文档内容
上海教育出版社
英语
English
选择性必修
第四册
普通高中教科书
主 编：邹为诚
副 主 编：李伟英
编写人员：徐璐璐 王晓宁
本套教材项目编辑团队
总 编 辑：程 林
责任编辑：吕 晔 倪雅菁
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 第四册
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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字 数 258 千字
版 次 2022 年8 月第1 版
印 次 2023 年8 月第2 次印刷
书 号 ISBN 978-7-5720-1037-8/G·0814
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亲爱的同学们：
本册为选择性必修第四册，共有四个核心主题（The media and the message、Live longer, live
better?、Food and ethics、Technology）和两个文学探索板块。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，并在文学探索板块阅读赏析经典文学作品。
本册教材共由四个单元组成，每个单元有五个板块，第一和第三单元后各有一个文学探索板块。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。同学们可在教师的指导下开展听前预备活动，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。
Exploring literature 为同学们提供了一个用英语学习和欣赏中国文学和英语国家文学作品的机会。同学
们通过一系列的探究活动，学会欣赏中外经典作品的基本方法，在更高层次上提升英语学科核心素养。
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。
本册教材是选择性必修课程的最后一册，祝贺同学们即将完成选择性必修阶段的英语学习。但这
并不意味着英语学习的终止，希望你们能够继续努力，以饱满的热情投入到今后的英语学习中去。
华东师范大学高中《英语》编写组
2020 年6 月
致同学们
2 Live longer, live better?
A Reading and interaction
(p. 2)
Reading: From here to eternity
Mini-project: Making choices: to be young
again?
Focus on language: Phrases with off; phrases
with life
B Grammar activity
(p. 8)
The unreal conditional
C Listening and speaking
(p. 40)
Listening: Growing old in different societies
Speaking: Debating whether to care for the
elderly at home or in nursing homes
D Writing
(p. 42)
Writing a persuasive essay about ageing
E Cultural focus
(p. 44)
Reading: “The Road Not Taken”
Video: Surgery: old and new
1The media and the message
A Reading and interaction
(p. 6)
Reading: Now in the news
Mini-project: Planning a news report
Focus on language: Expressions about social
media; collocations related to journalism
B Grammar activity
(p. 2)
The modal verb for possibility
C Listening and speaking
(p. 4)
Listening: Why people want to be famous?
Speaking: Talking about being a celebrity
D Writing
(p. 6)
Writing an opinion essay based on a news
headline
E Cultural focus
(p. 8)
Reading: Seeing is believing
Video: Pepper the Robot
Self-assessment
(p. 48)
Self-assessment
(p. 22)
Exploring literature : “How We Kept
Mother’s Day”
(p. 2)
Appendices
Vocabulary (p. 91)
Proper nouns (p. 100)
Glossary (p. 101)
Grammar reference
(p. 102)
4 Technology
C Listening and speaking
(p. 82)
Listening: A presentation about Internet
cookies
Speaking: Giving a presentation about a
technology
D Writing
(p. 84)
Writing a report on ICT use in schools
E Cultural focus
(p. 86)
Reading: The story of China’s lunar missions
Video: Robot cars
B Grammar activity
(p. 80)
The appositive clause
A Reading and interaction
(p. 74)
Reading: The next big thing
Mini-project: Imagining life in 2035
Focus on language: Nouns related to
technology
3 Food and ethics
A Reading and interaction
(p. 50)
Reading: Would you eat it?
Mini-project: Making ethical food choices
Focus on language: Noun phrases +
prepositions; noun suffix: -ion
B Grammar activity
(p. 56)
The passive in different forms
C Listening and speaking
(p. 58)
Listening: Food for the 21st century
Speaking: Talking about the best solution to
food shortages
D Writing
(p. 60)
Writing a for and against essay on a
vegetarian diet
E Cultural focus
(p. 62)
Reading: Qingtuan for the Qingming Festival
Video: Spicy chilli and Sichuan food
Exploring literature 2: An excerpt
from “The Garden Party”
(p. 67)
Self-assessment
(p. 90)
Self-assessment
(p. 66)
Objectives
The media and the message
1
C Listening and speaking
Explain the advantages and
disadvantages of being
famous
D Writing
Write an opinion essay
about news using
appropriate language and
format
A Reading and interaction
Analyse the advantages
and disadvantages of social
media
B Grammar activity
Use modal verbs for
possibility correctly in the
given context
E Cultural focus
Retell the history of
documentaries
Explain the features of
Pepper the Robot
Now in the news
Pre-reading activity
Before you read, work in pairs and discuss the questions.
1 Think about the biggest news story at the moment. How did you first hear about it?
2 Have you heard of the term citizen journalist? What does it mean?
30
35
40
45
50
5
10
15
20
25
Friday 11 March 2011 started like any
other day online. A story about a minor
celebrity was trending on social media
that morning, along with business news
about a popular search engine, when
suddenly, at 2:46 p.m., thousands of
online posts started coming out of Tokyo.
Something big had happened in the area,
and social media users were the first to
hear about it: a massive earthquake had
hit Japan, followed by a huge tsunami
a.
Eyewitness testimonies from cities rocked
by the quake
b flooded the web, and
then, as the tsunami swept the coastline,
people climbed up bridges and buildings
and posted footage on their favourite
social media sites. The camera work was
shaky, but the content was compelling—
their world was falling apart, yet they
continued to film.
Over the last few years, the big news
stories, such as those from the Japanese
earthquake zone in 2011, have been
reported mainly by ordinary individuals.
It was citizen journalists armed with
smartphones who brought these stories to
the world. Mobile technology has enabled
people at the scene of the event to post
videos, photos and commentaries more
quickly than professional journalists. The
landscape of reporting and deciding what
is newsworthy has changed: nowadays,
citizen journalists can also set the agenda.
The content of the news has changed
too, as stories told by citizen journalists
are often more personal and have more
emotional appeal. Unlike stories by
professional journalists who investigate
facts and sources before they publish
anything, blog posts and online
commentaries by citizen writers seldom
cite reliable sources, nor do they typically
provide background information or give a
broad overview
c. People haven’t got time
to collect and examine facts or explore
the bigger picture. A video uploaded to
the Internet may show a building that is
burning to the ground, but it probably won’t
investigate how the fire started, who may
have been affected and what might have
helped or delayed the effort to put it out.
But in other ways, citizen journalism
supports the aim of journalism, which
a tsunami /tsu:9nA:mi/ n. 海啸 b quake /kweIk/ n. 地震 c overview /9RWvRvju:/ n. 概况；概述
A Reading and interaction
g
1
6 The media and the message
55
60
65
70
75
80
85
90
by definition is to report news that
matters to others. It is now easier for
ordinary people to speak and write
about their communities and society.
Namely, citizen journalism facilitates the
sharing of information which will allow
individuals to improve their lives. This shift
in the source of news coverage is said
to benefit communities or groups that
were previously unheard of. And through
the Internet, these citizen reports can
spread around the globe. Through citizen
journalism, many ordinary people are now
able to play a part in telling important
stories, including their own.
However, there are serious ethical
problems. Unlike traditional journalism,
citizen journalism is largely unregulated,
with little or no accountability—there is
no one to check the facts or trace sources.
Such unconfirmed stories can cause panic
or otherwise affect the lives of ordinary
people. A few years ago, a story about
an extremely dangerous online game,
claimed to be popular among teenagers
around the world, started spreading across
the Internet. The story lacked credibility
and had very few facts to support it: in fact,
the game didn’t actually exist. However,
the hoax
a went viral
b and made headlines
in big newspapers in several countries.
This caused unnecessary fear among
parents worldwide, and forced police
departments to use their limited resources
to investigate false claims. Because posts
are rarely checked and confirmed, citizen
journalists can be easily tricked. There’s
a risk that they spread false information
to a wide audience, who will naturally
believe that the news story is true. In
2012, a 16-year-old girl from New Jersey
posted a message online that someone
was in her house. When she mysteriously
disappeared shortly afterwards, many
users of the same social network thought
she had been kidnapped and started the
online campaign HelpFindKara. This call
for help trended worldwide, with 34,000
people sharing the message with their
online friends. Everyone believed Kara’s
story and fell for the scam, until the police
found her walking alongside a highway.
She had faked her own kidnapping and
had run away from home. Luckily for Kara,
she didn’t get prosecuted.
Incidents like this show that citizen
journalism is still finding its way. With
millions of people carrying smartphones
today, we are likely going to see more
people of all ages telling their own stories,
sharing the events that shape their lives
and creating impact and change around
the world. “The choice we face,” one media
expert says, “isn’t whether or not this is the
media environment we want to operate
in. This is the environment we’ve got. The
question we all face now is, ‘How can we
make the best use of this media?’”
95
100
105
110
115
120
a hoax /hRWks/ n. 骗局 b go viral /9vaIrRl/ 快速传播
1
The media and the message 7
Comprehension work
1 Read the passage and answer the questions.
(1) What can give an early indication of an important global news story?
(2) Why are citizen journalists able to post news stories more quickly than professional
journalists?
(3) How are citizen journalists’ reports different from professional reports? What reasons does
the writer give for this?
(4) What are the benefits and problems of the reports made by citizen journalists?
(5) Who is to blame for the false information shared online about Kara?
(6) What conclusion does the writer draw at the end of the passage?
2 Read 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.
Over the last few years, many breaking news stories have been reported by
citizen journalists. Their camera work might not be perfect, but the content can
be
1
. Equipped with
2
, citizen journalists can
provide news coverage more
3
than professional journalists.
Stories posted by citizen journalists are usually more personal and have more
4
appeal, but they might not always provide
5
information or give a broad overview. Still, citizen journalism enables common
people to share information to
6
their lives. However,
citizen journalism also causes serious ethical problems because it is largely
7
, and it is difficult to check the facts or trace
8
.
Citizen journalists can be easily
9
and may spread false
information. Nowadays citizen journalism is still
10
its way. We
should figure out how to make the best use of this kind of media.
A Reading and interaction
g
1
8 The media and the message
Deep reading
1 Using examples is a powerful way to illustrate one’s ideas in writing. Study the
examples below, and discuss the benefits and potential dangers of citizen journalism
in pairs.
Examples of citizen journalism
Benefit /
Danger
My explanation
(1) The earthquake and the
tsunami in Japan
✓Benefit
Danger
The writer intends to show the benefit
of breaking news stories being shared
quickly with videos, photos and
commentaries, which is much faster than
traditional journalism.
(2) A building that is burning to
the ground
Benefit
Danger
(3) A story about an extremely
dangerous online game
Benefit
Danger
(4) The false alarm of Kara’s
kidnapping
Benefit
Danger
1
The media and the message 9
Mini-project
Planning a news report
You are going to post a news story about your local area. Think about some events and
information that are newsworthy.
Discuss the following factors in groups.
a local issue you would like to cover
where you are going to post it
sources you could use
the main points of your story and its purpose
Share ideas within your group.
Select one person to report on behalf of your group.
2 Work in pairs and discuss the questions.
(1) Have you or your friends ever reported a news story? How does the news posted by you or
them influence your life?
(2) How can we become responsible citizen journalists? Suggest some specific ways.
Issue: A traffic accident near school
Sources: Pictures taken at the
scene; witnesses’ descriptions of
the accident; bystanders’ reactions
Where to post it: Microblog
Details of the news: An old woman
coming to pick up her granddaughter
after school was knocked off her
e-bike by a passing car at the
crossroads. She hurt her ankle and
got some bruises on her knees. She
was sent to the nearest clinic. Luckily,
she hadn’t broken anything. Some
people who witnessed the accident
said that she did not stop at a red
light. Many people thought that she
should never do that again.
Issue:
Sources:
Where to post it:
Details of the news:
A Reading and interaction
g
1
10 The media and the message
Focus on language
1 Read the passage again. Find the words and expressions related to social media (e.g.
blog post).
2 Study the phrases about journalism in bold in the passage. Match the phrases to the
explanations.
(1) give an account of a recent important event
(2) find the origin of information
(3) not have the quality of being believable or trustworthy
(4) be cheated
(5) become a central focus
(6) spread very quickly
(7) decide what to focus on
3 Translate the Chinese parts into English by using the words given in brackets.
(1) I believe in Billy. He is
（我见过的最可靠的人). (reliable)
(2)
（媒体对一个事件的报道程度) may influence people’s opinions of it. (coverage)
(3)
（河岸边种了很多树), which makes it a place where people can enjoy the cool in summer.
(alongside)
(4)
（一场可怕的飓风上周横扫了这个城镇), destroying many houses. (sweep)
(5)
（他只在电影中扮演了一些小角色), so he is not that well known. (minor)
(6)
（所有的细节都被检查) before they reached the final conclusion. (examine)
(7) A woman called the police and claimed that she
（目击了前一天发生的银行抢劫). (witness)
(8)
（只要你们待在安全区域), nothing dangerous will happen. (zone)
(9)
（位于全国铁路网络的心脏）, Zhengzhou’s train station is one of the busiest in China. (network)
(10)
（你必须引用一些具体的例子） to explain your points better and more clearly. (cite)
1
The media and the message 11
The modal verb for possibility
A modal verb can add extra meaning to the basic meaning of the sentence.
He was the oldest man aboard the ship. (The speaker expresses a fact in the past.)
He may have been the oldest man aboard the ship. (It is the speaker’s guess that the old man
was the oldest.)
1 Read the passage and study sentences or clauses 1–10 in the passage. Then answer
questions a–c.
a Which sentences or clauses express:
a) certainty?
b) possibility?
b Which sentences or clauses refer to:
a) the past?
b) the present?
c) the future?
c Which modal verbs can be used to refer to both the present and the future?
At the beginning of the advertisement, we see a young man
running down a street in a poor, working-class area. The man is
wearing jeans and a leather jacket and he’s got a shaved head.
You most probably think he’s aggressive or a troublemaker
and that
1he must have done something wrong.
2He has to
be running away from a bad situation:
3he might have stolen
someone’s wallet or
4someone could have been hurt in a fight.
5He can’t be doing anything good.
Then the camera angle changes; we see that he is running
towards someone, not away from something. There’s an older
man holding a briefcase, standing in the street ahead.
6He may
be a businessman on his way to work, or it’s possible that he’s just
finished work. It’s safe to say that he doesn’t know the younger
man, because he looks as if he’s frightened. He’s bound to be
thinking the man is going to rob him—I’m almost sure we’re all
thinking the same. But will he? Then the camera zooms out
a some
more, so more context is given. We get a bigger picture, and our
perceptions start to change. There’s what looks like bricks and
cement
b being lowered from the arch above the men.
7The bricks
might fall and
8they could both be badly hurt. Then, in the final
moments of the advertisement, the bricks do fall down, but they
don’t hit them, because the young man has dragged the businessman to one side and saved him.
Hey, wait a minute,
9that can’t have happened because he’s a troublemaker, right?
10He can’t have
been trying to help him. But in fact, that’s exactly what happened. The advertisement has cleverly
played on our prejudices and expectations until we are finally given the whole picture. It’s a TV
advertisement for a newspaper, and it cleverly teaches us a valuable lesson about judgement and
perspective. From bad guy to hero in three camera angles.
ee a young man
ss area. The man is
ot a shaved head.
troublemaker
ong.
2He has to
ight have stolen
een hurt in a fight.
he is running
There’s an older
t ahead.
6He may
ossible that he’s just
now the younger
e’s bound to be
most sure we’re all
era zooms out
a some
er picture, and our
ks like bricks and
the men.
7The bricks
. Then, in the final
fall down, but they
e side and saved him.
ight?
10He can’t have
tisement has cleverly
le picture. It’s a TV
bout judgement and
Grammar reference 1 (p. 102)
a zoom /zu:m/ out （镜头）推远 b cement /sI9ment/ n. 水泥
B Grammar activity
1
12 The media and the message
2 Rewrite the following sentences without changing their meanings. Use the modal verbs
in brackets.
(1) I’m sure they were travelling through the jungle when the typhoon hit. (must)
They
.
(2) It seems likely that the farmer has already found the missing lamb. (may)
The farmer
.
(3) I’m almost sure that accident at the construction site was caused by the absence of safety
procedures. (must)
That accident at the construction site
.
(4) It’s not possible that he heard about it on the radio. He never listens to the news. (can’t)
He
.
(5) It’s safe to say that the report isn’t accurate. There isn’t any proof for any of those claims.
(can’t)
The report
.
(1) I’m sure they were travelling through the jungle when the typhoon hit. (must)
They
.
(2) It seems likely that the farmer has already found the missing lamb. (may)
The farmer
.
(3) I’m almost sure that accident at the construction site was caused by the absence of safety
procedures. (must)
That accident at the construction site
.
(4) It’s not possible that he heard about it on the radio. He never listens to the news. (can’t)
He
.
(5) It’s safe to say that the report isn’t accurate. There isn’t any proof for any of those claims.
(can’t)
The report
.
3 Think of three things that happened in the past. Use modal verbs for possibility to guess
what happened. Write your descriptions on the lines. You may use the example below to
help you.
Mr Li’s car was stolen last week, but it was parked outside the office building yesterday. What
happened to the car? I guess the car might have been found by the police.
(1)
(2)
(3)
Now ask your classmates about their descriptions. Select the most unbelievable one to
report to the class.
You may ask and respond like this:
A: What unbelievable story do you have?
B: My story is that Mr Li’s car was stolen last week.
A: He must have been really upset. What happened next?
B: I saw it parked outside the office building yesterday. It might have been found by the
police. The suspected thief might have been arrested.
You may report like this: I think the most unbelievable story is Lili’s story. She said, “Mr Li’s
car was stolen last week, but it might have been found by the police, because I saw it parked
outside the office building yesterday.”
1
The media and the message 13
a adrenaline /R9drenRlIn / n. 肾上腺素
1 Listen to a radio programme about life in the public eye. Tick the topics that are
discussed.
why people want to be famous
advantages of being famous
how to be famous
problems caused by being famous
2 Listen again. Decide which of the reasons for seeking fame the speakers mentioned. Give
examples or explanations mentioned to support your decision. Complete the table.
Reasons
Mentioned
(Yes / No)
Examples or explanations
The desire to have an interesting life
The desire for approval
The need to be loved
Survival instinct
The wish to broaden one’s horizons
The desire to become a leader
The adrenaline
a rush
The desire for fame
The wish to live a long life
The wish to have a higher income
3 The speakers also mentioned some misconceptions people have about being famous.
What are these misconceptions, and what are the realities?
(1) Misconception 1:
Reality:
(2) Misconception 2:
Reality:
(3) Misconception 3:
Reality:
C Listening and speaking
g
p
g
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14 The media and the message
Language guide
You may ask questions about “being famous” like this:
Do you want to be famous?
Are you willing to expose your personal life to the public?
Would you like to be followed by your fans everywhere?
What do you think are the benefits of being famous?
Do you like to work long hours with very little personal time?
You may discuss the questions like this:
Celebrities are often envied by ordinary people, but ...
It’s true that there’s very little privacy ...
One has to accept the fact that the public don’t always have accurate information about ...
Some celebrities don’t care about what other people think or say about them ...
If they are no longer famous, they ...
Celebrities do have more opportunities, such as ...
It may be a very difficult decision, but ...
You may express your opinions like this:
To tell the truth, being a celebrity is / is not ...
T
It is ... to be famous.
It’s a matter of ...
I do not want to be a celebrity, because ...
You have a point there!
That’s what I feel.
4 Work in groups. Discuss what you think the daily life of a celebrity is like. Would you like
to become famous? Why or why not? You may follow the steps below.
Brainstorm advantages and disadvantages of being famous. Consider the following aspects:
expectations from fans
pressure
working conditions
health
media attention
free time
being recognized in the street
Discuss what you think a celebrity’s daily schedule looks like, and whether you would be able
to live such a life.
Summarize the key points of your discussion.
Select one person to present your ideas on behalf of your group.
1
The media and the message 15
Different people think differently about news. Some people enjoy
reading the news, while others believe no news is good news. Still
others would love to be in the news themselves. What are your
thoughts? Write an opinion essay expressing your views.
1 You may prepare your writing by thinking about the questions.
(1) Which two headlines in the box hold completely opposite attitudes towards news?
(2) Which headline(s) would you like to argue for or against?
(3) What arguments would you use to support your idea that news is beneficial or harmful?
2 Read the sample essay. Then complete the table on page 17 before you write.
Newspapers are part of our daily life; without them we’d be cut off from reality. We read
the news to know what is going on in the world, and this knowledge shapes our attitudes
and actions. Newspapers educate us, and expose us to new ideas and words, which are
good for the mind too.
It’s a sad fact, but much of the younger generation have no interest whatsoever in
the news. Worryingly, in a recent survey, young people scored an average of 5.9 out
of 12 questions in a general knowledge test about world events. Frankly, ignorance is
dangerous and it’s risky to ignore reality; by following the news, we become stronger,
more valuable citizens, able to form our own opinions about national and international
events. And as we find out about other people’s problems, we can try to work out how to
help them.
So, theoretically, reading the news makes us better citizens. In addition, it’s good for the
mind. Fresh perspectives and new concepts broaden our outlook, and learning new words
and ideas helps our minds stay sharp. What reading does is encourage comprehension
and our ability to focus, and it also improves our vocabulary.
In short, make the most of the news and try to read it every day, even for just a few
minutes. Visit different news sites and challenge your ideas by looking at different points
of view. Not only is the news about accessing information, but it’s also about inspiration.
“No news is good news”
Teens today: the dumbest
a generation?
News sites bore Generation Z
b
No news? That’s not an option!
a dumb /dVm / adj. 愚蠢的 b Generation Z Z 世代，西方国家泛指“95 后”
D Writing
1
16 The media and the message
Aspects of writing
Guiding questions
My exploration
Content
What is the purpose of the essay?
