危的
2
34 Making a differenceAnother argument for donating our money to WaterAid is that it helps communities set up and
maintain their own water and hygiene projects. By doing this, it educates people and encourages
communities to look after their own needs. Better hygiene can reduce childhood deaths by 35%.
My final point is that many people might say that WaterAid is a much smaller charity than the
World Wide Fund for Nature, so it can’t make as much of a difference as WWF can. In fact, total
annual donations to WWF are nearly ten times the donations to WaterAid. However, this is why I
feel that WaterAid needs our money more.
To conclude, I believe that our school should choose WaterAid as its charity, because it helps the
poorest people around the world, and they will really benefit from our donations.
Zhang Ming
Aspects of
Guiding questions My exploration
writing
What is the purpose of the essay? What is
the writer’s choice?
What are the writer’s arguments and
reasons for choosing this charity? What is
Content
his argument in response to the opposing
view?
How does the writer conclude the essay?
What language does the writer use to signal
his opinion and arguments?
Language
What tense and modal verbs does the writer
use in his opinion and arguments?
3 Now write your opinion essay. Edit your writing properly.
Making a difference 35 2E Cultural focus
Our actions make a difference. It is crucial that we live in harmony with nature and
engage positively with the society we live in. As long as everyone does their best, we can
make the world a better place.
In this section, you will first read a passage about Chinese marathon runners who do
charity work. You will then watch a video about a UK charity that saves abandoned
animals and finds them new homes.
1 B efore you read the passage, discuss the questions in groups.
(1) Can you name some charity organizations?
(2) Which sports do you know are related to charity events?
2 R ead the passage and think about the two different meanings of good in the title. Which
of the qualities below belong to meaning 1 and which belong to meaning 2?
a being in good physical condition f having good character
b being able to complete a marathon g inspiring others to meet challenges
c having a sound heart h being intelligent
d supporting a meaningful cause i raising money for charity
e going after fame and profits j being good at organizing activities
Meaning 1: good runners Meaning 2: run for good
Good runners run for good
Every October, thousands of runners gather in Beijing to take part in the annual
marathon. In 2016, one of those runners was Teng Lijun, who not only ran the marathon
but also volunteered her time and energy to the marathon’s Run for Charity initiative.
Such volunteers do more than just complete a marathon, they also help raise money
for a good cause! In particular, Teng wanted to do something to help poor children in
5
Gansu Province. The money that Teng collected from her sponsors helped provide warm
jackets for children there whose families could not afford winter clothing.
2
36 Making a differenceTeng’s contribution didn’t end when she crossed the finish line: she got the chance
to travel to Gansu and deliver the jackets in person, along with some of the other
charity runners. They also had a chance to share their enthusiasm for running.
10
Hopefully, their visit will help improve the children’s lives and inspire them to have
dreams for the future. For the runners, the most rewarding moment was seeing the
joy in the children’s eyes as they put on their new jackets.
For the 2016 Run for Charity event, 2,000 runners donated a total of 87,000 yuan to
the cause. These funds went to buy jackets and stationerya for 590 children from 15
15
schools across four counties in Gansu Province.
However, the goal of this Run for Charity event was not only to address the material
needs of poor children, it was also to transform their lives by showing them what
is possible in the future. The runners showed the children a short video about the
Beijing Marathon and shared their experiences from the race. Some of the children
20
imagined the length of a marathon by comparing it with how far they have to walk
to school! Zhang Xin, a fourth grade student, regularly has to walk almost eight
kilometres to school with his younger sister. That’s not as far as a marathon, but it’s
an awfully long way for a child to walk.
The runners did more than just talk with the children of Gansu, though. Relay races
25
with the children were organized as well. Before racing, the runners led the children
in stretching exercises. And after all the children had run, Beijing Marathon medals
were awarded to the winners. Everyone involved in the Run for Charity event hopes
that the event will inspire the children to meet the challenges in their lives with the
same fighting spirit as marathon runners.
30
a stationery /9steISRnri/ n. 文具
Good runners run for good
Making a difference 37 2E Cultural focus
3 R ead the passage again and decide whether the following statements are true (T) or
false (F). Correct the false ones.
(1) The volunteer runners taking part in the 2016 Run for Charity event made
contributions to help the poor children as soon as they completed the marathon.
(2) The only purpose of the 2016 Run for Charity was to offer material support to the
poor kids.
(3) The volunteers were proud to see the poor children wear the new clothes sponsored
by them.
(4) The children from rural China benefited from the 2016 Run for Charity event.
(5) The unique value of Run for Charity, when compared with other charities, is that it
inspires the children to face challenges with the fighting spirit of a marathon runner.
4 W ork in groups. Discuss the most significant qualities that make a great athlete and
decide on a list of top five qualities. Then report to the class.
2
38 Making a differenceVideo The Blue Cross
Start thinking
1 Answer the questions.
(1) Do people around you have pets? What types of animals are the most popular pets?
(2) Have you ever had a pet? What was it?
(3) Where do people usually get pets from?
Comprehension check
2 Watch the video and correct the factual errors in the sentences.
(1) T here are more than 40 million pets in the UK.
(2) Over a half of pet owners get their animals from charities or rescue centres.
(3) Some psychologists say that owning a pet is good for the environment.
(4) There are about 36,000 visually impaired people in the UK.
(5) T he emergency services often use dogs because they are able to see better than us.
Vocabulary
3 Complete the sentences with the verbs below.
acquire encourage improve
lead provide register
(1) If the weather doesn’t , we won’t be able to go out.
(2) Can you tell me where I can some shampoo for my dog?
(3) The staff at the pet shop useful advice on caring for the animals.
(4) Please don’t the cat to jump onto the table.
(5) Dog owners must their pet with the appropriate authorities.
(6) Guide dogs their owners to the shops along the safest route.
Extension
4 Work in groups. You are going to have a discussion about the best charity to donate
money to.
(1) Make a list of five different charities you know about.
(2) Research one of the charities on the list. Bring your notes to the next class.
(3) Share your information about the charity with your group. Discuss which two charities you
would donate money to.
(4) Join with another group. Tell each other your two charities and explain the reasons for
your choices. Then discuss together with your new group which of the charities you would
donate the most money to.
(5) Explain the reasons for your choices to the class. Then vote on the best charity.
Making a difference 39 2Self-assessment
Use the checklist and reflective questions below to evaluate your study in this unit.
1 2 3
Checklist Me My teacher / Action
classmate
A Reading and interaction
I can retell the information about people’s lives on the
Carteret Islands.
I can explain the writer’s use of words to describe the
place, the people and the environment on the islands.
I can describe the way of life in my hometown in
groups.
B Grammar activity
I can identify the future continuous in the passage.
I can use the future continuous correctly if the context
is clear.
C Listening and speaking
I can retell the two speakers’ proposals in the radio
programme.
I can make suggestions about how to improve school
services in groups.
D Writing
I can analyse the content and the features of language
in the sample essay.
I can write an opinion essay on supporting a selected
charity with convincing arguments in the correct
format.
E Cultural focus
I can retell the story of the Run for Charity event in the
passage.
I can understand the role of the Blue Cross in protecting
animals in the UK.
Reflective questions
Did you notice that the writer vividly described the islanders’ living conditions using very simple
language? How does this help you in your English learning?
2
40 Making a difference3
Paying the price
Objectives
A Reading and interaction C Listening and speaking E Cultural focus
Explain the way stealth Give a report on classmates’ Evaluate the impact of
marketing works with spending habits commercialization on
examples from real life traditional festivals
D Writing
Explain the use of smell in
B Grammar activity Write a formal letter of
marketing
Use the passive in the past complaint to a store owner
continuous and the past using appropriate language
perfect correctly in the and format
given contextA Reading and interaction
The influencers
Pre-reading activity
1 W hich of these might influence you to
buy a product? Put them in order from
Imagine this: you are in a café when
1–6.
you hear a young man talking about a
a TV advertisement
new computer game. He’s explaining its
a celebrity
amazing features to a girl, who then asks
a special offer
where she can buy it. Nothing unusual,
a friend’s recommendation 5
you might say, until after 15 minutes,
a favourable online review
they move to another café and have
genuine needs
an identical conversation. On your way
2 H ave you ever heard of stealth home, a “tourist” in the street asks you to
marketing? Study the dictionary entry
take a photo with their camera. You do
10
and try to give an example.
and, afterwards, they tell you how they
stealth marketing bought the camera recently and how it’s
a method of advertising your on special offer. Welcome to the world of
products without letting people stealth marketing. You may say you haven’t
realize you are trying to make them
met a stealth marketer yet, but that’s the
15
buy something
point. Contrary to what you might expect,
this practice is quite common.
Stealth or “word of mouth” marketing isn’t
like normal advertising. We can recognize
advertisements on billboardsa or in fashion
20
magazines, but it’s difficult to spot stealth
marketing—it just tricks us. Studies have
shown that people are more likely to
a billboard /9bIlbO:d/ n. 大幅广告牌
3
42 Paying the pricetrust a person on the street, who they explains Tanya. “I can usually get people to
25 think is giving free advice, rather than 60 buy everything from make-up to luxury
an advertisement. In fact, in a recent goods, like designer jeans.” Other young
survey of young adults, only 5% believed marketers upload videos of themselves,
advertisements, compared with 52% who which describe recent shopping trips and
trusted their friends. display their latest purchases. They show
people how a product works or what it
65
30
More than $500 billion a year is
looks like up close.
spent on advertising worldwide, but
compared with conventional advertising “It’s great to get free samples of cool,
campaigns, stealth marketing is cheap new products that my friends haven’t
and effective. So how does it work? heard about,” adds Tanya. “It makes me
35 Well, let’s look at company X. Company 70 feel important because I have insider
X wants to launch a new product for knowledge.” But do her friends know that
20–25-year-olds. They need their product she is paid to promote them? “No, they
to look “cool” and interesting, so they don’t,” she admits. “But I don’t think it’s
decide to pay young people to talk about dishonest. If I find something I like, I talk
40 it. These young marketers are carefully 75 about it. It doesn’t make any difference
selected—company X researches social whether I’m paid or not.”
media and targets the most popular
Perhaps Tanya is right. Anyhow, lots of
people or “trendsetters”. These people
people tell others about the new book
sign contracts where they agree to
they’re reading, a new place they’ve
promote the company’s products, for
45 discovered or a cool gadget they’ve just
80
instance by talking favourably about its
bought. We’re also a 24/7 generation and
products on social media. Twenty-year-
see more than 3,000 ads a day, so what
old Tanya Fulham is one of them.
difference does it make? However, other
Tanya Fulham is beautiful, sporty and people are worried. “You think a person
50 clever. She’s interested in fashion, loves 85 is being helpful,” says a psychologist, “but
shopping, and listens to the latest pop that’s very different from someone telling
music. She has more than 15,000 followers us something because they are getting
on social media and she often influences paid for it. You don’t know who to trust or
their choices and opinions. She’s been hired who to listen to anymore.” Sometimes it’s
55 by an undercovera marketing agency to 90 hard to tell the difference between free
promote brands in blogs and on social advice and paid advertisements. We have
media. “Products which are fashionable or already met the stealth marketers and
have a strong brand image are easy to sell,” they are just like us.
a undercover /0VndR9kVvR(r)/ adj. 秘密工作的；暗中做的；私下进行的
Paying the price 43 3A Reading and interaction
Comprehension work
1 Read the passage and answer the questions.
(1) What examples of stealth marketing are given in the first paragraph?
(2) How is stealth marketing different from normal advertising?
(3) What kind of people are usually hired as stealth marketers? Why?
(4) How does stealth marketing work? List what companies and marketers do respectively.
(5) What is Tanya Fulham’s attitude to stealth marketing? Why does she think so?
(6) What does the psychologist think of stealth marketing?
