英语七下沪教版五四制（2025春）_光塔笔记初中课本_2025春新增教材合集_初中英语7年级下册（2025春）

义
YINGYU 义务教育教科书
务
教
育
（五·四学制）
教
科
书
ENGLISH
英英英语语语
七年级
下册
（
五
·
四
学
制
）
七
年
级
英
下
册
上海教育出版社
英语
七年级 下册
语
定价：23.00元
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义务教育教科书
（五·四学制）
英语
七年级
下册
主编 束定芳
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义务教育教科书（五·四学制） 英语 七年级下册
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致同学
亲爱的同学：
欢迎与我们一起继续初中阶段的英语学习！
本学期，你将继续和教材中的小伙伴们一起，在学习英语的同时，探索新世界、思考大问题（Big
Question），在真实情境中“讲（文化）小故事，悟（人生）大道理，学百科新知识，用英语做事情”。我
们将通过教材，帮助你运用科学有效的方法学习英语，发展英语语言能力，培育文化意识，提升思维
品质，提高学习能力。
本套教材的每个单元以主题为引领，从大问题入手，设有五个小话题，分别对应听力、口语、
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本册教材除了常规单元以外，还设有两个文化角（Culture corner）和一个文学角（Literature
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希望这套教材给你带来学习英语的新体验、新收获，为你插上一双逐梦的翅膀，飞向世界、飞
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CCoonntteennttss
Unit Viewing and listening Speaking Reading Writing Discovery Project
1 Music and musicians (p. 4) Music preferences (p. 6)
The power of music (p. 8) Music Famous musicals Music taste (p. 17)
Music (p. 2) A screenshot of a music app A ticket-booking web page
A feature article: A young life recommendation around the world Creating a playlist
BQ: What can music A radio show: Introductions to A conversation: Inviting someone to a
changed through music (p. 14) (p. 16)
bring us? some music pieces music performance
Grammar in use: Coordinators An online message:
Word study: Word building Pronunciation: /P/, /ð/, /S/ and /Z/
Recommending a
song
2 Ways of communication (p. 20) More than talking (p. 22)
Communication skills (p. 24) Communicating in Ancient and Presenting myself
Language and A chart: A survey result A booklet about avoiding
A speech: Crossing the groups (p. 30) modern ways of (p. 33)
communication (p. 18) Students’ responses to an embarrassment in communication
cultural divide A story: communication Designing a
BQ: How can we interview A conversation: An apology for
Word study: Word meaning Communication (p. 32) communication
communicate Pronunciation: /ts/, /dz/, /tS/, misunderstanding
Grammar in use: Comparative experiences with plan
effectively? /dZ/, /tr/ and /dr/
and superlative adverbs classmates
3 Everyday heroes (p. 36) A helping hand (p. 38)
Help in an emergency (p. 40) Being thankful Signals for help Being helpful (p. 49)
A helping hand (p. 34) A news web page Photos of helping in a school
A story: Rainbow in a cloud (p. 46) (p. 48) Making a proposal
BQ: How can we help A news report: Trying to help A conversation: Asking for and offering
Grammar in use: Compound A thank-you letter
others? Word study: Word partner help
sentences
Pronunciation: /h/, /r/, /l/, /j/ and /w/;
/bl/, /pl/, /sl/, /kl/ and /Gl/
4 A hard choice (p. 52) A way out (p. 54)
A lifetime lesson (p. 56) A little promise Quotes about A further action
Honesty (p. 50) A contest poster The advice column of a teenage website
A story: Catch of a lifetime (p. 62) honesty (p. 64) (p. 65)
BQ: Why is honesty the A conversation about a A conversation: Communicating
Grammar in use: Alternative A story: Completing Writing an honesty
best policy? contest honestly about a mistake
questions a story about contract
Word study: Word partner Pronunciation: /str/, /spr/ and /sk/
honesty
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Unit Viewing and listening Speaking Reading Writing Discovery Project
1 Music and musicians (p. 4) Music preferences (p. 6)
The power of music (p. 8) Music Famous musicals Music taste (p. 17)
Music (p. 2) A screenshot of a music app A ticket-booking web page
A feature article: A young life recommendation around the world Creating a playlist
BQ: What can music A radio show: Introductions to A conversation: Inviting someone to a
changed through music (p. 14) (p. 16)
bring us? some music pieces music performance
Grammar in use: Coordinators An online message:
Word study: Word building Pronunciation: /P/, /ð/, /S/ and /Z/
Recommending a
song
2 Ways of communication (p. 20) More than talking (p. 22)
Communication skills (p. 24) Communicating in Ancient and Presenting myself
Language and A chart: A survey result A booklet about avoiding
A speech: Crossing the groups (p. 30) modern ways of (p. 33)
communication (p. 18) Students’ responses to an embarrassment in communication
cultural divide A story: communication Designing a
BQ: How can we interview A conversation: An apology for
Word study: Word meaning Communication (p. 32) communication
communicate Pronunciation: /ts/, /dz/, /tS/, misunderstanding
Grammar in use: Comparative experiences with plan
effectively? /dZ/, /tr/ and /dr/
and superlative adverbs classmates
3 Everyday heroes (p. 36) A helping hand (p. 38)
Help in an emergency (p. 40) Being thankful Signals for help Being helpful (p. 49)
A helping hand (p. 34) A news web page Photos of helping in a school
A story: Rainbow in a cloud (p. 46) (p. 48) Making a proposal
BQ: How can we help A news report: Trying to help A conversation: Asking for and offering
Grammar in use: Compound A thank-you letter
others? Word study: Word partner help
sentences
Pronunciation: /h/, /r/, /l/, /j/ and /w/;
/bl/, /pl/, /sl/, /kl/ and /Gl/
4 A hard choice (p. 52) A way out (p. 54)
A lifetime lesson (p. 56) A little promise Quotes about A further action
Honesty (p. 50) A contest poster The advice column of a teenage website
A story: Catch of a lifetime (p. 62) honesty (p. 64) (p. 65)
BQ: Why is honesty the A conversation about a A conversation: Communicating
Grammar in use: Alternative A story: Completing Writing an honesty
best policy? contest honestly about a mistake
questions a story about contract
Word study: Word partner Pronunciation: /str/, /spr/ and /sk/
honesty
上海教育出版社上海教育出版社
Unit Viewing and listening Speaking Reading Writing Discovery Project
5 Meet wild animals (p. 68) Keep wildlife safe (p. 70) Into the wild (p. 72) Voice of wild animals Rewilding our world A better world
Wild animals (p. 66) An audiobook page A poster of a wildlife lecture A novel excerpt from The (p. 78) (p. 80) (p. 81)
BQ: How should we Wild animal facts A conversation: Threats to wild animals Trumpet of the Swan A letter: Asking for Making a flyer for
treat wild animals? Word study: Word building Grammar in use: Past help on behalf of World Wildlife Day
Pronunciation: /m/, /n/ and /N/ continuous wild animals
6 Amazing forests (p. 84) Friends of trees (p. 86) Helping trees (p. 88) Trees and me Take action! Now Trees around us
Trees (p. 82) A web page: Amazing forests A volunteering leaflet A report: Helping trees: (p. 94) or never! (p. 96) (p. 97)
BQ: What do trees A podcast: The Amazon A telephone conversation: Everyone’s duty! A blog post: Making a tree card
mean to us? Rainforest Asking for and giving advice Grammar in use: Numerals Volunteer
Word study: Word meaning Pronunciation: Silent consonants experience
Culture corner (p. 98) Exploring China: Chinese characters (p. 98)
A chapter to start with:
Literature corner (p. 102)
Heart (p. 102)
Notes (p. 107) Pronunciation file (p. 110)
Unit 1 Unit 2 Unit 3
Grammar file
Coordinators both ... and ...; Comparative and superlative Compound
(p. 120)
not only ... but also ... (p. 120) adverbs (p. 122) sentences (p. 123)
Words and expressions Words and expressions in Proper nouns and
in each unit (p. 129) alphabetical order (p. 134) glossary (p. 140)
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Unit Viewing and listening Speaking Reading Writing Discovery Project
5 Meet wild animals (p. 68) Keep wildlife safe (p. 70) Into the wild (p. 72) Voice of wild animals Rewilding our world A better world
Wild animals (p. 66) An audiobook page A poster of a wildlife lecture A novel excerpt from The (p. 78) (p. 80) (p. 81)
BQ: How should we Wild animal facts A conversation: Threats to wild animals Trumpet of the Swan A letter: Asking for Making a flyer for
treat wild animals? Word study: Word building Grammar in use: Past help on behalf of World Wildlife Day
Pronunciation: /m/, /n/ and /N/ continuous wild animals
6 Amazing forests (p. 84) Friends of trees (p. 86) Helping trees (p. 88) Trees and me Take action! Now Trees around us
Trees (p. 82) A web page: Amazing forests A volunteering leaflet A report: Helping trees: (p. 94) or never! (p. 96) (p. 97)
BQ: What do trees A podcast: The Amazon A telephone conversation: Everyone’s duty! A blog post: Making a tree card
mean to us? Rainforest Asking for and giving advice Grammar in use: Numerals Volunteer
Word study: Word meaning Pronunciation: Silent consonants experience
Exploring the world: South America (p. 100)
A scene to act out: A poem to savour:
Emil and the Detectives (p. 104) Nature Is (p. 106)
Word study support (p. 113) My learning notes support (p. 118)
Unit 4 Unit 5 Unit 6
Alternative questions (p. 124) Past continuous (p. 125) Numerals (p. 127)
Numbers (p. 141) Irregular verbs (p. 144)
上海教育出版社上海教育出版社
C
1
Music
C
What
can
music
bring
us?
2 上海教育出版社上海教育出版社
4 3 2 1 W a R T b r d e o a L it a i u l f i k d e s f t t e a e a a r t b e n h o m n n e u t t e e t w o p s m s s o m a a p w u g a u s r e e p i s a r c e i d c t r i o p o o p f i a e r r s c m e t h e f i o s u e c . w l s r e i e c n . a c b e o s u . t
recommend
a song
5
s
C
c
r
h
e
o
a
o
t
l
e
r a
a
d i
p
o
l a
s
y
t
li
a
s
t
t
i o
f
n
o . r the
.
Getting started
Listen to a song and answer the questions.
1 How does the song make you feel?
2 Do you like the song? Why or why not?
上海教育出版社 3上海教育出版社
A
Music and musicians Viewing and listening
At New Star Middle School, there is a radio station. It plays music during the
lunch break. Lu Yao and Wang Yiming are collecting music for this week’s
playlist.
Music Search Lu Yao
Listen Now Hot Styles More 》
Online
Listen Now
Jasmine Flower
Library
Radio
Folk Classical
Video Popular Themes More 》
Hot Musicians More 》
My Music
Like
Download
Beauty Power
Lyrics
Jasmine Flower
What a pretty jasmine flower,
What a pretty jasmine flower,
00:00/02:32
Nice to see and nice to smell!
A1 L ook and match Look at the web page. Match the words with their
meanings.
musician (1) the main subject or idea in a piece of music
lyrics (2) someone who plays, performs or writes music
theme (3) a way in which music was created or played, such as rock,
pop and folk
style (4) the words to a song
A2 L isten and tick Listen to the introductions to two music pieces. What
information is mentioned? Tick (3) the right box.
Listening for specific information
Title Musician Style Lyrics Theme Popularity
Jasmine Flower
Symphony No. 5
4 上海教育出版社上海教育出版社
1
A3 Listen and take notes Listen again and complete the information cards.
• Title: Jasmine Flower
• Musician: Unknown
• Style: 1
• Theme:
It praises the 2 of the jasmine flower.
• Popularity:
It’s well-known both in China and 3 .
• Title: Symphony No. 5
• Musician: Beethoven
• Style: 4
• Theme:
It is about the fight against 5 in life.
• Popularity:
It is one of the 6 works in the classical music world.
Word study Word building Compounding (Ⅱ)
Complete the following sentences with one word.
1 Beethoven’s Symphony No. 5 is the best-known work in the classical
music world. (a work that is best known)
2 It’s a walk to the nearest theatre. (a walk of ten minutes)
3 After years of hard work, the young man got a job as a
singer. (a job that was paid well)
4 The Chinese folk song Jasmine Flower became because of
its beautiful melody. (famous around the world)
Update my to-do list
Listen to the introduction to the third piece and create its music information card.
上海教育出版社 5上海教育出版社
B
Music preferences Speaking
Li Bailing wants to invite her friend Mary to watch a show this weekend. Here
is the website information.
Music
Event News Calendar Tickets Blog About us
Show
UPCOMING EVENTS
Beethoven Concert Journey to the West Sunflower Chorus’s Charity Show
Classical Music Musical Chorus
Read more Read more Read more
B1 Look and say Complete the table. Circle a number for each show in the
table and share your ideas about them. (1=disagree, 3=agree)
The performance I would like to read
seems interesting. more information.
Beethoven Concert 1 2 3 1 2 3
Journey to the West 1 2 3 1 2 3
Sunf lower Chorus’s
1 2 3 1 2 3
Charity Show
B2 L isten, read and think Listen to the conversation between Bailing and
Mary. Which show(s) would they like to watch?
Bailing: Hi, Mary! There are some great music events this weekend. Would you
like to go with me?
Mary: Yes, I’d love to. Which one do you have in mind?
Bailing: Let’s check out the website for the events.
6 上海教育出版社上海教育出版社
1
Mary: Here are three shows. They all look interesting. It’s hard to choose!
Bailing: Shall we watch Journey to the West? I haven’t seen it done in English
before. Maybe it’s new to you too.
Mary: Actually, I’ve seen it already. How about Sunflower Chorus? They
have sweet voices and it’s a charity show. They are raising money for
homeless animals.
Bailing: Good choice. Let’s watch Sunflower Chorus’s Charity Show this
weekend.
Mary: That’ll be great!
B3 Role-play Wang Yiming would like to invite his friend Harry to watch a show
from the website on page 6. With a partner, act out their conversation.
My learning notes
Talking about one’s feelings:
They all look interesting. It’s hard to choose!
I really want to ...
I’m glad/excited to ...
.
Pronunciation /P/, /Q/, /S/ and /Z/
Sing the rap.
Pop is always popular, fashionable and fun,
Folk is more traditional, songs for everyone.
The rhythms of jazz are cool; classical gives us pleasure,
A piece of music is worth a thousand words.
All music is a treasure.
Update my to-do list
You would like to invite your friend to watch a show this weekend. Act out the
conversation.
上海教育出版社 7上海教育出版社
C
The power of music Reading
In TEENS, a local newspaper, Wang Yiming read a story about Kevin Blake.
C1 Predicting Read the title of the news story and choose the best answer.
In which section of the newspaper will you probably find this story?
A Business. B Sports.
C Entertainment. D Feature.
C2 Read the story.
A young life
changed through music
“Music changed everything,” says 13-year-
old Kevin Blake. I spoke with Kevin at his
home in Manchester. “I used to have a bad
stutter. I knew what I wanted to say but
5 when I started to speak, I had to stop. I
tried hard, but the words didn’t come out
smoothly. Other kids made fun of me. I kept
silent.”