What is the writer’s point of view?
How are the ideas developed in
paragraphs 2 and 3?
How does the writer conclude the
essay?
Language
What language does the writer
use to express emphasis?
What language does the writer
use to show possibilities or
express uncertainty?
What language does the writer
use to make a transition between
different ideas?
3 Now write your opinion essay. Edit your writing properly.
1
The media and the message 17
1 Work in pairs and discuss the questions.
(1) What makes a good documentary?
(2) What are the similarities and differences between documentaries and fiction films?
2 Read the passage and match paragraphs A–D on pages 19–20 to blanks 1–4.
The various types of media play an important role in human communication. As times
change, so do the ways we communicate.
In this section, you will first read a passage that explores the history of documentaries,
and whether they can really capture the truth. You will then watch a video about a robot
called Pepper, who can communicate with people and read human emotion.
Seeing is believing
A steam train slowly pulls into a station, a boat docks at
a port, and a large crowd of workers rush out of factory
gates after a hard day’s work. These are the subjects
of the first moving images, produced by the Lumière
Brothers over a hundred years ago. Known as “actualities”,
these short black and white films were shot on location
at a single place and had no storyline. What they did was
show simple scenes from everyday life. These scenes had
a dramatic impact on people who had never witnessed
moving images before. It is said that an audience even ran
out of the theatre as an on-screen train speeded towards
them. Never before had people seen such realistic images;
for these first audiences, “seeing was believing”.
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E Cultural focus
1
18 The media and the message
1
Flaherty’s documentary starred locals and looked natural and spontaneous, but the film was
very much a romantic interpretation of the Inuit way of life, and included many staged scenes.
These early documentaries were very much an interpretation of reality—what happened was
that they presented the film-makers’ idea of life, rather than showing life as it actually was.
2
Interestingly, this type of “adapted reality” was used in news programmes too. Much war
footage from the early 20th century was staged, with cameramen arriving after a battle, then
filming soldiers acting out scenes.
3
Gradually, this direct cinema style started to influence other genres, and some fiction films
became more “realistic”. In the 1960s, British socialist film-maker Ken Loach used a “fly-on-the-
wall”
a style to make his “drama-documentary”
b films appear as unscripted and as natural as
possible. These hard-hitting
c stories often dealt with real-life issues, and aimed at influencing
people’s opinions.
4
Many successful documentaries have since then used similarly
breathtaking sound and imagery, and combined it with
emotional storytelling and recreations of dramatic
events. In fact, contemporary documentaries are
in many ways becoming indistinguishable from
mainstream Hollywood productions.
Although documentaries and Hollywood movies
become more and more similar to each other, one
thing is certain: whatever happens, documentary
film-makers will continue to find creative new ways of
exploring reality.
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30
35
similarly
th
f
a fly-on-the-wall adj. 写实的 b drama-documentary adj. 戏剧纪录片的 c hard-hitting adj. 直言不讳的
A This tradition of shaping “reality” continued when, ten years later, a British director John
Grierson started to produce documentaries with a similar stylized approach. Night Mail began as
an information film about the mail train from London to Edinburgh, but as it progressed, the film
became more poetic and less realistic, concentrating on movement, light, rhythm and sound.
1
The media and the message 19
B It wasn’t until 1922 that documentaries as we know them today started to emerge. An
American director called Robert Flaherty produced a feature-length documentary called Nanook
of the North. The film introduced audiences to Inuit life in North-west Alaska, helping broaden
their knowledge of the world. It was this desire to educate and present people with the “truth”
that motivated early film-makers, but just how truthful were their documentaries?
D While fiction films employed direct cinema techniques, documentary film-makers looked for
new ways of capturing reality. In Koyaanisqatsi: Life Out of Balance, Godfrey Reggio and Ron Fricke
explored the drama of the natural world, and the impact human beings have on it. The story is
told entirely without words. Instead, a powerful musical score connects scenes of oceans and
desert landscapes with images of tall buildings and traffic jams. Koyaanisqatsi showed the world
in a very special way that was both realistic and unreal at the same time.
C In the 1950s and 1960s there was a protest against staged reality and recreated scenes in a
movement called direct cinema. Direct cinema started in the USA, and gave the impression that
the events on the screen had been recorded spontaneously and were presented exactly as they
happened in real life.
3 Read the passage again and decide whether the following statements are true (T) or
false (F). Correct the false ones.
(1) The first documentaries started to appear in the middle of the 20th century.
(2) The main purpose of Flaherty’s films was to broaden his viewers’ knowledge of the world.
(3) The direct cinema movement mainly used staged reality and recreated scenes.
(4) The drama-documentary films produced by Ken Loach seemed very realistic and natural.
(5) Documentaries and Hollywood movies are becoming more and more different.
4 Work in pairs and discuss the questions.
(1) Do documentaries have the same purpose today as that of Flaherty’s films?
(2) Do you agree that documentaries are the most truthful form of storytelling? Justify your
opinions.
E Cultural focus
1
20 The media and the message
Start thinking
1 Answer the questions.
(1) What are the strengths and weaknesses of robots compared to human beings?
(2) If you were to design a robot, what functions would you like it to perform? Why?
Comprehension check
2 Watch the video. Answer the questions.
(1) What is special about Pepper?
(2) What is Pepper designed to do?
(3) Why was Bruno Maisonnier working on robots in his free time?
(4) What is Pepper not good at?
(5) What can Pepper do in addition to playing games?
(6) What makes Pepper’s appearance different from that of some other robots?
Vocabulary
3 Read the text. Match the words in bold with the synonyms below.
encounter
enable
intrigued
chores
adapt
currently
household
Today was their first
1 meeting with this newly designed robot, but they were already
2 fascinated by it. The advanced cameras and sensors
3 allow it to sense human emotion.
Though this robot cannot do
4 housework, it can engage with people just like a member of the
5 family. It can even
6 modify its behaviour as it interacts with people. This new type of robot is
7 now attracting a lot of interest and attention.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Extension
4 Work in groups. You are going to have a debate on the following motion: “Robots will do
most jobs in the future.” One group will be for the motion and the other will be against it.
(1) Choose one person in your group to take notes. In your group, think of as many arguments
as possible and write them down.
(2) Now choose the five best arguments. Give examples where possible.
(3) Your teacher or chairperson will start the debate. Choose one person in your group to give a
speech, presenting your arguments. He / She should talk for one to two 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.
Video
Pepper the Robot
1
The media and the message 21
Checklist
*
1
Me
2
My teacher
/ classmate
3
Action
A Reading and interaction
I can explain the benefits and potential dangers of citizen
journalism and the reasons for its popularity.
I can interpret the purpose of the examples used in the passage.
I can express my ideas about how to post one’s own news story.
B Grammar activity
I can identify different modal verbs and their functions in the
passage.
I can use modal verbs to express possibility if the context is
clear.
C Listening and speaking
I can summarize the reasons why people seek fame mentioned
by the three speakers.
I can ask and answer questions about being famous and discuss
the topic in a group.
D Writing
I can analyse the content and the features of language in the
sample essay.
I can write an opinion essay with good arguments in a correct
format.
E Cultural focus
I can give a brief account of the history of documentaries.
I can explain the strengths and weaknesses of Pepper the
Robot.
Use the checklist and reflective questions below to evaluate your study in this unit.
Reflective questions
Apart from the things covered in this unit, what else do you want to learn about the media? How
do you plan to seize such learning opportunities in the future?
* Ask your teacher or your classmate to assess what you can do. Use the four symbols (✓✓, ✓ and !, !!). In column 1 or 2, ✓✓=I’m
confident about this; ✓=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.
Self-assessment
1
22 The media and the message
23
Pre-reading activity
Discuss the questions before you read the story.
Have you ever celebrated Mother’s Day? What did you do and say to your mother on that day?
Share your experience with the class.
In the following story narrated by a boy in the first-person perspective, Mother’s Day was
celebrated in an unusual way. R ead and find out more.
a Stephen Butler Leacock (1869–1944): a Canadian writer, famous for writing stories of light humour
b notion /9nRWSn/ n. 想法；观点 c for our sake 为了我们的缘故 d Xmas Christmas 的缩写
e motto /9mBtRW/ n. 格言；箴言 f four-in-hand silk tie 四手结丝绸领带（四手结是最简单的打领带方法，适用于较窄的
领带和休闲装扮） g bonnet /9bBnIt/ n. ( 旧式) 女童帽或者女士帽子（带子系于下巴）
How We Kept Mother’s Day
—As Related by a Member of the Family
By Stephen Butler Leacock
a
Of all the different ideas that have been started lately, I think that the very best is the notion
b
of celebrating once a year “Mother’s Day”. I don’t wonder that May the eleventh is becoming
such a popular date all over America and I am sure the idea will spread to England too.
It is especially in a big family like ours that such an idea takes hold. So we decided to have a
special celebration of Mother’s Day. We thought it a fine idea. It made us all realize how much
Mother had done for us for years, and all the efforts and sacrifice that she had made for our
sake
c.
So we decided that we’d make it a great day, a holiday for all the family, and do everything we
could to make Mother happy. Father decided to take a holiday from his office, so as to help in
celebrating the day, and my sister Anne and I stayed home from college classes, and Mary and
my brother Will stayed home from High School.
It was our plan to make it a day just like Xmas
d or any big holiday, and so we decided to
decorate the house with flowers and with mottoes
e over the mantelpieces, and all that kind
of thing. We got Mother to make mottoes and arrange the decorations, because she always
does it at Xmas.
The two girls thought it would be a nice thing to dress in our very best for such a big occasion,
and so they both got new hats. Mother trimmed both the hats, and they looked fine, and
Father had bought four-in-hand silk ties
f for himself and us boys as a souvenir of the day to
remember Mother by. We were going to get Mother a new hat too, but it turned out that she
seemed to really like her old grey bonnet
g better than a new one, and both the girls said that
it was awfully becoming to her.
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Exploring literature
a reckon on 料到；指望 b plain /pleIn/ adj. 明白无误的 c plug away 坚持不懈地做（尤指困难的事情）
24
Well, after breakfast we had it arranged as a surprise for Mother that we would hire a motor car
and take her for a beautiful drive away into the country. Mother is hardly ever able to have a
treat like that, because we can only afford to keep one maid, and so Mother is busy in the house
nearly all the time. And of course the country is so lovely now that it would be just grand for her
to have a lovely morning, driving for miles and miles.
But on the very morning of the day we changed the plan a little bit, because it occurred to
Father that a thing it would be better to do even than to take Mother for a motor drive would
be to take her fishing. Father said that as the car was hired and paid for, we might just as well
use it for a drive up into the hills where the streams are. As Father said, if you just go out driving
without any objective, you have a sense of aimlessness; if you are going to fish, there is a
definite purpose in front of you to heighten the enjoyment.
So we all felt it would be nicer for Mother to have a definite purpose; and anyway, it turned
out that Father had just got a new rod the day before, which made the idea of fishing all the
more appropriate, and he said that Mother could use it if she wanted to; in fact, he said it was
practically for her, only Mother said she would much rather watch him fish and not try to fish
herself.
So we got everything arranged for the trip, and we got Mother to cut up some sandwiches and
make a sort of lunch in case we got hungry, though of course we were to come back home
again to a big dinner in the middle of the day, just like Xmas or New Year’s Day. Mother packed
it all up in a basket for us ready to go in the motor.
Well, when the car came to the door, it turned out that there hardly seemed as much room in it
as we had supposed, because we hadn’t reckoned on
a Father’s fishing basket and the rods and
the lunch, and it was plain
b enough that we couldn’t all get in.
Father said not to mind him; he said that he could just as well stay at home, and that he was
sure that he could put in the time working in the garden; he said that there was a lot of rough
dirty work that he could do, like digging a trench for the garbage, that would save hiring a man,
and so he said he’d stay home; he said that we were not to let the fact of his not having had a
real holiday for three years stand in our way; he wanted us to go right ahead and be happy and
have a big day, and not to mind him. He said that he could plug away
c all day, and in fact he
said he’d been a fool to think there’d be any holiday for him.
But of course we all felt that it would never do to let Father stay home, especially as we knew
he would make trouble if he did. The two girls, Anne and Mary, would gladly have stayed and
helped the maid get dinner, only it seemed such a pity to, on a lovely day like this, having their
new hats. But they both said that Mother had only to say the word, and they’d gladly stay home
and work. Will and I would have dropped out, but unfortunately we wouldn’t have been any
use in getting the dinner.
So in the end it was decided that Mother would stay home and just have a lovely restful day
round the house, and get the dinner. It turned out anyway that Mother doesn’t care for fishing,
and also it was just a little bit cold and fresh out of doors, though it was lovely and sunny, and
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30
35
40
45
50
55
60
Exploring literature
25
Father was rather afraid that Mother might take cold if she came.
He said he would never forgive himself if he dragged Mother round the country and let her take
a severe cold at a time when she might be having a beautiful rest. He said it was our duty to try
and let Mother get all the rest and quiet that she could, after all that she had done for all of us,
and he said that that was principally why he had fallen in with this idea of a fishing trip, so as to
give Mother a little quiet. He said that young people seldom realize how much quiet means to
people who are getting old. As to himself, he could still stand the racket
a, but he was glad to
shelter Mother from it.
So we all drove away with three cheers for Mother, and Mother stood and watched us from the
verandah
b for as long as she could see us, and Father waved his hand back to her every few
minutes till he hit his hand on the back edge of the car, and then said that he didn’t think that
Mother could see us any longer.
Well—we had the loveliest day up among the hills that you could possibly imagine, and Father
caught such big specimens
c that he felt sure that Mother couldn’t have landed them anyway,
if she had been fishing for them, and Will and I fished too, though we didn’t get so many as
Father, and the two girls met quite a lot of people that they knew as we drove along, and there
were some young men friends of theirs that they met along the stream and talked to, and so
we all had a splendid time.
It was quite late when we got back, nearly seven o’clock in the evening, but Mother had
guessed that we would be late, so she had kept back the dinner so as to have it just nicely ready
and hot for us. Only first she had to get towels and soap for Father and clean things for him to
put on, because he always gets so messed up with fishing, and that kept Mother busy for a little
while, and she was also helping the girls get ready.
But at last everything was ready, and we sat down to the grandest kind of dinner—roast turkey
and all sorts of things like on Xmas Day. Mother had to get up and down a good bit during the
meal fetching things back and forward, but at the end Father noticed it and said she simply
mustn’t do it, that he wanted her to spare herself
d, and he got up and fetched the walnuts over
from the sideboard himself.
The dinner lasted a long while, and was great fun, and when it was over all of us wanted to
help clear the things up and wash the dishes, only
Mother said that she would really much rather do
it, and so we let her, because we wanted just for
once to humour her
e.
It was quite late when it was all over, and when we
all kissed Mother before going to bed, she said it
had been the most wonderful day in her life, and
I think there were tears in her eyes. So we all felt
awfully repaid for all that we had done.
a racket /9rCkIt/ n. 喧哗；吵闹 b verandah /vR9rCndR/ n. ( 房屋底层有顶半敞的) 游廊
c specimen /9spesImRn/ n. 样品；样本；标本 d spare herself 让她自己免除（劳累）
e humour her 迁就她（遂了她的心愿）
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Questions for discussion
1 What was the purpose of celebrating Mother’s Day, as the narrator understands?
2 How did the family members respond to the idea of celebrating Mother’s Day?
3 What did the family members buy to celebrate the day?
4 Why did the father suggest fishing for the trip?
5 What problem did the family meet when the car arrived?
6 Who did not go on this trip and why?
7 How did the father feel about leaving Mother behind?
8 When the car got home late in the evening, how did Mother help each of them?
Appreciating the narrative technique
One of the narrative techniques in literature is called the first-person perspective. If
a story is told in the first-person perspective, the narrator can tell you not only what
he or she sees and hears, but also what he or she thinks. However, the limitations to
this technique are that the narrator can only tell you what he or she sees and hears
and what he or she believes to be true according to his or her thinking. The reader
can only see the events of the story from the narrator’s point of view and does not
know for sure whether his or her ideas are correct or not. Writers sometimes can
exploit this technique to create special storytelling effects.
Exploring literature 1
27
1 In this story, the writer uses the first-person perspective. Do you trust the narrator’s
perspective? Why? Read the story again to think about possible alternative
interpretations.
You may work like this:
First you should select one event from the story.
Find and quote the narrator’s description of the event.
Then write down your own interpretation of the event.
(1) The ideas that Father may have had, but he did not express
Father decided to take a day off from his office. What he said was he wanted to take a day off
to help celebrate Mother’s Day. What he perhaps did not say was: I also need a day off for a
holiday, but I will not say that I need a day off for my own sake.
others:
(2) The ideas that the sisters may have had, but they did not express
(3) The ideas that the brothers may have had, but they did not express
(4) The ideas that Mother may have had, but she did not express
2 Now, think about all the possibilities you have discussed above. What does the writer
want to say about this family? Does he want to make fun of them or does he want to
criticize something? If he wants to criticize something in a light-hearted way, what is it?
Class play
Work in small groups and break down the story into a class play of three acts. You may work
in the following ways.
Divide the story into three acts:
Act 1: Paragraphs 2 to 6
Act 2: Paragraphs 7 to 15
Act 3: Paragraphs 17 to 20
Write a play script for each act.
Revise your play script to make sure it is of good quality, and get your teacher’s approval.
Assign roles for the director, Father, Mother, two sisters, two brothers and the driver.
Practise the performance of your act of the play.
Present your play to the class.
28
Script for Act 1
Exploring literature
29
Script for Act 2
30
Script for Act 3
Exploring literature
A Reading and interaction
Explain the advantages
and disadvantages of
immortality as reflected in
the passage
B Grammar activity
Use unreal conditionals
correctly in the given
context
C Listening and speaking
Express personal opinions
about different forms of
elderly care
D Writing
Write a persuasive essay
using appropriate language
and format
Objectives
E Cultural focus
Appreciate a poem about
choices in life
Describe the development
of surgery in the past 200
years
Live longer, live better?
2
Pre-reading activity
Before you read, work in pairs and discuss the questions.
1 What would you like to achieve before you die? List at least five things.
2 Imagine that you could live forever. Would your objectives be the same or different? Why or
why not?
Tyler Jamieson has a strict daily routine. He goes jogging every morning at 6:00 a.m.,
reads the newspapers, then sets off to work an 18-hour day. Tyler is the CEO
b of a huge
corporation and works in a pressured and stressful environment. But despite this—and
the fact that he is nearly 100 years old—he has no serious health problems. In fact, Tyler
expects to live for many centuries more. His original body “died” several years ago, but his
brain lives on in a robot.
This may sound like an idea from a science fiction film script, but it actually comes from a
serious business proposal at the very frontier of scientific knowledge. Some years ago, a
media entrepreneur called Dmitry Itskov sent a letter to billionaires offering them a new
lease of life. Itskov had 30 scientists working on an immortality project whose aim was
to transplant a human mind into a robot body in the near future. “Our research has the
potential to free you, as well as the majority of all people on our planet, from disease, old
age and even death,” claimed Itskov in his letter.
Such research may fundamentally transform our lives. Most people’s shelf life is a mere
85 to 89 years, so it’s hardly surprising that we want to put off the inevitable. Even one
of the world’s oldest men, 116-year-old Jiroemon Kimura, insisted that although he was
tired, he didn’t want to die. But is eternal life as attractive as it sounds? What would be the
consequences of immortality?
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From here
to eternity
a
a eternity /I9tF:nRti/ n. 永生；永恒 b CEO (chief executive officer) 总裁；首席执行官
32 Live longer, live better?
A Reading and interaction
g
2
From a purely practical point of view, immortality poses quite a few problems. The most
obvious is the increase in overpopulation, putting more pressure on our planet’s already
limited resources. Immortality would also cause a number of almost unimaginable problems
in society. Crime rates would rise because criminals would no longer be put off by a few years
in prison, and how could the state afford “life sentences”? Another big change would be in the
length of our working life. People could spend thousands of years in the same job, resulting in
severe depression. There would be fewer career opportunities for younger, less experienced
generations too.
Immortality would also influence how society develops and progresses. As the population
grew older, there would be more resistance to progress, and societies would become less
dynamic. Imagine if everyone from the 18th century were still alive today. Chances are
that racial segregation would still exist, gender discrimination would still be common and
women wouldn’t have any rights. Older generations need to die in order to let the younger
generation breathe life into new concepts and allow society to progress; in a brave new
“immortal” world, older people could continue to fend off innovation in favour of the status
quo
a. “A new scientific truth does not succeed by convincing its opponents and making
them see the light,” said Nobel physicist Max Planck, the father of quantum
b mechanics, “but
rather because its opponents eventually die and a new generation grows up that is familiar
with the idea from the beginning.”
Yet those in favour of immortality projects argue that it’s unethical to condemn everyone
to death when the possibility of indefinite life exists. Modern medicine cures diseases and
keeps people in the prime of life for as long as possible; surely, they argue, immortality is
the next logical step? People could explore endless possibilities, witness how the human
race evolves and dedicate themselves to doing good. Supporters don’t believe that the
novelty of life might one day wear off. They don’t consider that once we have passed all the
milestones
c in life and crossed everything off our bucket lists, we could be condemned to a
terrible fate: an eternity of boredom.
Today, it is not only Dmitry Itskov who is promising the gift of
immortality to his clients; scientific research is also uncovering
nature’s secrets of longevity
d. Living forever really is a matter of life
and death and the problems it creates cannot be easily shrugged off.
Ultimately, by accepting that life is limited and cannot be sustained
indefinitely, we’re able to give more value to the time we have, and
to think carefully about how we are using it and what we hope to
achieve, because we might not get another chance. As a wise man
once said, “The bad news is, time flies. The good news is, you’re the
pilot.”