2 R ead the summary below and fill in each blank with a suitable word based on the
language of the passage. You may change the form if necessary.
The passage discusses the issues of stealth marketing, including its definition, the
way it 1 , as well as different attitudes towards it. Unlike normal
advertising, which can be recognized on billboards or in fashion magazines, stealth
marketing can be hard to 2 . That is, we are usually unaware that
we are being targeted—it 3 us. Compared with 4
marketing campaigns, stealth marketing is cheaper and more effective. Before
5 their new products, companies target the most popular people
on social media and 6 them as stealth marketers. Because these
marketers have a lot of followers, they can easily 7 other people’s
choices and opinions.
People are divided in their opinions on stealth marketing. Marketers like Tanya are
happy to get free 8 of new products and insider knowledge. She
doesn’t think stealth marketing is 9 . However, other people are
worried because it is hard to draw a borderline between free advice and marketing,
and they are in the dark as to who to 10 or listen to.
3
44 Paying the priceDeep reading
1 I n the passage, the writer illustrates stealth marketing with a lot of examples and quotes.
Study them and the guiding questions in pairs and discuss why the writer uses them.
(1) Imagine this: you are in a café when you hear a young man talking about a new computer
game ... On your way home, a “tourist” in the street asks you ...
Guiding question: Why does the writer start the article with these two examples?
I think the use of the two examples is intended to stimulate the readers’
My understanding interest in the topic and to show the meaning of this abstract concept.
Besides, the two examples tell us that stealth marketing is all around us.
(2) Well, let’s look at company X. Company X wants to launch a new product for 20–25-year-
olds. They need their product to look “cool” and ...
Guiding question: Why does the writer give the example of company X?
My understanding
(3) Tanya Fulham is beautiful, sporty and clever ... She has more than 15,000 followers on social
media ... She’s been hired by an undercover marketing agency to promote brands in blogs
and on social media ...
Guiding question: From the example of Tanya, what qualities should an ideal stealth marketer
have?
My understanding
(4) “ It’s great to get free samples ...,” adds Tanya. ... “But I don’t think it’s dishonest ... It doesn’t
make any difference whether I’m paid or not.”
Guiding question: Why does the writer quote Tanya’s words?
My understanding
(5) “ You think a person is being helpful,” says a psychologist, “but that’s very different from
someone telling us something because they are getting paid for it. You don’t know who to
trust or who to listen to anymore.”
Guiding questions: What is the purpose of quoting the psychologist? What is the writer’s
attitude towards stealth marketing?
My understanding
Paying the price 45 3A Reading and interaction
2 Work in pairs and discuss the questions.
(1) What do you think about stealth marketing? Is it dishonest?
(2) Do you want to be a stealth marketer like Tanya? Why or why not?
Mini-project
Finding out about stealth marketers
Think about the people and things around you, give an example of stealth marketing and
describe the way it works.
Discuss the questions in groups.
Can you find examples of stealth marketing in these places? How does it influence you?
in the supermarket in the cinema in the street
in a TV show on social media
other places:
Share an example of stealth marketing within your group.
Select one person to report on behalf of your group.
Our findings Our findings
We can often find fake reviews on
social media and shopping websites.
In some cases, a person may give
five-star reviews and make some
positive comments on their latest
purchases. In exchange, they will get
a discount, or even free products. I
think it is a kind of stealth marketing
because there is an element of
deceptiona in it.
a deception /dI9sepSn/ n. 欺骗
3
46 Paying the priceFocus on language
1 R ead the passage again. Study the collocations about advertising in bold in the passage
and match them to definitions 1–8.
(1) products that are unnecessary and very expensive
(2) cheaper than usual
(3) a planned series of advertisements (e.g. in magazines or online)
(4) weekly or monthly fashion publications
(5) more information about something that other people may not know
(6) a company that comes up with ideas for advertisements
(7) examples of a product given to customers for free
(8) the image or story associated with the name of a brand
2 C omplete the sentences with the correct form of the phrases below. There is one phrase
you don’t need.
on the contrary sign a contract
be identical to make a purchase
on the spot conventional wisdom
make any difference launch a campaign
on display
(1) Plenty of research has been devoted to figuring out whether class size
to learners’ academic performance.
(2) Before , always be sure to read through it
carefully. Otherwise, you may make a big mistake.
(3) It is important to keep the receipta when you .
(4) We do not live to think— , we think in order to
live well.
(5) To succeed, sometimes you have to go against
because it could be wrong in your case.
(6) There are many new products at the trade
show, and this is a sign of the rapid progress we have made.
(7) The two girls each other in appearance and
many people thought they were twins.
(8) Last month, the local authorities to improve
air quality.
a receipt /rI9si:t/ n. 收据；收条
Paying the price 47 3B Grammar activity
The passive in the past continuous and the past perfect
The form of the past continuous passive is was / were + being + past participle.
My car was being repaired this time yesterday.
The form of the past perfect passive is had been + past participle.
The cottage had been used as a storehouse before the villagers turned it into a school in 1960.
Grammar reference 3 (p. 91)
1 R ead the passage. Match sentences 1–11 to grammar items a–g. Then write down the
passive form of the verbs in the third column.
Fair trade
1Cotton has been grown in Mali for hundreds of years and 2the crops have been harvested for
generations. In the past, life on the cotton plantations was difficult and while 3big profits were
being made by the major companies, 4the workers were badly paid and the living conditions were
very poor. “In the past, children had to walk 10 km to the nearest school and we had no access to
health care,” explains a local farmer. “But then, in 2005, 5a cooperative fair-trade farm was established
by the farmers in the village. When a farm becomes a fair-trade farm, there is a guarantee that 6all
the farmers will be paid a fair price and 7part of the profit from selling their products is spent on
improving their living conditions.” In the local village, this meant that 8a hospital and a school were
built for the workers and their families.
Although 9efforts to start fair trade had been made after the Second World War, the fair-trade
movement really started in 1988. At first, fair-trade goods were available in specialist shops
only, but by the 1990s, 10fair-trade products, like coffee, tea and bananas were being sold in
major supermarkets. Now, 11many such products and clothes are being produced and sold by
multinational companies. This is all great news for people in Mali. “Fair trade has really changed
the life of my community. I feel as though I have a future, which I didn’t before,” the farmer says.
Grammar Sentence Passive verb form
a simple present
b simple past
c future with will
d present continuous
e past continuous
f present perfect
g past perfect
3
48 Paying the price2 Complete the passage with the correct passive form of the verbs in brackets.
Ethical Fashion Show
With fair trade growing in popularity, this year’s Ethical Fashion Show in Paris 1
(expect) to be a big success.
The show 2 (hold) every year in Paris since 2000, with the aim of promoting
fair-trade clothing. The show 3 (start) after increasing numbers of media
reports about poor working conditions in some countries. People discovered that their clothes
4 (make) by people who 5 (not pay) fairly for working very
long hours.
Since then, ethical working methods 6 (introduce) slowly and only clothes
that 7 (make) according to fair-trade rules 8 (use) at the
show. At first, only a few designers were interested, but now fair-trade clothes
9 (design) by some of the big names in the fashion world. Fair-trade groups
hope that more ethical fashion shows 10 (run) in other cities in the future.
3 T hink of three things that were either being done this time yesterday or had been done
before that. Make sentences using the correct passive form of the verbs. Write your
sentences on the lines. You may use the examples below to help you.
This time yesterday, the lunch was being prepared in the school kitchen.
The food had been checked by the head teacher before the students came to the canteen.
(1)
(2)
(3)
Now ask three classmates about their sentences. Select the most interesting one and
report to the class.
You may ask and respond like this:
A: What did you write about?
B: About my cat. This time yesterday, my cat was being punished for stealing the fish.
You may report like this: I think Linlin’s description was the funniest one. She said, “My
bedroom had been completely messed up by my little brother before I came home after
school. He had treated my room as his science lab.” The same thing has happened in my
house too!
Paying the price 49 3C Listening and speaking
1 R ead the clues below and guess what is being described. Then listen to the radio
programme to see if you have guessed correctly.
It can be placed in your pockets, bags, or somewhere else.
It can be given by your parents, or other family members.
You can earn it by doing part-time jobs.
Most teenagers think they don’t get enough of it.
What is it?
2 L isten again and tick the things that teenagers in the UK mostly spend their money on,
according to the speakers.
snacks computer games apps transportation
clothes watching films going to cafés music
gadgets technology phone bills trips
books mobile games
3 L isten again for details. Complete the table and compare Cindy’s findings with Nina’s
and Julian’s answers.
Cindy’s findings Nina’s answer Julian’s answer
Monthly allowancea
Sources of money
What the money is
spent on
a allowance /R9laWRns/ n. 津贴；补贴；补助
3
50 Paying the price4 W ork in groups. Conduct a survey of your classmates’ spending habits and present the
findings to the rest of the class.
Brainstorm and prepare a list of questions together.
Each interviews three classmates and writes down their answers.
Summarize your findings as a group and identify a big spender, a habitual saver and a wise
money manager in your class.
Select one person to report on behalf of your group.
Your classmates’ answers
Your questions
Student A Student B Student C
Language guide
You may interview your classmates like this: You may answer the
What is your main source of ...? interview questions like this:
Do you have the habit of ...? I get ... a week / month for
pocket money.
How do you spend your money?
I spend a lot of money on ...
What else do you spend your money on?
When I get the money
How much do you spend on ... each week / month?
from ..., I often ...
You may report your results like this:
Here are our findings about ...
We discovered that ...
One of the classmates we spoke to receives ...
a week / month for pocket money.
One interesting fact is that ...
For most of them, the top priority is ...
Paying the price 51 3D Writing
A faulty item
You ordered a coat from an online clothes store last week. When the coat was
delivered, you found that two buttons were missing and that the coat was not the
size that you had ordered. You tried to contact the store by phone, but couldn’t get
through.
1 R ead the paragraph above. Imagine that you are going to write a formal letter of complaint
to the store owner. You may prepare your writing by thinking about the questions.
(1) What are you going to complain about: a product, a service or both?
(2) What are the specific problems with the product and / or service?
(3) What do you expect the store owner to do? Select one or two options.
give an explanation
refunda your money
replace the faulty item with a new one
make some improvement to customer service
remove the false advertisement online
2 Study the sample letter and complete the table on page 53 before you write.
Dear Sir / Madam,
I am writing to complain about the smartwatch purchased from your online store
last Thursday, 18 April.
Although the watch was charged for eight hours, as recommended in the
instructions, the battery only lasted for half an hour. Besides, when the watch
was connected to my phone, it was impossible to answer any calls or adjust the
sound. A separate issue is that the wristband is far too loose, which means that
the watch keeps falling off. I am extremely disappointed with this purchase. It was
an expensive item which was advertised as a high-quality product, but in fact, it
has failed to work properly.
In addition, when I called your helpline last Saturday to complain about this item,
the helpline advisor was extremely unhelpful and, what is more, didn’t even seem
to understand how to operate the watch himself.
I would either like to speak to an advisor who can advise on how to operate the
product properly or receive a full refund.
I look forward to hearing from you.
Yours faithfully,
Wang Li
a refund /rI9fVnd/ v. 退还；退（款） /9ri:fVnd/ n. 退款
3
52 Paying the priceAspects of
Guiding questions My exploration
writing
What’s the purpose of this letter?
What problems does the writer have with the
Content
item?
What does the writer expect the store to do
about the problem?
Which sentences are written in the passive
forms? Why?
What linking words does the writer use to
express contrast and provide additional
information?
Language
What phrases does the writer use to show her
dissatisfaction?
How does the writer address the receiver and
sign off the letter?
3 N ow write a formal letter of complaint to the online clothes store. Edit your writing
properly.
Paying the price 53 3E Cultural focus
Our economy has developed rapidly in recent decades, and our spending habits and
attitudes towards consumption have been greatly influenced by advertising.