Kevin’s music teacher, Penny Fisher, advised
10 using music to help him. She says singing can
help kids who stutter. “It not only helps you
know the rhythm of music, but also teaches
you to breathe calmly.” Kevin’s parents
decided to try it.
8 上海教育出版社上海教育出版社
11
15 “When Penny first asked me to sing, I felt shy,” says
Kevin. “But she encouraged me. I discovered that the
words came out freely.”
After three months, Kevin joined the school chorus.
“In the chorus, everyone else was singing too, so
20 they weren’t listening to me. I could relax and enjoy
myself.”
Kevin gained confidence and found the courage to
sing solo. “People liked my singing,” he says. “It felt
great when the words came out without a stutter. It
25 helped my speaking. Through singing, I found my
voice!”
Kevin now gives talks to other young people who stutter.
He describes how music has helped him. “I still stutter
a little, but I’ve learned how to be calmer and more
30 confident. I want to tell the world what magic music can
do.”
Personal touch
Does music matter much to Kevin?
If yes, in what way?
上海教育出版社 9上海教育出版社
C3 General understanding Read and fill in the blanks.
1 Music helps a shy boy named Kevin Blake find his .
2 He has learned how to be .
3 From Kevin’s story, we can learn the of the music.
C4 Detailed reading Read and complete the table.
Scanning for specific information
Paragraphs Supporting details
Paragraph(s) 1
What problem did Kevin 2 .
Kevin have?
At first, Kevin felt 4 .
With Penny’s Kevin discovered 5
encouragement, .
Paragraph(s) 3
How did music change
In the school Kevin relaxed and 6
Kevin?
chorus, .
Kevin gained 7 ;
Finally,
8 .
Paragraph(s) 9 Kevin gives 10 .
How did Kevin use
music to help others? Kevin describes the power of music.
C5 F urther thinking How do you understand Kevin’s words “Through singing,
I found my voice!”?
10 上海教育出版社上海教育出版社
1
Vocabulary focus Fill in the blanks with the proper forms of the words
and phrases in the box.
come out freely used to encourage make fun of confident
Kevin is a 13-year-old boy from Manchester.
He 1 have a stutter and was
very shy, so other kids 2 him.
Luckily, later Kevin found that his words could
3 after he learned singing
in the chorus. The music has brought him
4 so that he can give talks to
5 other young people. He
wants to tell the world what magic music
can do.
Update my to-do list
Will you share Kevin’s story with other young people? Why or why not?
上海教育出版社 11上海教育出版社
Grammar in use Coordinators
1 Read and think Read the sentences and think: How are they formed?
(1) I like both pop music and rock music.
(2) Both Beethoven and Mozart are famous composers in the history of Western
music.
(3) Johann Sebastian Bach not only played keyboard instruments but also
composed music.
(4) Albert Einstein was not only a famous physicist but also a musician.
2 Work out the rules Tick (3) the one(s) you agree with.
We usually use both ... and .../not only ... but also ... to:
suggest the difference between two things.
stress the link between two things.
Grammar file p. 120
3 Practise: Fun facts There are many interesting facts about famous people.
Use both ... and ... or not only ... but also ... to describe them.
(1)
Albert Einstein developed Albert Einstein played the
the theory of relativity. violin well.
.
12 上海教育出版社上海教育出版社
1
(2)
Wolfgang Mozart was good at
writing music pieces.
Wolfgang Mozart was good at
playing the piano.
.
4 A survey Read the four students’ ideas. Make sentences by using coordinators
like both ... and ... , not only ... but also ... . You can interview your classmates for
more ideas.
I like classical music. I often listen to Chopin after
school because his piano pieces sound relaxing. It
makes me less stressed.
Rock music is my favourite. I always listen to rock music
after school. Every time I hear it, I get refreshed. It keeps
me energetic.
Classical music is always on my playlist. It makes
me relaxed and helps me go to sleep easily.
I like rock music. I always share rock music with my friends.
I feel refreshed and energetic when I enjoy it.
Grammar file p. 122
上海教育出版社 13上海教育出版社
Music
D
Writing
recommendation
The school radio station is calling on students to recommend songs to play
next week. You want to recommend a song.
D1 Think Read Zhao Peng’s reply to Lu Yao’s post. Why does he like the song We
Will Rock You?
Lu Yao
+ Subscribe
28 Feb.
The Radio Station is calling!
Hey, everyone, if you would like us to play a special song, just let us
know which one you like and why you like it. The most popular three
will be on next week’s playlist.
528 1
Zhao Peng
28 Feb.
I would like to recommend a song — We Will Rock You. It is one of
the greatest songs of all time. It not only offers a strong melody but
also has powerful lyrics. Every time you listen to it, you want to sing
along. What’s more, it is widely used in many sports events around
the world to show team spirit and encourage the athletes. I’m sure
your audience will enjoy this song.
77 0
D2 Prepare Read Dr Hu’s tip and find examples of parallel structure from the
text in D1. Underline them.
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TEEN skill Writing parallel structures (Ⅰ)
A parallel structure involves two or more words, phrases, or clauses
that are similar in length and grammatical form, such as ... and ...,
not only ... but also ..., both ... and ..., etc.
e.g.
Kevin gained confidence and found the courage to sing solo.
It not only offers a strong melody but also has powerful lyrics.
D3 Plan Complete the chart with your ideas.
Recommendation
1
My reply Reasons 2
...
Feelings/Hopes/...
D4 Write Write your reply to the post.
(Name)
Reply
(Date)
D5 Check Check your writing. Pay attention to the use of parallel structures.
Update my to-do list
Work in groups and share your writing. Vote for your favourite one in the group
and say why you like it. How many votes do you get?
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Discovery
Famous musicals around the world
The Butterf ly Lovers is a modern musical based
on a traditional Chinese story Liang Shanbo and
Zhu Yingtai. In 4th-century China, Liang Shanbo
and Zhu Yingtai fell in love with each other, but
Yingtai’s parents refused to marry their daughter
The Butterf ly Lovers
to Shanbo. After their deaths, they turned into a
pair of butterf lies and f lew happily together.
This musical is based on a true story about the
von Trapp family. In 1930s Austria, a lady called
Maria became the tutor① to the seven children
of Captain Georg von Trapp. She brought music
and joy to the whole family.
The Sound of Music
This musical is from Victor Hugo’s novel of the
same name. In 19th-century France, Jean Valjean
was once in prison because he stole bread
to feed his sister’s children. He tried to find a
meaningful life after he was free.
Les Misérables
Read and think Which of the three musicals impresses you most?
① tutor 家庭教师
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E
Music taste Project
Creating a playlist
The school radio station is collecting music pieces for different occasions.
Work in groups and recommend a playlist.
B rainstorm Discuss and decide on the occasion and music pieces you
Step 1
would like to play.
Lunchtime The school sports meeting
A break between classes
Radio gymnastics ...
Collect Search for information about the music pieces you have chosen.
Step 2
Make an information card for each of them.
Title:
Musician:
Style:
Theme:
Reasons for recommendation:
Step 3 Create Create a playlist and present it to the whole class.
Update my to-do list
Vote for the best three playlists and recommend them to the school radio station.
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Language
2
and communication
municate
effectively?
m
How
can
we
co
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a L nd a c n om g m u u a ni g ca e ti on 1 2 3 L w T 4 i m s a a R
5
t d y l o W e e k o c s m a n M w o r d a o e m i n b a t t n f k a o o e m t c e u c s o u s o a t i n t m a n m i t o n s i e m c m e c r t m a o y r o c u t u v m o b r n i n i a m y a n e i m b i c r g w c m a o r a a u s a t u b e t u n s i o t x i o n i a s o c p u i n b i n a n b c t e o t a g . r r b u i t e i m o e a t i a n o n r y k r n c i i n e e . s g r . s.
plan.
Getting started
Look at the pictures and answer the
following questions to see if you are an active
communicator.
1 Do you listen to others carefully?
2 Do you look at others in their eyes when you
speak to them?
3 Do you often give your opinion in public?
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Ways of
A
Viewing and listening
communication
The communication club is doing a survey among students. Here’s a chart
about New Star Middle School students’ favourite ways to communicate with
friends.
35%
35%
29%
30%
25%
20%
16%
15%
10%
10%
5%
5% 3%
2%
0%
in person texting social media video-chatting talking on writing others
the phone
*Based on a survey of over 500 teenagers (aged 12 to 15).
A1 L ook and say Read and say what you can learn from the chart.
From the chart, we can learn that ...
• over 1 students took part in the survey.
• communicating 2 is the most popular among students.
• 3 is the second most popular way of communication.
• only five per cent of the students prefer to talk with their friends by 4 .
A2 L isten and think Listen to the recording and match the students with
their favourite ways of communication.
Students Favourite ways
Lu Yao Texting
Writing
Lin Dong
Video-chatting
Li Bailing Talking on the phone
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A3 Listen and take notes Listen again and fill in the blanks.
Listening for supporting details
It allows her to 1 .
Lu Yao
She can read it 2 .
He can get 3 .
Lin Dong
He and his friends can see 4 .
It’s 5 .
Li Bailing
Emojis help her 6 .
Pronunciation /ts/, /dz/, /tS/, /dZ/, /tr/ and /dr/
Sing the rap.
George enjoys words,
Joe likes emojis; they’re like chalk and cheese.
George sends letters; he has no phone.
Joe chats online so he won’t feel alone.
George visits friends; he just drops by.
Joe sends texts; he wants George to try.
Together they don’t communicate much,
But always manage to stay in touch.
Update my to-do list
Listen to Wang Yiming. What is his favourite way of communication? Why?
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B
More than talking Speaking
At the communication club, students are making a booklet about avoiding
embarrassment in communication.
Avoid embarrassment
in communication
Yes, please.
Do you mind if I
sit here?
Not at all.
Go ahead.
Mind your body language.
...
How much does
your father earn?
Choose suitable topics. Respond properly.
B1 L ook and say What caused the embarrassments in the booklet above?
Have you ever had any similar experiences? How did you deal with them?
B2 L isten, read and think Listen to the conversation between Harry and Li
Bailing. What is the conversation mainly about?
Harry: Hey, Bailing. You seemed unhappy with me these days. What happened?
Bailing: I just ... I don’t know how to say it. But I thought you were a bit rude
to me.
Harry: Why do you say so?
Bailing: Do you remember the performance last Friday? I was cheering for you,
but you pointed your finger at me. Were you angry with me?
Harry: I’m really sorry. But I didn’t mean to do that. I just wanted to invite you
to sing with me.
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Bailing: It doesn’t matter. I apologise for misunderstanding you. In our
culture, we usually use a sweep of the open hand — palm upwards.
Harry: I see. I’ll keep that in mind.
B3 Role-play Choose one of the situations in the booklet on page 22. Pick a
role and make up a conversation.
A B
Your classmate asks you a very
You ask your classmate a very
Situation 1 personal question and you think
personal question.
it’s rude.
Your classmate doesn’t respond to You don’t respond to your
your request properly. You don’t classmate in a proper way. That
Situation 2
know what he/she really means. Talk causes misunderstanding. Talk to
to your classmate to fix the problem. your classmate to fix the problem.
You can start your conversation like this:
Situation 1 Situation 2
A: You look beautiful in your new A: Excuse me, do you mind if I sit here?
coat! B: Yes, please.
B: Thank you. A: Well ...
A: How much is it?
B: Hmm ...
My learning notes
Making apologies:
• I’m sorry./My apologies./My fault. • I’m sorry for being late.
• I’m sorry that I said that. •
Responding to apologies:
• It doesn’t matter. • Don’t worry about it.
• That’s OK. •
Update my to-do list
Choose another situation in the booklet on page 22 and do B3 again, or think of an
embarrassing moment in your life and act it out with your partner.
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C
Communication skills Reading
Wang Yiming is giving a speech about his experience at an international
summer camp.
C1 P redicting Look at the title and guess what Yiming may probably talk
about.
C2 Read Yiming’s speech.
Crossing
the cultural divide
Last summer, I went to an international summer camp.
There, I spent two months with 50 campers from 30
different countries in the world. I thought it would be easy
for us to understand each other, since we
5 all speak English, one of the most widely
used languages. However, I was wrong.
The first challenge was the variety
of accents, which made it difficult
for us to understand each other.
10 In addition, the differences
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in food, clothing, customs and traditions also caused some
misunderstandings.
But I soon realised that these differences can be used to bridge
the gap between different cultures. I showed my fellow campers
15 how to do finger counting with one hand. They were surprised,
and interested in how I did it. I introduced them the changes of
Chinese characters through history.
I also taught them how to pronounce some Chinese characters.
They were excited to find that our pinyin is very much like their
20 alphabet system. I even taught them the hand gestures we often
use. Much to my pleasure, more and more campers came to talk
to me.
I will never forget this experience. It
was a good chance to introduce our
25 culture to the world. If we better
understand cultural differences, we
can communicate more effectively.
Let’s listen to each other and better
understand our differences!
Personal touch
What do you think of Yiming and why?
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C3 G eneral understanding Which of the following best describes the
structure of the speech?
Understanding the text structure
A Topic sentence — Examples — Closing
B Opinion — Supporting details — Conclusion
C Background — Problem — Solution — Conclusion
C4 D etailed reading According to Yiming, what made it difficult to understand
each other? How did he cross the cultural divide? Read and fill in the blanks.
• 1
• differences in 2 Difficulties in
communication
3 our cultural differences
He showed them 4 .
He introduced them 5 .
He 6
and 7 .
More and more campers 8 .
C5 Further thinking Answer the questions.
1 What else can Yiming do to help the teenagers better understand each other
at the campsite?
2 What does Yiming mean by saying “Let’s listen to each other and better
understand our differences!”?
3 Do you think Yiming is a good communicator? Why or why not?
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Vocabulary focus Fill in the blanks with the proper forms of the
given words in the box. One is extra.
misunderstanding gesture pleasure challenge culture
1 When you are giving a public speech, make sure your hand
are natural and they support your message.
2 Sometimes, not only our words, but also our body language
can create .
3 What does a speaker face when giving a
speech to an audience with different cultural backgrounds?
4 Travelling abroad allows you to experience different
in person.
Word study Word meaning Synonyms
Find the synonyms from the text for the words in the table.
Words Synonyms
chat talk
hard
joy
know
Update my to-do list
What have you learned from Yiming’s camp experience?
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Grammar in use Comparative and superlative adverbs
1 R ead and think How do we make comparisons with adverbs?
(1) Emojis help me show my feelings more clearly than words.
(2) Understanding cultural differences allows us to communicate more effectively.
(3) English is one of the most widely used languages in the world.
2 Work out the rules Fill in the blanks.
• We usually use comparative and superlative adverbs when we
the way things happen.
• We usually form comparative and superlative adverbs by adding
and before the adverbs.