20
25
30
35
40
45
50
55
a status quo /0steItRs 9kwRW/ n. 现状 b quantum /9kwBntRm/ n. 量子
c milestone /9maIlstRWn/ n. 重要阶段；里程碑 d longevity /lBn9dZevRti/ n. 长寿
Live longer, live better? 33
2
Com prehension work
1 Read the passage and answer the questions.
(1) How does Dmitry Itskov propose to free people from disease, old age and even death?
(2) What was 116-year-old Jiroemon Kimura’s attitude towards death?
(3) According to the writer, why would immortality lead to higher crime rates?
(4) According to the writer, why would immortality put younger generations at a disadvantage?
(5) Why does the writer say “older generations need to die”?
(6) What are the main arguments for and against immortality that the writer provides in the last
two paragraphs? Which side do you take? Why?
2 Read 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.
A few years ago, Dmitry Itskov, a media
1
, claimed that
his group was working on an immortality project to
2
a
human mind into a robot body. What would be the
3
of
immortality? It may pose a few problems. First, the increasing population
would put more pressure on the planet’s already
4
resources. Second, crime rates would rise. Third, people could become
bored from spending thousands of years in the same job, and there would
be fewer
5
opportunities for younger, less experienced
generations. Moreover, there would be more
6
to progress,
and new
7
might not be as easily accepted. Still some people
are in
8
of the project, and think it is wrong to condemn
everyone to death if immortality is possible. In short, living forever may
seem good, but we cannot
9
off the problems. In fact,
by
10
the fact that life is limited, we can give more value to
the precious time we have.
34 Live longer, live better?
A Reading and interaction
g
2
Deep reading
1 The writer discusses the pros and cons of immortality in the passage. Work in pairs to
find them and decide whether you agree with the writer. Then complete the tables.
Pros of
immortality
My opinions
People could
explore endless
possibilities.
Agree. People would have
more opportunities to do
meaningful things in life.
For example, they would
have time to come up with
new inventions or make new
discoveries.
Cons of
immortality
My opinions
Overpopulation
would put
pressure on our
already limited
global resources.
Agree. The resources
on Earth are limited.
Overpopulation will
cause serious problems
for future generations.
Science and technology
can only delay the
negative impact, so
control of the population
is important.
Live longer, live better? 35
2
Mini-project
Making choices: to be young again?
Imagine that you are faced with two choices: to be young again or to remain where you are now.
Discuss the questions in groups.
Which option would you choose?
What advantages and disadvantages does each option involve?
Share ideas within your group.
Select one person to report on behalf of your group.
a nimble /9nImbl/ adj. 灵活的；敏捷的
2 Work in pairs and discuss the questions.
(1) Does the writer argue for or against immortality? Why?
(2) How do you understand the wise man’s words at the end of the passage? How can you
become the pilot of your life? Suggest some specific ways.
My choice: to be young again
I would like to be young again, if there
were such an opportunity. In this
way I would correct all my mistakes,
and grasp every opportunity given to
me. I’m sure I would be a much better
person than I am now. For example,
I would take the piano lesson more
seriously. When I was six years old,
I started my piano lessons. I was
reluctant to practise because I was
asked to do dull drill exercises. So I
gave up after a few months. Now, I
really envy some of my classmates
who play the piano well. It is a pity that
my fingers are not nimble
a enough to
play it any more.
My choice:
36 Live longer, live better?
A Reading and interaction
g
2
Focus on language
1 There are six phrases with off in the passage. Find and match them to their meanings.
(1) become less
(4) postpone
(2) depart
(5) resist
(3) reject or dismiss
(6) remove
2 There are six phrases with life in the passage. Find and match them to their meanings.
(1) an important event or point in someone’s life
(2) an urgent or very important issue
(3) the length of time for which an item remains usable
(4) the best and healthiest time in someone’s life
(5) bring ideas and energy to something
(6) a new opportunity to live longer and have a better quality of life
3 Match the two parts of the quotations in columns A and B. Then translate them into
Chinese. Pay attention to the words in bold.
(1) Where there is an open mind,
(2) Eternity is a mere moment,
(3) The more severe the pain or illness, the
more severe will be the necessary changes,
(4) It’s not necessarily about what career you
pick;
(5) Courage is resistance to fear, mastery of
fear—
(6) The two basic items necessary to sustain
life
(7) Don’t take the wrong side of an argument
(8) My main reason for adopting literature as a
profession was that,
a which may involve breaking bad
habits, or acquiring some new and
better ones.
b it’s about how you do what you do.
c there will always be a frontier.
d are sunshine and coconut milk.
e just because your opponent has
taken the right side.
f just long enough for a joke.
g as the author is never seen by
his clients, he need not dress
respectably.
h not absence of fear.
A
B
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Live longer, live better? 37
2
The unreal conditional
There are three common types of conditional clauses for expressing real or unreal conditions
in the present or in the past. They are the first conditional, the second conditional and the
third conditional. When a conditional combines a present condition with a past result or a past
condition with a present result, it is called the mixed conditional.
(1) If we don’t hurry, we’ll miss the train. (the first conditional for talking about real situations)
(2) If I won £1,000,000, I would resign from my present job. (the second conditional for talking
about unreal situations that are unlikely to happen or hypothetical
a conditions)
(3) If his friend had told him the truth, his holiday would not have been ruined. (the third
conditional for talking about unreal past situations)
(4) If you knew me better, you wouldn’t have said that. (the mixed conditional for talking about
a present condition with a past result)
If the thief hadn’t sneezed when the security guards walked past, he would still be a free man
now. (the mixed conditional for talking about a past condition with a present result)
1 Read the passage. Study sentences 1–4 and complete the table on page 39.
The luckiest man alive?
Grammar reference 2 (p. 102)
a hypothetical /0haIpR9PetIkl/ adj. 假设的；假定的 b lottery /9lBtRri/ n. 抽彩给奖法
When we look back on our lives, we sometimes talk about being in the right place at the right
time. Well, what if you were in the wrong place at the wrong time? Frank Selak knows all about
that.
1If you were Frank, you’d be happy to be alive. The retired music teacher knows less about
lucky breaks and more about lucky escapes!
Frank was born in 1929 in Croatia, and the first 30 years of his life were relatively quiet. It wasn’t
until the 1960s that the trouble began. In January 1962, Frank was travelling home on a train
when an accident happened. The train was travelling across a bridge when it slipped off the rails
and fell into the icy river below. As the train sank, Frank managed to smash open a loose window
and escape, but he lost consciousness while swimming to the shore. Luckily, he was saved: Frank
owes his life to the people from a nearby village who pulled him out of the river.
2If it hadn’t been
for the people in the village, Frank could have drowned.
Frank escaped from two other accidents in the 1960s. In the 1970s, the lucky escapes continued,
with Frank miraculously surviving a burning car on two occasions. But his final big accident
happened in 1994, when he was driving along a road in western Croatia. A truck crashed into him
and his car was pushed off the highway into a 150-metre hole.
3If Frank’s luck had run out, this
would be the end of his story. Fortunately, it hadn’t, and he fell out of the car before it exploded.
However, his story doesn’t end there. In 2002, after many lucky escapes, Frank had his first
lucky break and won a million dollars on the national lottery
b.
4If Frank were a greedy man, he
would have kept the money for himself. Instead, he gave it all away.
B Grammar activity
38 Live longer, live better?
2
2 Complete the passage with the correct form of the words in brackets.
Many people’s definition of luck is winning a lot of money. But if you suddenly won the lottery,
1
(it / really / make) your life better? Everyone would know who you
were. If you
2
(go) to your local supermarket, people would stop and
stare. They’d probably ask you for money and they’d want a piece of your good luck. This is what
happened to Jacqueline King, who won £14 million on the lottery. If she
3
(know) this before, would she have bought the ticket? Probably, she admits.
Today, King lives in a much nicer house, but she is still working. Winning the lottery came as a
huge shock, and she was choked with emotion. But she soon calmed down and decided to
use the money wisely. The money helped her pay off her debt, get a university education and
become an architect. If it
4
(not be) for the money she received, she
would still be working as a shop assistant. But apart from that, if she hadn’t chosen the winning
numbers, her life
5
(not be) so different. She still lives in the same area
and sees the same people, but she’s happier than before. However, some winners claim that
their lives
6
(be) much better today if they hadn’t won the lottery. When
you ask most winners about their good luck, they simply smile and say that they are happy.
3 Think of a recent regret that you have. What is the thing that you should have done, but
didn’t do? Write it using the unreal conditional on the line. You may use the example
below to help you.
I have one big regret: Yesterday, I should have brought my umbrella to school, but I didn’t. So I got
totally wet because of the thunderstorm on my way home. If I had brought my umbrella to school, I
would have avoided getting wet.
Now ask your classmates about their regrets. Select the biggest regret to report to the class.
You may ask and respond like this:
A: What is your regret?
B: My regret is that we lost the basketball game yesterday. We should have won! I will never
forgive myself for missing that shot
a.
A: Oh, I’m sorry to hear that! What happened?
B: We didn’t practise hard enough. If we had, we wouldn’t have lost the game.
You may report like this: I think the biggest regret is Mingming’s. He said, “We lost the
basketball game yesterday. We should have won. If we had practised hard enough, we
wouldn’t have lost the game.”
Grammar
Structures
Sentences in the passage
a Second conditional
b Third conditional
c Mixed conditional (past
condition, present result)
d Mixed conditional (present
condition, past result)
Many people’s definition of luck is winning a lot of money. But if you suddenly won the lottery,
1
(it / really / make) your life better? Everyone would know who you
were. If you
2
(go) to your local supermarket, people would stop and
stare. They’d probably ask you for money and they’d want a piece of your good luck. This is what
happened to Jacqueline King, who won £14 million on the lottery. If she
3
(know) this before, would she have bought the ticket? Probably, she admits.
Today, King lives in a much nicer house, but she is still working. Winning the lottery came as a
huge shock, and she was choked with emotion. But she soon calmed down and decided to
use the money wisely. The money helped her pay off her debt, get a university education and
become an architect. If it
4
(not be) for the money she received, she
would still be working as a shop assistant. But apart from that, if she hadn’t chosen the winning
numbers, her life
5
(not be) so different. She still lives in the same area
and sees the same people, but she’s happier than before. However, some winners claim that
their lives
6
(be) much better today if they hadn’t won the lottery. When
you ask most winners about their good luck, they simply smile and say that they are happy.
a shot /SBt/ n. 投篮；射门
Live longer, live better? 39
2
1 Listen to a radio programme about growing old in different societies. Tick the ideas that
are mentioned.
physical fitness
mental deterioration
dependence vs independence
depression
loneliness
job opportunities
poor diet
community projects
social harmony
tensions between generations
2 Listen again and decide whether the following statements are true (T) or false (F).
(1) According to the presenter, society today is getting older.
(2) In Western countries, young people don’t have much to say about important issues.
(3) According to the speakers, old people lose respect because they lose their
independence.
(4) In the East, young people send the elderly to nursing homes.
(5) In tribal societies, old people are highly valued.
3 The speakers mentioned different attitudes towards old people in different societies.
Complete the table according to what you have heard.
Attitude in the West
Attitude in the East
Attitude in tribal societies
Suggested attitude in modern societies:
C Listening and speaking
g
p
g
40 Live longer, live better?
2
Language guide
You may introduce your idea like this:
As we all know, ...
Many people believe that ...
When discussing ..., the most important question is ...
The topic of ... is very complicated. We must first look at ...
You may summarize your
arguments like this:
Based on what I’ve said, ...
In conclusion, I firmly believe
that ...
After considering all the factors,
my conclusion is that ...
You may present your arguments like this:
In my opinion, ...
Personally, I think ...
My point is that ...
Besides, I also think that ...
I’d like to point out that ...
As far as I’m concerned, ...
When our parents are old, it would be
better for them to live in nursing homes.
Our arguments:
When our parents are old, we should
care for them at home.
Our arguments:
4 Conduct a debate. Divide the class into two groups. One group is to support the idea
“When our parents are old, it would be better for them to live in nursing homes”, and the
other group is to support the idea “When our parents are old, we should care for them at
home”. Work together and try to find good arguments to support your opinions.
Live longer, live better? 41
2
Growing old is something we all have to face. For young people, old age may seem a long
way off. It may also seem depressing with many disadvantages, but in my opinion getting
older has a lot to offer. Older people can have a better quality of life than younger people.
Firstly, I believe that the older people become, the happier they get. They are older and
wiser, and have more self-knowledge and life experience than younger people. They
know where they’ve come from, they know where they’re going and they’ve got nothing
to prove.
Secondly, as people get older, they have more and more time to do what they want. Old
people can learn new things just as easily as young people, and they can broaden their
horizons just as much as the younger generation.
On the other hand, it’s also true that older people are less active, more vulnerable to
infections and more likely to fall ill. They are not always as mentally alert, and not so good
at multitasking as younger people. However, medical advances mean that the older
generation has far more active lifestyles than before. Seventy-year-old Han Ming from
Chengdu is a good example—you’re unlikely to meet such an energetic person as this
stylish, white-bearded gentleman, who works as a fashion model, and walks elegantly on
catwalks
c all over the world.
All things considered, in my opinion, older people definitely have a better quality of life
than younger people. They have more life experience, they are healthier than previous
generations, and they have the time to follow their dreams.
The Tang Dynasty poet Li Shangyin once wrote, “The evening glow
is immeasurably magnificent, albeit
a dusk
b is drawing in.” With this
quote as a starting point, write a persuasive essay where you give
your views on ageing.
1 You may prepare your writing by listing the advantages and disadvantages of being old.
(1) Advantages of being old:
(2) Disadvantages of being old:
2 Read the sample essay. Then complete the table on page 43 before you write.
Older people have a better quality of life than younger people
a albeit /0O:l9bi:It/ conj. 尽管；虽然 b dusk /dVsk/ n. 黄昏
c catwalk /9kCtwO:k/ n. （时装表演时供模特儿用的）狭长表演台，T 形台
D Writing
42 Live longer, live better?
2
Aspects of
writing
Guiding questions
My exploration
Content
What is the purpose of this essay?
What is the writer’s central idea?
How does the writer develop the
idea?
What is the writer’s conclusion?
Language
What language does the writer use
to compare the quality of life of the
older and younger generations?
What language does the writer use
to organize the key points?
What words and phrases does the
writer use to conclude the essay?
3 Now write your own essay. Edit your writing properly.
Live longer, live better? 43
2
1 Work in pairs and discuss the questions.
(1) Have you ever been faced with difficult choices in life? What were they and what did you
choose?
(2) Are you a risk-taker, looking for adventure and new challenges? Why or why not?
2 Read the poem and match summaries a–d on page 46 to stanzas 1–4.
1
Two roads diverged
a in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth
b;
2
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
The Road Not Taken
By Robert Frost
a diverge /daI9vF:dZ/ v. 分开 b undergrowth /9VndRGrRWP/ n. 林木下的灌木丛
c tread /tred/ v. （trod, trodden）踩；踏
Life is short, so we should make the most of it: we need to do our best to stay healthy and
make the right decisions about our future.
In this section, you will first read a poem by Robert Frost about a particularly difficult part
of life: making a choice without knowing what the consequences will be. You will then
watch a video about surgery 200 years ago, which shows how the medical science has
progressed, and also how precious life is.
3
And both that morning equally lay
In leaves no step had trodden
c black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
4
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
E Cultural focus
44 Live longer, live better?
2
Robert Frost is one of America’s most
popular poets, and occupies a unique place
in English-language literature. By the end
of his life he was a living legend, but in the
beginning, it was a very different story. Born
in 1874, Frost spent his first 11 years in San
Francisco. Sadly for Robert, several years
later his father died, so the family moved
to Massachusetts and lived with relatives. It
was there that Frost met the love of his life,
Elinor White.
Later, Robert and Elinor got engaged and Robert went off to study at
Dartmouth College. But one term into his course, he dropped out and went
home to work as a reporter for a local newspaper and teach at a high school.
Soon after, Robert and Elinor got married and had a baby boy called Elliot. The
same year, he managed to get a place at Harvard University. Unfortunately, he
dropped out after two years of study. It was as if he hadn’t wanted to carry on,
although quite the opposite was true. The fact was that Robert had to support
his wife and family. As a result, they moved to a farm in New Hampshire and
made money raising chickens. Perhaps he’d rather have had more time to
write poetry, but life on the farm was hard. However, he did manage to write
a little, early in the morning, before work. During this period, he completed
some of the poems that would eventually make him famous.
Robert wasn’t good at farming, so after nine years he returned to education
and taught English at an academy. Five years later, frustrated by his lack of
success, Robert moved his family to England. There, he found a publisher for
his work and soon became popular in poetry circles in England as well as in
America.
In 1915, he went back to America, where he wrote “The Road Not Taken”. He
was 42 at the time and the poem’s theme of indecision probably reflected
Robert’s own regrets. Suppose he’d moved to England sooner, perhaps he’d
have found fame earlier? Imagine he’d finished his degree: maybe success
would have been easier? Today, Robert Frost’s poetry is read and enjoyed by
poetry lovers all over the world.
5
10
15
20
25
30
Robert Frost
(1874 –1963)
Live longer, live better? 45
2
4 Read the poem again and discuss the questions in groups.
(1) The wood is yellow and the road is covered in leaves. What time of year is it? What does this
suggest about the speaker’s age?
(2) What might have happened to the speaker if he had chosen the familiar road? Imagine that
you are the speaker and write a paragraph to describe what you feel, see and hear on the
way. Start writing from “And both that morning equally lay | In leaves no step had trodden
black. | Oh, I kept the second one for another day!”
Summaries
Stanzas
a One road seemed less travelled than the other road, but when I took a
closer look they were really no different.
b I was walking through a wood one day, when I came across two roads. I
didn’t want to choose which one to take, but I had to.
c In the future I’ll probably tell people that I took the road that looked less
travelled (even though it wasn’t) and that choosing that road made a big
difference to my life.
d Even though there was no difference, I decided to take the second
road. I hoped I might go back and explore the other road another time,
although I knew this was unlikely.
3 Read Robert Frost’s biography on page 45 and put his life events in the correct order.
a dropped out of Harvard University
b met the love of his life
c worked for a newspaper
d had his first child
e became famous
f lived on a farm
g travelled to England
h lost his father
→
→
→
→
→
→
→
E Cultural focus
46 Live longer, live better?
2
Video
Surgery: old and new
Start thinking
1 Answer the questions.
(1) Where is the nearest hospital in your local area?
(2) What kind of operations can you have there?
(3) Which is the most famous hospital in your city? Why?
Comprehension check
2 Watch the video. Answer the questions.
(1) How long did St Thomas’ serve the district of Southwark?
(2) Where was the operating theatre of St Thomas’?
(3) When was the museum opened?
(4) Who used to watch the operations?
(5) Where did the rich use to have operations?
(6) How long did it use to take to amputate a leg?
(7) What did surgeons use to wear?
(8) Which parts of the dead bodies were kept for further study?
Vocabulary
3 Read the text. Match the words in bold with the antonyms below.
awake
cramped
dangerous
fixed
old-fashioned
primitive
unhygienic
Medical practices today are quite
1advanced. Operating theatres are
2spacious,
3clean and
full of
4high-tech equipment. Patients lie on
5adjustable metal operating tables and they are
always
6asleep during surgery. Now operations are very
7safe.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Extension
4 Work in groups. Make a poster about recent medical advances and present it to the class.
(1) Make a list of recent medical advances. Do you know who is responsible for them?
(2) Research one medical advance each. When you have finished, take turns to ask questions
about each one.
(3) Choose one of the advances. In groups, make a poster about the development and the
scientist responsible for it.
(4) Present your poster to the class.
Live longer, live better? 47
2
Checklist
1
Me
2
My teacher /
classmate
3
Action
A Reading and interaction
I can retell the information about immortality in the
passage.
I can interpret the advantages and disadvantages of
immortality mentioned in the passage.
I can give my opinions on whether I would like to be
young again.
B Grammar activity
I can recognize unreal conditionals in the passage.
I can use unreal conditionals correctly if the context is
clear.
C Listening and speaking
I can summarize the different attitudes towards old
people in the East and the West.
I can express my attitude towards how to treat the
elderly.
D Writing
I can analyse the content and the features of language
in the sample essay.
I can write a persuasive essay with good arguments in a
correct format.
E Cultural focus
I can understand the message of the poem about
making choices in life and connect it to the speaker’s life
story.
I can describe some important advances in surgery
based on the video.
Use the checklist and reflective questions below to evaluate your study in this unit.
Reflective questions
When you translated the sayings in the Focus on language section into Chinese, what lesson(s)
did you draw from the experience? How does it help you understand the importance of improving
both your English and Chinese skills?
Self-assessment
48 Live longer, live better?
2
C Listening and speaking
Evaluate the best solution
to food shortages
D Writing
Write a for and against essay
using appropriate language
and format
A Reading and interaction
Give explanations of ethical
food choices as reflected in
the passage
B Grammar activity
Use the passive in different
forms correctly in the given
context
E Cultural focus
Retell the story of the
traditional Chinese food
qingtuan
Describe the origin of spicy
chilli and the features of
Sichuan food
Objectives
Food and ethics
3
Pre-reading activity
Before you read, work in pairs and
discuss the questions.
1 Look at the photo. What is
happening? Why is it happening?
How does it make you feel?
It’s five in the morning and the water of the
Strait of Hormuz near Oman is bright red. Aamir
Mohammed has just thrown a bloodied body over
the side of his small fishing boat. It’s a shark and
it’s Aamir’s first catch of the day. It’s still alive, but
it’s badly injured because its fin
b has been cut off.