In this section, you will first read a passage about the impact of commercialization on
traditional festivals. You will then watch a video that explores how special scents are used
in supermarkets to persuade customers to buy more things.
1 W ork in groups and discuss the questions.
What festivals do you celebrate in your family? Which is your favourite and why?
the Spring Festival the Mid-Autumn Festival the Dragon Boat Festival
the Lantern Festival Christmas New Year’s Day Mother’s / Father’s Day
2 Skim the passage and predict what it is mainly about.
a The origins of popular traditions
b Whether our traditions will survive
c Whether big business is good or bad for our traditions
Traditions for sale
Driven by profits, big businesses make use of festivals for
marketing purposes. Festivals are not only cultural symbols,
but also commercial events. Nowadays, people use them as an
excuse to spend money, but shouldn’t our traditional festivals
be about spending time with family and loved ones instead?
The Spring Festival
It’s early February, and Zhang Xiao is packing her suitcase for the Spring Festival. She’s not alone;
another 400 million Chinese will be on the move during the week-long break. The Lunar New
Year is the biggest public holiday in China, with a history stretching back thousands of years. It is
5 celebrated across the world, in cities from New York to London, from Sydney to Vancouver.
The words “Spring Festival” bring to mind a big harmonious family gathered around the dinner table
raising a toast to the new year. In the past, families bought ingredients at traditional markets and
spent a week preparing the New Year’s feasta. Nowadays, many people do their grocery shopping in
a feast /fi:st/ n. 盛宴；宴会
3
54 Paying the pricesupermarkets or online. It’s also common to have the family reunion dinner at a restaurant rather
than at home. Some are worried that old cooking traditions will be lost because of this, but others
10
welcome the change because they now have more time to relax and enjoy the holiday together.
Valentine’s Day
Thirty-year-old James has been shopping in Paris. He’s had his hair cut, he’s bought a card with
a heart-shaped design and he’s got some chocolates for his girlfriend. Today is 14 February or
Valentine’s Day—a day when romance and love is celebrated around the world.
15
Lovers originally celebrated this day by sending romantic messages to each other, but today,
sending a card isn’t enough. Businesses advertise flowers, perfumea, jewellery and romantic dinners
for two in the weeks before 14 February, and millions of gifts are produced. James may have only
spent 12 eurosb on his chocolates, but globally, consumers spend 11 million euros every year!
Christmas
20
On 1 December in Trafalgar Square in London, hundreds of lights on a huge tree are lit. In high
streets and homes across the world, lights on billions of other trees are lit by people too.
Christmas Day is not until 25 December, but in recent years, customers have started to shop
weeks in advance. Because of this trend, people in the UK now start thinking of Christmas
presents about 11 weeks before the day! Christmas trees decorated for the holiday are typically
25
shown in advertisements. This is because the tree plays an important role in traditional Christmas
celebrations: it is the place where the family members gather and where the beautifully wrapped
presents are left. Today, big businesses have turned Christmas into a global event, and Christmas
products and decorations are made and sold all over the world. Some people think that
Christmas has become too commercialized, and that there is too much focus on shopping and
30
advertising. However, people love giving each other presents, no matter what their culture or
traditions are.
a perfume /9pF:f ju:m/ n. 香水 b euro /9jWRrRW/ n. 欧元（欧盟中某些国家的货币单位）
Paying the price 55 3E Cultural focus
3 R ead the passage and find out the changes brought about by commercialization to each
festival. Then complete the table.
Festivals Traditions Modern celebrations
The Spring Festival
Valentine’s Day
Christmas
4 W ork in groups and discuss the questions.
(1) Can you think of other changes brought about by commercialization to the Spring Festival?
(2) Do you prefer the old traditional way to celebrate the Spring Festival or the modern
commercialized way? Why?
3
56 Paying the priceVideo Does smell sell?
Start thinking
1 Answer the questions.
(1) Have you ever bought anything just because it smells good?
(2) Do you think smell can be used to promote products?
Comprehension check
2 Watch the video and answer the questions.
(1) How many scent air machines are there at this Brooklyn supermarket?
(2) What smells do these machines pipe out?
(3) What is the purpose of installing these machines?
(4) Why are these machines considered a good investment?
(5) Why is smell so important in food marketing?
Vocabulary
3 Complete the sentences with the correct form of the words below.
overwhelm pump scent
work estimated unconscious
(1) In the US, consumers spend a(n) 500 billion dollars a year on food.
(2) The of the freshly baked bread filled the whole room and made me
feel hungry.
(3) For the most part, we breathe in smells around us, totally of
their presence.
(4) These scent air machines because they improve customers’ mood
and make them reach into their pockets.
(5) With so many products on the market, consumers find themselves
by choices.
(6) The air, out from the little black box, smells like a tropical fruit.
Extension
4 Work in groups. Research how smell can create a pleasant shopping experience.
(1) Choose one or two places you are interested in (e.g. a supermarket, a cinema, a shopping
mall).
(2) Research how smell is used in these places to promote sales.
(3) Present your findings to the class and vote on the most interesting one.
Paying the price 57 3Self-assessment
Use the checklist and reflective questions below to evaluate your study in this unit.
1 2 3
Checklist Me My teacher / Action
classmate
A Reading and interaction
I can explain what stealth marketing is, how it
works and its advantages and potential problems.
I can explain the writer’s intention of using
examples and quotes in the passage.
I can state my attitude towards stealth marketing
and give reasons.
B Grammar activity
I can recognize the passive in the past continuous
and the past perfect in the passage.
I can use the passive correctly if the context is
clear.
C Listening and speaking
I can summarize the information about teenagers’
spending habits in the radio programme.
I can talk about my classmates’ spending habits
after doing a survey.
D Writing
I can analyse the content and the features of
language in the sample letter of complaint.
I can write a letter of complaint by politely and
clearly stating my purpose, problems and desired
solutions.
E Cultural focus
I can explain how globalization and
commercialization have changed the ways
people celebrate the three traditional festivals.
I can explain how smell is used as a marketing
tool to persuade customers to buy things.
Reflective questions
Are you concerned by the moral risks in stealth marketing like the one that may abuse the trust
between friends? Why?
3
58 Paying the price4
The senses
Objectives
A Reading and interaction C Listening and speaking E Cultural focus
Explain an experiment with Make a proposal about Retell the story of two
clear steps and sufficient helping people with sight Americans who go on a
details as described in the and hearing impairments hiking adventure
passage Describe the special features
D Writing
B Grammar activity Write a survey report using
of the spider’s web
Use the predicative clause appropriate language and
correctly in the given format
contextA Reading and interaction
Pre-reading activity
A question
1 L ook at the photo and answer the
questions.
(1) What are the people doing?
of taste
(2) Which senses are they using?
(3) Which sense do you think is the most
important?
They’re often green, they can be crunchya,
soft, cooked or raw and food experts
insist they’re highly beneficial to your
health. What are they? Vegetables. If
you’re not entirely convinced by what they
5
say, don’t worry. There’s a good reason
for this: according to scientists, young
people’s taste buds, the small points on
your tongue that detect the taste of food,
2 W ork in pairs. Read the statements and are not ready for the bitter taste of some
10
guess which ones are true (T).
vegetables. Our taste buds develop as we
(1) Our taste buds are fully developed when get older, meaning that we might view
we are born.
cabbage or onions more favourably, but
(2) We can only identify four tastes.
until then young people’s mouths prefer
(3) Boys like different flavours from girls.
sweet food. In fact, it’s not just young
15
(4) Our noses can smell 10,000 different
people that like sweet-tasting food. Most
scents.
of us do, just like our prehistoric ancestors.
(5) When hot food gets colder, it tastes
They ate a lot of sweet, ripe fruit because
better.
it was widely available and easy to notice
(6) The look and feel of food can affect
whether we like it or not. 20 on trees, and it was a good source of
energy. They also realized that they had to
be exceptionally careful with plants that
had a bitter taste, since they were often
poisonous.
a crunchy / 9krVntS i/ adj. 爽脆的
4
60 The sensesSo, apart from bitter and sweet, what other tastes can we detect? You might be surprised
25
to learn that our taste buds can only distinguish three more: salty, sour and umamia.
When we reach our early teens, we start to prefer sour things to sweet things. However,
recent studies have shown that girls and boys experience taste in different ways. Girls
have more sensitive taste buds and can differentiate flavours more easily, especially
sweet and sour, while boys prefer stronger, more extreme flavours.
30
For everyone, though, food has to be wet for it to be tasty. When we smell food, our
mouths produce salivab and when we eat it, the saliva transports its taste to our taste
buds. Without saliva, some food would have no taste at all. If you dry your tongue and
then put some food on it, you’ll find it fairly tasteless. Fortunately, our mouths produce
enough saliva every year to fill a bath, so it’s unlikely this will ever happen!
35
We don’t just taste with our mouths, we also use our noses! Our nose can detect 10,000
different smells and when food is cooked, it produces aromasc that make us hungry.
When we put food in our mouths, our taste buds and noses work together to decide
what flavour the food has. Have you ever noticed that food which has been cooked
doesn’t taste as good when it goes cold? When the cooking smells disappear, so does
40
some of the taste. You can do a simple experiment to test this. Close your eyes and pinch
your nose between your fingers. Then ask someone to put a small piece of food in your
mouth and try to identify it. Without any smell to help you, it’s somewhat difficult!
Finally, the texture of food on our tongue is also important in our perception of its taste.
Some people consider thick or creamy foods extremely unpleasant, however it tastes.
45
This is because our brain perceives the look or feel of something and sends a message to
our tongue telling it not to like that food.
So, if you really don’t have any appetite for those vegetables on your plate, you can now
claim that there is a generally
accepted scientific explanation
50
for this. However, don’t tell your
parents everything that you
have read in this article because
they might tell you to hold
your nose and dry your tongue
55
before serving you a big plate
of vegetables!
a umami /u:9mA:mi/ n. 鲜味 b saliva /sR9laIvR/ n. 唾液 c aroma /R9rRWmR/ n. 香味
The senses 61 4A Reading and interaction
Comprehension work
1 Read the passage and answer the questions.
(1) Why do some young people dislike vegetables?
(2) Where does our love of sweet things come from?
(3) Why does cooked food not taste so good when it is cold?
(4) How are smell and taste connected?
(5) How does saliva help when we eat?
(6) What does the title “A question of taste” mean?
2 R ead the summary below and fill in each blank with a suitable word based on the
language of the passage. You may change the form if necessary.
Why children dislike vegetables has long been a riddle. However, scientists
have discovered the reason for this: young people dislike eating vegetables
because the taste buds on their 1 are not yet fully developed.
When they grow older, they will find the 2 taste of some
vegetables more acceptable. Boys and girls also differ in their perception of
3 . With more 4 taste buds, girls can
5 flavours more easily. To perceive taste, the mouth, the
nose and the eyes work together. Saliva plays an important role in our
6 of taste, and so does our sense of smell. We cannot
fully taste the flavour of some foods when our tongue is dry or when our
nose is 7 . How the food looks or feels, that is, its
8 , will also influence people’s attitudes towards it. Some
people don’t like thick or 9 foods because they find them
extremely 10 .
4
62 The sensesDeep reading
1 S tudy the following statements about people’s taste preferences and reactions. Find
reasons in the passage to support each statement. Then complete the table.
Statements Reasons
(1) When people grow older, they sometimes Young people’s taste buds are not fully developed,
start to like certain vegetables which they so they find it hard to accept the bitter taste of
disliked before. some vegetables. When they grow older, they may
find it easier to do so.
(2) Most people feel happy when eating
dessert.
(3) People naturally dislike bitter flavour.
(4) Cooked food often tastes better than raw
food.
(5) Some people can’t stand the thought of
eating snailsa.