Grammar file p. 122
3 P ractise: Be the judge The communication club is holding a public speaking
contest. Three students are competing for the winner. Look at their scores and
complete the report by using comparative and superlative adverbs.
Wang Yiming Lu Yao Lin Dong
Clarity①
Fluency②
Confidence
It’s hard to make a decision. Everyone has his or her own strengths.
In terms of clarity, Wang Yiming spoke (1) more clearly than Lu Yao
but (2) than Lin Dong. As for fluency, Lu Yao spoke
(3) than Yiming but (4) than Lin Dong.
① clarity 清晰；清楚 ② fluency 流利；流畅
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Lin Dong presented his speech (5) among the three
students. But he was not the most confident one. He expressed
himself (6) than Lu Yao and Yiming.
4 D iscussion
(1) Brainstorming: What should a good communicator do?
smile sweetly listen carefully
speak politely
A good communicator should ...
...
... ...
(2) Discussion: Who is the best communicator in your class? Give your reasons.
I think ... is the best communicator. He speaks
the most politely.
I don’t think so. I think ... speaks even more
politely than him.
I would like to choose ...
She smiles the most sweetly in our class.
...
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Communicating in
D
Writing
groups
Ms Chen asks her students to share stories about their communicating
experiences.
D1 Think Read Li Xin’s story. What does she write about?
The Best Team
Our class were going to perform in the school
Music Week. We girls focused on singing while
the boys practised dancing. Everybody worked
hard, but some of the boys found it hard to keep
up. We girls worried about the situation and
shouted to the boys. This made them angry and they stopped
practising. We soon regretted what we did and texted the
boys’ leader to apologise for being rude. The next day, the boys
arrived much earlier and practised hard. In the end, we won
first prize. The moment we hugged each other, we realised that
effective communication is just like a bridge — it connects us
and builds understanding.
D2 P repare Answer the following questions about Li Xin’s story.
3 What happened at the
beginning of the story?
1 Who is the story about?
______________________
______________________
4 What happened in the
The Best Team middle of the story?
______________________
______________________
2 W hen and where did the
story take place?
5 How did the story end?
______________________
______________________
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D3 P lan Use the guiding questions in D2 to plan your own story. Make notes
about each question.
TEEN skill Using guiding questions
To write a story, you can use guiding questions to help
brainstorm ideas, develop characters and build the structure.
The questions can usually start with who, what, where, when,
how, etc.
D4 Write Write your story.
D5 Check Check your story. Pay attention to whether you have followed the
guiding questions.
Update my to-do list
Work in groups. Share your story with your group members and help revise each
other’s stories. Pick a story you like best.
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Discovery
Ancient and modern ways
of communication
Symbols for communication
Symbols were used to deliver messages. The
Chinese language was first written over 5,000 years
ago. Oracle Bone Script① are words or symbols on
bones or tortoise shells in the Shang dynasty.
Smoke signals
Smoke signals were used to send messages.
They were mostly used in ancient China.
Chinese soldiers along the Great Wall sent
smoke into the air as warnings of enemy
attack.
Switzerland Alphorns②
Alphorns were once used to communicate
in the mountains of Switzerland. Alphorns
are very long and heavy. The sound made
by Alphorns travels much farther than the
human voice.
Telephones
The first telephone was invented by
Alexander Graham Bell in 1876. This allowed
people to send voices over wires. Landline
telephone services began in the 1900s.
Mobile phones were invented in 1973.
Read and think Why did people invent different ways of communication?
① Oracle Bone Script 甲骨文 ② Switzerland Alphorn 瑞士山笛
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E
Presenting myself Project
Designing a communication plan
The school talent show is coming. Your class is in charge of it. Each group
has a specific task, and you will have to communicate with others and
finish your task.
Step 1 Plan Discuss in groups, then make a list of your tasks and audience.
Tasks Audience
• Design a poster • Teachers
• Invite parents • Students
• Choose a place • Parents
• Buy awards or gifts • Headmaster
• ... • ...
Brainstorm In groups, choose your ways of communication and draft
Step 2
messages.
• When?
• What events?
...
Identify problems Think about the problems you might have in
Step 3
communication and prepare solution plans.
Practise Design your communication plan and present it to the whole
Step 4
class.
Communication Plan
Goals: Audience:
Key messages: Ways:
Possible problems:
Solutions:
Update my to-do list
Work in groups. Make comments on your classmates’ communication plan.
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3
A helping
hand
How
can
we
help
others?
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2 1 a T n a a L d b l i k o s o t u e f a t f n b e e o r t v u e o t h r y a e d h lp a n o y e w w a s c t t r o s e p o a o f s r k t k in f d o n r ess .
5 4 n h 3 M e s e e W o l h a d p R m a k r
.
i e n n e i e t a d g o e d a n h i e a n a p a n r w t a s o d t h n h p o a o o t n r e s o y m k a h - l a s e a y s . o r f b o m o g o u h e r u e e n t l o l g c e p n i y t v e a e . t i d n e h i g r n y e o l a t p u o i . n g
Getting started
There are many ways to help others. Tick (3) the things you’ve done and add
some more.
help someone work out a
cheer someone up
——————————
difficult problem
h elp someone who
hold a door for a stranger
got hurt ——————————
do voluntary work donate money to a charity
——————————
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A
Everyday heroes Viewing and listening
Lu Yao is looking through the news about “Everyday Heroes” on TEEN-Land
website.
TEEN-Land News
30 March, Monday
Everyday Heroes
1 To help out sick people, a 12-year-old girl saved
her hair for three years for donation.
2 Students volunteered to hand out food to the
elderly who live alone.
3 Teenagers visited people in need to help them
rebuild confidence and encourage them never to
give up hope.
4 Four children helped pick up cigarette ends in
the park to prevent fires.
A1 L ook and say Look at the web page and think: Which piece of news
impressed you most?
Which piece of news
...
impressed you most?
A2 L isten, view and think Listen to a news report. Which piece of news on
the web page did you hear?
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A3 Listen and take notes Listen to the news report again and complete
the notes.
Listening for key information
1 When did the two teenagers start to give a helping hand?
.
2 Who received help?
people who .
.
3 Why do they need help?
They find it difficult to .
They are .
4 What kind of help do they receive?
bring to them.
.
5 Who else has joined the programme?
.
Word study Word partner
Use the phrases in the box to complete the following sentences.
help (...) out
1 Don’t give your hopes up ./Don’t give up your
work (...) out
hopes. I’m here to help you.
cheer (...) up
2 me here! I can’t find my key.
give (...) up
3 James had a bad day today. Let’s go and
pick (...) up
him .
4 Look! The man over there dropped his wallet. Let’s it and
return it.
5 This maths problem is so hard. Can you help me it ?
Update my to-do list
Listen to the news report in A2 again and discuss in groups. What do the teenagers
learn from the programme? How would you help in the same situation?
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B
A helping hand Speaking
The school photography club held a photo contest of school life. Here are the
“Star Students of the Week”.
B1 L ook and say Look at the photos. What are the students doing in each
photo?
B2 L isten, read and think Listen to the conversation between Wang Yiming
and Lu Yao. How did they ask for and offer help?
Yiming: Hi, Lu Yao! You look a little lost. What are you looking for?
Lu Yao: Hey Yiming! I’m looking for a book of maps for my geography class.
What are you doing here?
Yiming: I’m a volunteer at the school library.
Lu Yao: Could you please give me a hand?
Yiming: Sure!
Lu Yao: I don’t know where to start looking for it. The book is called The
World Atlas.
Yiming: Oh! It is on the shelf next to the librarian’s desk.
Lu Yao: Thanks. How do I check out a book?
Yiming: Do you have your student card with you?
Lu Yao: Yes, I never come to school without it.
Yiming: Just show the librarian your student card and she’ll let you take the
book home.
Lu Yao: Thank you for your help.
Yiming: I’m happy to help you out.
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B3 Role-play Look at the photos on page 38. Imagine how they ask for and
offer help and act out the conversations.
I’m not tall enough to reach Certainly. It would be my
the top of the blackboard. pleasure. Let me help you
Could you give me a hand? clean the blackboard.
Thank you for your help.
I am glad to help you out.
Excuse me, my leg Hey! You seem a bit
...
hurts. Could you ... upset. How can I
help me? help you?
My learning notes
Responding politely to others:
A: Could you please give me a hand? A: Thank you for your help.
B: Sure! How can I help you?/ B: I’m happy to help you out./
Pronunciation
/h/, /r/, /l/, /j/ and /w/ /bl/, /pl/, /sl/, /kl/ and /Gl/
Sing the rap. Sing the rap.
Lend a helping hand, whenever The wind blew away Grandpa’s hat.
you can. Grandpa was slow and the wind was fast.
Reach out to others, you polite “I’m not even close!” Grandpa said.
little man. “Please get it back!”
Kindness is never wrong; joy is I ran so fast and I got the hat.
always sent. When I gave it to Grandpa, he was no
Wait for no more; offer your longer sad,
helping hands! “Thank you for your help. You’ve made
me so glad!”
Update my to-do list
Work in pairs. Make more conversations to ask for and offer help.
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C
Help in an emergency Reading
Lu Yao is reading a story about acts of kindness.
C1 Predicting Read the first paragraph and answer the questions.
1 What probably happened to Mrs Bell?
2 What would Tom probably do?
C2 Read the story.
Rainbow
in a cloud
One sunny Saturday morning, as usual, Tom was reading a newspaper to his
old neighbour Mrs Bell in her garden. Suddenly Mrs Bell cried out and put her
hand to her heart.
“Mrs Bell, are you okay?” asked Tom, very worried.
5 “I think I’m having a heart attack!” she said in a weak voice. Her face
turned pale, and she broke out in a cold sweat.
A heart attack! Tom was shocked, but the eleven-year-old boy took a
few deep breaths to calm himself down. He remembered a lesson he had
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3
learned in a summer camp. In an emergency, you must stay calm.
10 Who could he turn to for help? Mrs Bell lived alone, so there was
nobody around. His parents were out shopping for the old lady.
He quickly took out his phone and called the emergency number.
He told the operator clearly where Mrs Bell lived and what had
happened. The operator said an ambulance was on its way.
15 “Tom, get me the blue bottle by my bed,” said Mrs Bell. Tom ran
into the house and got Mrs Bell’s heart pills. She took one.
When the ambulance arrived, two doctors gave Mrs Bell first aid at
once. One of them said, “You must be the boy who called us.” Tom
nodded. “Well done!” the doctors said.
20 After they left for the hospital, Tom thought to himself, “Mum often
says she is happy to be a rainbow in someone’s cloud. Now I seem to
understand what she means.”
Personal touch
What do you think of the story?
Did Tom do the right thing?
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C3 G eneral understanding Read and find out the two things that Tom did to
help Mrs Bell.
C4 Detailed reading In what order did the following events happen? Complete
the timeline with A-G.
Understanding sequence
A Mrs Bell had a heart attack. B Two doctors gave Mrs Bell first aid.
C The ambulance took D Tom found a way to
Mrs Bell to the hospital. calm himself down.
E Tom ran into the house and F Tom was reading a newspaper
got Mrs Bell’s heart pills. to Mrs Bell in her garden.
G Tom called the emergency number and reported the case.
C5 Further thinking Answer the questions.
1 What can you learn from Tom?
2 “Mum often says she is happy to be a rainbow in someone’s cloud.” What does
“a rainbow in someone’s cloud” probably mean?
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Vocabulary focus Complete the post by a doctor with the words and
phrases in the box. One is extra.
ambulance weak poor emergency cases
operator hospital cold sweats heart attack
If there is an emergency
Posted by Lillian Wang
In my six years as a doctor, I’ve been called to many 1
of chest pain.
In one case, a woman in her late 60s said she had 2
and generally felt 3 all morning. She waited several
hours to call us because she thought the feeling would go away.
When we arrived, we found she had a serious 4 . We
took her straight to the 5 .
What happens when you call emergency services?
When you make the call, tell the 6 that you may have
an 7 , and it will be taken seriously. They will send an
8 to you as soon as possible.
Update my to-do list
Discuss in pairs. Besides Tom, who else gave a helping hand in the story? How did
they help?
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Grammar in use Compound sentences
1 Read and think Read the following sentences and pay attention to the
underlined words. What are they used for?
(1) A heart attack! Tom was shocked, but the eleven-year-old boy took a few
deep breaths to calm himself down.
(2) Mrs Bell lived alone, so there was nobody around.
(3) M rs Bell’s face turned pale, and she broke out in a cold sweat.
2 Work out the rules Choose the right conjunction.
W e use (so/and/but) to link sentences that are about
similar ideas.
W e use (so/and/but) to describe the result of an
action or a situation.
W e use (so/and/but) to link sentences that are about
different or opposite ideas.
Grammar file p. 123
3 Practise Connect the two halves of the sentences with and, but or so.
(1) I wanted to call you for I didn’t have your
help, phone number.
(2) My mother often helps and I went to see the
me with my homework, doctor.
but
(3) I caught a bad cold and she also helps me
so
felt awful last week, learn about the world.
(4) You have no idea what please accept my
your help means to me, sincere thanks.
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4 A survey
(1) Work in groups of four. Read the questions. What else do you want to
know? Discuss and add more questions to the list.
Have you helped anyone recently?
How did you help him/her?
How did you feel when you helped him/her out?
Have you received help from anyone recently?
How did he/she help you?
How did you feel when he/she helped you out?
When should we help others?
...
(2) Interview your group members with 2-3 questions about their views of
helping others.
(3) Answer the questions by using proper conjunctions.
Have you helped
Yes, I have. I helped
anyone recently?
my classmate Lisa
last week.
How did you
help her?
She broke her leg, so she couldn’t
walk. I took her to the school
canteen in a wheelchair every
day, and now she is much better.
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D
Being thankful Writing
Have you ever received help from others? Write a thank-you letter to show
how much you thank them.
D1 Think Read the thank-you letter from Mrs Bell to Tom. How did she thank him?
Dear Tom,
Thank you very much for your help. You called the
emergency number for me and gave me the heart pills
just in time. The doctors gave me first aid and they
took good care of me. I am feeling much better now.
You have no idea how much your help means to me,
so please accept my sincere thanks. I’m so happy and
grateful to have kind people like you and your parents
around me.
All the best,
Mrs Bell
D2 Prepare Find out these aspects in the thank-you letter.
Say
thank you
How Mrs Bell felt
about the help
What Tom did to
help Mrs Bell
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D3 Plan Choose one person you would like to give thanks to and make notes
below.
Say thank you:
What did he/she do to help you?
How did you feel about the help?
D4 Write Write your thank-you letter.
Dear ,
D5 Check Check your writing. Pay attention to the elements of a thank-you letter.
TEEN skill Writing a thank-you letter
Start with a greeting.
Show your gratitude with one or two details.
End with your thoughts, feelings or some additional
information.
Update my to-do list
Work in groups. Help one another polish the letters and share them in class.
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Discovery
Signals for help
SOS
The best-known signal for help may be
“SOS”. It’s an international signal that
can be used in any emergency. It comes
from the Morse code①, which uses dots②
and dashes③, so it’s not the short form of
any English words. However, it does have a less-known form — “191519”,
which are the positions of “S”, “O”, “S” in the 26 English letters.