As Aamir tosses the fin into his empty boat, he
worries about how he will support his family—
shark numbers are down and the fish that he finds
now are smaller than before. Meanwhile, under
the boat, the shark is still struggling and unable to
swim. As it slowly floats down to the bottom of the
sea, smaller fish start to eat it alive. Its death will be
long and agonizing
c.
In seas and oceans across the world, these awe-
inspiring animals are being hunted to extinction.
On average, three sharks are butchered every
second, or over 70 million a year. It’s hardly
surprising that in the last few years there has been
a 90% decline in most shark populations. These
are distressing statistics, but sharks don’t have the
same appeal as dolphins, so we don’t feel much
pity for them. After all, these man-eating “monsters”
kill around ten people every year, so why should we
care if they are being wiped out? Aren’t we better
off without them?
5
10
15
20
25
eat
Would you
it？
2 Look at the list of animals. Which
ones would you eat? Which ones
would you not? Why or why not?
horse
cow
snake
frog
grasshopper
a
chicken
a grasshopper /9GrA:shBpR(r)/ n. 蝗虫；蚱蜢；蚂蚱 b fin /fIn/ n. （鱼的）鳍
c agonizing /9æGRnaIzIN/ adj. 使人十分痛苦的
3
50 Food and ethics
A Reading and interaction
g
For 400 million years sharks have played a critical role in maintaining balanced, healthy
marine ecosystems. Sharks are top predators and the caretakers of our oceans. Based on
current evidence, marine biologists predict that losing this caretaker could bring about
a significant rise in the number of smaller predators like stingrays
a. This would result in
fewer fish, and also fewer shellfish, which keep the seas and oceans clean. An imbalance
in the food chain could ultimately lead to the collapse of the underwater ecosystem, with
a reduced fish population and more pollution. Everything and everyone who depends
on the ocean for a living, or simply for recreation, would suffer. It’d be an environmental
disaster with countless consequences for us all.
So why are people like Aamir Mohammed killing sharks? The reason is simple: shark fins
are big business. The fins are the main ingredient in shark fin soup, which is considered a
delicacy
b: one bowl can cost as much as 100 in high-end restaurants. Shark fin is tasteless,
so it is surprising that customers are willing to pay so much for it, especially since it also
contains high levels of poisonous metals. Nevertheless, eating shark fin has a long history.
This food first appeared on the tables of the wealthy in 960 CE. This association with
wealth continued through the centuries until the 1980s, when, thanks to a general rise in
prosperity, ordinary people started to buy it. The increased demand put 181 different shark
species on the “threatened with extinction” list.
For a while it seemed like sharks would face the fate of extinction. Then governments and
environmental agencies stepped in. New laws were passed, prohibiting the trade in shark
fins, and awareness campaigns showed the world the monstrous harm being done, not
just to sharks but to the oceans as well. One such campaign was the exhibition On Sharks
and Humanity, held in the National Museum of China in 2015. The artworks on display
focused on the key role sharks play in the marine ecosystem. In another campaign, former
basketball star Yao Ming acted as a spokesman to explain the impact of the cold-blooded
shark fin trade on shark populations.
The public has taken notice, and many are concerned about the issue. People who once
thought nothing of eating a bowl of shark fin soup reported that they now avoided the
delicacy. Large hotel chains have removed the soup from their menus, and airlines that
once transported shark fins have agreed to cancel their business with shark fin sellers
and buyers. As a result, the market for shark fins is now a fraction of what it used to be,
and sales have fallen by 50%–70%. Global shark populations are now being carefully
monitored, and there is cause for optimism. Hopefully, in the near future, it is the shark fin
trade that will disappear, rather than the sharks themselves.
30
35
40
45
50
55
60
a stingray /9stINreI/ n.
b delicacy /9delIkRsi/ n. 佳肴
3
Food and ethics 51
Comprehension work
1 Read the passage and answer the questions.
(1) What does Aamir do to support his family?
(2) What will happen to the shark after its fin has been cut off?
(3) Why do people kill more sharks than dolphins?
(4) What will happen if sharks become extinct?
(5) What do governments and environmental agencies do to protect sharks?
(6) What changes have been brought about by the campaigns to protect sharks?
2 Read 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.
As the writer argues, sharks are being hunted to
1
in the seas and oceans around the world. In the last few years there
has been a 90%
2
in most shark populations.
Some fishermen cut off the shark’s fin, and throw the badly
3
animal back into the sea, leaving it to a long
and agonizing death. Why are people killing sharks? The reason is
simple: shark fins are big
4
. The fins are the main
ingredient in shark fin soup, which has long been considered a
luxury. However, as top
5
, sharks play a critical role
in the ocean ecosystem. Without them, the underwater ecosystem
will
6
, leading to an environmental disaster for us
all. Fortunately, governments and environmental agencies have
taken actions to protect sharks, such as passing new laws and
launching
7
campaigns. Thanks to their efforts,
some people have given up eating shark fin soup, large hotels have
8
the soup from their menus and airlines have agreed
to stop
9
shark fins. It is hoped that in the near future
the shark fin business will
10
, not the sharks.
3
52 Food and ethics
A Reading and interaction
g
Deep reading
1 Writers usually intensify the message by using some special words and expressions.
Study the synonyms in bold in pairs and explain the writer’s choice of the words. Then
complete the table.
Sentences in the passage
My explanation
(1) Its death will be long and painful / agonizing.
The word “agonizing” means “extremely
painful”, so it is stronger in emotion than
“painful”. The writer uses the word to
stress the horrible pain the shark suffers
when it is eaten alive by smaller fish and
shows sympathy for it.
(2) In seas and oceans across the world, these awe-
inspiring / impressive animals are being hunted
to extinction.
(3) These are distressing / upsetting statistics, but
sharks don’t have the same appeal as dolphins, so
we don’t feel much pity for them.
(4) ... so why should we care if they are being wiped
out / killed?
(5) For 400 million years sharks have played a(n)
important / critical role in maintaining balanced,
healthy marine ecosystems.
(6) It’d be an environmental disaster with countless /
numerous consequences for us all.
(7) New laws were passed, prohibiting the trade in
shark fins, and awareness campaigns showed the
world the terrible / monstrous harm being done,
not just to sharks but to the oceans as well.
(8) ... former basketball star Yao Ming acted as
a spokesman to explain the impact of the
cold-blooded / cruel shark fin trade on shark
populations.
3
Food and ethics 53
2 Work in pairs and discuss the questions.
(1) What else can be done to protect sharks or prevent the shark fin trade?
(2) What is food ethics according to the passage? Relate the concept to your life and give two
examples to illustrate your understanding.
Mini-project
Making ethical food choices
Conduct a survey about how much attention your classmates pay to ethical food choices.
Interview at least three classmates about the food items listed in the table below. Report
your findings to the class.
Food choices
Eat or not?
Reasons
Frogs
No.
Frogs eat harmful insects in the rice field. If their numbers
decline, it will result in an increase in harmful insects, which
in turn will lead to more harmful chemicals being used.
Snakes
Swallows’ nests
Others:
3
54 Food and ethics
A Reading and interaction
g
Focus on language
1 Read the passage again. Find some language points in the passage and list them in the
blanks.
(1) A noun phrase that is followed by a preposition (e.g. pity for)
(2) A noun formed by adding the suffix -ion to an adjective or a verb (e.g. extinction)
2 Translate the Chinese into English by using the words given in brackets.
(1) 每年大约有10万艘船只通过这条连接印度洋和太平洋的海峡。
Every year an estimated 100,000 ships
. (strait)
(2) 关于这个地区每年有多少鲨鱼因割鳍被杀，没有可靠的统计数字。
because of finning in this area. (statistic)
(3) 这条河流的污染可能会导致当地生态系统的崩溃。
The pollution of this river
. (collapse)
(4) 近年来，城镇居民在健康、教育和娱乐上的支出持续增长。
In recent years, urban residents’ spending on
. (recreation)
(5) 因为自然栖息地受到破坏，这种珍禽已经成为濒临灭绝的物种。
because of the destruction of its natural habitat. (species)
(6) 地方政府已经采取措施禁止或限制在春节期间燃放烟花。
Local governments
during the Spring Festival. (prohibit)
(7) 这部电影激起公众对这次地震中的灾民的同情。
The film aroused
. (sympathy)
(8) 医生需要一台仪器来监听这名病人的心跳。
The doctor needs
. (monitor)
(9) 大约1 000年前，这个小镇的所有居民都被一种可怕的疾病夺去了生命。
About 1,000 years ago,
. (wipe out)
(10) 一些人认为把动物关在笼子里太残忍了。
Some argue that
. (cruel)
3
Food and ethics 55
The passive in different forms
In this unit you will review different types of passive forms.
1 Read the passage. Find and number all the passive sentences or clauses. Match them to
grammar items a–g.
Were you watching TV last night, playing a computer game, or texting on your phone? You
probably answered “yes” to one of these, because they’re all ways to relax. But let’s stop
and reflect for a minute: where do these products come from and how are they made?
What effect might they be having on our planet?
Flat-screen TVs are something most of us have in our homes. In 2015, almost 250 million
of these products were sold all over the world. Like most electronic equipment, these
TVs need rare minerals, or special metals, which are difficult to find. The problem is that
rare minerals from traditional mines are being used up fast, and these shortages have led
companies to look for alternatives. One such alternative lies at the bottom of the sea.
The deep-sea floor has a lot of “wet wealth”, but it has never been mined before. The
possibility had been investigated by companies in the 1990s, but the cost of mining 1,000
metres under the sea was too high.
However, today, thanks to the increasing demand for electronic goods, big profits can be
made from deep-sea mining. New ways have been developed to extract rare metals, and
more effective machines will be used to get them. These minerals normally fetch high
prices in global markets, and companies expect billions to be made from this expansion
of mining operations. However, the impact of this mining on the marine environment is
unknown. The problem is that biologists know little about the deep sea and its unique
ecosystems.
Passive structures
a simple present:
b present continuous:
c simple past:
d present perfect:
e past perfect:
f future with will:
g modal verbs:
B Grammar activity
3
56 Food and ethics
2 Complete the passage with the correct passive form of the words in brackets.
a ranching /9rA:ntSIN/ n. 牧场经营 b stain /steIn/ n. 污点；污渍
You get home from school, kick off your trainers, grab a piece of garlic pizza from the fridge and watch
some TV. The trainers and pizza are things we take for granted, but the beef on your pizza and leather
on your trainers may come from cattle that can
1
(trace back) to a rainforest.
Today, half of the world’s rainforests
2
(destroy), and at the moment, in countries
like Brazil, trees
3
(cut down) illegally. In recent years, three quarters of this
destruction
4
(cause) by cattle ranching
a, because for every cow raised, an area
of rainforest, the size of two football fields,
5
(destroy). In the past, ranchers could
avoid
6
(catch), but things are starting to change. At the moment, satellite images
7
(use) by environmental organizations to track deforestation, especially in Brazil.
Brazil is one of the world’s biggest exporters of leather. Last year, pictures of Brazilian cattle ranches
8
(compare) with maps which marked their legal boundaries. The pictures
showed that a lot of the protected forest
9
(clear away), and some ranches
10
(prosecute) as a result. In the future, thanks to satellites, we can expect forests
11
(protect) more effectively. We still may not know the origins of the beef on
our pizzas, but soon some leather products
12
(certify) deforestation-free—just
remember to check the label!
3 Look around the classroom and think of things that you can describe with the passive
structures. Write sentences for at least three of the structures on the lines. You may use
the examples below to help you.
Passive structures
Examples
Simple present
The day-to-day administration of our school is handled by Mr Wang.
Present continuous
Students’ input on this issue is being gathered by the class monitor.
Simple past
The caretaker was distracted by a flying bat while installing the ceiling fan.
Present perfect
All the desks have been arranged in a circle for the activity.
Past perfect
A picture had been put up on the board before the class began.
Future with will
Different types of electrical circuits will be discussed in the next lesson.
Modal verbs
Lights can be turned on or off automatically in this classroom.
(1)
(2)
(3)
Now ask your classmates what they wrote about. Select the most interesting sentence to
report to the class.
You may ask and respond like this:
A: What did you write about?
B: I wrote about the classroom. The mud stains
b on the classroom floor were removed yesterday.
You may report like this: I think Mingming’s description is the most interesting one. He said,
“During the lunch break I was distracted by Lili, who was dancing round pretending to be a
teapot.”
3
Food and ethics 57
1 Listen to the opening of a talk. Take notes and answer the question.
What is the talk going to be about?
2 Listen to the rest of the talk. Decide whether the following statements are true (T) or
false (F).
(1) The speaker will make a chart to illustrate his ideas.
(2) Micro-livestock
a is a new idea.
(3) Only brave people eat grasshoppers, spiders
b and beetles
c.
(4) Cultured meat is tasteless and expensive.
(5) Chinese plant breeder Li Zhikang contributed a lot to GM
d crops.
3 Listen to the rest of the talk again and complete the notes.
Solution 1: micro-livestock
Explanation: (1)
Advantages: rich in protein, less space needed
Disadvantages: (2)
Solution 2: cultured meat
Explanation: meat grown in a lab
Advantages: (3)
Disadvantages: (4)
Solution 3: green super rice
Explanation: (5)
Advantages: can grow in hostile environments,
feeds more people
Disadvantages: (6)
Feeding the world
a livestock /9laIvstBk/ n. 牲畜 b spider /9spaIdR(r)/ n. 蜘蛛 c beetle /9bi:tl/ n. 甲虫 d GM (genetically modified) 转基因的
C Listening and speaking
g
p
g
3
58 Food and ethics
4 Work in groups. Discuss the three solutions to food shortages and decide which one you
think is the best. You may follow the steps below.
Discuss your ideas in your group. Consider the factors below and take notes in the table.
Micro-livestock
Cultured meat
Green super rice
Taste preferences
Dietary habits
Geographical conditions
Technological possibilities
Cost-effectiveness
Decide on the best solution and give reasons for your choice.
Select one person to report on behalf of your group.
Language guide
You may put forward your opinions like this:
In my opinion, / In my view, ...
From my perspective, / From my point of view, ...
I think / I believe / I suppose ...
As far as I’m concerned, ...
I hold the view that ...
You may discuss the
specific factors like this:
... is easy / hard to farm.
... is low / rich in protein.
The main barrier to ... is ...
The idea of eating ... makes
T
people feel sick / is quite
acceptable to most people.
... is tasteless and expensive.
. .. has long been a cultural
symbol of ...
... can be grown in ...
... can save fertilizer and
water, which means ...
We need space to grow ...
Areas like the Sichuan Basin
and the Changjiang River
Delta
a are good for ...
You may conclude your arguments like this:
All things considered, ...
Taking everything into account, ...
T
Finally, it may be concluded that ...
Overall, it may be said that ...
a the Changjiang River Delta /9deltR/ 长江三角洲
3
Food and ethics 59
Some have advocated that people should give up meat and become
vegetarians in the future for the sake of health and environment.
What do you think of the suggestion? Write a for and against essay to
express your opinion.
Should people switch to a vegetarian diet?
1 You may prepare your writing by thinking about the questions.
(1) What would be the advantages and disadvantages of eating more vegetables?
(2) What would be the advantages and disadvantages of giving up meat?
2 Read the sample essay about the impact of globalization on food and diet. Then
complete the table on page 61 before you write.
It is often said that globalization has had a positive impact on our food, giving us more adventurous
diets and promoting international understanding. However, globalization has also resulted in problems,
especially in relation to the environment and health. In this essay I intend to examine both the positive
and negative impact of globalization when it comes to food and diet.
One advantage of globalization is variety in our supermarkets, which means more exciting meals. For
most of the 20th century, the average consumer had access to a limited number of goods, which were
mostly produced domestically. Nowadays, the largest supermarkets stock as many as 40,000 products,
and imported goods can be found everywhere. Consumers have more choice than ever before: for
instance, there are now hundreds if not thousands of different soft drinks available to us!
But this huge amount of choice has an environmental cost. Due to advances in technology and
transport, most foods are available all year round and are often shipped hundreds of kilometres.
Consequently, there has been an increase in the carbon footprint of our food thanks to these out-of-
season products.
A second advantage of globalization is the variety of restaurants in big cities. Eating food from
different cultures can help to promote tolerance and understanding. Shanghai, for example, has a
large number of foreign restaurants, and one can find dishes from each of the world’s continents.
Many Shanghainese are open and broad-minded on account of this diversity.
However, the spread of junk food is clearly a negative consequence of globalization. Cheap fast food
restaurants can nowadays be found all over the world, and it is claimed that one popular American
fast food restaurant chain welcomes 1% of the world’s population in 188 different countries every
day. This has led to a rise in poor eating habits and obesity.
To sum up, globalization has had some positive influences on our diet, especially in terms of cultural
exchange. However, because of environmental costs and the dominance of fast food restaurants, it is
clear that the negatives outweigh the positives. It is time to return to home-grown food and local cuisine.
D Writing
3
60 Food and ethics
Aspects of writing
Guiding questions
My exploration
Content
What is the writer’s argument
about globalization?
What advantages and
disadvantages of globalization
with regard to food and diet
does the writer list?
What is the writer’s conclusion?
Language
How does the writer introduce
the topic?
What nouns are used to
express abstract things? Give
some examples.
What language is used to
express cause and effect?
3 Now write a for and against essay. Edit your writing properly.
3
Food and ethics 61
1 Discuss the questions in groups.
Are you familiar with the traditional Chinese food qingtuan? Have you ever tasted it? Do you
know any legends connected with it?
2 Read the passage. Then decide whether the following statements are true (T) or false (F).
Correct the false ones.
(1) The bakery reminded the writer of the traditional Chinese food called qingtuan.
(2) Qingtuan is supposed to be served cold.
(3) Qingtuan is a seasonal dish because Chinese mugwort
a is only available in spring.
(4) Nowadays, the technique for making qingtuan has changed.
(5) Non-traditional styles of qingtuan are more popular than traditional styles.
for the Qingming Festival
It’s a damp and cool evening in Shanghai. I am standing on the sidewalk, watching long
lines of cars and buses stream by. People all around are going home after a hard day’s
work. Among the hustle and bustle
b, I spot a long queue
c moving forward slowly outside
Xinghua Lou, a bakery with a history going back more than a hundred years. These people
are waiting to buy a certain kind of food called qingtuan, which is a green rice ball with
either sweet or salty fillings.
5
By Bryan White
Qingtuan
a mugwort /9mVGwF:t/ n. 艾蒿；艾叶 b hustle and bustle 忙碌喧嚣 c queue /kju:/ n. 队列 v. 排队
Food is a fundamental part of life and plays a central role in all human cultures. In China,
there is a wide variety of regional cuisines, each with a long history and unique cooking
methods.
In this section, you will first read a passage about qingtuan, a traditional Chinese dish. You will
then watch a video about the spicy regional cuisine of Sichuan and its role in local culture.
E Cultural focus
3
62 Food and ethics
a foodie /9fu:di/ n. 美食家 b yummy-looking /9jVmi 9lWkIN/ adj. 看上去很好吃的 c virtuous /9vF:tSuRs/ adj. 品行端正的；
品德高的 d glutinous /9Glu:tRnRs/ rice flour 糯米粉 e red bean paste /peIst/ 赤豆泥；红豆沙 f egg yolk /jRWk/ 蛋黄
g sesame /9sesRmi/ n. 芝麻
I soon discovered why people want to queue up for qingtuan: these sticky green treats are both
beautiful and tasty. It’s certainly not standard fare, but I have to try some. Qingtuan has become a
social media hit across China. Young foodies
a share stories and pictures of how much they enjoy
them, so then their friends and contacts all want to try them. “I saw my friend post some pictures
of yummy-looking
b qingtuan on social media. Since I’ve tried them, I’d say they’re definitely worth
the long wait,” posted a 27-year-old man while he was queuing to buy more.
Interestingly, qingtuan is not a new invention. It’s been around for thousands of years! According
to legend, the tradition of eating qingtuan goes back over 2,000 years to the Zhou Dynasty. The
story goes that eating qingtuan is part of the Hanshi Festival (Cold Food Day), which is observed
one to two days before the Qingming Festival. Qingtuan is an example of the kind of food often
prepared for this day, when families don’t start fires or cook any food. The tradition of not using
fire honours the memory of Jie Zitui. He was a virtuous
c official who tragically died in a fire. Today,
qingtuan is a traditional food enjoyed during the Qingming Festival and offered during ancestral
rituals held by families in the Changjiang River region. Since Chinese mugwort only grows during
the spring, fresh qingtuan can only be prepared at this time of year.
The technique for making these little marvels has apparently remained more or less the same
over the years. The process is quite similar to what it was in the past. Glutinous rice flour
d is used
to make the sticky skin of the rice balls and is coloured green by the mugwort. Traditionally, sweet
green bean or red bean paste
e is used to fill each ball. Xinghua Lou decided to change the recipe
and reintroduce the old snack with a new taste. They added qingtuan with salted egg yolk
f and
pork fillings to the bakery’s menu. People are known to have waited for up to six hours to get a
box of these non-traditional qingtuan at some bakery outlets.
For those who don’t want to wait, they always have the option of making their own
qingtuan at home, like 65-year-old Granny Wang. “My mother taught me how to
make qingtuan when I was a child, and now I want my daughter to learn how to do
it. All of our friends and neighbours make qingtuan for the Qingming Festival,” she
said. “Personally, I prefer the traditional flavours to the new ones. I like qingtuan
made with either red beans, sesame
g, or preserved vegetables with bacon.
They taste the same as the ones I had in my childhood.” Aunt Zhou, who
has been making qingtuan in Suzhou for over 20 years, prefers traditional
qingtuan as well. “Changing traditional snacks by putting new fillings
in them can make them more attractive to young people, but it is still
important to pass down traditions in their original form.”