(6) People like beautifully displayed dishes
because these dishes often look very
appealing.
2 W ork in pairs and discuss the questions.
(1) How do the mouth, the nose and the eyes work together to perceive taste?
(2) What is the idea behind the Chinese idiom “quenchingb one’s thirst by watching the plumsc”?
Do you think that this saying is reasonable?
a snail /sneIl/ n. 蜗牛 b quench /kwentS/ v. 止（渴）；解（渴） c plum /plVm/ n. 李子；梅子
The senses 63 4A Reading and interaction
Mini-project
Designing experiments to test claims
The passage gives some suggestions on the kind of experiment we can do to test certain
claims. You are going to design some similar experiments to test claim 2 and claim 3 in the
table below.
Discuss in groups and answer the questions.
(1) What is your experiment design?
(2) Why did you design this experiment?
Select one person to report on behalf of your group.
Claim 1 Our taste buds and noses work together to decide what flavour the food has.
Close your eyes and pinch your nose between your fingers. Then ask someone to put a
Experiment small piece of food in your mouth and try to identify it. Repeat the experiment several
times. You will find it somewhat difficult to do that.
Flavour is a combination of many factors, including taste and smell. Without the smell,
Reason it can be hard to identify what food it is.
Claim 2 Girls and boys perceive taste differently.
Experiment
Reason
Claim 3 The texture of food on our tongue is important in our perception of its taste.
Experiment
Reason
4
64 The sensesFocus on language
1 R ead the passage again. Find the adverb-adjective collocations in the passage (e.g.
widely available) and write them in the blanks.
2 M atch the two parts of the quotations in columns A and B. Then translate them into
Chinese. Pay attention to the words in bold.
A B
(1) It is impossible to make people a especially when one is right.
understand their ignorancea, b and you will find that it is to the soul
(2) Perhaps, after all, America never has what the water bath is to the body.
been discovered. c but there has never been a vegetable
(3) It is better to declare oneself wrong that can make them laugh.
than to insist on being right, d for it requires knowledge to perceive
(4) Take a music bath once or twice a it and therefore he that can perceive it
week for a few seasons, has it not.
(5) Concentration comes out of e In this way he slowly raises his
(6) A successful individual aims performance level.
somewhat higher than his last f I myself would say that it had only been
achievement. detected.
(7) An onion can make people cry, g a combination of confidence and
hunger.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
a ignorance /9IGnRrRns/ n. 无知
The senses 65 4B Grammar activity
The predicative clause
The predicative clause is a subject complement which modifies the subject. The form is subject
+ a linking verb (such as be or seem) + a clause with a linking word (such as that or a wh-word).
The strange thing is why none of them had discovered such an obvious mistake in the plan.
Grammar reference 4 (p. 91)
1 Read the passage and match sentences 1–7 to grammar rules a–c.
Dogs to the rescue
■ By Paul Wittens
he saw a wall of snow racing towards him.
Charles had no time to react. Within seconds
he was blinded, everything turned white, and
Charles Smith, the experienced ski instructor
then there was silence. As time passed, Charles
who was buried under tons of snow for
started to panic. 4His fear was that he wouldn’t
an hour after this morning’s avalanchea, is
be able to breathe. After what seemed like
recovering from his injuries in hospital. He has
hours, he heard barking and realized that the
been allowed to speak with reporters from
specially trained mountain rescue dogs had
his hospital bed, but he can’t stand up on his
found him using their incredible sense of smell.
own because of a broken ankle. He told the
Since he was a ski instructor, 5the first thing he
Evening Post about the accident, “People didn’t
wanted to know was whether the others were
think that this kind of thing would happen to
safe. “When I got out, 6my biggest concern was
an experienced skier. I have worked as a ski
that there were still other people buried under
instructor in these areas for 15 years. 1That is
the snow. Luckily, I was the only one caught in
why everyone was surprised that it happened.”
the avalanche.”
He said that the weather had been good all
Charles said he was incredibly grateful to the
week, and there hadn’t been any warnings
dog and the rescue team. He also promised to
about possible avalanches. 2The problem was
thank them in person as soon as he was well
that Charles had gone out in an unprepared ski
enough to leave the hospital and he agreed
area. He explained, “It is true that there hadn’t
that he was a very lucky man. Charles went
been any avalanche warnings, but 3the fact is
on to stress that the frequency of avalanches
that I put other people in danger by leading my
has increased in recent years, “7The point is
group to that area. I shouldn’t have done that.”
that we all need to be careful, even if we are
While Charles was waiting for his group to experienced skiers.”
arrive, he heard a loud noise. Seconds later,
a Predicative clauses can be introduced by the linking word that.
b Predicative clauses can be introduced by the linking word whether.
c Predicative clauses can be introduced by a wh-word.
a avalanche /9CvRlA:nS/ n. 雪崩
4
66 The senses2 J oin each pair of sentences using predicative clauses introduced by that, whether or
wh-words.
(1) Today has been the worst day of Charles’s life. It is the truth.
(2) Charles was buried beneath the snow for an hour. It is a surprising fact.
(3) There are only three dogs trained for this rescue work. It is a real problem.
(4) What started the avalanche in the first place? It is a question.
(5) The dogs and their trainer should receive an award for rescuing him. It is his suggestion.
(6) Can they find him in time? It is a question.
(7) He was extremely unlucky. It is the point.
(8) He is expected to make a full recovery. It is the good news.
3 T hink about a current issue that you are concerned about. Express your views and ideas
with the expressions given and write your sentences on the lines. You may use the
example below to help you.
My biggest concern is that ...
Some people believe that ..., but the fact is that ...
My opinion is that ...
Some people are worried about mobile phone radiation but the fact is that such fears are
unreasonable.
(1)
(2)
(3)
N ow, ask your classmates about their views and ideas. Select the most important issue
and report to the class.
You may ask questions like this: What is the topic you want to talk about?
You may respond like this: I chose the topic of air quality in our city. My main concern is
that there will be more air pollution if there are more cars in this city.
You may report like this: I think the most important issue is the one Lili raised. Her concern
is that students don’t have a chance to explore different school subjects. Her argument is
that students will discover what they are really interested in if there are more elective courses
available. So the school should expand its curriculum.
The senses 67 4C Listening and speaking
1 I magine the challenges people with sight and hearing impairments usually experience
in their lives. Look at the list below and discuss how their lives are different from ours.
more difficult to move around
being treated differently
more challenging to perform everyday chores
harder to enjoy films and TV programmes
more difficult to make friends
others:
2 L isten to the first part of a radio interview with two teenagers with sight and hearing
impairments. Take notes and answer the questions.
(1) What can blind people see?
(2) What can deaf people hear?
3 Listen to the rest of the interview. Complete the table.
Emily Nick
People (1)
What are the talking to her. Teachers (4)
problems they Friends (2) .
encounter in daily , (5) ,
life? which means she can’t (3) but he doesn’t need their help.
.
Are their other senses
No. (6) Yes, (7)
better than most
.
people’s?
What do they enjoy Listening to music.
(8)
doing? (9)
4
68 The senses4 You are invited to take part in a radio programme and discuss how to make life easier
for people with sight or hearing impairments. Work in pairs. One of you will be the
programme host and the other will be the guest. You may prepare the interview as
follows.
Programme host Guest
You are going to interview a guest You are going to be interviewed
about how we can make life easier on a radio programme. Think of the
for people with sight and hearing challenges that people with sight and
impairments. Prepare questions that hearing impairments may face. Then,
you can ask. suggest some ways to make life easier
for them.
Write
your
ideas here!
Language guide
The host may introduce the topic The guest may make suggestions
and the guests like this: like this:
Today we are going to discuss ... I propose / suggest ...
Joining us today are ... It will be helpful to ...
Thanks for being with us ... Personally, I think it ...
We should realize that ...
We should remember to / shouldn’t
forget to ...
The guest may talk about the
We should / shouldn’t treat them as ...
challenges like this:
We should construct buildings with
It is hard for them to ...
more easily accessible facilities, such as ...
They face many challenges, such as ...
People should try to remove barriers
People don’t usually realize that ...
from the sidewalk ...
Friends often forget to ...
The challenges I can anticipate for
them are ...
The senses 69 4D Writing
Course project
Your group is working on a course project investigating
students’ taste preferences of food served in the school
canteen. Imagine that you have finished the survey and
that it’s now time to write the survey report.
1 You may prepare your writing by thinking about the question.
What do you need to include in the survey report?
the purpose of the survey principles for designing the survey
respondents’ information suggestions and recommendations
opinions from individual students findings
2 Read the survey report on noise at school. Which points in the above question does it
mention? Then complete the table on page 71 before you write.
A survey report on noise at school
The purpose of this report is to present the findings of a survey into students’ views on noise
at school due to recent complaints from some students. The survey was conducted among
60 students in Senior High Grade 1 and Grade 2.
The first question concerns the sound of the school bell. Nearly all the students said they
disliked the loud ring and would prefer a different sound. Some of them said that they would
like popular mobile phone ringtones instead of a bell. Only two students said they didn’t
notice the bell.
Moving on to the second question about the noise in the canteen, well over a quarter of
the students thought it was too noisy and would like a separate quiet room. However, just
over half of the students said they didn’t mind the noise. The other students had no strong
feelings on the matter.
With regard to music or silence in the library, well under half of the students said they would
prefer background music in the library, while about a third of the students said they preferred
to work in silence. The remaining students expressed no opinion at all on this question.
Regarding noise in the classroom, just under three quarters of the students agreed that
they had no problems hearing what their teacher was saying, while about a quarter of the
students admitted that they would prefer their teacher to use a microphone. Turning to the
final question, well over three quarters of the students replied that they were not disturbed
by noise from the playground and sports fields, but just under 20% of the students said it did
bother them.
In conclusion, it appears that there are noise issues in the school. Most students complain
about the sound of the school bell and I therefore suggest that the school should change it.
Additionally, it is not clear whether students would prefer to have background music in the
library, so I suggest we try it out for a period of one month.
4
70 The sensesAspects of
Guiding questions My exploration
writing
What is the purpose of this report? What
background information is provided?
What is the central idea of each
Content
paragraph?
What are the writer’s findings and
suggestions?
What sentence patterns does the writer
use to state the purpose and provide the
basic information about the survey in
the first paragraph?
What phrases does the writer use to
Language
introduce different points so as to
maintain a smooth flow of writing?
How does the writer express quantities,
such as fractions, percentages or
approximations?
3 N ow write your own survey report based on the information below. Edit your writing
properly.
Survey question: What taste do you prefer for the food in the canteen?
(1) salty (2) sweet (3) bitter (4) sour (5) spicy
Number of the respondents: 100
Survey result:
24%
35%
salty
sweet
30%
10%
bitter
sour
spicy
1%
Senior High Grade 1 taste preferences
The senses 71 4E Cultural focus
We experience the world through our senses. Different people perceive the world differently;
animals, meanwhile, can see, hear and smell things that human beings are unable to notice.
In this section, you will first read an excerpt where a famous writer describes a frightening
experience during a hike, and how we perceive things differently when we are far out in the
woods. You will then watch a video about how spiders build amazing webs with microscopic
thread that humans can barely see.
1 Discuss in groups and answer the questions.
Have you ever gone camping? If so, where did you go? Did you have a good time?
2 R ead the passage and decide whether the following statements are true (T) or false (F).
Correct the false ones.
( 1) Bill usually slept very well when camping.
(2) Everything sounded big in the woods because there were wild animals outside the tent.
(3) Katz shouted at the animal in order to frighten it away.
(4) Bill pulled his tent nearer to Katz’s so that he could climb into his tent.
(5) The battery in the torcha was used up, so Bill had to use a miner’s lamp.
(6) In the end the animals left, but Bill was still very worried.