Sign languages for the deaf-mute
Sign languages allow the deaf-mute to ask for
help, but they vary from country to country.
In China, showing your palms out and
f lapping④ twice means “help”, but in
America, you have to put a thumb up on
your other palm to deliver the same message.
Read and think Do you know any other signals for help? What do they mean?
① Morse code 摩尔斯电码 ② dot （摩尔斯电码中的）点 ③ dash （摩尔斯电码中的）长划
④ f lap （上下或左右）拍打
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E
Being helpful Project
Making a proposal
Work in groups. Make a proposal for helping someone in need.
Step 1 Brainstorm Observe the people around you and think about the
questions.
Who may need help?
How can we help this person/these people?
How can we make him/her/them feel glad to accept our help?
Step 2 Plan Design the plan and activities. Make arrangements for these
activities.
We could write
Some old people are
encouraging
lonely. Why don’t we
notes ...
read to them?
Step 3 Make a group proposal In groups, complete the following table and
draw up a proposal.
A creative project A general Activities and
Goals
name introduction arrangements
Step 4 Share Report your group proposal in class.
Update my to-do list
Which group’s proposal sounds the most practical? Follow the arrangements and
offer a helping hand.
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4
Honesty
Why
is
honesty
the
best
policy?
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1 L a i
M
s b t o
a
e u
k
n t
e
t a a o p s o a p l e o c l g o li i n n e g v s e b r f s o e a e r t i w c o o n h n a t t e s h t a . s
2
3 b R e b e e
C
a n a s
o
d s
m
d - o a f
p
n i s
l
s
e
e h t
t
. i o n
e
r g y a e a x s b t p o o e u r r y i t e n a a c b e o . ut
4
h
M
on
a
e
k
s
e
t y
a
.
class
honesty
5
contract.
Getting started
Read and think. Is the person honest?
Tick (3) the right box. Yes No Not sure
1 Mary’s teacher gave her an A by mistake. She told the teacher
about the mistake immediately.
2 Kelly broke her mum’s favourite cup but blamed her sister.
3 James borrowed his friend’s comic book and lost it. He explained
and offered to replace it.
4 Garcia didn’t like Emily’s new dress, but she still told Emily it
looked nice.
5 Andy copied an article from the internet, but he said he wrote it
himself.
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A
A hard choice Viewing and listening
Wang Yiming wants to take part in the school “spelling bee” contest. He is
looking at the poster on the noticeboard.
If you love to spell, then come on board!
You could be the next champion!
SPELLING BEE
Contest
Friday, 24 April
-
15:00 16:00
Media Centre,
New Star Middle School Library
Open to all the students of 6th Grade–7th Grade
A1 Look and say Look at the poster above and talk about it.
What is a “spelling bee”?
It’s a game for students
to spell English words.
A2 Listen and think Listen to the conversation between Yiming and his mother.
Did Yiming win the contest?
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A3 Listen and complete How did Yiming and his mother feel about the
contest? Listen again and complete the table.
Making inferences
1
I was almost the winner, but ...
2
They praised me for
being honest. But I lost.
Yiming’s feelings Mother’s feelings
1 1
2 2
Word study Word partner
Match the phrase halves, and make sentences with the proper forms of the phrases.
a lie
the truth
a decision
make
a
mistake
the difference
tell
a suggestion the time
e.g. Mike made a mistake in the maths test yesterday.
Update my to-do list
Listen to the conversation again. What did Yiming’s mother mean by saying “You
have learned a good lesson.”?
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B
A way out Speaking
Lu Yao is in a bit of trouble. She is reading the advice column of a teenage
website and seems to have found an answer.
Advice column
Ask Annie!
Dear Annie, Dear Annie,
I borrowed my friend’s skateboard I have won first prize in a writing
and unluckily it broke while I was contest at school, but I’m not
using it. I’m worried about how excited at all. The fact is — I copied
my friend will feel when he finds it from someone else. Now I feel
it out. What should I do to make it guilty about it. What should I do?
right? Maggie
Mike
Dear Mike, Dear Maggie,
I think you should be honest with I think you should tell the truth to
your friend and apologise to him. your teacher and explain what you
Then he won’t mind. have done. Remember: Honesty is
Annie always the best policy.
Annie
B1 Look and say What advice did Annie give to Mike and Maggie? What do
you think Lu Yao may have learned from the advice column?
B2 Listen, read and think How does Lu Yao deal with her trouble then? Listen
to the conversation and find it out.
Lu Yao: Hey Lin Dong, do you have a minute to talk?
Lin Dong: Yes! Is anything wrong? You look worried.
Lu Yao: Remember that you lent me your favourite book?
Lin Dong: Yes, what about it?
Lu Yao: I’m so sorry! I accidentally spilled a glass of water on it. The pages
are all stuck together.
Lin Dong: My favourite book?!
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Lu Yao: I was careless. I know that book means a lot to you, and I want to
be honest with you.
Lin Dong: I guess accidents sometimes happen. I know you didn’t mean it.
Lu Yao: I’m truly sorry. Can I buy you another copy?
Lin Dong: OK. Let’s go to the bookshop after class then!
B3 Pair work Mike accepted Annie’s advice and apologised to his friend. What
might they say? Work in pairs. Use the conversation above as a model.
My learning notes
Making and accepting excuses:
• I’m truly sorry, but ... • Don’t worry about it.
• I didn’t mean to ... •
Pronunciation /str/, /spr/ and /sk/
Read the poem.
In the spring of truth, let Honesty stands straight,
honesty show, like a star,
Like a strong tree, with Making the sky brighter,
roots that grow. near and far.
With a square promise, we’ll At a street crossing, we’ll
be true, never be lost,
Spreading kindness in all Being strict with truth to
we do. gain a lot.
Update my to-do list
Work in pairs. Pick a role and start a conversation. Use the conversation in B2 as a
model.
A B
You are Li Bailing. You were doing You are Wang Yiming. You didn’t
a project on your friend Wang notice that one of your files was
Yiming’s computer. However, you missing. Now your friend Bailing is
accidentally deleted one of his files. telling you the truth. Together you
Now you are explaining it to him. are trying to find a solution.
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C
A lifetime lesson Reading
Bass fishing is a popular sport and hobby for many fishermen. But can we
catch bass all year round?
C1 Background knowledge What do you know about the bass fishing season?
NOTICE
BASS FISHING SEASON
Open from 23 June to 30 November
Please protect fish and limit the catch.
C2 Read the story.
CATCH OF A
LIFETIME
by James P. Lenfestey
He was eleven years old and lived on an island in the middle of a
lake. On the day before the bass season opened, he and his father
were fishing early in the evening. He tied a small bait and practised
casting. When his pole doubled over, he knew something huge was
5 on the other end. Finally, he lifted the fish from the water. It was
the largest one he had ever seen, and it was a bass.
The father looked at the handsome fish. Then he lit a match and
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looked at his watch. It was 10 p.m. —two hours before the
season opened. “You’ll have to put it back, son,” he said. “Dad!”
10 cried the boy. “There will be other fish,” said his father. “Not
as big as this one,” cried the boy. He looked around the lake.
No other fishermen or boats were anywhere around in the
moonlight. He looked again at his father. Even though no one
had seen them, the boy could tell by his father’s voice that he
15 had no choice. He slowly worked the hook out of the lip of the
bass and lowered it into the black water. The fish gave a wave
with its tail and disappeared.
That was 34 years ago. Today, the boy is a successful
architect in New York City. He often takes his own son and
20 daughters to go fishing at the same place. He has
never again caught such a huge fish as the one
he caught that night long ago, but he does
see that same fish—again and again.
Personal touch
How do you like the father’s decision?
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C3 General understanding Answer the question.
What is the theme of the story?
C4 Detailed reading Read and infer how the boy felt during the process of
fishing.
Making inferences
Action
The boy tied a small bait
and practised casting.
Feeling
1
Feeling
Action
2
The boy saw his
pole doubled over.
Action
Feeling
The father told the boy that
3
it was two hours before the
fishing season opened.
Action
The boy cried and refused to
put the fish back into the lake.
Feeling
Action 4
The boy lowered the fish
into the black water.
Feeling
5
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C5 Further thinking In groups, discuss the questions.
1 What does the last sentence of the story mean?
2 What is your understanding of the title “Catch of a lifetime”?
Vocabulary focus Complete the sentences with the proper forms of
the words and phrases in the box. Two are extra.
handsome disappear again and again
practise successful tie lifetime
One evening before the bass season opened, a father and his son were
fishing in the middle of a lake. The father taught the boy how to
1 a bait on the pole. With the help of his father, the boy
2 casting carefully. After a while, his pole doubled over. The
boy was excited and wanted to lift the fish out of the water, but it was
hard. He tried 3 . Finally he made it. He had never seen such
a 4 fish, but it was a bass. They decided to put the fish back.
The fish 5 as soon as the boy lowered it into the water.
Update my to-do list
Retell the story in your own words. Discuss in groups: What may be “the handsome
bass” for you? What will you do if you are in the same situation?
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Grammar in use Alternative questions
1 Read and think Read the sentences and think: How are they formed?
(1) A: Did the boy give the bag to the police or its owner?
B: The police.
(2) A: Does his action bring about good results or bad ones?
B: Good ones.
(3) A: Did he tell the truth to his mother or to his teacher?
B: Both/Neither.
(4) A: Where did he get the news, from the newspaper or from the radio?
B: From the newspaper.
2 Work out the rules Tick (3) the one(s) you agree with.
To form an alternative question, we can ...
use the conjunction “or” to separate the answer choices.
use question words to begin the sentences.
We can answer an alternative question ...
using short answers such as “yes” or “no”.
with an alternative.
Grammar file p. 124
3 Practise: This or that? Complete the conversations with alternative
questions.
(1) A: I got up late and was late for school this morning. Mr Li was unhappy.
B: Did you make up a story or tell the truth? (make up a story/tell the truth)
A: I told the truth.
(2) A: I found a mobile phone at the bus stop yesterday.
B: ? (hand in the mobile
phone to the police/wait for the owner)
A: .
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(3) A: I went shopping with my grandma last Sunday, and the salesgirl gave us too
much change.
B: ? (return the money/
keep it)
A: .
(4) A: My sister bought a new dress, but I don’t like it.
B: ? (tell her your true
feelings/tell a white lie)
A: .
(5) A: I visited Mr Baker last night, and his wife offered me some cakes, but I don’t
eat cakes.
B: ? (take the cakes/
say no politely)
A: .
4 What will you do in these situations? Why? Take turns to ask and answer.
(1) You break a valuable vase at home.
(2) You see a thief on the bus.
(3) Your friend asks you to help him cheat his mother.
(4) Your bike scratches① the side of a parked car.
(5)
What will you do if you break a valuable vase at home? Will
you tell your parents the truth or keep your mouth shut?
I will tell them the truth because
honesty is more precious than a vase.
① scratch（ 尤指意外地）擦破，划损，刮坏
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D
A little promise Writing
Read the story about an honest boy who lives in a small village. Complete
the story according to the given part.
The story took place in a village at the foot
of a mountain. One day, several visitors
came to the village. They wanted to buy
some water. A local boy offered to help.
Several hours later, the boy didn’t come
back. One of them thought, “Perhaps the
boy cheated us for the money.”
D1 Think Read Lin Dong’s version. Why didn’t the boy come back?
At that moment, up came another boy.
One of the visitors asked, “Hi, who are you looking for?”
“My brother promised to buy some water for you, but he only bought four
bottles,” the boy said. “He had to go over a mountain to buy the other six bottles.
Unluckily, on his way back, he hurt his leg.”
The boy told the truth in tears and gave the water to the visitors. The visitors
were deeply moved. One of them wrote down the story and posted it on the
internet. The village became famous.
TEEN skill Using direct speech
Direct speech is a report of the exact words someone has said.
Direct speech appears inside quotation marks. It usually has a
reporting verb. The most common reporting verb is “said”.
quotation marks reporting verb
“You have to put it back,” said his father.
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D2 Prepare How does Lin Dong use direct speech in his story? Underline the
examples of direct speech and see how reporting verbs are used.
D3 Plan Plan your story by making notes about the following questions.
Why didn’t the boy come back?
What’s the ending of the story?
D4 Write Complete the story. Use direct speech in your story.
D5 Check Check your story. Pay attention to the use of direct speech.
Update my to-do list
Share your story in your group. Vote for the best one of the group.
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Discovery
Quotes about honesty
Keep what you say and carry out what you do.
— Confucius (551 BCE – 479 BCE)
Whoever is careless with the truth in small
matters cannot be trusted with important
matters.
— Albert Einstein (1879 – 1955)
If you tell the truth, you don’t have to
remember anything.
— Mark Twain (1835 – 1910)
The liar’s① punishment② is not in the least
that he is not believed, but that he cannot
believe anyone else.
— George Bernard Shaw (1856 – 1950)
Read and think Which of the quotes is the most impressive to you? Why?
① liar 说谎者 ② punishment 惩罚
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E
A further action Project
①
Writing an honesty contract
Work in groups and make an honesty contract for your class. An honesty
contract usually includes the purpose, promises and signatures.
Step 1 Discuss Discuss and list some actions of honesty and dishonesty in
your class.
Step 2 Write Write an honesty contract. You may follow the format below.
Honesty Contract of Class , Grade 7
This contract is to show what behaviours are expected. purpose
As honest students in this class, we will ...
We won’t ... promises
Signatures
signatures
Date
Step 3 Share Share your contracts in class. Vote for the best one.
Update my to-do list
Sign your name on the contract. Post it on the display board of your classroom.
① contract 契约
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5
Wild
animals
How
should
we
treat
wild
animals?
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1 2 L w T is i a t l l d e k n a a n b t i o o m u a a t l n t f a a h u c r t d e s a io . t b s o o t k o a w b i o ld u t
3
a
R
n
e
im
ad
a ls
a
.
story
of a swan
4
5
f W a b m M e ri h i a t l a y k e l . e f a a o f le f t w ly t i e e ld r r f a f o o n r r im W h a e l o s lp r . l d o n
Wildlife
Day.
Getting started
Look at the pictures and answer the following questions.
1 What animals are they?
2 Where do they live?
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A
Meet wild animals Viewing and listening
Wang Yiming saw some wild animals on TV. Now he is using an audiobook
app to learn more about wildlife.
Giant panda African elephant Blue whale Kangaroo
·large, black and ·the biggest land ·the largest living ·travel by jumping,
white bears animal animal on the use their big tails
·live in the ·have a long trunk Earth to keep balance
bamboo forests ·live in Africa ·live in almost ·live in Australia
of central and every ocean
western China
A1 Look and say Look at the buttons and talk about the animals with the
words from the box.
smart lovely lazy strong dangerous friendly gentle
What is the largest living
The blue whale.
animal on the Earth?
How does it look?
It looks strong.