10
15
20
25
30
35
3
Food and ethics 63
4 Introduce another traditional Chinese food. How is it made? What are its origins? What
legends are connected with this food? You may choose from the food below.
Jiaozi for the Chinese New Year
Yuanxiao for the Lantern Festival
Zongzi for the Dragon Boat Festival
Mooncake for the Mid-Autumn Festival
Chongyang cake for the Double Ninth Festival
Laba rice porridge
a for the Laba Festival
a porridge /9pBrIdZ/ n. 粥
E Cultural focus
3
64 Food and ethics
3 Read the passage again. Complete the table in pairs.
Qingtuan for the Qingming Festival
When to eat it
How to make it
Its origin
Start thinking
1 Answer the questions.
(1) What things do you associate with Sichuan?
(2) What are the most classic dishes in Sichuan cuisine?
(3) What are the most common seasonings in Sichuan cuisine?
Comprehension check
2 Watch the video. Correct the factual errors in the sentences.
(1) In winter, the chillies are more attractive than they were in other seasons.
(2) Chillies were brought from America to China in the 15th century.
(3) Strictly speaking, spiciness is a matter of flavour.
(4) Chillies are only used as a secondary ingredient or a seasoning in Sichuan cuisine.
(5) Sichuan people live a busier life than people in the rest of China.
(6) Su Qiong planted her chillies earlier than others to get a higher price in winter.
(7) Spicy broad bean sauce is a milder seasoning in Sichuan cuisine.
Vocabulary
3 Choose the correct answers.
(1) Strict / Strictly speaking, spiciness is a sensory reaction.
(2) In late autumn and early winter, chillies are dried naturally / natural.
(3) This idea earned her her husband’s admiration / admire.
(4) The 64-year-old man is a distinguished / distinguishable chef.
(5) A chemical reaction makes the chillies softer / soft and less strong.
(6) The mild taste of the tofu is in sharp contrast / contrary to the strong flavour of the hot sauce.
Extension
4 Work in groups. Prepare recipes for different dishes and present them to the class.
(1) Make a list of classic dishes in your local cuisine.
(2) Choose one dish each, research the recipe and share findings within your group.
(3) Choose one person in your group to present the group’s findings to the class.
Video
Spicy chilli and Sichuan food
3
Food and ethics 65
Checklist
1
Me
2
My teacher /
classmate
3
Action
A Reading and interaction
I can explain why sharks are hunted and should be
protected based on the passage.
I can infer the writer’s intention by analysing
specific word choices.
I can explain different ethical food choices by
giving appropriate reasons.
B Grammar activity
I can identify different passive forms in the
passage.
I can use passive forms correctly if the context is
clear.
C Listening and speaking
I can summarize the speaker’s proposed solutions
to food shortages in the talk.
I can justify the best solution to food shortages in
group discussion.
D Writing
I can understand the content and the features of
language in the sample essay.
I can write an essay on whether people should
switch to a vegetarian diet with good arguments.
E Cultural focus
I can describe the traditional Chinese food
qingtuan after studying the passage.
I can explain the origin of spicy chilli and its
cultural significance in Sichuan cuisine.
Use the checklist and reflective questions below to evaluate your study in this unit.
Reflective questions
Which of the learning situations in this unit created the best learning opportunities for you
(e.g. listening to lectures, engaging in discussion, drafting and revising your writing, making
presentations, getting feedback from the teacher and classmates)? Why?
Self-assessment
3
66 Food and ethics
Laura was a young girl from a wealthy family called the Sheridans. One day, the Sheridans
decided to throw a party in their garden. They had invited friends, put up decorations,
hired a band, ordered flowers and food, but suddenly, Laura and her sister Jose learnt
that a man in their neighourhood had been killed in an accident. What would they do
then? Would they put their party on hold? Read the excerpt from the story to find out.
“What’s the matter? What’s happened?”
“There’s been a horrible accident,” said cook. “A man killed.”
“A man killed! Where? How? When?”
“Know those little cottages
b just down here, Miss?” Know them? Of course she knew them. “Well,
there’s a young man living there, name of Scott, a carter
c. His horse jumped up at the sound of
an engine, corner of Hawke Street this morning, and he was thrown down on the back of his
head. Killed.”
“Dead!” Laura stared at the delivery man.
“Dead when they picked him up,” he said. “They were taking the body home as I came up here.”
And he said to the cook, “He’s left a wife and five little ones.”
“Jose, come here.” Laura caught hold of her sister’s sleeve and dragged her through the kitchen
to the other side of the green door. Then she paused and leaned against it.
“Jose!” she said, horrified, “however are we going to stop everything?”
“Stop everything, Laura!” cried Jose in astonishment. “What do you mean?”
“Stop the garden party, of course.” Why did Jose pretend?
But Jose was still more amazed. “Stop the garden party? My dear Laura, don’t be so absurd. Of
course we can’t do anything of the kind. Nobody expects us to. Don’t be so extravagant
d.”
“But we can’t possibly have a garden party with a man dead just outside the front gate.”
That really was extravagant, for the little cottages were in a lane
e to themselves at the very
bottom of the hill that led up to the house. A wide road ran between. True, they were far too
near.
“And just think of what a band would sound like to that poor woman,” said Laura.
“Oh, Laura!” Jose began to be seriously annoyed. “If you’re going to stop a band playing every
time someone has an accident, you’ll lead a very difficult life. I’m every bit as sorry about it as
you. I feel just as sympathetic.” Her eyes hardened. She looked at her sister just as she used to
when they were little and fighting together. “You won’t bring a drunken
f workman back to life
a Katherine Mansfield (1888–1923): a New Zealand-born British writer, famous for writing short stories of psychological conflicts
b cottage /9kBtIdZ/ n. 小屋 c carter /9kA:tR(r)/ n. 马车夫 d extravagant /Ik9strCvRGRnt/ adj. 不切实际的
e lane /leIn/ n. （乡间）小路 f drunken /9drVNkRn/ adj . 醉的；酗酒的
An excerpt from
“The Garden Party”
By Katherine Mansfield
a
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by being sentimental,” she said softly.
“Drunk! Who said he was drunk?” Laura turned ferociously
a on Jose. She said just as they had used
to say on these occasions, “I’m going straight up to tell mother.”
“Do, dear,” cooed
b Jose.
“Mother, can I come into your room?” Laura turned the big glass doorknob.
“Of course, child. Why, what’s the matter? What’s given you such a colour?” And Mrs Sheridan
turned round from her dressing table. She was trying on a new hat.
“Mother, a man’s been killed,” began Laura. “Not in the garden?” interrupted her mother.
“No , no!”
“Oh, what a fright you gave me!” Mrs Sheridan sighed with relief and took off the big hat and held
it on her knees.
“But listen, mother,” said Laura. Breathless, half choking
c, she told the dreadful story. “Of course, we
can’t have our party, can we?” she pleaded
d. “The band and everybody are arriving. They’d hear us,
mother; they’re nearly neighbours!”
To Laura’s astonishment her mother behaved just like Jose: she refused to take Laura seriously.
“But, my dear child, use your common sense. It’s only by accident that we’ve heard of it. If someone
had died there normally, we would still have our party, wouldn’t we?” Laura had to say “yes” to
that, but she felt it was all wrong. She sat down on her mother’s sofa and pinched the edge of the
cushion.
“Mother, isn’t it really terribly heartless of us?” she asked.
“Darling!” Mrs Sheridan got up and came over to her carrying the hat. Before Laura could stop her she
had popped it on. “My child!” said her mother, “the hat is yours. It’s made for you. It’s much too
young for me. I have never seen you look such a picture
e. Look at yourself!” And she held up her
hand-mirror.
“But, mother,” Laura began again. She couldn’t look at herself; she turned aside.
This time Mrs Sheridan lost patience just as Jose had done.
“You are being very absurd, Laura,” she said coldly. “People like that don’t expect sacrifices from us.
And it’s not very sympathetic to spoil everyone’s enjoyment
f as you’re doing now.”
“I don’t understand,” said Laura, and she walked quickly out of the room into her own bedroom.
There, quite by chance, the first thing she saw was this charming girl in the mirror, in her black
hat trimmed with daisies and a long black velvet ribbon. Never had she imagined she could look
like that. Is mother right? she thought. And now she hoped her mother was right. Am I just being
extravagant? Perhaps it was extravagant. Just for a moment she had another glimpse of that poor
woman and those little children and the body being carried into the house. But it all seemed
unclear, unreal, like a picture in the newspaper. I’ll remember it again after the party’s over, she
decided. And somehow that seemed quite the best plan.
Lunch was over by half-past one. By half-past two they were all ready for the party. The band had
arrived and was set up in a corner of the tennis court.
a ferociously /fR9rRWSRsli/ adv. 猛烈地 b coo /ku:/ v. 轻声地说道 c choke /tSRWk/ v. （哭泣时的）哽咽
d plead /pli:d/ v. 哀求 e look such a picture 看上去真好看 f spoil everyone’s enjoyment 坏了大家的兴致
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Soon after that people began coming in streams. The band started to play; the hired waiters ran
from the house to the marquee
a. Wherever you looked, there were couples strolling
b, bending
down to smell flowers, greeting, moving on over the lawn. They were like bright birds that
had landed in the Sheridans’ garden for this one afternoon, on their way to—where? Ah, what
happiness it is to be with people who are all happy, to press hands, to press cheeks, smile into eyes.
“Darling Laura, how well you look!”
“How that hat suits you, child!”
“Laura, you look quite Spanish. I’ve never seen you look so striking
c.”
And Laura, glowing
d, answered softly, “Have you had tea? Won’t you have an ice-cream? The
passion-fruit ices are rather special.” She ran to her father and begged him, “Daddy darling, can’t the
band have something to drink?”
And the perfect afternoon slowly ripened, slowly faded,
eslowly its petals closed.
Laura helped her mother with the goodbyes. They stood side by side in the porch until it was all
over. “All over, all over, thank heaven,” said Mrs Sheridan. “Round up
f the others, Laura. Let’s go and
have some fresh coffee. I’m exhausted.”
“Have a sandwich, daddy dear. I wrote the flag.”
“Thanks.” Mr Sheridan took a bite and the sandwich was gone.
“I suppose you didn’t hear of a beastly
g accident that happened today?” he said.
“My dear,” said Mrs Sheridan, holding up her hand. “We did. It nearly ruined the party. Laura insisted
we should put it off.”
“Oh, mother!” Laura didn’t want to be teased about it.
“It was a horrible business all the same,” said Mr Sheridan. “The man was married too. Lived just
below us in the lane, and leaves a wife and half a dozen children, so they say.”
An awkward silence fell. Mrs Sheridan played with her cup. Really, it was very tactless
h of father ...
Suddenly she looked up. There on the table were all those sandwiches and cakes, all uneaten, all
going to be wasted. She had one of her brilliant ideas. “I know,” she said. “Let’s fill up a basket. Let’s
send that poor woman some of this perfectly good food. Laura!” She jumped up. “Get me the big
basket out of the cupboard.”
“But, mother, do you really think it’s a good idea?” said Laura.
Again, how strange, she seemed to be different from them all. To take scraps
i from the party.
Would the poor woman really like that?
“Of course! What’s the matter with you today? An hour or two ago you were insisting on us being
sympathetic.” Oh well! Laura ran for the basket. It was filled, it was heaped
j by her mother.
“Take it yourself, darling,” she said. “Run down just as you are.”
It was just growing dusky
k as Laura shut the garden gates.
a marquee /mA:9ki:/ n. （大型活动用的）大帐篷 b stroll /strRWl/ v. 散步 c striking /9straIkIN/ adj. 漂亮的
d glowing /9GlRWIN/ adj. 神采奕奕的 e slowly ripened, slowly faded （时间）渐渐地过去了 f round up 收拾（东西）
g beastly /9bi:stli/ adj. 令人不快的 h tactless /9tCktlIs/ adj. 没有策略的；鲁莽的
i scraps /skrCps/ n. ( 剩下来的) 零零碎碎的食品 j heap /hi:p/ v. 装（满） k dusky /9dVski/ adj. 昏暗的
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How quiet it seemed after the afternoon. Here she was going down the hill to somewhere where a
man lay dead, and she couldn’t realize it. Why couldn’t she? She stopped a minute. And it seemed
to her that kisses, voices, tinkling
a spoons, laughter, the smell of crushed grass
b were somehow
inside her. She had no room for anything else. How strange! She looked up at the pale sky, and all
she thought was, “Yes, it was the most successful party.”
Now the wide road was crossed. The lane began, smoky and dark.
Laura bent her head and hurried on. She wished now she had put on a coat. How her dress shone!
And the big hat with the velvet ribbon—if only it was another hat! Were the people looking at her?
They must be. It was a mistake to have come. Should she go back even now?
No, too late. This was the house. It must be. A dark group of people stood outside.
The voices stopped as Laura drew near. The group parted. It was as though she was expected, as
though they had known she was coming here.
Laura was terribly nervous. Pushing the velvet ribbon over her shoulder, she said to a woman
standing by, “Is this Mrs Scott’s house?” and the woman, smiling strangely, said, ”It is, my lass
c.”
Then the door opened. A little woman in black showed in the dark.
Laura said, “Are you Mrs Scott?” But to her horror the woman answered, “Walk in, please, Miss,” and
she was shut in the passage.
“Step this way, please, Miss,” the little woman said in an unpleasant voice, and Laura followed her.
She found herself in a poor little low kitchen, lighted by a smoky lamp. There was a woman sitting
in front of the fire.
“Em,” said the little woman who had let her in. “Em! It’s a young lady.” She turned to Laura. She said,
“I’m ’er
d sister, Miss. You’ll excuse ’er, won’t you?”
“Oh, but of course!” said Laura. “Please, please don’t disturb her. I—I only want to leave—”
But at that moment the woman at the fire turned round. Her face, puffed up
e, red, with swollen
eyes
f and swollen lips, looked terrible. She seemed as if she couldn’t understand why Laura was
there. And the poor face started crying again.
“All right, my dear,” said the other. “I’ll thank the young lady.”
And she began again, “You’ll excuse her, Miss, I’m sure,” and her face, swollen too, tried to smile.
Laura only wanted to get out, to get away. She was back in the passage. The door opened. She
walked straight through into the bedroom, where the dead man was lying.
“You’d like to look at ’im
g, wouldn’t you?” said Em’s sister, and she brushed past
h Laura over to the
bed. “Don’t be afraid, my lass”—she pulled down the sheet— “’e
i looks a picture. There’s nothing to
show
j. Come along, my dear.”
Laura came.
There lay a young man, fast asleep—sleeping so soundly, so deeply. Never wake him up again. He
was lost in his dream. What did garden parties and baskets and lace dresses mean to him? He was
far away from all those things. He was wonderful, beautiful. While they were laughing and while
a tinkle /9tINkl/ v. 发出叮当声 b crushed grass 遭踩踏的草地 c lass /lCs/ n. ( 口语) 姑娘
d ’er 即her, 在伦敦某些地区的口语说法 e puff up 鼓起来；肿起来 f swollen eyes （哭）肿了的眼睛
g ’im 即him, 在伦敦某些地区的口语说法 h brush past 擦身而过 i ’e 即he, 在伦敦某些地区的口语说法
j There’s nothing to show 一点也看不出（死人的样子）
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the band was playing, this marvel
a had come to the lane. Happy ... happy ... All is well, said that
sleeping face. This is just as it should be. I am content
b.
But all the same you had to cry, and she couldn’t go out of the room without saying something.
Laura gave a loud childish sob.
“Forgive my hat,” she said. And this time she didn’t wait for Em’s sister. She found her way out of the
door, down the path past all those dark people.
At the corner of the lane she met Laurie.
He stepped out of the shadow. “Is that you, Laura?”
“Yes.”
“Mother was getting anxious. Was it all right?”
“Yes, quite, oh, Laurie!” She took his arm, she pressed up against him.
“I say, you’re not crying, are you?” asked her brother.
She shook her head. She was.
Laurie put his arm around her shoulder. “Don’t cry,” he said in his warm, loving voice. “Was it awful?”
“No,” sobbed Laura. “It was simply marvellous. But Laurie—” She stopped, she looked at her brother.
“Isn’t life,” she hesitated, “isn’t life—” But she couldn’t explain what life was. No matter. He quite
understood.
“Isn’t it, darling?” said Laurie.
Characters
Their roles
Facts about them
Laura
The daughter of
the Sheridans
• She tried to stop the party but failed.
• She took the food to Mrs Scott’s house.
Mrs Sheridan
Mr Sheridan
Jose
Laurie
Cook
Mrs Scott
Em’s sister
Character study
Work in pairs. Discuss the characters below and write at least two facts for each of them.
The first one has been done as an example.
a marvel /9mA:vl/ n. 奇迹 b content /kRn9tent/ adj. 满意的；满足的
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Questions for discussion
1 Why did Jose and Mrs Sheridan reject Laura’s suggestion to stop the party? What is your
viewpoint? Which side do you take and why?
2 What was the disagreement between Laura and her mother about sending food to Mrs Scott
and her five children? Which side do you take and why?
3 What did Laura try to say when she asked “Isn’t life ...?” at the end of the story? Can you help
complete this question? What would be your answer?
Appreciating the tableau
A tableau is a dramatic representation of a selected scene as depicted in a story where actors
perform without speaking or moving.
Work in groups. Select one of the scenes below and make a tableau for the class. While the
group members form the tableau on the stage, another member of the group will do a
voiceover and read that part of the story using the correct intonation.
Selected scenes for the tableau:
1 Lines 6–15
3 Lines 85–103
5 Lines 133–147
2 Lines 70–80
4 Lines 110–132
Tracing character development
1 One of the themes of this story is death. It helps Laura mature as part of the process of
growing up. Work in groups. Find details in the story that show how Laura’s attitude to
death changes. You may write brief notes on the lines below.
(1) Her initial reaction to the news of Mr Scott’s death
(2) Her efforts to stop the party
(3) Her behaviour at the party
(4) Her visit to the dead man’s house
(5) Finally, at the bedside of the dead man
2 Now summarize the above details and then discuss the two questions: Do these changes
in Laura’s attitude toward death appear natural or artificial? Why? Select a member to
report on behalf of your group.
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Objectives
Technology
4
A Reading and interaction
Describe a future life with
technology as reflected in
the passage
B Grammar activity
Use the appositive clause
correctly in the given
context
C Listening and speaking
Give a presentation about
adopting or banning a
technology
D Writing
Write a report using
appropriate language and
format
E Cultural focus
Retell the story of
China’s lunar exploration
programme
Understand how robot cars
work and people’s concerns
about new technologies
A Reading and interaction
Pre-reading activity
1 Make a list of technologies
that you currently use and
talk about their functions in
pairs.
2 Out of all the technologies
you listed above, which do
you find it most difficult to
live without? Why?
The next big thing
In 2007, my mother’s new favourite phrase was
“mobile social networking”. It was a big thing in Asia
and Africa, she told me.
“What is it supposed to be?” I asked.
She said you joined a social network on your phone,
and then you could express opinions about things.
You could send something to your friends, and they
would say if they liked it or they didn’t like it—on
their phones.
“That sounds really stupid,” I said.
But, as I don’t think I need to stress, the idea turned
out to have legs. In my defence, the first landmark
smartphone was still six months away. And though
I was one of the first few million users of a popular
social networking site, the “Like” button wouldn’t
come along for years.
The future arrived much earlier in our house than
anywhere else because my mother is an emerging
technologies consultant. She has lived by her
unusual ability to see beyond the primitive early
versions of new tech to the faint outlines of another
reality, just over the horizon. She takes these
newborn ideas in her arms and runs as fast as she
can into the unknown.
In the mid-1990s, video conferencing was my
mother’s thing. I grew up in a house full of webcams
displaying pictures of strangers in Hong Kong, New
York and other cities, to whom I’d have to wave
when I got home from school. My mother worked
with companies who wanted to develop software
and hardware for video conferencing, and she wrote
reports about the state of the market, which, at
that point, was a slender
a stream of early adopters.
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A Reading and interaction
g
The
In 20
“mo
and
“W
Sh
a
Y
5
T
a slender /9slendR(r)/ adj. 微薄的；不足的
74 Technology
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Internet connections were so slight,
and the hardware so large, heavy and
expensive, that it was slow going. New tech
start-ups received lots of media attention,
only to close down a few months later.
But my mother is a futurist, belonging
to that unusual group of optimists
who believe they can see the day after
tomorrow coming. In the 1990s, she
ordered pens with her consultancy name
and the slogan
a: “Remember when we
could only hear each other?” Years later,
when an unopened box of them surfaced
in her office, she laughed and laughed.
It would be another several years before
the first popular video chat app brought
the rest of the world up to speed with her
pens.
In 2004, the year I went to college, I took
a video phone with me. It was a silvery
block of plastic with a handset
b on a cord
and a four-inch screen on which I could
see my family every week or so. The next
year, when my sister went away to college,
she did not take one. That fateful video
chat app release had occurred in the
intervening 12 months, and the days of
dedicated hardware were through.
Strangely enough, after the video
revolution came, it no longer seemed to
interest my mother. I had not fully grasped
it until that point, but her interest was
in premature things—full of potential,
unready to take their place in the world,
in need of her talents. Unlike almost every
consumer of technology, for her, and for a
few others like her, the final product held
much less interest, except as a sign that
their instincts had been correct.
These days, the devices lying around in my
parents’ apartment are AR
c glasses and
headsets
d. Mother’s latest projects include
turning a city’s publicly available data into an
app that lets people see the subway system or
sewer pipes projected over the reality before
them. And years before smart glasses were
even on the horizon, my mother had me try
out a pair of glasses that were to provide an
amazing movie theatre experience. But while
there have been some industry successes—
mainly in the form of games—AR is going
through an awkward adolescent phase. It’s
good for advertising campaigns, like the
billboard that went up in Stockholm a couple
of years ago and let passers-by win a prize by
playing ping-pong with their smartphones.