A Walk in the Woods
Bill Bryson is a famous American author. He has written books about life in the UK, the USA and
Australia. This excerpt is from A Walk in the Woods and describes Bill’s adventures with his friend
Stephen Katz when they hiked along the Appalachian Trail. The trail is 3,540 km long and stretches
along the east coast of the USA, passing through some of the most beautiful landscapes in the country.
During their hike, they had lots of experiences, including incidents with wild animals and
poisonous plants. In this excerpt, Bill describes what happened when he heard strange noises
outside his tent one night.
through thunderstorms,
It was perfect sleeping weather, cool
and through Katz’s snoringc,
enough to need a bag, but warm enough 10
to sleep in your underwearb, and I was so something loud enough
to wake me was unusual. There was a
looking forward to having a long night’s
sound of bushes being disturbed—a click
rest, which is what I was doing when, at
5
of breaking branches, a weighty pushing
some point during the night, I heard a
through low leaves and branches—and
sound nearby that made my eyes fly open. 15
then a kind of large, frightening noise.
Normally, I slept through everything—
a torch /tO:T/ n. 手电筒 b underwear /9VndRweR(r)/ n. 内衣 c snore /snO:(r)/ v. 打鼾；打呼噜
4
72 The sensesBear! I pulled my tent right over to his. I didn’t
know what this would achieve exactly,
I sat up and reached quickly for my knife,
but it made me a tiny bit more relaxed.
then realized I had left it in my pack, just
Anyway, I couldn’t leave the tent even if I
outside the tent.
20
wanted to.
60
There was another noise, quite near.
I looked and looked, but I couldn’t see
“Stephen, you awake?” I whispered.
anything but those two wide-set eyes
“Yup,” he replied. staring from the near distance like eyes in
“What was that?” a cartoon.
25 “How should I know?” 65 “What are you doing, Bryson? Just leave it
alone and it will go away.”
“It sounded big.”
“How can you be so calm?”
“Everything sounds big in the woods.”
“What do you want me to do? You’re
This was true.
crazy enough for both of us. I’m going
I moved on my knees to the foot of the
back to sleep,” Katz announced.
70
tent and looked out, but it was dark
30
“What are you talking about? You can’t
outside.
go to sleep.”
Carefully, very carefully, I climbed from
“Sure I can. I’ve done it lots of times.”
the tent and put on the torch. Something
There was the sound of him rolling over
about 15 or 20 feet away looked up at
and a series of noises.
me. I couldn’t see anything at all of its 75
35
shape or size—only two shining eyes. It “Stephen, you can’t go to sleep,” I ordered.
went silent, whatever it was, and stared But he could and he did, with amazing
back at me. rapidity.
“Stephen,” I whispered at his tent, “did The creature—creatures, now—began
40 you pack a knife?” 80 drinking again with heavy noises. I
couldn’t find any replacement batteries,
“No.”
so I threw the torch aside and put my
“Got anything sharp?”
miner’s lamp on my head, made sure it
He thought for a moment. “Nail clippers.” worked, then switched it off. Then I sat
for ages on my knees, facing the front
I nervously threw a stick at the animal, 85
of the tent, listening keenly, holding
and it didn’t move, whatever it was. A
45
my walking stick, ready to beat back an
deer would have run away. This thing just
attack, and with my knife open and at
kept staring.
hand as a last line of defence. The bears—
I reported this to Katz.
animals, whatever they were—drank for
90
“Probably a deer. They’re not that shy. Try perhaps 20 minutes more, then quietly
50 shouting at it.” went away. It was a joyous moment—but
I tried to: “Hey! You there!” I knew from my reading that they would
be likely to return. I listened and listened,
The creature stood there, didn’t move.
but the forest returned to silence and
“You shout,” I urged him. 95
stayed there.
“Oh, you! Go away!” Katz shouted in
merciless imitation.
55
The senses 73 4E Cultural focus
3 R ead the passage again. What happened to Bill and Stephen that night? What kind
of personalities do they have? Find details in the passage that describe how Bill and
Stephen reacted. Then complete the table and report the results to the class.
Bill Stephen
What did he do?
What did he say?
Personalities
4 U se your imagination and write a paragraph starting with “Suddenly I heard another
sound and it was very near ...”
4
74 The sensesVideo Spider science
Start thinking
1 Answer the questions.
(1) How do you think a spider catches its prey?
(2) What is special about the spider’s web?
Comprehension check
2 W atch the video and answer the questions.
(1) How long is the Humber Bridge?
(2) What is the similarity between the Humber Bridge and the spider’s web?
(3) How long have spiders lived on earth?
(4) How long can a spider produce silk in one continuous thread?
(5) What engineering tricks have we learnt from spiders?
Vocabulary
3 Complete the text with the words below.
junctions miracle stretch
sticky secret curled
A spider is a very capable engineer and the spider’s web is truly an engineering
1 . First, a spider can produce silk in one continuous thread. Second, it can
produce different types of silk, including 2 sheets and an incredibly strong
single thread. The 3 of the spider’s web lies in the water droplets at the
4 , in which strands of web are tightly 5 . When a fly hits the
web, these strands will straighten out so that the web can 6 without breaking.
Extension
4 W ork in groups. Research how animals have inspired people to design new equipment
or improve existing technologies.
(1) In your group, brainstorm a list of animals with special features which enable them to
survive in nature.
(2) Choose an animal with unique features. Research how this enables it to survive, and how it
has inspired humans to develop new technologies.
(3) Write a paragraph to describe your findings.
(4) Present your findings to the class and vote on the most interesting presentation.
The senses 75 4Self-assessment
Use the checklist and reflective questions below to evaluate your study in this unit.
1 2 3
Checklist Me My teacher / Action
classmate
A Reading and interaction
I can explain the taste differences between adults
and young people, boys and girls.
I can explain how the mouth, nose and eyes work
together to perceive taste.
I can describe my experiment design in a group.
B Grammar activity
I can recognize the predicative clause in the
passage.
I can use the predicative clause correctly if the
context is clear.
C Listening and speaking
I can summarize the stories told by Nick and Emily
about their sight and hearing impairments.
I can make suggestions on how to make life easier
for people with sight and hearing impairments.
D Writing
I can analyse the content and the features of
language in the sample report.
I can write a survey report on students’ taste
preferences logically with a clear structure.
E Cultural focus
I can retell the key details of the story about the
encounter with a wild animal.
I can describe in simple words the special features
of the spider’s web.
Reflective questions
What wisdom have you gained from the famous quotations in the Focus on language? Do they
inspire you to read more? Which one do you like best? Why?
4
76 The sensesAppendices
Appendices
Vocabulary
词汇等级说明：
1. 不标星的词汇为高中英语选择性必修课程要求。
2. 标一颗星的词汇为课标以外高频词汇。
Words and phrases by unit
Unit 1
*associate /R9sRWSieIt/ v. to make a connection between people or things in your mind 联想；联系
tablet /9tCblRt/ n. a small computer easy to carry, usually without a physical keyboard 平板电脑
a small solid piece of medicine 药片
fashion /9fCSn/ n. a popular style of clothes, hair, etc. at a particular time or place 流行款式
item /9aItRm/ n. a single object 一件商品或物品
one thing on a list of things to buy or do 项目
abandon /R9bCndRn/ v. to leave a thing or a place, especially because it’s impossible or dangerous to stay 离弃；
舍弃；丢弃
to leave somebody especially somebody you are responsible for, with no intention of returning 遗弃；抛弃
drawer /drO:(r)/ n. a part of a piece of furniture used for keeping things in 抽屉
essential /I9senSl/ adj. completely necessary; extremely important 完全必要的；极其重要的
vital /9vaItl/ adj. necessary or essential in order for something to succeed or exist 必不可少的；重要的
crucial /9kru:Sl/ adj. extremely important 至关重要的
anxiety /CN9zaIRti/ n. the state of feeling nervous or worried that something bad is going to happen 焦虑
optimistic /0BptI9mIstIk/ adj. expecting good things to happen or something to be successful 乐观的
release /rI9li:s/ v. to let a substance flow out 排放；释放
to make something available to the public 公开；发行
chemical /9kemIkl/ n. a substance used in a chemical process 化学品
adj. connected with chemistry 化学的
*miserable /9mIzrRbl/ adj. very unhappy or uncomfortable 痛苦的；非常难受的
lack /lCk/ n. the state of having none or not enough of something 缺乏
v. to have none or not enough of something 缺乏；不足
mood /mu:d/ n. the way you are feeling at a particular time 情绪；心情
affect /R9fekt/ v. to produce a change in somebody / something 影响
to touch the feelings of somebody 深深打动；使悲伤
theory /9PIRri/ n. a formal set of ideas that explain why something happens or exists 学说；理论
imply /Im9plaI/ v. to suggest that something is true or that you feel or think something, without saying so
directly 暗示；含有……的意思
*mutual /9mju:tSuRl/ adj. used to describe feelings that two or more people have for each other equally, or actions
that affect two or more people equally 相互的；彼此的
contrast /9kBntrA:st/ n. a difference between two or more people or things 对比；对照
77depressed /dI9prest/ adj. very sad and without hope 忧郁的；沮丧的
incredibly /In9kredRbli/ adv. extremely; in a way that is difficult to believe 极其地；令人难以置信地
presentation /0prezn9teISn/ n. a meeting at which something, especially a new product or idea, a piece of work, is
shown to a group of people 展示会；介绍会；发布会
the act of showing something or of giving something to somebody 提交；授予；出示
urge /F:dZ/ n. a strong desire to do something 强烈的欲望；冲动
v. to advise or try hard to persuade somebody to do something 敦促；力劝
appreciate /R9pri:SieIt/ v. to recognize the good qualities of somebody / something 欣赏
to be grateful for something done 感激
poet /3pRWIt/ n. a person who writes poems 诗人
solid /3sBlId/ adj. that you can rely on; having a strong basis 可靠的；可信赖的；坚实的
hard or firm; not in the form of a liquid or gas 固体的；坚硬的
scientific /0saIRn9tIfIk/ adj. involving science; connected with science 科学的；关于科学的
evidence /9evIdRns/ n. the facts that make you believe that something is true 根据；证据
v. to prove or show something 证明；作为……的证据
decade /9dekeId/ n. a period of ten years 十年，十年期（尤指一个年代）
overall /0RWvRr9O:l/ adj. including all the things or people that are involved in a particular situation; general 总体的；
综合的
promote /prR9mRWt/ v. to help something happen or develop 促进
to help sell a product, service, etc. or make it more popular by offering it at a special price 促销；推销
journalist /9dZF:nRlIst/ n. a person whose job is to collect and write news stories for newspapers, magazines or
television 新闻记者
afterwards /9A:ftRwRdz/ adv. at a later time 以后；后来
nutrition /nju9trISn/ n. the process by which living things receive the food necessary for them to grow healthy
营养；滋养
mostly /9mRWstli/ adv. mainly, generally 通常；主要地；一般地
recipe /9resRpi/ n. the instructions that tell you how to cook something and the items of food you need for it 烹饪
法；食谱
composition /0kBmpR9zISn/ n. a short text that is written as a school exercise; a short essay 作文；小论文
the different parts which something is made of 成分；构成
golf /GBlf/ n. a game played over a large area of ground using specially shaped sticks to hit a small hard ball into a
series of 9 or 18 holes 高尔夫球运动
wrestle /9resl/ v. to fight somebody by holding them and trying to force them to the ground 摔跤
cycle /9saIkl/ v. to ride a bicycle 骑自行车
cooperate /kRW9BpRreIt/ v. to work together with somebody else to achieve something 合作；协作
*sacrifice /9sCkrIfaIs/ n. the fact of giving up something important or valuable to you in order to get or do
something that seems more important 牺牲；舍弃
v. to give up something important to you in order to do something that seems more important for yourself or
for another person 牺牲；献出
discipline /9dIsIplIn/ n. the ability to control your behaviour or the way you live, work, etc. 自制力；遵守纪律
the practice of training people to obey rules and punishing them if they don’t 纪律；训练
*self-reliance /0selfrI9laIRns/ n. the ability to do or decide things by yourself 自力更生；自立
commitment /kR9mItmRnt/ n. a promise to do something or support somebody / something 承诺；保证
78Appendices
the willingness to work hard and give your energy to a job or an activity 奉献；投入
persuade /pR9sweId/ v. to make somebody do something by giving them good reasons for doing it 劝说；说服
tone /tRWn/ n. the quality of somebody’s voice, especially expressing a particular emotion 语气；口气
tournament /9tWRnRmRnt/ n. a sports competition involving many teams or players who take part in different
games 锦标赛
disappointed /0dIsR9pOIntId/ adj. upset as something you hoped for hasn’t happened or been as good, successful,
etc. as you expected 失望的
committed /kR9mItId/ adj. willing to work hard and give your time and energy to something 尽心尽力的
consume /kRn9sju:m/ v. to use something, especially fuel, energy or time 消耗；耗费（尤指燃料、能量或时间）
calorie /9kClRri/ n. a unit for measuring how much energy food will produce 大卡；千卡；卡路里
million /9mIljRn/ number 1,000,000 一百万
suburb /9sVbF:b/ n. an area where people live that is outside the centre of a city 郊区
greedy /9Gri:di/ adj. wanting more money, power, food, etc. than you really need 贪婪的
*portion /9pO:Sn/ n. an amount of food that is large enough for one person (食物的)一份，一客
one part of something larger 部分
adopt /R9dBpt/ v. to start to use a particular method or show a particular attitude towards somebody /
something 采用（某方法）；采取（某态度）
to take somebody else’s child as one’s own and be its legal parent(s) 收养；领养
fry /fraI/ n. (usually fries [pl.]) a long thin piece of potato cooked in hot oil 炸薯条
v. to cook something in hot oil 油炸
consumption /kRn9sVmpSn/ n. the act of using energy, food or materials 消耗
the act of buying and using products 消费
cancer /9kCnsR(r)/ n. a serious disease in which growths of cells form in the body and kill normal body cells 癌症
phenomenon /fR9nBmInRn/ n. (pl. phenomena) a fact or event in nature or society 现象
Phrases
pots of money a very large amount of money 大笔的金钱
get a kick out of get thrilled 获得极大的乐趣
games console a small electronic device for playing video games 游戏机操作手柄
Unit 2
wave /weIv/ n. a raised line of water that moves across the surface of the sea, ocean, etc. 海浪
victim /9vIktIm/ n. a person who has been attacked, or killed as the result of a crime, disease, an accident, etc.