A2 Listen and take notes Yiming and Li Bailing are playing animal guessing
games. Listen and take notes. Guess the animals and check your answers with
your partner.
Listening for key information
I am ...
I live ... I have ...
I eat ... I can ...
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A3 Think and say Think of some other wild animals. In pairs, ask and answer.
Where does it live? It lives ...
What does it eat? It eats ...
How many legs does it have? It has ...
... ...
Is it a/an ...? Yes, it is .../No, it isn’t. It is ...
Word study Word building Suffix
Fill in the blanks with the proper forms of the words in the brackets.
We can turn a noun into an adjective by adding -ly, -ful, -less or -y to it.
1 After a (care) search, they found another swan with an injured wing.
2 Some animals look (love), while others look dangerous.
3 A (home) dog followed a team of cyclists for 24 days along the
highway.
4 S ome birds would rather go (hunger) when people put them in
cages.
5 I n the Antarctic, penguins stay together to protect themselves against the cold
and (wind) weather.
Pronunciation /m/, /n/ and /N/
Read the poem.
In forests deep and grasslands wide,
Animals walk with joy and pride.
From big lions to tiny ants,
Nature’s creatures①, in their charming dance.
The mighty② elephant, strong and grand③,
With a trunk that reaches, like a helping hand.
The graceful④ dolphin, playful and free,
Dancing in waves, in the deep blue sea.
Update my to-do list
Listen to A2 again, and say which animal is the most dangerous/the cleverest/the
strongest ...
① creature 生物；动物 ② mighty 强而有力的 ③ grand 壮丽的；重大的 ④ graceful 优美的；优雅的
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B
Keep wildlife safe Speaking
Wang Yiming and Lu Yao went to a wildlife lecture. They saw a poster on the
display board at the entrance.
Diseases, like bird flu
The weather is
and fever, are killing us.
getting warmer and
the ice is melting.
Wildlife
We are losing Under
our habitat.
Threat
People are polluting
the oceans.
B1 Look and say Read the poster and talk about what problems the animals have.
Look at the poster. What’s
He is suffering
the problem with the owl?
from diseases.
B2 Listen, read and think Listen to a recording played in the lecture. Find out
what problem Ala and her family have and what they are going to do.
Pip: You look worried, Ala. What’s the problem?
Ala: I’m leaving with my family in a few days.
Pip: Why are you leaving?
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Ala: We are running out of food, so we have to move.
Pip: What happened?
Ala: People are cutting down the forest for farming.
Pip: I’m sorry about that. Where are you
leaving for?
Ala: We are going to set out for the north in Pip
a few days, but we don’t know what is
waiting for us.
Ala
Pip: Don’t worry, Ala. I believe things will
change for the better. Perhaps you
could talk to humans first and see if they can help.
Ala: Good idea! Thank you, Pip. Bye.
Pip: Goodbye and good luck.
B3 Pair and share Choose an animal from the display board and make up
a conversation. Use the conversation above as a model.
You look worried.
What’s the problem? We are ...
People are ...
My learning notes
Expressing intention:
I’m (doing) ... I was going to ...
Update my to-do list
Work in pairs. Tell your partner what threats your favourite wild animal is facing
and what you are going to do about it.
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C
Into the wild Reading
Wang Yiming has just f inished reading a book named The Trumpet of the
Swan. In the story, Sam, an eleven-year-old boy, went camping in Canada
with his father. There he found a trumpeter swan, Louis, and his family. Here
is an excerpt from the book.
C1 Predicting Look at the pictures in the story and guess: What happened
between the boy and the swan family?
C2 Read the story.
It was still only a little after seven o’clock; the Sun
was pale, and the air was cool. The morning smelled
delicious. Sam sat down quietly by the pool and
lifted his field glasses. The mother swan appeared
5 to be only a few feet away. She was sitting very
close, not moving. The father swan was nearby.
Both birds were listening and waiting. Both birds
saw Sam, but they didn’t mind his being there—in
fact, they rather liked it. Sam was very happy. He was keeping company
10 with these two great birds in the wilderness. It satisfied him greatly.
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In midmorning, when the Sun was up in the sky, Sam focused his glasses
on the nest again. At last he saw a small head pushing through the
mother’s feathers, the head of a baby Trumpeter. The baby climbed out
of the nest. Sam could see its grey head and neck, and its body covered
15 with soft fine feathers. Soon another baby appeared. Then another. Then
the first one walked his way down into his mother’s feathers again, for
warmth. Then one tried to climb up his mother’s back, but her feathers
were wet, and he fell off. The mother swan just sat and sat, enjoying her
babies, watching them use their legs.
20 “One, two, three, four, five,” Sam counted. “One, two, three, four, five.
Five babies, just as sure as I’m alive! This is my lucky day.”
(Adapted from The Trumpet of the Swan by E. B. White)
Personal touch
How do you like the swan family?
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C3 General understanding What was the story about? Read and tick (3) the
best answer.
A hunting experience.
A training experience.
A camping experience.
C4 Detailed reading Read and find out what was happening at the same time.
Identifying story elements: setting
Sam focused his glasses The swan mother just sat
on the nest again. and sat, enjoying her babies.
Sam lifted his The baby 3 of
field glasses. the nest.
The mother swan Sam could see its grey head
1 and neck, and its body
very close, not moving. covered with soft fine feathers.
The head of a baby Trumpeter The baby swans
2 the 4 their legs.
mother’s feathers.
C5 Further thinking Answer the question.
How did Sam feel when he was watching the swan family?
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Vocabulary focus Complete Sam’s diary with the proper forms of the
words in the box.
expect sit push lift mind climb
1 April Clear
At about seven o’clock, I arrived at the
pond. I sat down and 1 my field
glasses. I saw a nesting swan and a male swan
2 nearby. They also saw me, but
they didn’t 3 . I was glad to stay
with them so close.
When the Sun was up in the sky, I saw a
baby Trumpeter 4 through her
mother’s feathers and 5 out of the
nest. Then one after another. There were
five of them. They were sort of brownish-
grey in colour, a bit dirty but very cute.
The male swan led them right up to me. I
wasn’t 6 to see this, but I kept
still. What a lucky day it was!
Update my to-do list
Work in groups. Discuss why Sam thought it was his lucky day.
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Grammar in use Past continuous
1 Read and think Read the sentences and think: How is the tense used in the
sentences?
(1) The mother swan was sitting very close, not moving.
(2) Both birds were listening and waiting.
(3) A small head was pushing through the mother’s feathers.
(4) T he mother swan was watching them use their legs.
2 Work out the rules Tick (3) the one(s) you agree with.
We can use the past continuous to talk about ...
an event that happened in the past.
an event that was in progress at/around a point of time in the past.
an event that started in the past and is still going on.
Grammar file p. 125
3 Practise Zhao Yuan and his family visited the wild animal park yesterday.
Look at the pictures and say what they were doing at different times.
It was a beautiful day. The Sun was shining and the birds
were singing.
take a truck tour
have a picnic
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feed the giraffe
watch birds
4 Think and say
(1) What were you doing at this time yesterday?
Time Activities
9:00 a.m.
12:00 p.m.
3:00 p.m.
6:00 p.m.
(2) Ask your classmates questions like this:
Were you having a picnic
at 9:00 yesterday morning? ...
What were you doing at 3:00
yesterday afternoon? ...
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D
Voice of wild animals Writing
You want to write a letter for help on behalf of wild animals to an animal
protection organisation.
D1 Think Read the letter. Why did the blue whales write this letter?
Dear humans,
cause
①We are some blue whales in the Antarctic waters. We are one
of the oldest and largest living animals on the planet. ②We are
request writing to ask for help.
③We have to say your boats and ships are putting us in
danger. ④Because of our huge size, we easily get hurt by
problem
fishing nets. When we are close to the surface of the ocean,
we are more likely to be hit by moving ships. Even worse, they
writing make so much noise that we cannot communicate or find our
purpose way around.
So, ⑤please do something to help us. We need your care and
protection.
self-
introduction
Yours,
Blue whales
D2 Prepare How do the animals explain the problem? Match the cards on the
left with the sentences in the letter.
TEEN skill Writing a letter for help
Be clear and polite when writing a letter for help and pay attention
to the following:
Introduce yourself briefly.
Explain your writing purpose clearly.
Say why you need help with strong reasons.
End your letter with a request.
D3 Plan What threats do other wild animals face? Choose a wild animal, discuss
and note down its problem(s) and possible cause(s).
Problem(s):
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Cause(s):
D4 Write Complete the following letter.
Dear humans,
We are . In the past 10 years, our
self-introduction
number has dropped sharply.
writing purpose
problem
cause
Yours,
request
My learning notes
Presenting a problem politely:
We have to say that ...
We are sorry to say that ...
We have no choice but to say that ...
D5 Check Check your letter according to TEEN skill on page 78 and pay
attention to the way you present a problem.
Update my to-do list
Work in pairs. Review your partner’s letter and revise it.
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Discovery
Rewilding our world
All around the world, clever humans have reintroduced plants and animals to
certain areas where they used to live naturally. Actions both big and small help.
Here are some success stories.
Giant Pandas
China is raising baby pandas and working hard to put
them back into its bamboo forests. By 2021, the number
of wild pandas had reached more than 1,800 in China —
the only place where the black and white bears live in the
wild. They are officially no longer endangered, but still
need great protection.
Wolves
With different degrees of success, wolves have returned to
the central Rocky Mountains of North America and much
of northern Europe. Wolves help keep deer and elk①
populations under control, which can benefit nature.
Seeds
By rewilding your garden, balcony, or window boxes, you
can help native plants and animals! Choose the seeds that
are friendly to bees and butterf lies. Ask an adult where you
can plant the seeds. Perhaps you can try a sunny spot in your
garden or a small pot on your balcony. Every little bit helps!
Read and think What did people do to rebuild the planet?
① elk 驼鹿
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E
A better world Project
Making a flyer for World Wildlife Day
On 3 March, people around the world hold events to celebrate World Wildlife
Day. Work in groups and make a f lyer for the next World Wildlife Day.
Step 1 Prepare Do research and find out what animals are in danger around
the world.
Step 2 Create a card Discuss, choose the four most endangered animals, and
make a card for each of them.
Species: White rhinos
Weight: Up to 3,500 kg
Food: Mainly grass and leaves
Look: Grey
Natural habitat: Grasslands and open
woodlands
Problems: Hunting for their horns
Species:
Weight:
Food:
(Stick a picture here)
Look:
Natural habitat:
Problems:
Step 3 Make a flyer Put the cards together and design a flyer with a slogan.
Put your group flyer on the classroom wall.
Step 4 Share Read other groups’ flyers and vote for the best three of your class.
Update my to-do list
What have you learned about wild animals? How should we treat them?
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Trees
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1
Listen to a
podcast
about
the
Amazon
Rainforest.
2 Talk
about
what
people can
do for
trees.
3
Read a
report on
helping
4
t
W
e
r
x
e
r
p
e
it
e
s
e
.
r ie
a
n c
b
e
l o
o
g
f
p
h
o
e
s
l
t
p in
ab
g
o
t
u
r
t
e e
t
s
h e
as a
volunteer.
5
Design a
tree card for the
trees on
campus.
What
do
trees
mean to
us?
Getting started
① ②
Look at the two pictures and tell what has happened.
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A
Amazing forests Viewing and listening
Wang Yiming is preparing for his project on forests. He is going through a
website for ideas.
Four Amazing Forests Around the World
1 the Jiuzhaigou Valley in China 2 part of the Amazon Rainforest
in Brazil
A It is full of colourful lakes, lovely
waterfalls and beautiful forests.
B The trees have strange shapes
and no one can explain why.
3 the Black Forest in Germany
C Thick treetops block out the sun,
even during the daytime.
D The air is humid and there are a
large number of trees.
4 the Dancing Forest in Russia
A1 Look and match Look at the pictures on the web page and match them
(1–4) with their descriptions (A–D).
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A2 Listen and think Listen to the podcast① about the Amazon Rainforest
and tick (3) the information that is mentioned.
location coverage kinds of animals climate kinds of trees
A3 Listen and take notes Listen again and fill in the blanks with correct
numbers.
Listening for numbers
About the Amazon Rainforest
1 About 60% of the rainforest is in Brazil.
2 It covers about million square kilometres.
People can find nearly kinds of plants and about kinds
3
of freshwater fish here.
4 It contains of the world’s liquid fresh water.
Word study Word meaning British English vs American English
Add more examples to the table.
Spelling Synonyms
BrE AmE BrE AmE
humour humor autumn fall
kilometre kilometer flat apartment
analyse analyze rubbish garbage
traveller traveler garden yard
Update my to-do list
Listen to the podcast again and explain why the Amazon Rainforest is amazing.
① podcast 播客
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B
Friends of trees Speaking
The school club Friends of Trees is looking for volunteers among students.
Here is its leaf let.
Friends
VOLUNTEERING TO MAKE A DIFFERENCE
of Trees
Activity Calendar — June
VOLUNTEERS WANTED
Do you want to help plants and
Sat. 5 June Listening to a talk on the
trees? Here are some of our
science of tree planting
activities in June. You can find
more at the school website. Sun. 13 June Visiting the garden nearby and
Together, we can do amazing planting trees
things. You can reach us by
calling 500 -102 -12××. Sat. 19 June Updating the posters in our
science lab at school
Fri. 25 June Watching a video about tree
planting
Sun. 27 June Taking care of the trees in the
nearby Sunshine Park
B1 Look and say Read the leaflet for the club. Discuss with a partner: Which
activity are you most interested in?
B2 Listen, read and think Wang Yiming is talking to Cathy, a member of the
club, on the phone. Listen and find out what they are talking about.
Cathy: Hello! This is Cathy from Friends of Trees. How can I help you?
Yiming: Hello! This is Wang Yiming from Class 3, Grade 7. I saw a leaflet for your
club and want to know more about it. Can I volunteer?
Cathy: Yes, we are always looking for new members!
Yiming: Do I have to know how to plant a tree?
Cathy: No, you don’t. But we do have volunteer training and our volunteers can
learn about environmental protection through talks and study groups.
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Yiming: What can I do as a volunteer?
Cathy: I think you can encourage people to save wood by recycling,
for example.
Yiming: Is that enough? Shouldn’t I be doing
more to protect the environment?
Cathy: Every little bit counts!
Yiming: How do I join the club?
Cathy: Come to our office during working
hours, and fill in an application
form. And that’s it!
B3 Role-play In pairs, discuss what else Friends of Trees does for trees. Use the
conversation in B2 as a model.
My learning notes
Asking for and giving advice:
• What can I do ...? • I think you can ...
• •
Pronunciation Silent consonants
Read the chant.
Sunshine Park is a place known to hikers in town.
It will take one to two hours to drive there.
Climb the hill and enjoy the scenery.
Take a few deep breaths to calm yourself down.
If you listen closely, you can hear the quiet of the outdoors.
Remember: The park is closed on Wednesdays, and Autumn
is its best season.
Update my to-do list
Work in pairs. Tell your partner what you are going to do for trees.