But will there ever be, as my mother thinks, a
secret virtual world underlying the real one,
visible through your phone, and soon, she
hopes, through glasses? Several months ago
I went to a release party for a phone loaded
with AR features, and the demo
e was a poorly
made animation. We’re not there yet.
Sometimes I think I could sell my services to
these people with the slogan: “I come from
the future.” I don’t have all the hallmarks
f
of a standard techie: my cell phone lives
peacefully unconnected to the Internet, and
I belong to relatively few social networks, but
I am from a bubble in time, a place where
these things have always existed. I can tell
you what users are going to want, because
I have seen, over the course of my short life,
so many things fail, and so many unlikely
things succeed.
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a slogan /9slRWGRn/ n. 标语；口号 b handset /9hCndset/ n. 电话听筒 c AR (augmented /O:G9mentId/ reality) 增强现实
d headset /9hedset/ n. ( 尤指带麦克风的) 头戴式受话器，耳机 e demo /9demRW/ n.=demonstration 示范；示范表演；演示
f hallmark /9hO:lmA:k/ n. 特征；特点
Technology 75
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A Reading and interaction
g
Comprehension work
1 Read the passage and answer the questions.
(1) What was the big thing that the writer’s mother mentioned in 2007, and what did she say
that people could do with it?
(2) What did the writer think of that technology? Why?
(3) What did the writer’s mother use video conferencing tools for? Did it go smoothly? Why or
why not?
(4) What was written on the writer’s mother’s pens? Why did she laugh about it years later?
(5) Why didn’t the writer’s sister have to bring a video phone with her when she went to college?
(6) Why did the writer’s mother no longer show interest in the video revolution after it had
become a reality?
2 Read 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 writer’s mother is a(n)
1
technologies
2
.
With her unusual ability, she can see the new tech reality that is coming next.
For example, in 2007, she was in favour of the phrase “mobile social networking”.
The writer thought it sounded
3
at that time. But she was
wrong and the ideas turned out to have
4
. In the mid-1990s,
the writer’s mother was interested in video
5
in spite of the
fact that there were only a small number of
6
. Though the
Internet connections were
7
and the hardware was large,
heavy and expensive, her mother, a futurist, was
8
about its
future. She even expressed her confidence with a(n)
9
on the
pens she ordered that one day we would not only hear each other, but also see
each other. However, her mother’s interest was in
10
things
rather than the final product. That’s why when the video revolution arrived, it no
longer interested her.
76 Technology
4
Deep reading
1 Writers don’t always state their ideas explicitly. Study the sentences in pairs and work out
their implied meanings. Then complete the table. Pay attention to the words in bold.
Sentences in the passage
My understanding
(1) But, as I don’t think I need to stress, the idea
turned out to have legs.
I think there are two things that can be
inferred from it. 1) It is a plain fact (I don’t
think I need to stress) that “mobile social
networking” has become a reality and
developed successfully (have legs). 2) The
success was beyond the writer’s expectation
as suggested by “turned out”.
(2) She has lived by her unusual ability to see
beyond the primitive early versions of new
tech to the faint outlines of another reality,
just over the horizon.
(3) ... she wrote reports about the state of the
market, which, at that point, was a slender
stream of early adopters.
(4) ... she ordered pens with her consultancy
name and the slogan: “Remember when we
could only hear each other?” Years later, when
an unopened box of them surfaced in her
office, she laughed and laughed.
(5) I don’t have all the hallmarks of a standard
techie ...
Technology 77
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A Reading and interaction
g
2 Work in pairs and discuss the questions.
(1) What is the meaning of the title “The next big thing”? Can you name one “next big thing”?
(2) What attitudes towards technology do your family members have?
Mini-project
Imagining life in 2035
Imagine your life in the year of 2035. New technologies have brought great changes to your
life.
Discuss the questions in groups.
In what ways do you think life would be different from now?
What new technologies will you use? You may talk about the aspects below.
home
transport
travel
clothing
food
fuel
work
education
entertainment
others:
Share ideas within your group.
Select one person to report on behalf of your group.
in 2035
As you enter the living room,
sensors will detect your presence
and the walls will start to light
up. When you talk to the walls and
activate them with your voice,
they will change the colour to
your choice: pink, green or blue,
or whatever that suits your
mood. Another technological
breakthrough might be in the
domain of fuel. In 2035, most cars
may run on hydrogen, which is one
of the cleanest sources of energy.
I’m sure there will be new modes of
transport too: perhaps we’ll be able
to fly to work.
Home
in 2035
78 Technology
4
Focus on language
1 Read the passage again. Find all the nouns related to technology and list them in the
blanks.
2 Translate the Chinese into English by using the expressions given in brackets.
(1) 这家高科技公司聘用了一位法律顾问来解决新产品的专利问题。
(hire a legal consultant)
(2) 你只需勾画出亚洲的略图，我来填充细节。
(sketch a rough outline map)
(3) 我几乎认不出这个地方了。这些年间，发生了太多变化。
(in the intervening years)
(4) 因为腿伤，这个著名足球运动员的职业生涯提早结束了。
(be brought to a premature end)
(5) 嫦娥四号发射成功标志着我国的航天计划进入一个新阶段。
(mark the beginning of a new phase)
(6) 在这所大学的网站上，你可以进行一次虚拟的校园之旅。
(take a virtual tour)
(7) 我从他拒绝见我推断，他还没有做出决定。
(infer from his refusal to see me)
(8) 机组人员在飞机燃料耗尽之前紧急着陆。
(run out of fuel)
(9) 计算机科学有几个不同的领域，每一个领域都有各自的专业技术知识。
(different domains of)
(10) 高铁已经成为长途旅行最受欢迎的交通方式。
(mode of transport)
Technology 79
4
1 Read the interview. Study sentences or clauses 1–4 and complete the grammar rules on
page 81.
The appositive clause
An appositive clause provides additional information about a noun phrase. The noun phrase
and the clause are often connected by a linking word such as that or a wh-word.
The news that the thief had been caught came as a relief.
A television presenter is talking with Damien Sutton about his documentary
Bright Minds, Bright Future.
Presenter: Joining us now in the studio is TV presenter Damien Sutton. Damien, your
documentary Bright Minds, Bright Future is being broadcast tonight. Can you tell
us a little about the programme?
Damien: Yes, of course. It looks at the work of young scientists and inventors who are trying
to solve a number of concrete problems in their local area. They’ve hatched a
number of great ideas that will definitely improve people’s lives. However,
1we first
need to address the problem that too few people study science and technology.
The aim of this documentary is to inspire a passion for these subjects in young
people.
Presenter: What can you tell us about the people you talked to? I heard that you interviewed
Kelvin Doe.
Damien: That’s right!
2It is my opinion that Kelvin Doe is a boy with all the hallmarks of
a great inventor. He’s from Sierra Leone, and he built some fantastic electronic
gadgets as a teenager.
3The fact that Kelvin grew up in one of the poorest
countries in the world didn’t stop him from achieving that!
Presenter: Wow, how did he manage to do that?
Damien: It all started when he was ten. He used old broken devices out of rubbish bins and
took them apart in his living room to see what they looked like on the inside.
4Kelvin
kept doing this with the hope that he would one day be able to build similar devices
himself. After a lot of hard work and trial and error, he eventually succeeded. Among
other things, he developed a way of producing home-made batteries, using acid,
soda, a piece of metal and a tin cup. He was 13 at the time.
Presenter: That’s brilliant.
Damien: Next, he built a generator out of old DVD players to charge the battery. And he
built enough equipment to have his own radio station. He would like to build
solar panels, and perhaps telescopes and microscopes in the future.
Presenter: He sounds like a great kid ...
Grammar reference 3 (p. 105)
B Grammar activity
80 Technology
4
Appositive clauses describe abstract nouns, such as
,
,
and
. They are usually preceded by the linking word
.
2 Complete the passage with clauses a–c.
a participants could ask experienced scientists for help whenever they wanted
b 17-year-old Sara Volz had won a $100,000 science prize
c students must conduct a significant amount of original research
The announcement that
1
was met with great enthusiasm. She was awarded the
prize for her work on a science project. This is great news for Sara, and also for the Research
Science Institute (RSI) which has supported her in her research.
RSI is a six-week summer programme based in Boston, USA, for young people with a passion for
technology, engineering and mathematics. Before this year’s programme ended, I met one of
the students and asked her what RSI was all about.
Sixteen-year-old Kim Coraccio explained that the programme includes lectures from Nobel Prize
winners and other distinguished scientists. “It’s not an easy programme: the requirement that
2
means that we won’t have much time to relax,” she said. Kim is currently doing
research into new drugs for breast cancer treatment in a state-of-the-art university laboratory.
The fact that
3
was one of the reasons why she signed up. She would never have
had access to that kind of expertise without RSI.
3 Think about recent events in your school and write appositive clauses to complete the
sentences. You may use the example below to help you.
(1) The news that we would have a new science lab in our school delighted both students and
teachers.
(2) Yesterday the school made an announcement that
.
(3) My class teacher expressed the hope that
.
(4) I applaud my friend’s opinion that
.
(5) Now, we are facing the problem that
.
(6) The discovery that
surprised everyone in my class.
Now ask three of your classmates about their ideas. Select the most interesting one to
report to the class.
You may ask and respond like this:
A: What did you write about?
B: I wrote a sentence using the noun “fact”. I wrote, “Parents often forget the fact that children
are very inventive in creating leisure activities.”
You may report like this: The most interesting sentence is Mingming’s. He said, “The
suggestion that we clean up our school prior to the premier’s visit is something that we can
all support.”
4
Technology 81
C Listening and speaking
g
p
g
82 Technology
4
1 Listen to a presentation about Internet cookies. Take notes and answer the question.
What is the main idea of the presentation?
2 Listen again and decide whether the following statements are true (T) or false (F).
(1) The speaker’s attitude towards the use of Internet cookies is positive.
(2) Cookies have both advantages and disadvantages.
(3) Cookies can help companies distribute advertisements.
(4) With cookies, you can find the lowest price when you make your purchase.
(5) The speaker mentioned three problems caused by the use of Internet cookies in his
presentation.
3 Listen again and complete the table.
Definition of cookies
(1)
Function of cookies
They help to (2)
.
Problems caused by the
inappropriate use of
cookies
Problem 1: (3)
Problem 2: (4)
Examples: collection of personal data; hacking; cybercrime; identity
theft
Problem 3: The unfair pricing caused by cookies
Explanations:
(5)
Price may vary when accessing a site from different computers.
4 Work in groups. Plan a presentation about a technology that you think should be
universally adopted, or that you think should be banned. You may follow the steps
below.
Choose one technology from the list.
taxi apps
smart homes
facial recognition
green energy
GMOs
a
cloning
others:
Discuss its advantages and disadvantages, and take notes.
Think of reasons to support your argument.
Organize your ideas and plan your presentation.
Select one person to present on behalf of your group.
a GMO (genetically modified organism) 转基因有机体
Language guide
You may state the purpose at the beginning
of the presentation like this:
I n today’s presentation, I’m going to talk about ...
The aim of my presentation is to ...
I’m here today to tell you about ...
You may move between points during the
presentation like this:
Finishing the topic of (the Earth’s gravity), let me
take you to the next topic of (the rocket speed) ...
Now, I’m going to talk about / move on to ...
OK, that’s all about ... I’d now like to look at ...
I’ve got one final point to make with regard to ...
I’d like to take you through these pictures ...
You may conclude your presentation and encourage the
audience to ask follow-up questions like this:
To conclude / To sum up, ...
I hope my presentation has convinced you that ...
Please feel free to ask any questions. I’ll do my best to answer them.
If anyone has any questions, I’d be happy to answer them.
4
Technology 83
D Writing
84 Technology
4
1 When you are preparing your writing, you may refer to the suggestions below.
(1) Follow these steps:
prepare your survey, focus group discussion and / or interview questions;
conduct your research;
analyse your data;
write a report.
(2) Choose one or more ways below to conduct your research.
interviews
focus group discussion
surveys
school documents
your daily observation journals
The purpose of this report is to examine closely the current usage of tablet computers in
our school, assess their benefits and drawbacks as a learning tool using data from teacher
focus groups and a survey sent to all students and staff in the campus directory, and make
conclusions and recommendations about their future role in the school.
According to the school’s ICT Manager, Graham Davies, there are just three class sets of tablet
computers in the school, which teachers have to book in advance. Records show that the tablet
computers have been used for an average of 5.6 hours in every six-hour school day this year,
most frequently for music composition, art and maths (108, 81 and 52 lessons respectively)
and less often for modern languages, science and PE (34, 20 and 18 lessons). The other subjects
make hardly any use of tablet computers (just 5 lessons between them).
Seventy-nine per cent of student respondents said that they were more motivated to work hard
when using tablets in class. When discussing the issue, nine out of ten teachers with experience
of whole-class tablet use agreed, and many also appreciated getting real-time feedback on
students’ understanding through interactive exercises.
Unfortunately, the cost of tablets is high and their portability
a makes them more likely to be
broken than desktop computers. According to the ICT accounts, about 12% of the tablets need
to be replaced each year. Teachers also testified to the unreliable Wi-Fi in the school, which has
occasionally forced them to abandon plans for tablet lessons at the last minute.
In conclusion, the highly positive response to tablets from both teachers and students demonstrates
that their use should be encouraged in all subject areas. Since research has proved that they improve
student motivation, the school should invest in more sets of tablets and a Wi-Fi upgrade. Teachers
and students need to work together to agree on measures that will reduce damage to tablets—
newspaper reports about other schools suggest that 6% is a realistic annual wastage rate.
h.
veys
nals
A report
2 Read the sample report. Then complete the table on page 85
before you write.
ICT use in school
Nowadays, information and communication technology (ICT)
is widely used in schools to promote teaching and learning.
Research how ICT is used in your school and write a report
based on your findings.
a portability /0pO:tR9bIlRti/ n. 可携带；轻便
3 Now write the report based on your research. Edit your writing properly.
Aspects of writing
Guiding questions
My exploration
Content
What is the purpose of the report?
What are the research findings?
How are the writer’s findings
supported by evidence?
What is the conclusion?
Language
What language does the writer use
to make the report sound reliable?
Which phrases are used to refer to
specific sources?
Which words are used to provide
evidence? Find some examples.
4
Technology 85
a princess /0prIn9ses/ n. 公主；王妃
E Cultural focus
86 Technology
4
1 Discuss the questions in groups.
(1) What do you know about the Chang’e Programme and Ye Peijian?
(2) What other examples of space exploration have you heard of?
2 Read the passage. Then decide whether the following statements are true (T) or false (F).
Correct the false ones.
(1) Chang’e-1 entered a lunar orbit in early November 2007.
(2) The Chang’e-1 spacecraft’s final destination was a point 1.5 million km
away from the Earth.
(3) Ye Peijian couldn’t persuade the engineering team to send Chang’e-4 to
the far side of the moon.
(4) The relay satellite Queqiao was used to establish a link between the Earth and
the far side of the moon.
(5) The next phase of the Chang’e Programme is a manned mission to Mars.
On 3 January 2019, China became the first country in the world to land an unmanned
spacecraft Chang’e-4 to the far side of the moon. This is a big milestone in the history of the
Chinese space programme, and also an important step in the exploration of the universe.
It should come as no surprise that the Chinese lunar exploration programme is named after
Chang’e, the legendary princess
a who flew to the moon. In little more than a decade, China
The story of China’s lunar missions
5
The fields of science and technology are developing faster than ever before. This rapid rate of
change is affecting people’s lives everywhere, and is closely tied with the fate of nations and
economies around the world.
In this section, you will first read a passage about China’s rapid progress in space exploration,
thanks to the Chang’e Programme, led by Ye Peijian. You will then watch a video about the
development of self-driving cars at Oxford University.
a altitude /9æltItju:d/ n. 海拔高度 b rover /9rRWvR(r)/ n. 月球车 c laurels /9lBrRls/ n. (pl.) 荣誉；赞誉；荣耀
4
Technology 87
has launched several Chang’e missions, and more are yet to come. The mastermind
behind all this is Ye Peijian, known as “the father of Chang’e”. He is the chief designer
of the Chinese lunar programme, and he has tirelessly worked to make these missions
a reality.
The first mission began on 24 October 2007. After a 12-day journey, Chang’e-1
successfully entered a lunar orbit. It began circling the moon at an altitude
a of 200
km, and mapped the surface in 3-D. This was followed by a second lunar orbiter in
2010. Chang’e-2, carried with it even more advanced equipment and went into an
orbit that was, at its lowest, only 15 km above the moon’s surface. The mission ended
in a dramatic fashion when the spacecraft travelled to a point 1.5 million kilometres
away from the Earth.
This was not an accident: it was part of an experiment that was crucial for
development of the Chinese space exploration programme. At this vast distance
from the Earth, the spacecraft was able to test its deep space communication system,
which laid the groundwork for the next logical step: a lunar landing. On 14 December
2013, Chang’e-3 safely touched down on the surface of the moon and sent out a
rover
b named Yutu, or “Jade Rabbit”, which took amazing photos of its surroundings.
Ye Peijian wanted the next mission to be even more ambitious: since they had already
put a lander on the near side of the moon, why not aim for the far side? However,
landing a spacecraft on the far side of the moon posed particular difficulties, and
there was a heated debate among the engineers. The biggest challenge was how to
maintain a link between the lander and the Earth, as all radio waves would be blocked
by the moon, preventing any direct communication.
In the end, Ye’s argument won the day, and the engineering team proceeded to find
a solution. A relay satellite named Queqiao was launched in May 2018, followed by
the fourth lunar mission seven months later. Thanks to the satellite link, Chang’e-4
was able to send images of its safe landing back to Earth. The spacecraft brought with
it a number of small organisms, such as cotton seeds and fly eggs, as well as Yutu-2,
which was the second Chinese lunar rover.
These groundbreaking achievements did not go unnoticed: in 2019, Ye was awarded
the national honour of People’s Scientist for his contributions to the Chinese space
programme. He did not rest on his laurels
c, though: plans for the next steps were
already in motion. On 24 November 2020, China launched Chang’e-5, its first lunar
sample-return mission. The spacecraft landed on the moon and successfully brought
back about 1.7 kg of samples to the Earth. New Chang’e missions are in the works,
which will pave the way for the next phase of the Chinese lunar programme: a
manned mission to the moon.
10
15
20
25
30
35
40
d
er
ions
0
n
n
ded
es
em,
mber
gs.
eady
to
cked
nd
y
4
with
2,
ded
e
r
ght
E Cultural focus
88 Technology
4
4 Discuss the questions with a partner.
(1) Would you like to be part of a manned mission to the moon or Mars? Why or why not?
(2) Imagine you could conduct an experiment on the moon. What kind of experiment would
you choose to do? Describe it and give your reasons.
3 Read the passage again. Complete the table with the names of the missions and their
accomplishments.
Year
Name
Accomplishments
2007
• first Chinese lunar orbit
•
of the moon
2010
•
orbit
• test of
2013
• first
•
(lunar rover)
2019
• first ever landing on
•
• used the
Queqiao
2020
• first lunar sample-return mission
• bring back
to the Earth
The coming decades will probably see more achievements in terms of space
exploration. In the long term, the Chang’e Programme will lay the foundation
for the manned exploration of Mars and the asteroid
a belt, and Ye Peijian
believes that China has acquired enough experience for this next stage. We
are seeing the start of a new adventure, which will unfold over the next few
decades. Will a Chinese astronaut one day end up becoming the first human
on Mars?
a asteroid /9æstRrOId/ n. 小行星
45
4
Technology 89
Start thinking
1 Answer the questions.
(1) How often do you experience traffic jams where you live?
(2) Would you like to learn to drive? Why or why not?
Comprehension check
2 Watch the video. Answer the questions.
(1) How many cars were there in the UK at the end of 2012?
(2) Where do the scientists who have developed the car work?
(3) What kind of stories did Asimov write?
(4) What kind of navigation does the car use?
(5) Which machine does Caroline think is in control of her life?
(6) What problems does Aileen foresee with giving control to machines?
(7) Who flies a plane for the majority of the flight?
Vocabulary
3 Complete the text with the correct form of the words in brackets.
Satellite navigation is the perfect
1
(solve) for drivers lacking
2
(confident) in their
3
(navigate) skills. Its
4
(popular) has grown
dramatically in recent years, but the actual satnav machine is losing ground. In fact, it could
soon become one of the
5
(technology) gadgets with the shortest lifespan, as
phone apps are taking over. Basically, it is a question of
6
(afford); most phone
apps are free, while dedicated satnav devices can be quite pricey. Both kinds of satnav have the
same degree of
7
(precise), but the
8
(operate) of the dedicated
device is easier because of its proper mounting system.
Extension
4 Work in groups. You are going to have a debate on the following motion: “Technology
does more harm than good to society”. One group will be for the motion and the other
will be against it.
(1) Choose one person in your group to take notes. In your group, think of as many arguments
as possible and write them down.
(2) Now choose the five best arguments. Give examples where possible.
(3) Your teacher or chairperson will start the debate. One person in your group will give a
speech, presenting your arguments. He / She should talk for one to two 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.
Video
Robot cars
Self-assessment
90 Technology
4
Checklist
1
Me
2
My teacher /
classmate
3
Action
A Reading and interaction
I can distinguish between the writer’s and her
mother’s attitudes towards technology.
I can interpret the implied meaning of some
words or phrases based on the context.
I can describe my vision of new technologies in
2035 in the group project.
B Grammar activity
I can recognize appositive clauses in the passage.
I can use appositive clauses correctly if the context
is clear.
C Listening and speaking
I can summarize the reasons the speaker gives
for banning the use of Internet cookies to collect
data.