受害者；牺牲品
*tide /taId/ n. a regular rise and fall of the sea 潮汐；潮水
overflow /0RWvR9flRW/ v. to be so full that the contents go over the sides 漫出；溢出
mosquito /mR9ski:tRW/ n. a flying insect that bites humans and animals and sucks their blood 蚊子
fellow /9felRW/ adj. used to describe somebody who is the same as you in some way, or in the same situation 同伴的；
同类的；同事的
n. a way of referring to a man or boy 男人；家伙
predict /prI9dIkt/ v. to say that something will happen in the future 预言；预告
distant /9dIstRnt/ adj. far away in space or time 遥远的
shelter /9SeltR(r)/ n. the fact of having a place to live or stay, considered as a basic human need 居所；住处
*nominate /9nBmIneIt/ v. to formally suggest that somebody should be chosen for an important role, prize,
position, etc. 提名；推荐
79anger /9CNGR(r)/ n. the strong feeling that you have when you think something that happened is bad and
unfair 怒火
*frustration /frV9streISn/ n. the feeling of being annoyed for failure 懊恼；沮丧；受挫
preserve /prI9zF:v/ v. to keep a particular quality, feature, etc. to make sure that something is kept 保护；保存
ancestor /9CnsestR(r)/ n. a person in your family who lived a long time ago 祖宗；祖先
threaten /9Pretn/ v. to be a danger to something 危及；对……构成威胁
to say that you will cause trouble, hurt somebody if you don’t get what you want 威胁；恐吓
folk /fRWk/ adj. traditional and typical of the ordinary people of a country or community 传统民间的；民俗的
n. people in general 人们
forever /fRr9evR(r)/ adv. used to say that a particular situation or state will always exist 永远
*inform /In9fO:m/ v. to tell somebody about something, especially in an official way 通知；通告
nevertheless /0nevRQR9les/ adv. despite something that you have just mentioned 尽管如此；然而
native /9neItIv/ adj. connected with the place where you have always lived or lived for a long time 本地的；当地的
connected with the place where you were born and lived for the first years of your life 出生地的
landscape /9lCndskeIp/ n. everything you can see when you look across a large area of land, especially in the
country (陆上，尤指乡村的)风景，景色
visual /9vIZuRl/ adj. connected with seeing or sight 视力的；视觉的
antique /Cn9ti:k/ n. an object such as a piece of furniture that is old and often valuable 文物；古董
pub /pVb/ n. a building where people go to drink and meet their friends 酒吧；酒馆
rural /9rWRrRl/ adj. connected with or like the countryside 乡村的；农村的
urban /9F:bRn/ adj. connected with a town or city 城市的；都市的
plain /pleIn/ adj. not decorated or complicated; simple 朴素的；简单的
responsibility /rI0spBnsR9bIlRti/ n. a duty to deal with or take care of somebody / something, so that you may be
blamed if something goes wrong 责任；负责
varied /9veRrid/ adj. of many different types 各种各样的；形形色色的
tune /tju:n/ n. a series of musical notes that are sung or played in a particular order to form a piece of music 曲调；
曲子
bride /braId/ n. a woman on her wedding day, or just before or just after it 新娘；即将（或刚刚）结婚的女子
bridegroom /9braIdGru:m/ n. a man on his wedding day, or just before or just after it 新郎；即将（或刚刚）结婚的
男子
bless /bles/ v. to have something good such as ability, great happiness, etc. 享有（幸福等）；赋有（能力等）
calligraphy /kR9lIGrRfi/ n. beautiful handwriting done with a special pen or brush 书法
structure /9strVktSR(r)/ n. the way in which the parts of something are connected together, arranged or organized;
a particular arrangement of parts 结构；构造
precise /prI9saIs/ adj. clear and accurate准确的；精确的
advocate /9CdvRkRt/ n. a person who supports or speaks in favour of somebody or of a public plan or action 支持者
/9CdvRkeIt/ v. to support something publicly 拥护；支持；提倡
recycle /0ri:9saIkl/ v. to treat things that have been used so that they can be used again 回收利用
*bin /bIn/ n. a container that you put waste in 垃圾箱
widespread /9waIdspred/ adj. existing or happening over a large area or among many people 分布广的；普遍的；
广泛的
intention /In9tenSn/ n. what you intend or plan to do; your aim 打算；计划；意图；目的
energy-efficient /9enRdZiI9fISnt/ adj. doing something well thoroughly with no waste of energy 节能的
appointment /R9pOIntmRnt/ n. a formal arrangement to meet somebody at a particular time, especially for a reason
80Appendices
connected with their work 约会；预约；约定
dentist /9dentIst/ n. a person whose job is to take care of people’s teeth 牙科医生
skip /skIp/ v. to jump over a rope which is held at both ends by yourself or by two other people 跳绳
contest /9kBntest/ n. a competition in which people try to win something 比赛；竞赛
barbecue /9bA:bIkju:/ n. an outdoor meal or party when food is cooked over an open fire 户外烧烤
garbage /9GA:bIdZ/ n. waste food, paper, etc. that you throw away （生活）垃圾；废物
ban /bCn/ v. to decide or say officially that something is not allowed 明令禁止；取缔
n. an official rule that says that something is not allowed 禁令
access /9Ckses/ n. the opportunity or right to use something or to see somebody / something (使用或见到的)
机会，权利
a way of entering or reaching a place 通道；入径
dormitory /9dO:mRtri/ n. a room for several people to sleep in, especially in a school or other institution 集体宿舍
*perspective /pR9spektIv/ n. a particular attitude towards something; a way of thinking about something 态度；观
点；思考方法
defend /dI9fend/ v. to protect somebody / something from attack 保护；防御
violence /9vaIRlRns/ n. violent behaviour that is intended to hurt or kill somebody 暴力；暴行
campaign /kCm9peIn/ v. to take part in a series of planned activities, for example to win an election 参加运动
n. a series of planned activities that are intended to achieve a social or commercial aim 运动（为社会、商业
等目的而进行的一系列有计划的活动）
*conserve /kRn9sF:v/ v. to use as little of something as possible so that it lasts a long time 节省；节约
habitat /9hCbItCt/ n. the place where a particular type of animal or plant is normally found（ 动植物的）生活环境；
栖息地
essay /9eseI/ n. a short piece of writing on a particular subject 文章；论说文
convinced /kRn9vInst/ adj. completely sure about something 坚信的；深信的；确信的
opposing /R9pRWzIN/ adj. (of attitudes, views, etc.) very different from each other 相反的；极不相同的
marathon /9mCrRPRn/ n. a long running race of about 42 kilometres 马拉松赛跑
sponsor /9spBnsR(r)/ n. a person or company that pays for some events in return for advertising 赞助者；赞助商
v. to pay the costs of a particular event 赞助
enthusiasm /In9Pju:ziCzRm/ n. a strong feeling of excitement and interest in something and a desire to become
involved in it 热情；热心
rewarding /rI9wO:dIN/ adj. worth doing 值得做的
transform /trCns9fO:m/ v. to completely change the appearance or character of somebody / something, especially
so that it is better 使改观
to change the form of something 使改变形态
stretch /stretS/ v. to put your arms or legs out straight and tighten your muscles 伸展
to make something longer, wider or looser; to become longer 拉长；撑大
involve /In9vBlv/ v. to make somebody take part in or experience something 加入；牵涉到
Phrases
palm tree a straight tree with a mass of long leaves at the top, growing in tropical countries 棕榈树
crystal clear completely clear and bright 清澈透明的；晶莹的
coconut milk the white juice of coconut 椰奶
the human face of a person who is involved in a subject, issue, etc. and makes it easier for ordinary people to
understand and have sympathy with it （某主题、话题等的）标志性人物
81weather forecast a description of what the weather will be like tomorrow or for the next few days 天气预报
relay race a race between teams in which each member of the team runs or swims one section of the race 接力赛
Unit 3
advertisement /Rd9vF:tIsmRnt/ n. a notice, picture or film telling people about a product, job or service 广告；启事
celebrity /sR9lebrRti/ n. a famous person 名人；名流
genuine /9dZenjuIn/ adj. real; exactly what it appears to be; not artificial 真的
advertise /9CdvRtaIz/ v. to tell the public about a product or a service in order to encourage people to buy or to
use it 做广告；登广告
unusual /Vn9ju:ZuRl/ adj. different from what is usual or normal 特别的；不寻常的；罕见的
identical /aI9dentIkl/ adj. similar in every detail 完全同样的；相同的
contrary /9kBntrRri/ adj. different from something; against something 与之相异的；相对立的；相反的
spot /spBt/ v. to see or notice a person or thing 看见；看出；注意到；发现
n. a small round area that has a different colour or feels different from the surface it is on 斑点
a particular area or place 地点；场所
trick /trIk/ v. to make somebody believe something which is not true, especially in order to cheat them 欺骗；欺诈
n. something that you do to make somebody believe something which is not true, or to annoy somebody as a
joke 诡计；花招；骗局；把戏
billion /9bIljRn/ number one thousand million 十亿
conventional /kRn9venSRnl/ adj. tending to follow what is done or considered acceptable by society in general;
normal and ordinary, and perhaps not very interesting 依照惯例的；遵循习俗的；墨守成规的；普通平凡的
launch /lO:ntS/ v. to make a product available to the public for the first time（ 首次）上市，发行
to start an activity, especially an organized one 开始从事，发起，发动（尤指有组织的活动）
trendsetter /9trendsetR(r)/ n. a person who starts a new fashion or makes it popular 新潮倡导者
contract /9kBntrCkt/ n. an official written agreement 合同；合约；契约
/kRn9trCkt/ v. to make a legal agreement with somebody for them to work for you or provide you with a
service 与……订立合同（或契约）
hire /9haIR(r)/ v. to give somebody a job 聘用
to pay money to borrow something for a short time 租用
agency /9eIdZRnsi/ n. a business or an organization that provides a particular service especially on behalf of other
businesses or organizations 服务机构；（尤指）代理机构，经销机构
luxury /9lVkSRri/ n. a thing that is expensive and enjoyable but not essential 奢侈品
the enjoyment of special and expensive things 奢侈的享受；奢华
display /dI9spleI/ v. to show something to people 展出；展示
n. an arrangement of things in a public place to inform or entertain people or advertise something for sale
陈列；展览
purchase /9pF:tSRs/ n. something that you have bought 购买的东西
the act or process of buying something 购买；采购
v. to buy something 买；购买；采购
sample /9sA:mpl/ n. a small amount or example of something that can be looked at or tried to see what it is
like （作为标准或代表的）样品，货样
a number of people or things taken from a larger group and used in tests to provide information about the
group （抽查的）样本，样品
anyhow /9enihaW/ adv. used when adding something to support an idea or argument 加之；反正
82Appendices