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C
Helping trees Reading
Wang Yiming is reading Rita’s report on ways of helping trees from three
people.
C1 Predicting Read the title and introduction of the report and predict what it
is about. Tick (3) the one(s) you agree with.
steps to plant a tree small acts of kindness to trees
tips on protecting trees
C2 Read the report.
Helping trees:
Everyone’s duty!
I interviewed three people about how they help trees in their everyday lives. This is
what they told me.
Yang (a student)
One basic way to help trees is to plant
5 one, but it is not easy to keep it healthy.
There are different kinds of trees in my
grandpa’s garden. He said that before
we could care for trees, we must know
their needs. He taught me to cut off some
10 of the branches from a tree so that it
would grow better and stronger. “Water
effectively,” he said, “and don’t forget to
put old leaves around the tree to protect
its roots.”
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Mrs Liu (a ranger)
15
We can all help trees by saving paper.
When people come to ask me how
to protect trees, I always tell them
printing less paper can be a good
20 start. Do you usually write on only
one side of a piece of paper? You can
write your shopping list on the other
side. If you are a book lover, you can buy
second-hand books or just choose e-books.
25 And of course, paying online is an excellent way
to save a lot of paper over the years!
Mr Wu (a teacher)
Believe it or not, eating less meat
can be a great help for trees. I read
30 in a newspaper article that factory-
farmed animals require a ton of space
to eat plants and this often leads to
the damage of the forest, so I tell
my students that they don’t have
35 to become a vegetarian like me, but
trying a day without meat every week
will help protect the trees out there.
Personal touch
Which piece(s) of advice in Rita’s report are
you most likely to follow? Explain why.
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C3 General understanding Match the person with his or her advice.
1 Eating less meat can be
Yang
a great help for trees.
2 One basic way to help
Mrs Liu
trees is to plant one.
3 We can all help trees by
Mr Wu
saving paper.
C4 Detailed reading Read the report again and complete the table.
Identifying key information
People Advice
• Know the 1 of trees.
• 2 some of the 3 from a tree.
Yang
• 4 effectively.
• Put 5 around a tree.
• Write on 6 of a piece of paper.
Mrs Liu • Buy 7 books or choose 8 .
• Send and receive payments 9 .
• Don’t have to become a 10 , but try a day
Mr Wu
11 every week.
C5 Further thinking Answer the questions.
1 What are the other ways of saving paper? Give examples.
2 What will happen to the Earth if everybody helps to protect trees?
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Vocabulary focus Label the tree parts with the words in the box and
fill in the blanks with the proper forms of the given words.
leaf branch trunk root fruit
(3) 
(1) 
(4) 
(2) 
(5) 
1 Part of a tree grows underground, as its spread through the soil in
search of water and energy.
2 The strong of the oak① tree support the . They reach out
in all directions.
3 The of trees provide shelter for animals on hot summer days.
4 Some animals like squirrels make their homes in trees and eat tree .
Update my to-do list
Read the suggestions from the three people and answer the questions: What have
you already done to protect trees, and what advice will you follow in the future?
And why?
① oak 栎树；橡树
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Grammar in use Numerals
1 Read and think Read the sentences and write down the numbers in Arabic
forms.
(1) T he Amazon Rainforest covers about six point seven
million square kilometres.
(2) F orests cover about thirty-one per cent of the Earth’s
land area.
(3) T here are over one hundred lakes in the Jiuzhaigou Valley.
(4) T he Amazon Rainforest contains one fifth of the world’s
liquid fresh water.
2 Work out the rules Tick (3) the one(s) that you agree with.
In the above context, we use numbers to ...
show a specific amount.
take a measurement.
make something easier to understand.
Grammar file p. 127
3 Practise Complete each of the sentences with one number in the box. Spell
out the numbers in full.
3
4,800 116.07 17%
4
(1) M ore than three fourths of all people outside cities live within 1
kilometre of a forest.
(2) Currently①, the tallest tree is a coast redwood②. It reached
metres in 2019.
(3) The oldest tree is a bristlecone pine③. It is over years old.
(4) A bout of the Amazon Rainforest was destroyed by human
activities in the last half century.
① currently 现时；目前 ② coast redwood 海岸红杉 ③ bristlecone pine 刺果松；长寿松
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4 An introduction Introduce the plane tree① to your deskmate according to
the information below.
Leaf length: 10-24 centimetres
Height: up to 40
metres
Trunk width: up to around 1.3 metres
e.g. The plane tree can grow up to 40 metres tall.
① plane tree 悬铃木
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D
Trees and me Writing
You want to write a blog post about your experience of helping trees.
D1 Think Read Wang Yiming’s blog post. Why did he write this?
Wang’s blog
Last week was really important to me. I joined
Friends of Trees and did my part to help trees. I did it
because I believe we need more trees than ever. About me
I went to the neighbourhood and planted
several trees with my classmates. We also went to Files
communities to give out flyers.
Search
Planting trees is tiring. It takes time and energy. After
planting my first tree, I promised myself that I would
>>One year ago
never waste any paper again.
>>This year
I hope more and more people will join us. Together
>>This month
we can do amazing things for trees and the
environment. So are you in now?
TEEN skill W riting a blog
A blog is like a public diary. It shares the writer’s experiences,
thoughts, feelings and opinions with others.
D2 Prepare How does Yiming organise his blog post? Match the paragraphs to
their main ideas.
Paragraph 1 A Why he wrote this blog
Paragraph 2 B What he has learned from his experience
Paragraph 3 C Why he became a volunteer
Paragraph 4 D What he did for/with trees
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D3 Plan Plan your writing.
What I did for/with trees:
What I have learned:
D4 Write Write your blog post.
’s blog
What I did for/with
trees
What I have learned
from my experience
Why I wrote this blog
D5 Check Check your blog post. Pay attention to its organisation.
Update my to-do list
Share your blogs in pairs and revise each other’s posts.
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Discovery
Take
action!
Now or
never!
China and the Great Green Wall
China is building another “Great Wall”. People are planting lots
of trees in a project called “the Great Green Wall”. The “wall” is
very long — it stretches① nearly from one side of the country
to the other! People there are planting trees to stop the sand
from turning everything into a big desert. The project has been
very successful so far — billions of trees have been planted! It’s
the biggest tree-planting project in history.
Brazil and the ARPA
programme
The Amazon Regional Protected Areas (ARPA) is a programme
that aims to save the Amazon Rainforest by protecting a large
area of land. It is still continuing, and the government promises
to take good care of the protected areas and make sure people
understand why it’s important to protect the environment. They
want to stop people from cutting down too many trees.
France and an island of coolness
Paris is a city that gets very hot in summer, and the government
has a plan to make it cooler. The plan is to plant some small
forests near important places in the city. These forests will have
groups of trees in places where people walk a lot and where it’s
more peaceful. The trees will be pretty and will also help make
Paris cooler during the hot summer months.
Read and think What actions are these three countries taking to help trees?
① stretch 延伸；绵延
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E
Trees around us Project
Making a tree card
To help people better understand the trees around us, let’s choose a tree
and make a tree card.
Step 1 P repare In groups, find out how many types of trees there are in your
school.
Step 2 Create a tree card For each group, choose one kind of tree, dig out some
facts about it and complete the card.
Name:
(Stick a picture of your Origin:
tree friend)
History:
Look:
Natural habitat:
Use:
Step 3 Share Introduce your tree friend in class and say what you can do for it.
I’m ginkgo.
I’m from China.
I have lived on this planet since ancient times.
I can be as tall as 40 metres.
I can survive in cold weather.
In autumn, my leaves turn from green to yellow.
People often use me in traditional Chinese medicine.
Update my to-do list
In groups, make a tree card and hang it on the tree.
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C o r Exploring China: Chinese characters
c
To the Chinese, the written character is not just a symbol representing a sound or an
idea, but an object with its own form, beauty and significance.
— Jonathan Spence
First impressions
It’s 20 April, the International Chinese Language Day. Some international students
are sharing their Chinese-learning experiences.
It’s a good idea to start from pinyin. Pinyin is the sound of the Chinese
characters. It uses the same letters as we use in English. You can use pinyin to
type in Chinese on your phone or computer.
Tones can be difficult! There’re four tones in Chinese putonghua: the level
tone, the rising tone, the fall-rise tone and the falling tone. Learning tones is
like learning to sing.
Chinese characters are like pictures. With active imagination, you can think of
stories about them to help remember their meanings. For example, the character
“大” (meaning “big”) looks like a tall person spreading out his arms and legs.
Highlights Read and think: Where did Cang Jie get his ideas of new character writings?
Cang Jie: The inventor of Chinese characters
According to legend, Cang Jie, an official historian of the Yellow
Emperor, invented Chinese characters.
Before the inventions of characters, ancient people knotted
ropes to remember things. Cang Jie wanted to create a style of
writing. It was said that he got ideas from the tracks of animals.
He was told by a hunter that different footprints belonged to
different animals. Cang Jie believed that if he could turn every
single thing on the Earth into a single painting, writing would become possible.
From that day on, Cang Jie observed everything very carefully, such as the tracks of birds,
animals, insects and fish, and the shapes of grasses and trees. He then drew different
symbols and gave meanings to each of them. This is how the characters were invented.
Collect more stories about Chinese characters and share them with your
Explore
classmates.
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corner
上海教育出版社
Bridging cultures
Lu Yao went on an educational visit to Greenway School in the UK for a week. She
prepared some pictures of Chinese characters to share with her British friends.
This is a basic Chinese character. It means
人 人
a person. It started out as a picture of the
sideways① view of a person.
木 木 This is another basic Chinese character. It
means a tree.
This is a compound character休 (xiū), “to rest”. It
is made up of two parts: 人 → 亻 (rén), “person”,
休 休
and 木 (mù), “tree”. It means a person resting in the
shade of a tree.
日 日 This Chinese character shows the Sun. It also
started out as a picture of the Sun.
月 月
This character means the moon.
This is a compound character 明 (míng), “bright”.
It is made up of two parts: 日 (rì), “the Sun”, and 月
明 明
(yuè), “the moon”. The two bright objects together
give the meaning of “brightness”. It is also used in
words like 明天 (míng tiān), “tomorrow”.
Find more interesting Chinese characters and introduce them to your
Explore
classmates.
Word bank
character 文字 knot ropes to remember things 结绳
tone 声调 记事
official historian 史官 compound character 合体字
the Yellow Emperor 黄帝
① sideways 往（或向、从）一侧；侧面朝前
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C o r Exploring the world: South America
c
First impressions
South America
Population: about 434 million
Languages: Spanish, Portuguese, etc.
Area: 17,840,000 km²
Largest country: Brazil
South America is the fourth largest continent in size and the fifth largest in
population. It has the world’s longest mountain range, the Andes Mountain Range
and the largest natural tropical rainforest in the world, the Amazon Rainforest. Some
countries, such as Brazil, Argentina, Bolivia, Chile, Peru and Venezuela lie on this
continent of South America.
Highlights Read and think: What is South America famous for?
The Amazon River
The Amazon River is the world’s second longest
river. It is the lifeline① of the rainforest and most
of its water comes from the snow melted in the
Andes of Peru. It has the largest water volume②
of all rivers in the world.
Galápagos Islands
The Galápagos Islands are famous for their unusual
animals. These animals helped Charles Darwin
to develop his theory of evolution③. The islands
remain a living laboratory for scientists today.
Cof fee
With its mix of high mountains and humid
forests, South America has the perfect climate
for growing coffee beans. Today, South America
produces about 60% of the world’s coffee.
① lifeline 生命线 ② volume 容量；量 ③ theory of evolution 进化论
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Music and dances
Traditional South American music and dances
have long been at the core① of Latin culture.
Some of the most iconic② dances and musical
styles in South America are: the Cuban salsa,
mambo, rumba and cha cha, the Brazilian samba
and the Argentina tango.
Discover more cultural highlights in South America and share them with
Explore
your classmates.
Bridging cultures
Lin Dong is back from a week-long school football trip. He has visited Rio de
Janeiro in Brazil during the Carnival. He’s now giving a speech to his classmates
about his experiences.
Every year for a week in February or March, you may find carnivals all over Brazil.
A carnival is a public festival. The Rio de Janeiro Carnival is one of the most
colourful and important carnivals in Brazil and one of the largest in the world.
Samba dancers dress themselves in colourful feathers. People join street
parades③, watching Rio’s best Samba schools’ plays and dancing to the
drums. Some people also go to street parties to celebrate.
Compare them with traditional festivals in China. Share your findings
Explore
with your classmates.
Word bank
South America 南美洲 Charles Darwin 查尔斯·达尔文
Brazil 巴西 salsa 萨尔萨舞
Andes Mountain Range 安第斯山脉 mambo 曼波舞
Argentina 阿根廷 rumba 伦巴舞
Bolivia 玻利维亚 cha cha 恰恰
Chile 智利 samba 桑巴
Peru 秘鲁 tango 探戈
Venezuela 委内瑞拉 Rio de Janeiro 里约热内卢
Galápagos Islands 加拉帕戈斯群岛 carnival 狂欢节
① core 核心 ② iconic 标志性的 ③ parade 游行
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A chapter to start with
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Heart is an 1886 children’s story by the Italian writer
Edmondo De Amicis. This book is written in a form of diary
and is told by Enrico Bottini, an 11-year-old primary school
student from an upper-class background who is surrounded①
by classmates from a working-class background.
In the excerpt, the girls left school and saw a chimney-sweep②
crying because he lost his day’s money. What did they do to help
him? Let’s read and find out.
THE CHIMNEY-SWEEP
1 November
Yesterday afternoon I went to the girls’ school building, near ours, to give the
story of the boy from Padua to Silvia’s teacher, who wished to read it. There are seven
hundred girls there. Just as I arrived, they began to come out, all very happy at the
holiday; and here is a beautiful thing that I saw: Opposite the door of the school, on
the other side of the street, stood a very small chimney-sweep, his face completely
black, with one arm resting against the wall, and his head supported on his arm,
crying. Two or three of the girls of the second grade went to him and said, “What is
the matter, that you cry like this?” But he made no reply, and went on crying.
“Come, tell us what is the matter with you and why you are crying,” the girls
repeated. And then he raised his face from his arm, — a baby face —, and said that
he had been to several houses to sweep the chimneys, and had earned thirty cents,
and that he had lost them, that they had fallen through a hole in his pocket, — and
he showed the hole, — and he was too scared to return home without the money.
“The master will beat me,” he said, crying, and again dropped his head upon his
arm. The children stood and looked at him very seriously. All the while, other girls,
large and small, poor girls and girls of the upper classes, with their books under their
arms, had come up; and one large girl, who had a blue feather in her hat, pulled two
cents from her pocket, and said, “I have only two cents; let us work together.”
“I have two cents, also,” said another girl, dressed in red, “we shall certainly find
thirty cents among the whole of us”; and then they began to call out: “Amalia! Luigia!
Annina! — A cent. Who has any money? Bring your money here!”