I can give a presentation about adopting or
banning a technology and provide convincing
arguments in a group.
D Writing
I can understand the necessary elements and
the features of language in the sample research
report.
I can write a report about ICT use in my school
using appropriate language and format.
E Cultural focus
I can retell the story of China’s lunar missions and
achievements in my own words.
I can explain how robot cars work and their
influence on our lives in future.
Use the checklist and reflective questions below to evaluate your study in this unit.
Reflective questions
Did you notice that the implied meanings of some of the words and expressions in the reading
passage, such as “the next big thing”, are hard to work out? Why? How can you improve your ability
to detect a writer’s hidden message while you are reading?
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外高频词汇。
Words and phrases by unit
Unit 1
minor /9maInR(r)/ adj. not very large, important or serious 较小的；次要的；轻微的
*testimony /9testImRni/ n. a thing that shows something else exists or is true 证明；证据
sweep /swi:p/ v. (swept, swept) to move suddenly and / or with force over an area 猛烈吹过；席卷
*footage /9fWtIdZ/ n. part of a film showing a particular event （影片中的）连续镜头，片段
*compelling /kRm9pelIN/ adj. that makes you pay attention to it because it is so interesting and exciting
扣人心弦的
zone /zRWn/ n. an area or a region with a particular feature or use （有某特色或作用的）地区，地带
*agenda /R9dZendR/ n. a list of items to be discussed at a meeting （会议的）议程表，议事日程
cite /saIt/ v. to mention something as a reason or an example, or in order to support what you are saying 提及（原
因）；举出（示例）；列举
reliable /rI3laIRbl/ adj. that is likely to be correct or true 真实可信的
examine /IG9zCmIn/ v. to consider or study an idea, a subject, etc. very carefully 审查；调查；考查；考察
coverage /9kVvRrIdZ/ n. the reporting of news and sport in newspapers and on the radio and television 新闻报道
*unregulated /0Vn9reGjuleItId/ adj. not controlled by laws or regulations 不受法规约束的；不受管制的
*trace /treIs/ v. to find or discover somebody / something by looking carefully for them / it 查出；找到；发现；追踪
network /3netwF:k/ n. a closely connected group of people, companies, etc. that exchange information, etc. 人际网
a complicated system of roads, lines, etc. that are connected to each other and operate together 网络；网状
系统
*kidnap /9kIdnCp/ v. to take away somebody illegally, especially in order to get money 劫持；绑架
alongside /R0lBN9saId/ prep. next to or at the side of something 在……旁边；沿着……的边
*highway /9haIweI/ n. a main road for travelling long distances （城镇间的）公路
*prosecute /9prBsIkju:t/ v. to officially charge somebody with a crime in court 起诉；控告；检举
blame /bleIm/ v. to think or say that somebody / something is responsible for something bad 把……归咎于；
责怪；指责
*bruise /bru:z/ n. a blue, brown or purple mark that appears on the skin after somebody has fallen or been hit
青肿；瘀伤
clinic /9klInIk/ n. a building or part of a hospital where people can go for special medical treatment or advice 诊所；
（医院的）门诊部
witness /9wItnRs/ v. to see something happen 当场看到，目击（尤指罪行或事故）
n. a person who sees something happen 目击者; 见证人
cheat /tSi:t/ v. to trick somebody or make them believe something which is not true 欺骗
Appendices
Appendices
91
aboard /R9bO:d/ adv. / prep. on or onto a ship, plane, bus or train 在（船、飞机、公共汽车、火车等）上；上（船、
飞机、公共汽车、火车等）
shave /SeIv/ v. to cut hair from the skin, especially the face 剃（须发）
lower /9lRWR(r)/ v. to let or make somebody / something go down 使……降下；把……放低
arch /A:tS/ n. a curved structure that supports the weight of something above it, such as a bridge or the upper
part of a building 拱（支撑如桥梁或房屋上部的弧形结构）
drag /drCG/ v. to pull somebody / something along with effort and difficulty （使劲而吃力地）拖，拉，拽，扯
prejudice /9predZudIs/ n. an unreasonable dislike of or preference for a person, group, custom, etc. 偏见；成见
expectation /0ekspek9teISn/ n. a belief that something will happen because it is likely 预料；预期；期待
typhoon /taI9fu:n/ n. a violent tropical storm with very strong winds 台风
lamb /lCm/ n. a young sheep 羔羊；小羊
suspect /sR9spekt/ v. to have an idea that somebody is guilty of something, without having definite proof
怀疑（某人有罪）
*instinct /9InstINkt/ n. a natural tendency for people and animals to behave in a particular way using the
knowledge and abilities that they were born with rather than thought or training 本能；天性
reality /ri9ClRti/ n. a thing that is actually experienced or seen, in contrast to what people might imagine 事实
the true situation and the problems that actually exist in life, in contrast to how you would like life to be 现实；
实际情况
envy /9envi/ v. to wish you had the same qualities, possessions, opportunities, etc. as somebody else 羡慕；忌妒
*outlook /9aWtlWk/ n. the attitude to life and the world 人生观；见解
comprehension /0kBmprI9henSn/ n. the ability to understand 理解力；领悟能力
*transition /trCn9zISn/ n. the process or a period of changing from one state or condition to another 过渡；转变；
变革；变迁
*dock /dBk/ v. if a ship docks or you dock a ship, it sails into a harbour and stays there （使船）进港，停靠码头，
进入船坞
dramatic /drR9mCtIk/ adj. exciting and impressive 引人注目的；给人印象深刻的
sudden, very great and often surprising 突然的；巨大的；令人吃惊的
*spontaneous /spBn9teIniRs/ adj. done naturally, without being forced or practised 自然的；无雕饰的
not planned but done because you suddenly want to do it 自发的；非筹划安排的
socialist /9sRWSRlIst/ n. a person who believes in or supports socialism; a member of a political party that believes
in socialism 社会主义者；社会党党员
*unscripted /Vn9skrIptId/ adj. not written or prepared in detail in advance （演讲、广播等）无底稿的；未详细准
备的
contemporary /kRn9temprRri/ adj. belonging to the present time 当代的；现代的
belonging to the same time 属同时期的；同一时代的
*rhythm /9rIQRm/ n. a strong regular repeated pattern of sounds or movements 节奏；韵律；律动
emerge /i9mF:dZ/ v. to start to exist 显现；显露；露头
*capture /3kCptSR(r)/ v. to succeed in accurately expressing a feeling, an atmosphere, etc. in a picture, piece of
writing, film, etc. （用图画、文章、电影等准确地）表达，刻画，描述
to catch a person or an animal and keep them as a prisoner or in a confined space 俘虏；俘获；捕获
Phrases
fall for the scam to be cheated 上当，受骗
be bound to to be certain or likely to happen, or to do something 一定会；很可能会
92
Unit 2
corporation /0kO:pR9reISn/ n. a large business company （大）公司
*script /skrIpt/ n. a written text of a play, film, broadcast, talk, etc. 剧本；电影剧本；广播（或讲话等）稿
frontier /9frVntIR(r)/ n. the limit of something, especially the limit of what is known about a particular subject or
activity （学科或活动的）尖端，边缘
a line that separates two countries, etc.; the land near this line 国界；边界；边境
*entrepreneur /0BntrRprR9nF:(r)/ n. a person who makes money by starting or running businesses 创业者；企业家
*immortality /0ImO:9tClRti/ n. the state of being immortal 永生；不朽；不灭
*transplant /trCns9plA:nt/ v. to take an organ, skin, etc. from one person, animal, part of the body, etc., and put it
into or onto another 移植（器官、皮肤等）
fundamentally /0fVndR9mentRli/ adv. in every way that is important; completely 根本上；完全地
mere /mIR(r)/ adj. used when you want to say how small or unimportant something / somebody is 仅仅的；
只不过
purely /9pjWRli/ adv. only; completely 仅仅；完全
pose /pRWz/ v. to create a threat or problem 造成（威胁、问题等）；引起；产生
*criminal /9krImInl/ n. a person who commits a crime 罪犯
severe /sI9vIR(r)/ adj. extremely bad or serious 极为恶劣的；十分严重的
career /kR9rIR(r)/ n. the series of jobs that a person has in a particular area of work 职业；生涯
resistance /rI9zIstRns/ n. dislike of or opposition to a plan, an idea, etc. 反对；抵制；抗拒
dynamic /daI9nCmIk/ adj. (of a process) always changing and making progress 动态的；发展变化的
(of a person) having a lot of energy and a strong personality 充满活力且个性鲜明的
gender /9dZendR(r)/ n. the fact of being male or female 性别
opponent /R9pRWnRnt/ n. a person who is against something / somebody 反对者
mechanics /mR9kCnIks/ n. the science of movement and force 力学
*condemn /kRn9dem/ v. to say what somebody’s punishment will be 宣判；判处
to force somebody to accept a difficult or unpleasant situation 迫使……接受（困境）
client /9klaIRnt/ n. a person who uses the services or advice of a professional person or organization 委托人；当事
人；客户
*shrug /SrVG/ v. to raise your shoulders and then drop them to show you do not care about something 耸肩（表
示不在乎或不知道）
sustain /sR9steIn/ v. to provide enough of what somebody / something needs in order to live or exist 维持（生命、生存）
propose /prR9pRWz/ v. to suggest a plan or an idea 提议；建议
drill /drIl/ n. a way of learning something by means of repeated exercises 练习；训练
dismiss /dIs9mIs/ v. to decide that something is not important and not worth thinking or talking about 不予考虑；
摒弃；对……不屑一提
urgent /9F:dZRnt/ adj. that needs to be dealt with or happen immediately 紧急的；紧迫的
resign /rI9zaIn/ v. to officially tell somebody that you are leaving your job, an organization, etc. 辞职；辞去（某职务）
sneeze /sni:z/ v. to have air come suddenly and noisily out through your nose and mouth in a way that you cannot
control, for example because you have a cold 打喷嚏
sink /sINk/ v. (sank, sunk) to go down below the surface or towards the bottom of a liquid or soft substance 下沉；
下陷；沉没
*smash /smCS/ v. to break something or to be broken into many pieces 打碎；破碎
owe /RW/ v. to exist or be successful because of the help or influence of somebody / something 归因于；归功于；
起源于
Appendices
93
to have to pay somebody for something that you have already received or return money that you have
borrowed 欠（债）；欠（账）
*drown /draWn/ v. to die because you have been underwater too long and you cannot breathe 淹死；溺死
*miraculously /mI9rCkjRlRsli/ adv. like a miracle; completely unexpectedly and very luckily 奇迹般地；不可思议地
explode /Ik9splRWd/ v. to burst or make something burst loudly and violently, causing damage 爆炸；爆破；爆裂
choke /tSRWk/ v. to be unable to speak normally especially because of strong emotion; to make somebody feel too
emotional to speak normally （尤指感情激动而）说不出话来；使哽咽
to be unable to breathe because the passage to your lungs is blocked or you cannot get enough air; to make
somebody unable to breathe （使）窒息，哽噎
debt /det/ n. a sum of money that somebody owes 借款；欠款；债务
architect /9A:kItekt/ n. a person whose job is designing buildings, etc. 建筑师
forgive /fR9GIv/ v. (forgave, forgiven) to stop feeling angry with somebody who has done something to harm,
annoy or upset you; to stop feeling angry with yourself 原谅；宽恕
tension /9tenSn/ n. a situation in which people do not trust each other, or feel unfriendly towards each other, and
which may cause them to attack each other 紧张局势（或关系、状况）
*deterioration /dI0tIRriR9reISn/ n. the state of becoming worse 变坏；恶化；退化
harmony /9hA:mRni/ n. a state of peaceful existence and agreement 融洽；和睦
*glow /GlRW/ n. a dull steady light 暗淡的光
*magnificent /mCG9nIfIsnt/ adj. extremely attractive and impressive 壮丽的；宏伟的
*vulnerable /9vVlnRrRbl/ adj. weak and easily hurt physically or emotionally （身体上或感情上）脆弱的，
易受……伤害的
infection /In9fekSn/ n. an illness that is caused by bacteria or a virus and that affects one part of the body
（身体某部位的）感染；传染病
the act or process of causing or getting a disease 传染；感染
*alert /R9lF:t/ adj. able to think quickly; quick to notice things 警觉的；警惕的；戒备的
bearded /9bIRdId/ adj. having hair on the cheeks and chin 留胡子的；有胡须的
bend /bend/ v. (bent, bent) to change direction to form a curve or an angle 拐弯；弯曲
to lean, or make something lean, in a particular direction （使）倾斜，偏向
*sigh /saI/ n. an act or the sound of sighing 叹气；叹息
hence /hens/ adv. for this reason 因此；由此
occupy /9BkjupaI/ v. to fill or use a space, an area or an amount of time 使用，占用（空间、面积、时间等）
legend /9ledZRnd/ n. a very famous person, especially in a particular field, who is admired by other people （尤指
某领域中的）传奇人物
a story from ancient times about people and events, that may or may not be true; this type of story 传说；
传奇故事
*frustrate /frV9streIt/ v. to make somebody feel annoyed or impatient because they cannot do or achieve what
they want 使沮丧；使懊恼
Phrases
a new lease of life the chance to live or last longer, or with a better quality of life 延年益寿；生活质量更好
shelf life the length of time that food, etc. can be kept before it is too old to be sold （食品等的）货架期，保存期
gender discrimination the practice of treating somebody or a particular group less fairly than others because of
their gender 性别歧视
bucket list a list of things that you want to do before you die 人生愿望清单
94
give something away to give something as a gift 赠送；捐赠
the elderly people who are old 老人；上了年纪的人
Unit 3
frog /frBG/ n. a small animal with smooth skin, that lives both on land and in water 蛙；青蛙
strait /streIt/ n. a narrow passage of water that connects two seas or large areas of water 海峡
*meanwhile /9mi:nwaIl/ adv. while something else is happening 同时；与此同时
*float /flRWt/ v. to move slowly on water or in the air 浮动；漂流；飘动；飘移
butcher /9bWtSR(r)/ v. to kill animals and cut them up for use as meat 屠宰；宰杀
*distressing /dI9stresIN/ adj. making you feel extremely upset, especially because of somebody’s suffering 使人痛
苦的；令人苦恼的
statistic /stR9tIstIk/ n. (pl. statistics) a collection of information shown in numbers 统计数字；统计资料
*predator /9predRtR(r)/ n. an animal that kills and eats other animals 捕食者；捕食性动物
collapse /kR9læps/ n. a sudden failure of something, such as an institution, a business or a course of action （机构、
生意、行动等的）突然失败，倒闭，崩溃
v. to fall down or fall in suddenly, often after breaking apart （突然）倒塌，坍塌
recreation /0rekri9eISn/ n. the fact of people doing things for enjoyment 娱乐；消遣；娱乐活动；游戏
association /R0sRWSi9eISn/ n. an idea or a memory that is suggested by somebody / something; a mental
connection between ideas 联想；联系
a connection or relationship between people or organizations 联合；合伙；关联；交往
species /9spi:Si:z/ n. (pl. species) a group into which animals, plants, etc. that are able to breed with each other and
produce healthy young are divided 种；物种
prohibit /prR9hIbIt/ v. to stop something from being done or used especially by law （尤指以法令）禁止
*monstrous /9mBnstrRs/ adj. considered to be shocking and unacceptable because it is morally wrong or unfair
丑恶的；道德败坏的；骇人的
monitor /9mBnItR(r)/ v. to watch and check something over a period of time in order to see how it develops, so
that you can make any necessary changes 监视；检查；跟踪调查
n. a student in a school who performs special duties, such as helping the teacher 班长
sympathy /9sImpRPi/ n. the feeling of being sorry for somebody 同情
*numerous /9nju:mRrRs/ adj. existing in large numbers 众多的；许多的
cruel /9kru:Rl/ adj. causing pain or suffering 引起痛苦的
having a desire to cause pain and suffering 残酷的；冷酷的；残忍的
nest /nest/ n. a hollow place or structure that a bird makes or chooses for laying its eggs in and sheltering its
young 鸟巢；鸟窝
urban /9F:bRn/ adj. connected with a town or city 城镇的; 城市的
*destruction /dI9strVkSn/ n. the act of destroying something; the process of being destroyed 摧毁；毁灭；破坏
*arouse /R9raWz/ v. to make somebody have a particular feeling or attitude 激起，引起（感情、态度）
mineral /9mInRrRl/ n. a substance that is naturally present in the earth and is not formed from animal or vegetable
matter, for example gold and salt 矿物；矿物质
shortage /9SO:tIdZ/ n. a situation when there is not enough of the people or things that are needed 不足；缺少；
短缺
*extract /Ik9strCkt/ v. to remove or obtain a substance from something 提取；提炼
fetch /fetS/ v. to be sold for a particular price 售得，卖得（某价）
to go to where somebody / something is and bring them / it back （去）拿来；（去）请来
Appendices
95
expansion /Ik9spCnSn/ n. an act of increasing or making something increase in size, amount or importance 扩张；
扩展；扩大
garlic /9GA:lIk/ n. a vegetable of the onion family with a very strong taste and smell, used in cooking to give
flavour to food 蒜；大蒜
legal /9li:Gl/ adj. allowed or required by law 法律允许的；合法的；法律要求的
boundary /9baWndri/ n. a real or imagined line that marks the limits or edges of something and separates it from
other things or places; a dividing line 边界；界限；分界线
label /9leIbl/ n. a piece of paper, etc. that is attached to something and that gives information about it 标签；签条；
标记
administration /Rd0mInI9streISn/ n. the activities that are done in order to plan, organize and run a business, school
or other institution ( 企业、学校等) 管理，行政
handle /9hCndl/ v. to deal with a situation, a person, an area of work or a strong emotion 处理，应付（局势、人、
工作或情感）
input /9InpWt/ n. time, knowledge, ideas, etc. that you put into work, a project, etc. in order to make it succeed; the
act of putting something in 投入资源（指时间、知识、思想等）；投入；输入
a place or means for electricity, data, etc. to enter a machine or system （电、数据等的）输入端
distract /dI9strCkt/ v. to take somebody’s attention away from what they are trying to do 转移（注意力）；分散
（思想）；使分心
bat /bCt/ n. an animal like a mouse with wings, that flies and feeds at night 蝙蝠
*install /In9stO:l/ v. to fix equipment or furniture into position so that it can be used 安装；设置
circuit /9sF:kIt/ n. the complete path of wires and equipment along which an electric current flows 电路；线路
a line, route, or journey around a place 环行；环行路线
automatically /0O:tR9mCtIkli/ adv. working without needing a person to operate 自动地
mud /mVd/ n. wet earth that is soft and sticky 泥；淤泥；泥浆
pretend /prI3tend/ v. to imagine that something is true as part of a game （在游戏中）装扮，扮作，模拟
to behave on a particular way, in order to make other people believe something that is not true 假装；佯装
teapot /9ti:pBt/ n. a container with a spout, a handle and a lid, used for making and serving tea 茶壶
chart /tSA:t/ n. a page or sheet of information in the form of diagrams, lists of figures, etc. 图表
*breeder /9bri:dR(r)/ n. a person who keeps animals or plants in order to produce young ones in a controlled
way 培育者；饲养者
protein /9prRWti:n/ n. a natural substance found in meat, eggs, fish, some vegetables, etc. 蛋白质
*hostile /9hBstaIl/ adj. making it difficult for something to happen or to be achieved 有阻碍的；不利的
very unfriendly and ready to argue or fight 敌意的；敌对的
*fertilizer /9fF:tRlaIzR(r)/ n. a substance added to soil to make plants grow more successfully 肥料
basin /9beIsn/ n. a place where the Earth’s surface is lower than in other areas of the world 盆地；凹地；海盆
domestically /dR9mestIkli/ adv. happening or existing within one particular country 本国地；国内地
*stock /stBk/ v. to keep a supply of a particular type of goods to sell 存货
tolerance /9tBlRrRns/ n. the willingness to accept or tolerate somebody / something, especially opinions or
behaviour that you may not agree with 忍受；容忍
diversity /daI9vF:sRti/ n. a range of many people or things that are very different from each other 差异（性）；
不同（点）
dominance /9dBmInRns/ n. the fact that a particular person or thing is more powerful, successful, or important
than other people or things 占优势；占支配地位
96
cuisine /kwI9zi:n/ n. a style of cooking 烹饪；风味
the food served in a restaurant 饭菜；菜肴
bakery /9beIkRri/ n. a place where bread and cakes are made and / or sold 面包（糕饼）店；面包（糕饼）烘房
damp /dCmp/ adj. slightly wet, often in a way that is unpleasant 潮湿的；湿气重的
stream /stri:m/ v. (of people or things) to move somewhere in large numbers, one after another ( 人或东西) 鱼贯
而行；一个接一个地移动
n. a small narrow river 小河；溪
*fare /feR(r)/ n. food that is offered as a meal 饭菜
ancestral /Cn9sestrRl/ adj. of or belonging to or inherited from an ancestor 祖先的
*ritual /9rItSuRl/ n. a series of actions that are always performed in the same way 程序；仪规；礼节
*marvel /9mA:vl/ n. a wonderful and surprising person or thing 令人惊异的人（或事）；奇迹
apparently /R9pCrRntli/ adv. according to what you have heard or read; according to the way something appears
可见；看来；显然
pork /pO:k/ n. meat from a pig 猪肉
*outlet /9aWtlet/ n. a shop or an organization that sells goods made by a particular company or of a particular
type 专营店；经销店
bacon /9beIkRn/ n. meat from the back or sides of a pig that has been preserved using salt or smoke, usually served
in thin slice 咸猪肉；熏猪肉
Phrases
wipe out to destroy or remove somebody / something completely 彻底消灭；全部摧毁
marine ecosystem system of living organisms in the ocean environment 海洋生态系统
for the sake of in order to get or keep something 为获得（或保持）某物
Unit 4
consultant /kRn9sVltRnt/ n. an advisor 顾问
*faint /feInt/ adj. that cannot be clearly seen, heard or smelt （光、声、味）微弱的，不清楚的
outline /9aWtlaIn/ n. the line that goes around the edge of something, showing its main shape but not the
details 轮廓线；略图
*hardware /9hA:dweR(r)/ n. the machinery and electronic parts of a computer system （计算机）硬件
*slight /slaIt/ adj. very small in degree 轻微的；略微的
*cord /kO:d/ n. a piece of wire that is covered with plastic, used for carrying electricity to a piece of equipment 软线；
花线；皮线
inch /IntS/ n. a unit for measuring length, equal to 2.54 centimetres 英寸（长度单位，等于2.54 厘米）
intervening /0IntR9vi:nIN/ adj. coming or existing between two events, dates, objects, etc. 发生于其间的；介于中间的
premature /9premRtSR(r)/ adj. happening before the normal or expected time 未成熟的；过早的；提前的
pipe /paIp/ n. a tube through which liquids and gases can flow 管子；管道
*adolescent /0CdR9lesnt/ adj. be developing from a child into an adult 青春期的
n. a young person who is developing from a child into an adult 青少年
phase /feIz/ n. a stage; a period 阶段；时期