psychologist /saI9kBlRdZIst/ n. a scientist who studies the mind and how it influences behaviour 心理学家
respectively /rI9spektIvli/ adv. in the same order as the people or things already mentioned 分别；各自；顺序为；
依次为
borderline /9bO:dRlaIn/ n. the division between two qualities or conditions 两种品质（或状况）之间的分界线
stimulate /9stImjuleIt/ v. to make something develop or become active; to encourage something 促进；激发；激励
abstract /9CbstrCkt/ adj. based on general ideas and not on any particular real person, thing or situation 抽象的
concept /9kBnsept/ n. an idea or a principle that is connected with something abstract 概念；观念
ideal /aI9di:Rl/ adj. perfect; most suitable 完美的；理想的；最合适的
quote /kwRWt/ v. to repeat the exact words that another person has said or written 引用；引述
n. exact words 原话
finding /9faIndIN/ n. information that is discovered as the result of research into something 调查发现；调研结果
*fake /feIk/ adj. not genuine; appearing to be something it is not 假的
discount /9dIskaWnt/ n. an amount of money that is taken off the usual cost of something 折扣
weekly /9wi:kli/ adj. happening, done or published once a week or every week 每周的
monthly /9mVnPli/ adj. happening once a month or every month 每月的；每月一次的
*publication /0pVblI9keISn/ n. the act of printing a book, a magazine, etc. and making it available to the public; a
book, a magazine, etc. that has been published （书刊等的）出版，发行；出版物
academic /0CkR9demIk/ adj. connected with education, especially studying in schools and universities 学业的；教
学的；学术的
cottage /9kBtIdZ/ n. a small house, especially in the country 小屋；（尤指）村舍，小别墅
cotton /9kBtn/ n. a plant grown in warm countries for the soft white hairs around its seeds that are used to make
cloth and thread 棉；棉花
crop /krBp/ n. a plant that is grown in large quantities, especially as food 庄稼；作物
harvest /9hA:vIst/ v. to cut and gather a crop 收割（庄稼）
n. the time of year when the crops are gathered in on a farm, etc.; the act of cutting and gathering crops 收获
季节；收割；收获
guarantee /0GCrRn9ti:/ n. a firm promise that you will do something or that something will happen 保证；担保
v. to promise to do something; to promise something will happen 保证；担保；保障
available /R9veIlRbl/ adj. (of things) that you can get, buy or find 可获得的；可购得的；可找到的
specialist /9speSRlIst/ adj. concentrating on a limited field, market, or area of activity 专门的
n. a person who is an expert in a particular area of work or study 专家
*ethical /9ePIkl/ adj. morally correct or acceptable 合乎道德的
connected with beliefs and principles about what is right and wrong （有关）道德的，伦理的
canteen /kCn9ti:n/ n. a place in a school or a factory where food is provided 食堂；餐厅
identify /aI9dentIfaI/ v. to recognize somebody / something and be able to say who or what they are 确认；认出
priority /praI9BrRti/ n. something that you think is more important than other things and should be dealt with
first 优先事项；最重要的事
faulty /9fO:lti/ adj. not perfect; not working or made correctly 不完美的；有错误的；有缺陷的
complain /kRm9pleIn/ v. to say that you are annoyed, unhappy or not satisfied about somebody / something 抱怨；
埋怨；投诉；发牢骚
false /fO:ls/ adj. wrong; not correct or true 错误的；不正确的；不真实的
made to look real to cheat people 假的；伪造的
madam /9mCdRm/ n. used when speaking or writing to a woman in a formal or business situation 夫人；女士
83adjust /R9dZVst/ v. to change something slightly to make it more suitable for a new set of conditions or to make it
work better 调整；调节
loose /lu:s/ adj. not tightly packed together; not solid or hard 疏松的；不结实的
faithfully /9feIPfRli/ adv. in a loyal way 忠实地；忠诚地
accurately; carefully 准确地；如实地；仔细地
origin /9BrIdZIn/ n. the point from which something starts; the cause of something 起源；源头；起因
pack /pCk/ v. to put clothes, etc. into a bag in preparation for a trip away from home 收拾（行李）；装（箱）
suitcase /9su:tkeIs/ n. a case with flat sides and a handle, used for carrying clothes, etc. when you are travelling（ 旅
行用的）手提箱
lunar /9lu:nR(r)/ adj. connected with the moon 月球的；月亮的
harmonious /hA:9mRWniRs/ adj. friendly, peaceful and without any disagreement 友好和睦的；和谐的
toast /tRWst/ n. the act of a group of people wishing somebody happiness, success, etc. by drinking a glass of
something, especially alcohol, at the same time 干杯；祝酒；敬酒
ingredient /In9Gri:diRnt/ n. one of the things from which something is made, especially one of the foods that are
used together to make a particular dish 成分；（尤指烹饪）材料
grocery /9GrRWsRri/ n. a shop that sells food and other things used in the home 食品杂货店
*jewellery /9dZu:Rlri/ n. objects such as rings and necklaces that people wear as decoration 珠宝；首饰
trend /trend/ n. a general direction where a situation is developing 趋势；趋向
wrap /rCp/ v. to cover something completely in paper or other material, for example when you are giving it as a
present 包，裹（礼物等）
commercialize /kR9mF:SRlaIz/ v. to use something to try to make a profit, especially in a way that other people do
not approve of （尤指不择手段地）利用……牟利；商业化
Phrases
stealth marketing a method of advertising your products without letting people realize you are trying to make
them buy something 隐形营销
Unit 4
flavour /9fleIvR(r)/ n. taste 味道；口味
scent /sent/ n. the pleasant smell that something has 香味
raw /rO:/ adj. not cooked 生的
insist /In9sIst/ v. to say firmly that something is true 坚持说
*tongue /tVN/ n. the soft part in the mouth that moves around, used for tasting, speaking, etc. 舌；舌头
detect /dI9tekt/ v. to discover or notice something 发现；查明
bitter /9bItR(r)/ adj. (of food etc.) having a strong unpleasant taste; not sweet （食物等） 苦的
cabbage /9kCbIdZ/ n. a kind of vegetable 卷心菜；洋白菜
onion /9VnjRn/ n. a round vegetable with many layers inside each other and a brown, red or white skin 洋葱
ripe /raIp/ adj. fully grown and ready to be eaten 成熟的
exceptionally /Ik9sepSRnRli/ adv. used to emphasize how strong or unusual a quality is 特别；非常
distinguish /dI9stINGwIS/ v. to recognize or understand the difference between two or more things or people 辨别；
分清
salty /9sO:lti/ adj. tasting of or containing salt 咸的；含盐的
sour /saWR/ adj. having a taste like that of a lemon 酸的
sensitive /9sensRtIv/ adj. able to measure very small changes 灵敏的
84Appendices
able to understand other people and their feelings 善解人意的
bath /bA:P/ n. a large, long container that you put water in and then get into to wash your whole body 浴缸；浴盆
*pinch /pIntS/ v. to press something tightly between the fingers 捏
somewhat /9sVmwBt/ adv. to some degree 有点；有几分
*texture /9tekstSR(r)/ n. the way food or drink tastes or feels in your mouth 口感
creamy /9kri:mi/ adj. thick and smooth like cream, containing cream 像奶油的；含乳脂的
unpleasant /Vn9pleznt/ adj. not pleasant or comfortable 令人不快的；不舒服的
perceive /pR9si:v/ v. to become aware of something 察觉到；洞察
appetite /9CpItaIt/ n. physical desire for food 食欲；胃口
claim /kleIm/ v. to state that something is true 声称；断言；主张
n. a statement that something is true although it has not been proved 声明；宣称
riddle /9rIdl/ n. a mysterious situation that you cannot explain 无法解释的情况
differ /9dIfR(r)/ v. to be different from somebody / something 有区别；不同于
dessert /dI9zF:t/ n. sweet food eaten at the end of a meal 甜点；甜食
combination /0kBmbI9neISn/ n. two or more things joined or mixed together to form a single unit 结合体；混合体
rescue /9reskju:/ n. the act of saving somebody / something from a dangerous or difficult situation 救援；营救
v. to save someone or something from a dangerous situation 营救，解救
bury /9beri/ v. to cover something with soil, rocks, etc. 覆盖
to place a dead body in a grave 埋葬；安葬
injury /9IndZRri/ n. harm done to a person’s or an animal’s body （对身体的）伤害，损伤
ankle /9CNkl/ n. the joint connecting the foot to the leg 踝；踝关节
warning /9wO:nIN/ n. a statement or thing that tells somebody that something bad may happen 警告；警示
react /ri9Ckt/ v. to behave in a certain way in response to something 作出反应；回应
panic /9pCnIk/ v. to suddenly feel frightened so that you cannot think clearly 惊慌失措
n. a sudden strong feeling of fear that makes you unable to think clearly or behave sensibly 恐慌
bark /bA:k/ v. (of dogs and other animals) to cry（ 狗）吠叫
grateful /9GreItfl/ adj. feeling thankful to somebody 感激的
frequency /9fri:kwRnsi/ n. the rate at which something happens or is repeated 发生率
radiation /0reIdi9eISn/ n. powerful and very dangerous rays 辐射
elective /I9lektIv/ adj. (of a course or subject) that a student can choose 选修的
expand /Ik9spCnd/ v. to make something greater in number 增加
encounter /In9kaWntR(r)/ v. to experience something, especially something unpleasant or difficult 遭遇；遇到
*impairment /Im9peRmRnt/ n. the state that part of your body or brain does not work correctly 缺陷；障碍
construct /kRn9strVkt/ v. to build or make something such as a road, building or machine 修建；建造
facility /fR9sIlRti/ n. buildings, services, equipment, etc. that are provided for a particular purpose 设施；设备
barrier /9bCriR(r)/ n. an object that prevents people from moving forward from one place to another 障碍物
challenge /9tSClIndZ/ n. a new or difficult task that tests somebody’s ability and skill 挑战；艰巨任务
investigate /In9vestIGeIt/ v. to carefully examine the facts of a situation in order to find out the truth 调查；侦查
preference /9prefrRns/ n. a greater interest in or desire for somebody / something than somebody / something
else 偏爱；喜爱
principle /9prInsRpl/ n. a law, a rule or a theory that something is based on 法则；原则
complaint /kRm9pleInt/ n. a statement that somebody makes saying that they are not satisfied 抱怨
ringtone /9rINtRWn/ n. the sound made by a telephone, especially a mobile phone, when somebody is calling
you （尤指移动电话的）铃声
85disturb /dI9stF:b/ v. to interrupt somebody when they are trying to work, sleep, etc. 打扰；干扰
bother /9bBQR(r)/ v. to annoy, worry or upset somebody; to cause somebody trouble or pain 使（某人）烦恼（或担忧）
flow /flRW/ n. the way that words and ideas are linked together in speech or writing 连贯；流畅
quantity /9kwBntRti/ n. an amount or a number of something 数量
*spicy /9spaIsi/ adj. having a strong taste because spices have been used to flavour it 用香料调味的
*tent /tent/ n. a shelter made of cloth and supported by poles 帐篷
lamp /lCmp/ n. a device that produces light 灯
hike /haIk/ v. to go for a long walk in the country, especially for pleasure 去……远足；徒步旅行