① surround 包围 ② chimney-sweep 烟囱清扫工
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Organise my reading
When reading a story in a timeline, it is necessary to pay attention to the order of
events and how they unfold over time. Understanding the timeline helps readers
make sense of the plot, characters and the whole structure.
There are 10 chapters in Heart. Each chapter, written in a form of diary, represents
a different month of the school year, and focuses on a particular character and their
experiences during that month.
Read the diaries. Following the order of the chapters in Heart, make your own
reading log. Put down anything that stands out to you.
My reading log
Book title: Author:
Chapter Character Storyline
Week 1 Introduction and Enrico the background of the story
October Enrico’s self-introduction
...
My favourite part
1 Chapter Page
Post-reading activities
Read the story. Answer the questions.
1 Who is your favourite character in the story? And why?
2 W hat messages do you think the author tries to convey through the excerpt?
3 Would you recommend this book to someone else? If so, who and why?
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A scene to act out
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Emil and the Detectives① is a 1929 novel by the
German writer Erich Kästner.
Emil is a hard-working student, the best in class. He lives
in a small town in Germany. He lost his father at a young age
and grew up alone with his mother. When school ended, Emil’s
mum sent him to live with her sister in Berlin for the holidays.
On the train to Berlin, Emil fell asleep and he believed a strange
man had stolen his money. He followed the man all the way
to Berlin, where many boys and girls joined him to catch the
strange man. The strange man went into a bank. Emil and his
friends followed him closely all the way.
The thief: I ... Please change this.
Emil: Stop! Wait, Mr cashier②, sir. The money’s stolen.
The cashier: Stolen? What’s that, little man?
Emil: T hat’s my money, 140 marks③, which he stole from me on the
train.
The thief: What madness! That won’t help. What a liar!
The cashier: Quiet! Be quiet! You’ll first have to prove that it’s really your
money.
Emil: I swear④.
The cashier: Sorry, but that’s not enough.
The thief laughed aloud.
Emil: The money was held by a pin⑤. There must be pinholes in those
notes. Here are the pins that made them.
The cashier: He’s right. There are pinholes.
Emil grabbed the remaining 40 marks from the thief.
Emil: He stole it from my pocket! Look at the pinholes.
① detective 侦探 ② cashier 出纳员 ③ mark 马克（原德国货币单位） ④ swear 发誓
⑤ pin 别针
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The thief tried to run away from the bank.
The cashier: Stop him!
Emil: Stop him!
The cashier blew the whistle. All the children surrounded the thief and he was
arrested①.
In the court②.
Judge: What’s your name?
The thief: Schulze.
Emil: Schulze? At the hotel he said his name was “Grundeis”.
Police: He carried two passports. One under the name of “Kiessling” and
the other one under the name of “Markus”.
Judge: I wonder what his real name is.
A boy: He’s got as many names as you’ve got hairs.
Judge: Take that hat off!
The thief was reluctant③.
Police: Didn’t you hear him? Off with the hat!
Judge: Your scar seems quite familiar. I think I can recognise this guy.
He’s Mitlinski, the bank robber④ from Hanover.
A boy: Mitlinski, a bank robber.
The thief was taken away. The money was returned to Emil.
Judge: Great job, boys, you’re like real detectives!
① arrest 逮捕；抓住 ② court 法庭 ③ reluctant 不情愿的 ④ robber 抢劫犯
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A poem to savour
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Jack Prelutsky is a poet who has published over 50 poetry collections. He
is much loved for his fresh, humorous poems. This poem, Nature Is, is selected
from his collection Book of Poetry for Children.
Nature is the endless sky,
The Sun of golden light,
A cloud that floats① serenely by,
The silver moon of night.
Nature is a sandy mound②,
A tall and stately③ tree,
The waters of a clear lagoon④,
The billows⑤ on the sea.
Nature is a gentle⑥ rain
And winds that howl⑦ and blow,
A thunderstorm, a hurricane⑧,
A silent field of snow.
Nature is a soft breeze
And pebbles⑨ on a shore
Nature’s each and all of these
And infinitely more.
① f loat 漂浮 ② mound 土堆 ③ stately 壮观的 ④ lagoon 环礁湖；小淡水湖 ⑤ billow 波涛般的
浓烟（或蒸汽等） ⑥ gentle 温和的 ⑦ howl 怒号；呼啸 ⑧ hurricane 飓风 ⑨ pebble 鹅卵石
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Notes
Unit 2
1. (Page 22) — Do you mind if I sit here?
— Not at all. Go ahead.
译文：你介意我坐在这里吗？
当然不。请便。
注释：有时候，当我们想在一个位置落座时，需要征求座位旁边人的同意，以
避免打扰到别人。“Do you mind if I sit here?”是一种很有礼貌的表达。如果表示
不介意，常见的表达有：
No, I don’t mind. 不，我不介意。
Not at all. 一点也不。
No, go ahead. 不，请便。
Of course not. 当然不介意。
若介意，常见回答有：
I’m sorry. 我很抱歉。
I’d rather you don’t. 我宁愿你不要。
通常后面说明原因，会显得比较礼貌，如：
— Do you mind if I open the window?
— I’m sorry. I feel cold now.
2. (Page 23) In our culture, we usually use a sweep of the open hand—palm
upwards.
译文：在我们的文化中，我们通常五指伸开，掌心向上，再轻挥手掌。
注释：在中国文化中，当我们需要表达“请”的意愿时，常常使用右手四指并
拢、大拇指张开、手心向上、屈肘的动作来表示。此句中的sweep为名词，用来表
示手部动作，意为“挥动”或“掠过”；upwards是副词，用来修饰palm，说明做这
个动作时掌心是向上的。
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Unit 3
1. (Page 36) Teenagers visited people in need to help them rebuild confidence
and encourage them never to give up hope.
译文：青少年看望需要帮助的人们，去帮助他们重建信心并鼓励他们永远不
要放弃希望。
注释：build作动词意为“ 建筑；建造”，rebuild中的前缀re-表示“又；再；重
新”，此句中的rebuild解释为“使复原；使恢复”。
2. (Page 38) You look a little lost.
译文：你看上去有点茫然无措。
注释：lost除了是lose的过去式和过去分词之外，还可以作形容词。此句中
的lost 为形容词，解释为“不知所措；一筹莫展”。
3. (Page 40) Her face turned pale, and she broke out in a cold sweat.
译文：她面色发白，出了一身冷汗。
注释：break out为动词词组，表示“（战争、打斗、疾病等） 爆发”，break out
in a cold sweat 解释为“出了一身冷汗”。
Unit 5
(Page 73) At last he saw a small head pushing through the mother’s feathers,
the head of a baby Trumpeter.
译文：终于，他看见了一个小脑袋从妈妈的羽毛中钻了出来，那是一只小天
鹅的脑袋。
注释：该句子主句后跟随一个名词短语the head of a baby Trumpeter，用逗号
隔开。该名词短语为a small head的同位语，用来补充说明是谁的小脑袋。
Unit 6
1. (Page 87) Every little bit counts!
译文：一点一滴都很重要！
注释：这句话强调每一个微小的贡献都是有价值的，即便是最小的努力也能
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产生积极影响。在这句话中，count作动词，表示“有重要性”。有类似用法的还
有matter。
2. (Page 89) And of course, paying online is an excellent way to save a lot of
paper over the years!
译文：当然，长期坚持网上支付是节省大量纸张的好方法！
注释：这句话用动词-ing形式paying online作主语，凸显了在线支付这一环
保方式的长期效益，即有助于减少树木砍伐。
3. (Page 96) People there are planting trees to stop the sand from turning
everything into a big desert.
译文：那里的人们正在植树，以防止沙子把所有东西变成一大片沙漠。
注释：这句话描述了人们通过植树来防止沙漠扩张。这种积极的环保举措不
仅有助于防止土地沙漠化，还保护和改善了生态系统。stop somebody from doing
something是常见的短语，强调了主观的干预。类似意思的短语还有prevent
somebody from doing something 或 keep somebody from doing something。
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Pronunciation file
国际音标
元音（20 个）
/i:/ /F:/ /O:/ /u:/ /A:/
/I/ /R/ /B/ /W/ /æ/ /e/ /V/
/aI/ /eI/ /OI/ /IR/ /eR/ /RW/ /WR/ /aW/
辅音（24个）
清音 /p/ /t/ /k/ /f/ /s/ /P/ /S/ /tS/ /h/
浊音 /b/ /d/ /G/ /v/ /z/ /ð/ /Z/ /dZ/ /r/
/m/ /n/ /N/ /l/ /w/ /j/
注：本册重点关注表中黄底标注的音标，灰底部分详见七年级上册。
辅音
辅音 字母/字母组合 示例
ch check speech
/tS/
tch catch switch
/S/ sh shy push
/P/ th thick worth
/m/ m mile form
/N/ ng among sing
h hold huge
/h/
wh whole who
w wild wood
/w/
wh whale when
y you year
/j/
u /ju:/ use usually
/ð/ th with breathe
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（续表）
辅音 字母/字母组合 示例
s treasure usually
/Z/
g garage
j jam joy
/dZ/
g giant village
n need dolphin
/n/
kn knock knife
r rock relax
/r/
wr write wrong
/l/ l lady hold useful
辅音连缀
在同一单词内，有两个或两个以上的辅音音素结合在一起，如bl，cl，spr 等。
音标 字母/字母组合 示例
/bl/ bl block blind
/fl/ fl flu floor
/Gl/ gl glass glad
/kl/ cl classical climate
/pl/ pl place playlist
sk skate sky
sk desk mask
/sk/
sc score scan
sch school scholar
/sl/ sl slight slow
/spr/ spr spring spread
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（续表）
音标 字母/字母组合 示例
/str/ str street strange
/tr/ tr truth trouble
/ts/ ts starts texts
/dr/ dr drop dry
/dz/ ds words sends
常见的不发音的辅音字母（或字母组合）
字母/字母组合 示例
d Wednesday handsome
h honest honour
l calm palm
s island aisle
t castle fasten
gh light high
mb lamb climb
mn autumn column
sc science scene
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Word study support
Unit 1
Word building: Compounding (Ⅱ) 构词法：合成法(Ⅱ)
复合形容词（Compound adjectives）一般由两个部分构成，通常两部分之间
有连字符。
Part of speech Examples
noun + adjective world-famous, ____________
noun + past participle middle-aged, ____________
number + noun five-minute, ____________
adjective + past participle old-fashioned, ____________
noun + present participle record-breaking, ____________
adverb + past participle well-known, ____________
... ...
Unit 2
Word meaning: Synonyms 词汇意义：近义词
近义词，是指同一种语言中意思相同或相近的词或短语。有些词使用地域
不同，如football和soccer，holiday和vacation；有些词正式程度不同，如father
和dad， complete 和end；还有的词只有细微语义差别，往往可以替代使用，如
famous和well-known。
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Synonyms: Communication-related words
speak discuss
follow get
talk chat
understand
communicate
... see
...
Unit 3
Word partner 常见搭配
Intransitive Transitive
Could you help me Could you help me
Whenever I need help, my
work out the maths work the maths
father always shows up.
problem? problem/it out?
I’ll stand by and offer my help I’m happy to help you
to those in need. out.
The doctor and the nurse
Tom picked up all the Tom picked all the toys/
helped the patient lie
toys. them up.
down on the bed.
Lily taught her younger Lily taught her younger
Don’t wait out there. Please
brother how to put brother how to put
come in and have a seat.
on his shoes. his shoes/them on.
The children are growing up The engineer came to
The engineer came to
quickly and they help the sort the problem/it
sort out the problem.
family with the housework. out.
(to be continued)
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(continued)
Intransitive Transitive
I am going to stay in this
The firefighters soon The firefighters soon
evening to spend some
put out the fire. put the fire/it out.
time with my family.
Unit 4
Word partner 常见搭配
Verb + noun
money It is not easy to make money in a strange city.
noise The children next door made a lot of noise.
friends I’m sure the honest boy can make many friends.
a difference You will make a difference if you tell the truth.
make
a mistake She said that she made a few mistakes in the exam.
a decision Think over the matter and make a decision.
_____________ _________________________________________
_____________ _________________________________________
a story The old man tells his grandson a story every day.
a joke Someone told a joke and people burst out laughing.
a lie The boy never tells a lie to his parents.
the truth I think the man is telling the truth.
tell
the difference Nobody can tell the difference between the two pictures.
the time The little girl is learning to tell the time.
_____________ _________________________________________
_____________ _________________________________________
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Unit 5
Word building: Suffix (-ly, -ful, -less, -y) 构词法：后缀（-ly,-ful,-less,-y）
后缀是加在单词末尾的字母或字母组合，以使该单词变为另一个单词。 名词加
后缀-ly，-ful，-y构成形容词，通常表示“具有……性质或特征”或“以……方式”；
常见的否定后缀是-less，表示“没有；无”。加后缀-y时，如果名词是重读闭音节
结尾，要双写最后一个辅音字母再加y，如sunny，foggy等。
Suffix Meaning Examples
friend + ly →friendly
以……方式；具 love + ly →lovely
-ly
有……性质 like + ly →likely
...
help + ful→helpful
充满的；有……性 thank + ful→thankful
-ful
质（或倾向）的 beauty + ful→beautiful
...
help + less→helpless
harm + less→harmless
-less 没有；无
care + less→careless
...
hair + y→hairy
充满的；有……特 sun + y→sunny
-y
性的 noise + y→noisy
...
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Unit 6
Word meaning 词汇意义
British English vs American English
Spelling Synonyms
BrE AmE BrE AmE
centre center flat apartment
favourite favorite holiday vacation
per cent percent timetable schedule
programme program biscuit cookie
analyse analyze football soccer
... ... ... ...
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My learning notes
support
Unit 1 Talking about one’s feelings
• I feel a little happy/sad/...
• This makes me feel excited/angry/nervous/upset/...
• This never bothers me.
• It’s been a difficult day.
Unit 2 Making and responding to apologies
Making apologies:
• I feel terrible about what I did.
• I’m terribly sorry for ...
• Excuse me for ... I’m so sorry.
• I’m really ashamed of what I did.
Responding to apologies:
• That’s all right.
• Never mind. I quite understand.
• Forget about it.
Unit 3 Responding politely to others
• A: Could you spare a moment?
B: Certainly.
• A: Would you mind helping me out?
B: Not at all.
• A: Could you possibly do me a favour?
B: Sure. What is it?
Unit 4 Making and accepting excuses
Making excuses:
• I’m truly sorry. I happen to ...
• I’m afraid I ... I’m really sorry.
• I did not mean it.
• I apologise ... It’s my fault.
• I’m so sorry that ... Is there anything I can do to make it right?
(to be continued)
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(continued)
Accepting excuses:
• That’s all right.
• Don’t let it worry you. It’s not your fault.
• Never mind. It doesn’t really matter.
Unit 5 Expressing intention
• I’m thinking about ...
• I plan to ...
• I’m going to ...
• I’m considering ...
Unit 6 Asking for and giving advice
Asking for advice:
• Could you please give me some advice on ...?