virtual /9vF:tSuRl/ adj. made to appear to exist by the use of computer software, for example on the Internet
（通过计算机软件，如在互联网上）模拟的，虚拟的
almost or very nearly the thing described, so that any slight difference is not important 几乎……的；事实上的
Appendices
97
*underlie /0VndR9laI/ v. (underlay, underlain) to be the basis or cause of something 构成……的基础；作为……的原因
*bubble /9bVbl/ n. a ball of air or gas in a liquid, or a ball of air inside a solid substance such as glass 泡；气泡
infer /In9fF:(r)/ v. to reach an opinion or decide that something is true on the basis of information that is
available 推断；推论；推理
fuel /9fju:Rl/ n. any material that produces heat or power, usually when it is burnt 燃料
domain /dR9meIn/ n. an area of knowledge or activity, especially ones that somebody is responsible for ( 知识、活
动的) 领域，范围，范畴
hydrogen /9haIdrRdZRn/ n. a gas that is the lightest of all the elements 氢气
mode /mRWd/ n. a particular way of doing something 方式；风格
broadcast /9brO:dkA:st/ v. (broadcast, broadcast) to send out programmes on television or radio 播送（电视或无
线电节目）
n. a radio or television programme 广播节目；电视节目
concrete /9kBNkri:t/ adj. based on facts, not on ideas or guesses 确实的；具体的
hatch /hCtS/ v. to create a plan or an idea 策划
(of a young bird, fish, insect, etc.) to come out of an egg 孵出；出壳
acid /9æsId/ n. a chemical, usually a liquid, that contains hydrogen and has a pH of less than seven 酸
generator /9dZenRreItR(r)/ n. a machine for producing electricity 发电机
telescope /9telIskRWp/ n. a piece of equipment shaped like a tube, containing lenses, that you look through to
make objects that are far away appear larger and nearer 望远镜
*precede /prI9si:d/ v. to happen before something or come before something / somebody in order 在……之前发
生（或出现）；先于
drug /drVG/ n. a substance used as a medicine or used in a medicine 药；药物
breast /brest/ n. either of the two round soft parts at the front of a woman’s body that produce milk when she has
had a baby （女子的）乳房
*expertise /0ekspF:9ti:z/ n. expert knowledge or skill in a particular subject, activity or job 专门知识；专门技能
leisure /9leZR(r)/ n. time that is spent doing what you enjoy when you are not working or studying 闲暇；休闲
premier /9premiR(r)/ n. used especially in newspapers, etc. to mean “prime minister” （尤用于报章等）总理，首相
adj. most important, famous or successful 首要的；最著名的；最成功的；第一的
*distribute /dI9strIbju:t/ v. to give things to a large number of people; to share something between a number of
people 分发；分配
inappropriate /0InR9prRWpriRt/ adj. not suitable or proper in a particular situation 不适当的；不合适的
recognition /0rekRG9nISn/ n. the act of remembering who somebody is when you see them, or of identifying what
something is 认出；认识；识别
the act of accepting that something exists, is true or is official 承认；认可
clone /klRWn/ v. to produce an exact copy of an animal or a plant from its cells 克隆
gravity /9GrCvRti/ n. the force that attracts objects in space towards each other, and that on the Earth pulls them
towards the centre of the planet, so that things fall to the ground when they are dropped 重力；地球引力
assess /R9ses/ v. to make a judgement about the nature or quality of somebody / something 评估，评定（性质、质量）
directory /dR0rektRri/ n. a book containing lists of information, usually in alphabetical order, for example people’s
telephone numbers or the names and addresses of businesses in a particular area 名录；电话号码簿；公司名录
demonstrate /9demRnstreIt/ v. to show something clearly by giving proof or evidence 证明；证实；论证；说明
to show and explain how something works or how to do something 示范；演示
invest /In9vest/ v. to spend money on something in order to make it better or more successful （把资金）投入
98
to buy property, shares in a company, etc. in the hope of making a profit 投资
*upgrade /9VpGreId/ n. the act of making a piece of machinery, computer system, etc. more powerful and
efficient （机器、计算机系统等）升级；提高；改进
orbit /9O:bIt/ n. a curved path followed by a planet or an object as it moves around another planet, star, moon,
etc. （天体等运行的）轨道
v. to move in a path around a much larger object, especially a planet, star, etc. 沿轨道运行；围绕……运动
universe /9ju:nIvF:s/ n. the whole of space and everything in it, including the Earth, the planets and the stars 宇宙；
天地万物
vast /vA:st/ adj. extremely large in area, size, amount, etc. 辽阔的；巨大的；庞大的；大量的
proceed /prR9si:d/ v. to do something next, after having done something else first 接着做；继而做
seed /si:d/ n. the small hard part produced by a plant, from which a new plant can grow 种子；籽
groundbreaking /9GraWndbreIkIN/ adj. making new discoveries; using new methods 开创性的；创新的；革新的
astronaut /9æstrRnO:t/ n. a person whose job involves travelling and working in a spacecraft 宇航员；航天员
*accomplishment /R9kVmplISmRnt/ n. an impressive thing that is done or achieved after a lot of work 成就；成绩
Phrases
tin cup a cup made of tin 锡杯
pave the way to create a situation in which it is easier for someone to do something or something to happen 铺
路，铺平道路
Appendices
99
Unit 1
Tokyo 东京
the Lumière Brothers 卢米埃尔兄弟
Ken Loach 肯·洛奇
Hollywood 好莱坞
John Grierson 约翰·格里尔森
Night Mail 《夜邮》
Edinburgh 爱丁堡
Robert Flaherty 罗伯特·弗拉哈迪
Nanook of the North 《北方的纳努克》
Koyaanisqatsi: Life Out of Balance 《失衡生活》
Godfrey Reggio 高弗雷·雷吉奥
Ron Fricke 罗恩·福瑞克
Unit 2
Tyler Jamieson 泰勒·贾米森
Dmitry Itskov 德米特里·伊茨科夫
Jiroemon Kimura 木村次郎右卫门
Max Planck 马克斯·普朗克
Frank Selak 弗兰克·塞拉克
Croatia 克罗地亚
Jacqueline King 杰奎琳·金
“The Road Not Taken” 《未选择的路》
Robert Frost 罗伯特·弗罗斯特
Massachusetts 马萨诸塞州
Elinor White 埃莉诺·怀特
Dartmouth College 达特茅斯学院
Elliot 埃利奥特
Harvard University 哈佛大学
New Hampshire 新罕布什尔州
Unit 3
the Strait of Hormuz 霍尔木兹海峡
Aamir Mohammed 阿米尔·穆罕默德
the National Museum of China 中国国家博物馆
the Sichuan Basin 四川盆地
the Changjiang River Delta 长江三角洲
Bryan White 布赖恩·怀特
Unit 4
Hong Kong 香港（中国特别行政区）
Stockholm 斯德哥尔摩
Damien Sutton 达米安·萨顿
Kelvin Doe 开尔文·杜
Sierra Leone 塞拉利昂
Sara Volz 萨拉·沃尔兹
the Research Science Institute （麻省理工）科学研究
所项目
Kim Coraccio 金·科拉西奥
Graham Davies 格雷厄姆·戴维斯
the Chang’e Programme 嫦娥工程（中国月球探测工
程）
the relay satellite Queqiao （嫦娥四号）中继星“鹊桥”
Yutu 玉兔号月球车
the national honour of People’s Scientist “人民科学
家”国家荣誉称号
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。
100
unreal conditional 非真实条件句
first conditional 第一条件句
second conditional 第二条件句
third conditional 第三条件 句
mixed conditional 混合条件句
appositive clause 同位语从句
subjunctive mood 虚拟语气
adjective phrase 形容词短语
verb phrase 动词短语
prepositional phrase 介词短语
determiner 限定词
quantifi er 量词
G lossary
说明：
专业术语表按书中出现顺序排列，不分单元。
Appendices
101
Grammar reference
说明：
“语法参考”板块中，不标星的语法点为高中英语选择性必修课程要求，标一颗星的语法点为高中英语
选修课程要求。
1 The modal verb providing extra meaning
Use of modal verbs
The modal verb can add extra meaning to the basic meaning of the sentence.
1 The modal verb can add the speaker’s personal opinion or attitude.
He might be in the office. (The speaker thinks that he is in the office. Perhaps he is there. Perhaps not.)
I won’t go there with Linda. (I am not willing to go with Linda.)
I can’t go there with Linda. (There is a reason for my not going there with Linda.)
2 The modal verb can mean obligation. Must is usually used for this function.
You must finish the task in time. (You are required to finish the task in time.)
Note that need not, instead of mustn’t, is used to mean absence of obligation.
You needn’t finish the task in time. (You are not required to finish the task in time.)
3 The modal verb can add politeness. Could and might can be used instead of can or may to add politeness.
Could I ask you one more question?
It might be a good idea to stop and have a rest.
4 The modal verb can add hypothetical meanings.
I would fly to you immediately if I were a bird. (I am not able to fly to you.)
I might have made a big mistake! (I almost made a big mistake, but I didn’t.)
2 *The unreal conditional and subjunctive
Conditional clauses refer to the clauses used to talk about a possible situation or a consequence when the condition is
met. There are three types of conditional sentences. The first conditional is used when we talk about a real or possible
situation, while the second and the third conditionals are used when we talk about unreal situations. This section will
discuss the second, the third and the mixed conditionals.
If you do that, I will be very happy. (Real condition and possible consequence)
If I were you, I wouldn’t do that. (Unreal condition because it is impossible for me to become you.)
1 Second conditionals
Second conditionals are used to talk about unreal (not true or not possible) situations at present or in the future.
If I ate the cake, I’d get fat. (It is impossible that I will get fat because I won’t eat the cake.)
I would buy a bigger flat if I had more money. (It is impossible that I will buy a bigger flat because I don’t have
enough money.)
102
The structure of second conditionals:
If-clause
Main clause
If + simple past
would + bare infinitive
After I / he / she / it, we often use the subjunctive form were, not was.
If I were you, I’d take the job.
Past continuous can be used in the if-clause.
If the children were playing football on the playground, you would hear them.
Modal verbs such as could and might can also be used in the main clause.
We could go to the park if it stopped raining.
If I told him the truth, I might be able to convince him.
2 Third conditionals
Third conditionals are used to talk about unreal situations in the past.
If I had studied harder, I would have passed the exam. (I failed the exam, because I didn’t study hard enough. It is an
imaginary situation that didn’t happen.)
The structure of third conditionals:
If-clause
Main clause
If + had + past participle
would have + past participle
The contracted form you’d can be you had in the if-clause or you would in the main clause.
If you’d seen the film, you’d have liked it. (= If you had seen the film, you would have liked it.)
Modal verbs such as could and might can also be used in the main clause.
If I had seen him at the meeting, I might have asked him.
A third conditional can be used for criticism.
If you had driven more carefully, you would not have had an accident.
A third conditional can be used to express regret about the past.
If he hadn’t overslept and missed the contest, he might have won the prize.
3 Mixed conditionals
Mixed conditionals are a mixture of the second and third conditionals.
If I were you, I wouldn’t have bought the expensive coat.
If we hadn’t missed our bus, we’d be at home now.
If I had enough money, I would have gone abroad with you.
Appendices
103
The structure of mixed conditionals:
If-clause (Past condition)
Main clause (Present result)
If + had+ past participle
would + bare infinitive
If-clause (Present condition)
Main clause (Past result)
If + simple past
would have + past participle
Modal verbs such as could and might can also be used in the main clause.
If we had caught the bus, we could be at home right now.
Subjunctive mood
The subjunctive mood is the verb form used to express a wish, a suggestion, a command, or a condition that is
contrary to fact.
1 Wish and If only
(1) Wish
The subjunctive mood is used when we want to describe a wish for something to be different from it is or was. We
use the word wish, followed by the verb of the desired action.
Present tense wishes
We use the past tense verb to talk about a wish about the present.
The little boy wishes he were a pilot. He wishes he could fly a plane. (He is not a pilot. He can’t fly a plane.)
I can’t speak French, but I wish I could.
Past tense wishes
We use the past perfect to talk about a wish about the past.
I missed the bus to work this morning. I wish I hadn’t. (I wish I hadn’t missed the bus.)
I wish I hadn’t been working when my colleagues were on holiday.
Wishes about others’ behaviour
We either use would + the desired verb, or the past tense verb to talk about someone’s continuous behaviour that we
wish would be different.
Your son is always playing the piano at night. I wish he would play the piano in the afternoon.
(Or I wish he played the piano in the afternoon.)
(2) If only ...
We can use if only instead of wish to talk about a stronger and more unrealistic wish.
If only I weren’t so short. I would be able to join the basketball team.
2 It’s time somebody did ...
It’s time somebody did ... can be used to mean somebody should already have done something. The past tense is
used but the meaning is present or future. We usually use this pattern to criticize somebody or to complain about
something.
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It’s already 10 o’clock. It’s time he got up.
The carpet is dirty. It’s time we cleaned it.
We can also say: It’s about time ... / It’s high time ... This makes the criticism or complaint stronger.
Don’t just be a talker. It’s about time you really did something instead of only talking.
It’s high time you realized your mistakes.
3 The subjunctive or should in nominal clauses
The present subjunctive or should can be used in that-clause after verbs such as insist, suggest, recommend, etc.
My English teacher suggested that I (should) read more classical novels.
The waiter recommended that we (should) try the new dish.
Other verbs used like this include advise, ask, demand, order, propose, require, etc.
The subjunctive or should in that-clause can also be used after certain nouns such as order, rule, instruction or
suggestion.
The teacher gave the instruction that all the students (should) wait in the classroom.
Other nouns used like this include advice, decision, demand, proposal, recommendation, requirement, etc.
The structure It is / was + adjective can be followed by a present subjunctive or should in that-clause if the adjective
expresses importance or necessity.
It is important that everyone (should) get there on time.
Other adjectives used like this include crucial, essential, imperative, vital, necessary, etc.
4 If + should
If + should can be used to talk about events which might happen by chance or by accident.
If you should come across my sister, can you tell her to go home immediately? (if by chance you come across my sister)
3 *The appositive clause
An appositive clause is a nominal clause used to provide additional information to a noun phrase in a sentence.
1 The nominal that-clause is used in appositive to nouns such as these in the box below. That in the clause cannot
be omitted.
announcement belief
chance conclusion decision doubt
evidence
fact
feeling
hope
idea
news
opinion
possibility problem
rumour
warning
wish
The news that they had won the game made us very excited.
The old man was surprised at the fact that a film can be downloaded from the Internet in seconds.
If an appositive clause follows nouns such as demand, wish, suggestion, resolution, etc., the subjunctive mood or
should is used in the clause. (See Subjunctive mood 3)
There was a suggestion that the injured boy (should) be operated on at once.
2 Appositive clauses can be introduced by a question word such as what, who, where, when, why and how. These
clauses follow nouns such as idea, clue, question, decision, impression and information.
Appendices
105
I have no idea why he is so upset recently.
My grandfather asked me the question how I managed my time at school.
3 Appositive clauses can be introduced by whether. If cannot be used in this case.
Please answer the question whether you like the city or not. (if cannot be used)
Appositive clauses and relative clauses
1 In appositive clauses introduced by that, that does not serve as any sentence element in the clause, and cannot be
omitted.
In relative clauses introduced by that / which, that / which serves either as subject or object in the clause, and can
be omitted when serving as object.
We are glad at the news that he will get married soon. (appositive clause: that cannot be omitted)
We are glad at the news that / which was broadcast on TV just now. (relative clause: that / which serves as a subject
and cannot be omitted)
We are glad at the news (that) / (which) he told us. (relative clause: that / which serves as an object and can be
omitted)
2 When, where, and why can be used to introduce both an appositive clause and a relative clause.
When introducing a relative clause, when, where, and why can be replaced by preposition + relative pronoun, but
they cannot be replaced by other forms in appositive clauses.
I have no idea when she came here. (appositive clause)
I will never forget the day when I met you for the first time. (relative clause = I will never forget the day on which I met
you for the first time.)
He put forward the question where they would go for the summer vacation. (appositive clause)
This is the place where I stayed two years ago. (relative clause = This is the place in which I stayed two years ago.)
The man had no idea why his son was not at home. (appositive clause)
This is the reason why I will not accept this job offer. (relative clause = This is the reason for which I will not accept this
job offer.)
3 What, how, whatever and whether can be used to introduce an appositive clause, but they cannot be used to
introduce a relative clause.
I have no clue what he wants. (appositive clause)
The question how he killed the man is still not answered. (appositive clause)
Have you made the decision whether you will go there? (appositive clause)
Remember the fact whatever he says is important. (appositive clause)
4 Phrases
Phrases are multiword structures which can be used independently in a sentence such as the noun phrase, adjective
phrase, verb phrase and prepositional phrase.
1 Noun phrase
A noun phrase is formed by a noun (or pronoun) as the head word and all its modifiers and determiners.
A noun phrase can be built up in the following ways:
106
Single noun / Pronoun money, I
Compound noun car park, history teacher
Possessive noun John’s wife
The + adjective the poor
Determiner + noun the boy, a flower, our parents, these people
Quantifier + noun some water, many problems
Quantifier + determiner + noun all these people
Adjective + noun an old coat
Noun + prepositional phrase a woman with a hat
Noun + verb-ing form the man sitting in a sofa
Noun + verb-ed form the girl dressed in red
Noun / Pronoun + to-infinitive water to drink, something to do
Noun + who / whom / that / which-clause the boy who is playing basketball
2 Adjective phrase
An adjective phrase is a group of words including an adjective as the head word and its complement or modifier.
An adjective phrase can be built up in the following ways:
Single adjective a happy boy
Compound adjective a good-looking man
Adjective + prepositional phrase I’m sorry about that.
Adjective + to-infinitive I am happy to see you.
Adjective + that-clause I am sure that you have told me that.
3 Verb phrase
A verb phrase consists of at least one verb as the head word and its dependents—objects, complements and
other modifiers.
A verb phrase can be built up in the following ways:
Single verb Stop!
Verb + object She likes me.
Verb + two objects John gave me a book.
Verb + object complement Your story made me sad.
Verb + prepositional phrase Don’t fight against him.
Verb + adverb He ran fast.
Phrasal verb He finally gave in.
Look at me.
My mother woke me up in the morning.
Compound verb He hitchhiked around America.
Please double-check your answer.
Verb + (object) + verb-ing form
Have you finished writing your paper?
I found him looking at me.
Appendices
107
Verb + (object) + to-infinitive / bare infinitive
I want to see the movie in the evening.
Linda taught me to sing the song.
My sister helped me do my homework.
Verb + object + verb-ed form I need my hair cut.
Linking verb + noun / adjective / pronoun phrase
It is a small house.
It is small.
She seems happy.
The book is yours.
Linking verb + prepositional phrase I am in New York.
Linking verb + adjective / noun phrase + to-infinitive
He is capable to do it.
It is a silly thing to do that.
4 Prepositional phrase
A prepositional phrase consists of a preposition as the head word and its object.
A prepositional phrase can be built up in the following ways:
Preposition + noun phrase He killed the wolf with a knife.
Preposition + pronoun The gift is for you.
Preposition + adverb From here you can see my house.
Preposition + verb-ing form Besides singing, I also like dancing.
Preposition + wh-clause I am surprised at what you told me.
Complex prepositions + object You can sit next to me.
Preposition + preposition + object I waited for my boss until after the meeting.
108
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
后
记
本书含有改编自牛津大学出版社2014 年出版的Insight: Upper-Intermediate Student’s Book
的内容，在此谨向原作者Jayne Wildman、Fiona Beddall 表示真挚的感谢！
另外，向为本书提供图片和视频的单位致谢！
壹图网（第5 页一张图，第7 页一张图，第12 页一张图， 第16 页两张图， 第23 页一
张图，第25 页一张图， 第31 页一张图，第42 页两张图，第44 页一张图，第45 页一张图，
第49 页一张图， 第56 页一张图，第73 页四张图，第74 页一张图）；
图虫网（第28 页一张图，第29 页一张图，第30 页一张图，第49 页三张图，第67 页
一张图，第86 页一张图，第87 页一张图，第88 页一张图）；
123RF（第50 页一张图，第62 页一张图，第63 页一张图）；
Pixabay（第50 页一张图）；
ITNEdu（第21 页视频Pepper the Robot）；
中国国际电视总公司（第65 页视频Spicy chilli and Sichuan food）。
致 谢