n. a long walk in the country 远足；徒步旅行
incident /9InsIdRnt/ n. something that happens, especially something unusual 发生的事情（尤指不寻常的）
thunderstorm /9PVndRstO:m/ n. a storm with thunder and lightning 雷雨；雷暴
whisper /9wIspR(r)/ v. to speak or say something in a very low voice 耳语；低语；悄声说
stare /steR(r)/ v. to look at something or somebody for a long time 盯着看；凝视
creature /9kri:TR(r)/ n. anything that is living, such as an animal, a fish, or an insect 生物；动物
merciless /9mF:sIlRs/ adj. having or showing no kindness or pity 残忍的
switch /swItS/ v. to turn a light, machine, etc. off / on by pressing a button 关 / 开（电灯、机器等）
n. a small device to turn the light on or off 开关
Phrases
taste bud part of the tongue that enables you to recognize the taste of food and drink 味蕾
in conclusion finally 最后
nail clippers a small tool to cut the nails on your fingers and toes 指甲刀；指甲钳
86Appendices
Proper nouns
说明：
专有名词表包括人名、地名、机构名、作品名和专有概念名。
Unit 1 Paris 巴黎
Juvenal 尤维纳利斯 Cindy 辛迪
Georgina 乔治娜 Nina 尼娜
Carl 卡尔 Julian 朱利安
Conchita 肯奇塔 the Lunar New Year 农历新年
Valentine’s Day 情人节
Unit 2
Sydney 悉尼
John Sailike 约翰·萨雷克
Vancouver 温哥华
Carteret Islands 卡特里特群岛
Trafalgar Square 特拉法尔加广场
Halia 哈里亚语（巴布亚新几内亚的一种语言）
Oscar 奥斯卡 Unit 4
Papua New Guinea 巴布亚新几内亚 Paul Wittens 保罗·威滕斯
Joel 乔尔 Charles Smith 查尔斯·史密斯
Mary 玛丽 Emily 艾米莉
WaterAid 水援助组织 Nick 尼克
WWF 世界自然基金会（World Wide Fund for Nature） Bill Bryson 比尔·布赖森
Stephen Katz 斯蒂芬·卡茨
Unit 3
Appalachian Trail 阿巴拉契亚山道
Tanya Fulham 塔尼亚·福勒姆
Mali 马里
87Glossary
说明：
专业术语表按书中出现顺序排列，不分单元。
idiom 习语；惯用语 passive in the past perfect 过去完成被动（结构）
linking word 连接词 proverb 谚语；格言
suffix 后缀 predicative clause 表语从句
bold 粗体的；黑体的 subject complement 主语补足语
prefix 前缀 linking verb 连系动词
past perfect 过去完成（结构） fraction 分数
future continuous 将来进行（结构） approximation 近似值；粗略估算
passive in the past continuous 过去进行被动（结构） present continuous 现在进行（结构）
88Appendices
Grammar reference
1 The past perfect
1 T he past perfect is used when we refer to a past situation or event that occurred earlier than another past situation
or event, or before a certain time in the past.
When we arrived at the office, Tom wasn’t there. He had gone home.
Linda didn’t want to go to the theatre with us because she had already seen the opera.
2 The past perfect is used to talk about something we wanted or planned (etc.) to do, but did not do in the past.
I had wanted to visit you before I left the city, but I was too busy.
He had meant to help, but couldn’t get there in time.
Other verbs used in this way include expect (to), hope (to), think (about + verb-ing), etc.
3 The past perfect is used in sentence patterns such as Hardly ... when ..., No sooner ... than ..., It was the first (second,
etc.) time (that) ..., etc.
Hardly had the professor begun to speak when a student interrupted him.
It was the fifth time that his father had been on a business trip to Africa that year.
He had no sooner come back home than he telephoned his best friend Tom. (= No sooner had he come back home
than he telephoned his best friend Tom.)
4 When the past perfect is used to describe a situation or activity that continued without changing in the past, we
normally use an adverbial to indicate how long it continued.
His parents had lived in China for 5 years when he was born.
5 When the past perfect is used for an event or action that happened more than once before a certain time in the
past, we usually use an adverbial of frequency to indicate how often it repeated.
He had always visited us before he went to college.
I was told that you had been late for school more than once.
The past perfect and the simple past
1 A time expression such as after, as soon as, before, by the time (that), when, etc., can be used to indicate that one
action happened after another. In this case, either the simple past or the past perfect can be used for the action
that happened earlier, while the simple past is used to describe the action that happened later.
After he (had) finished all the work, he left the office.
When she (had) checked everything, she turned off the lights.
2 If there is already or just used for the earlier action, only the past perfect can be used.
They had already finished lunch when I got home.
She had just locked the door when the telephone rang.
3 The simple past is used for both actions if we want to emphasize that the later action is the result of the earlier one.
He became famous in the city after he took part in the singing contest.
When Ms Smith entered the hall, all the people there stopped talking.
892 The future continuous
1 The future continuous is used when we talk about an activity or event that will happen at a certain time or over a
certain period in the future.
I will be having a class this time tomorrow.
Will you be using your computer this afternoon?
2 The future continuous is used when the future activity or event is the result of something decided or arranged
previously.
He will be studying at a university this September. (the result of a previous decision)
They will be practising every day before the competition. (part of a previous arrangement)
3 The future continuous is used for a routine activity that will take place in the future.
They will be returning home again for Christmas. (They always return home for Christmas.)
I will be meeting her on Wednesday afternoon. (That’s when we usually meet.)
4 The future continuous is used to talk about complete activities in the future.
I will be seeing Tom this evening. I will tell him to phone you.
We will be talking this over during next conference.
5 Will you (or Shall we) be verb-ing ...? is used when we ask about somebody’s plans, especially when we expect them
to do something.
Will you be working on your report this evening?
When shall we be meeting again?
The future continuous and will
When the future continuous is used, we often talk about arranged activities or events in the future. Will is used to refer
to invitations, people’s willingness to do something, decisions people have made, etc.
Will you be coming to the dinner tomorrow evening? (asking about a possible previous arrangement)
Will you come to the dinner tomorrow evening? (an invitation)
She will be helping me with the housework. (a previous arrangement)
She will help me with the housework. (She is willing to help.)
The future continuous and the present continuous for the future
1 Both the future continuous and the present continuous can be used when we refer to activities or events in the
future which have been arranged previously.
They will be leaving / are leaving for Beijing at nine tomorrow morning.
The president will be giving / is giving a speech at the opening ceremony of the Olympics.
2 The present continuous is used instead of the future continuous when we talk about activities or events which are
surprising or unexpected.
I have just heard the news. Tom is leaving! What a surprise! (rather than ... will be leaving)
90Appendices
3 The passive in the past continuous and past perfect
Past perfect passive shows that something had been done by someone before sometime in the past.
Past continuous passive shows that something was being done by someone at a point of time in the past.
Active Passive
Past continuous was / were + present participle was / were + being + past participle
I was painting the house. The house was being painted.
The workers were tearing down the The buildings were being torn down (by the
buildings. workers).
Past perfect had + past participle had + been + past participle
I had painted the house. The house had been painted.
Someone had picked the flowers. The flowers had been picked.
4 The predicative clause
The predicative clause is a clause used as a predicative in a sentence. It can be introduced by that, whether or by a
question word such as who, why, where, how or what.
1 The predicative clause usually follows a linking verb such as be, look, seem, sound, appear, etc.
The interesting thing is that they have the same name and are from the same place.
It seems that she is quite familiar with this place.
The question is when they will arrive.
2 The predicative clause can follow whether, as if / though. If cannot be used to introduce the predicative clause.
My question is whether he will go (or not). (If cannot be used.)
It sounds as if it is raining outside.
3 The predicative clause can follow because or why to explain a reason or result.
She did not go to the concert last night. That is because she had to babysit her little brother. (That is because
emphasizes the reason: She had to babysit her little brother.)
That’s why I was angry with him. (That’s why emphasizes the result: I was angry with him.)
4 When the predicative clause follows the nouns: advice, order, request, suggestion, etc., or is about things that need
to be done or are desirable, the clause is usually a that-clause with should + bare infinitive. Note that should can be
omitted.
My suggestion is that we (should) go there by train.
The doctor’s advice was that the injured boy (should) be operated on immediately.
91后 记
本教材根据教育部颁布的《普通高中英语课程标准（2017年版2020年修
订）》编写并经国家教材委员会专家委员会审核通过。
1997年底，上海市教委和课改委决定在“二期课改”中引进牛津英语教材
进行改编并试验用。2005年原教材编写组依据课标对教材作成套修订，送审通
过后于 2006 年始在全市范围内试用。该套教材对上海市英语教育教学水平、
教师专业发展、学生英语语言能力和交际能力的提高作出了较大贡献，在这些
方面所积累的宝贵经验是此次修订的主要基础和重要参考。本次修订也是对上
海市“二期课改”重要成果的传承和发展。
本次教材修订使用了牛津大学出版社语料库中的部分优秀素材，在修订过
程中牛津大学出版社的外籍专家帮助修改语篇、润色语言，在此表示衷心感谢。
修订过程中，上海市中小学（幼儿园）课程改革委员会专家工作委员会，上
海市教育委员会教学研究室，上海市课程方案教育教学研究基地、上海市心理教
育教学研究基地、上海市基础教育教材建设研究基地、上海市英语教育教学研究
基地（上海高校“立德树人”人文社会科学重点研究基地）及基地所在单位上海外
国语大学，编写组所在单位华东师范大学等单位给予了大力支持。此外，全市数
十位高中英语教师、教研员和专家给我们提供了良好的教学试验机会和有价值的
意见。在此表示衷心的感谢！
华东师范大学高中《英语》编写组
上海教育出版社
2020年5月致 谢
本书含有改编自牛津大学出版社 2013 年出版的 Insight: Intermediate Student’s Book 的内
容，在此谨向原作者Jayne Wildman、Cathy Myers、Claire Thacker表示真挚的感谢！
另外，向为本书提供图片的单位致谢！
壹图网（第 5 页五张图， 第 6 页一张图，第 7 页一张图， 第 12 页一张图，第 16 页一张
图，第 18 页两张图，第 19 页一张图，第 23 页一张图，第 30 页一张图， 第 33 页四张图，
第 34 页两张图，第 41 页三张图，第 42 页两张图，第 48 页一张图，第 49 页一张图，第 54
页一张图，第 55 页两张图，第 59 页一张图，第 61 页一张图，第 72 页一张图，第 73 页一
张图）；
图虫网（第5 页三张图，第37页一张图，第54页一张图，第70页一张图）；
123RF（第36页一张图，第60页一张图，第66页一张图）；
Pixabay (第25页一张图)。