• What would you advise me to do about ...?
• I’m considering ..., what do you think?
Giving advice:
• I would recommend that you ...
• Based on my experience, I would advise you to ...
• You might want to consider ...
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Grammar file
Unit 1
Coordinators both ... and ...; not only ... but also ...
连词 both ... and ... 与 not only ... but also ...
both ... and ...
These students are both clever and careful.
Both Andy and Jason are nice to me.
not only ... but also ...
She can not only sing but also dance.
not only the singing
Maria joined but also the painting group.
group
Both ... and ... emphasizes the link between two things.
both ... and ...强调两个事物之间的联系。
1 To link nouns 连接名词
Subject (S) + v. + both + n. + and + n.
e.g. I spoke to both the waiter and his manager.
She is both the director and the actress.
2 To link verbs 连接动词
S + both + v. + and + v.
e.g. She both likes and recommends this song.
The music both encourages and comforts us.
3 To link adjectives 连接形容词
S + be + both + adj. + and + adj.
e.g. She is both pretty and clever.
The car is both good-looking and cheap.
Both can also appear at the beginning of the sentence.
both也可出现在句首。
Both + n. + and + n.
e.g. Both Tom and Kelly have attended more than one classical concert.
Both Kitty and Ben are going to join the music club.
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Notes:
The verb is always in plural form.
动词常用复数形式。
There are also some other coordinators including: and, or, so, either ... or ..., neither ...
nor ..., as well as, etc.
除以上连词外，还有一些常见的连词，如and，or，so，either ... or ...，neither ... nor ...，
as well as等。
Not only ... but also ... emphasizes the second thing more than the first one.
not only ... but also ...更强调后者。
1 To link nouns连接名词
S + v. + not only + n. + but also + n.
e.g. She is not only an actress but also a singer.
Those children like not only cakes but also cheese.
2 To link verbs连接动词
S + not only + v. + but also + v.
e.g. She not only read the book but also remembered what she read.
She not only writes her own plays but also acts in them.
3 To link adjectives连接形容词
S + be + not only + adj. + but also + adj.
e.g. She is not only beautiful but also intelligent.
Tom is not only rich but also famous.
4 To link adverbials连接状语
S + v. + not only + adv. + but also + adv.
e.g. Thomas writes not only correctly but also neatly.
We go there not only in winter, but also in summer.
Not only can also appear at the beginning of the sentence.
not only也可以出现在句首。
Not only + n. + but also + n.
e.g. Not only my parents but also my brother likes playing the violin.
N ot only beautiful music but also encouraging books are important for teenagers.
Not only my parents but also my sister has gone to Paris.
Notes:
The verb agrees with the noun closest to it.
谓语动词要和与其最近的主语保持人称和数的一致。
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Linking verbs 系动词
Linking verbs are verbs that don’t show an action but rather describe the subject.
Linking verbs define the subject or add more details about it.
系动词不表示动作，而用来描述主语。系动词说明主语的状态、性质、特征等
情况。
1 Linking verbs simply explain the state of the subject.
系动词说明主语的状态。
e.g. I am thirteen years old.
She seems happy today.
2 Sensory verbs like appear, look, feel, smell, sound, or taste can act as linking verbs
when they describe the subject.
感官动词如appear， look， feel， smell， sound或taste可作为系动词描述主语。
e.g. I feel refreshed and energetic when I enjoy it.
His piano pieces sound relaxing.
3 Come, grow, get, and turn are linking verbs when used to show a change.
部分系动词如come，grow，get和turn作系动词时用来表示变化。
e.g. Every time I hear it, I get refreshed.
Unit 2
Comparative and superlative adverbs 副词比较级和最高级
Regular 规则变化 :
Positive Comparative Superlative
原级 比较级 最高级
Adverbs with the same forms
as adjectives hard harder hardest
与形容词词形一致的副词
Two syllable adverbs
early earlier earliest
两个音节的副词
Adverbs formed from
adjective + ly slowly more slowly most slowly
形容词 + ly组成的副词
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Irregular 不规则变化 :
Positive原级 Comparative比较级 Superlative 最高级
well better best
badly worse worst
much more most
little less least
far farther/further farthest/furthest
1 W e use comparative and superlative adverbs when we compare and contrast the
way things happen.
副词的比较级和最高级用来对比事情发生的方式。
e.g. Jack spoke more loudly than Alice but Ken spoke (the) most clearly.
2 W e also use comparative adverbs when we ask or advise people to change their
behaviour.
我们也可用副词的比较级来表达要求或建议人们对其行为方式作出改变。
e.g. You made a lot of mistakes in your exam. You should do it more carefully next time.
Notes:
1 We use less and least for decreasing comparisons.
less 和least用来表示降级的比较。
2 We use as ... as ... to make comparisons between things which are equal or similar
in some way.
as ... as ...用来表示两个事物在某方面相似或相同。
Unit 3
Compound sentences 并列复合句
A compound sentence is a sentence with at least two independent clauses.
Conjunctions are “joining” words. They join two pieces of information together.
Different conjunctions show different relationships between the two sentences.
并列复合句由两个或两个以上独立的简单句连接而成。连词是用来连接信息的
词。不同的连词用来表示两个分句之间不同的逻辑关系。
Clause分句 Conjunction连词 Clause分句
Mum is working in the garden, and Dad is helping her.
I’ve read the book, but I haven’t watched the movie.
It started to rain, so we went inside.
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1 W e use compound sentences to turn repetitive sentences into one clear sentence.
并列复合句可用来把重复的句子变成一个清晰的句子。
e.g. The Sun is shining.
The Sun is shining, and it’s 30℃.
It’s 30℃.
2 We use compound sentences to help the reader understand the relation between
different ideas.
并列复合句可帮助读者理解并列分句之间不同的关系。
e.g. It was late. It was late, and he didn’t sleep.
He didn’t sleep.
It was late, but he didn’t sleep.
Notes:
1 We use and to connect words, phrases or parts of sentences.
and用来连接单词、短语或分句。
2 We use but to introduce a phrase or clause contrasting with what has already been
mentioned.
but 用来引入一个短语或分句，与已经提到的内容形成对比。
3 We use so to describe the result of an action or a situation.
so用来描述动作或情况造成的结果。
Unit 4
Alternative questions 选择疑问句
For Yes/No questions 针对一般疑问句 :
Conjunction Question
Alternative 1 Alternative 2
or mark
选择部分1 选择部分2
连词or 问号
Does his action
good results or bad ones ?
bring about
Did you make up a story or tell him the truth ?
Did you take his offer or turn it down ?
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For Wh- questions 针对特殊疑问句 :
Conjunction Alternative Question
Alternative 1
or 2 mark
选择部分1
连词or 选择部分2 问号
Whose bike
scratched the side Tom’s or Ben’s ?
of your car,
Alice’s
Which story do The Adventures
or Adventures in ?
you prefer of Pinocchio
Wonderland
We use alternative questions to present a closed choice between two or more answers.
我们用选择疑问句询问两个或更多选项的选择。
e.g. A: Should I tell him the truth or keep the secret?
B: You should tell him the truth.
A: Which shirt did he choose, the white one, the red one or the blue one?
B: The white one.
Notes:
1 To form alternative questions, we use the conjunction or to separate the answer choices.
选择疑问句中，两个选项之间用or分隔。
2 To answer alternative questions, we cannot use short answers such as “yes” or “no”.
We start the answer straight away with an alternative.
回答选择疑问句时，不能用yes或no之类的简短回答，而是要从选项中选择一
项来回答。
Unit 5
Past continuous 过去进行时
Affirmative 肯定
I/He/She/It was watching
a bird on the phone wire at
4:30 p.m. yesterday.
We/You/They were watching
Negative 否定
I/He/She/It wasn’t (was not) watching
a bird on the phone wire at
4:30 p.m. yesterday.
We/You/They weren’t (were not) watching
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Yes/No questions一般疑问句 Answers回答
Yes, he/she was.
Was he/she
No, he/she wasn’t.
making a bird feeder at
that time?
Yes, we/they were.
Were you/they
No, we/they weren’t.
Wh- questions 特殊疑问句
What were you doing at this time yesterday?
Who was swimming in the pond?
How was the tiger hunting for food?
We use the past continuous ...
我们使用过去进行时来：
1 to talk about actions or activities that happened at/around a certain time in the
past, and to show that they continued for some time.
谈论过去某一特定时间发生的，且持续一段时间的动作或者活动。
e.g. It was eight o’clock in the morning. The children were waiting for their school bus.
2 to talk about two events or activities that were going on at the same time in the
past.
谈论过去两个同时发生的事件或者活动。
e.g. Sam was watching the swans, while his father was preparing dinner at the
campsite.
3 to describe a situation.
描述一个情境。
e.g. The light went out suddenly when I was doing my homework.
Notes:
1 To form Yes/No questions in the past continuous, we put was or were before the
subject.
我们把 was或者were放在主语前，来构成过去进行时的一般疑问句。
2 To form Wh- questions, question words like who, what, which, how, why, where,
when come at the start.
特殊疑问句以疑问代词who，what，which，how，why，where，when等开头。
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Unit 6
Numerals 数词
Cardinal numbers 基数词
3 three 11 eleven 12 twelve 13 thirteen
15 fifteen 18 eighteen 20 twenty 30 thirty
32 thirty-two 40 forty 50 fifty 63 sixty-three
71 seventy-one 80 eighty 98 ninety-eight
100 one hundred
375 three hundred and seventy-five
1000 one thousand
4189 f our thousand one hundred and eighty-nine
15362 fifteen thousand three hundred and sixty-two
100,000 one hundred thousand
284,653 t wo hundred and eighty-four thousand six hundred and fifty-three
1,000,000 one million
1,367,982 o ne million three hundred and sixty-seven thousand nine hundred
and eighty-two
Ordinal numbers 序数词
1st first 2nd second 3rd third 5th fifth
8th eighth 9th ninth 12th twelfth 13th thirteenth
20th twentieth 21st twenty-first 23rd twenty-third 100th hundredth
Decimals 小数
0.3 zero point three 7.145 seven point one four five
36.36 thirty-six point three six
Fractions 分数
1 3
a/one half three fourths/three quarters
2 4
2 1
two thirds 2 two and one fifth
3 5
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1 We use cardinal numbers to count and say how many of something there are.
我们用基数词来计数和表示事物的确切数量。
e.g. There are seven days in a week.
2 We use ordinal numbers to show the position of something in an order list.
我们用序数词来表示事物在有序列表中的顺序。
e.g. Carl won second prize in the speech competition.
3 We say each number separately after a decimal point.
小数点后的每个数字应分别念出。
4 A fraction is the exact division of a number. Fractions are expressed by using
cardinal numbers and ordinal numbers together.
分数是对数量的精确分配。分数用基数词和序数词共同来表示。
5 Numbers help express time and dates.
数字帮助我们表达时间和日期。
e.g. We have lunch at 12 o’clock every day.
My birthday is on the 31st of January.
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Words and expressions
in each unit
注：本词表中粗体词为课标三级词汇表中收录的初中阶段基本词汇。
Unit 1 stutter /'stVtR(r)/ n. & v. 口吃；结巴 p. 8
smoothly /'smu:Qli/ adv. 连续而
m usician /mju'zISn/ n. 音乐家；
流畅地 p. 8
作曲家 p. 4
silent /9saIlRnt/ adj. 不说话的；
playlist /9pleIlIst/ n. 音乐播放
沉默的 p. 8
清单 p. 4
advise /Rd'vaIz/ v. 劝告；忠告；建议 p. 8
video /9vIdiRW/ n. 音乐短片；视频 p. 4
not only ... but also ... 不仅……
download /0daWn9lRWd/ v. 下载 p. 4
而且…… p. 8
folk /fRWk/ n. 民间音乐 p. 4
rhythm /'rIQRm/ n. 节奏；韵律 p. 8
classical /'klCsIkl/ adj. 古典的；
calmly /9kA:mli/ adv. 沉着地 p. 8
经典的 p. 4
shy /SaI/ adj. 羞怯的；腼腆的 p. 9
theme /Pi:m/ n. （乐曲的）主题，
relax /rI'lCks/ v. 放松；休息 p. 9
主旋律 p. 4
gain /GeIn/ v. 增加；增添 p. 9
beauty /9bju:ti/ n. 美；美丽 p. 4
confidence /'kBnfIdRns/ n. 信心；
lyrics /'lIrIks/ n. ( pl.)歌词 p. 4
信任 p. 9
jasmine /9dZæzmIn/ n. 茉莉 p. 4
courage /'kVrIdZ/ n. 勇气 p. 9
rock /rBk/ n. 摇滚乐 p. 4
solo /'sRWlRW/ n. 独唱；独奏 p. 9
pop /pBp/ n. 流行音乐 p. 4
describe /dI'skraIb/ v. 描述；形容 p. 9
title /9taItl/ n. （乐曲等的）名称，
confident /9kBnfIdRnt/ adj. 自信的；
标题，题目 p. 4
有自信心的 p. 9
popularity /0pBpju'lCrRti/ n. 流行 p. 4
recommendation /0rekRmen9deISn/
unknown /0Vn9nRWn/ adj. 不出名的；
n. 正式建议；提议 p. 14
无名的 p. 5
offer /'BfR(r)/ v. 主动提出；
well-known /0wel 9nRWn/ adj.
自愿给予 p. 14
众所周知的 p. 5
what’s more 而且；另外 p. 14
both ... and ... 不仅……而且…… p. 5
widely /9waIdli/ adv. 普遍地；
best-known /0best 'nRWn/ adj.
广泛地 p. 14
最知名的 p. 5
spirit /'spIrIt/ n. 精神；心灵 p. 14
melody /'melRdi/ n. 旋律；曲调 p. 5
athlete /'CPli:t/ n. 运动员 p. 14
preference /9prefrRns/ n. 偏爱；偏好 p. 6
chorus /'kO:rRs/ n. 合唱团；歌唱队 p. 6
Unit 2
charity /9tSærRti/ n. 慈善 p. 6
choose /tSu:z/ v. 选择；挑选 p. 7 survey /9sF:veI/ n. 民意调查 p. 20
actually /9æktSuRli/ adv. 的确； among /R'mVN/ prep. 在……当中 p. 20
真实地；事实上 p. 7 chart /tSA:t/ n. 图表；曲线图 p. 20
raise /reIz/ v. 提升；筹集 p. 7 communicate /kR9mju:nIkeIt/
homeless /9hRWmlRs/ adj. 无家的 p. 7 v. 交流；沟通 p. 20
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in person 亲自；当面 p. 20 fault /fO:lt/ n. 责任；过错 p. 23
text /tekst/ v. （用手机给某人） speech /spi:tS/ n. 演说；讲话 p. 24
发短信 p. 20 cross /krBs/ v. 穿越；越过 p. 24
social /9sRWSl/ adj. 社交的；社会的 p. 20 cultural /9kVltSRrRl/ adj. 文化的；
medium /9mi:diRm/ ( pl. media) n. 与文化有关的 p. 24
（传播信息的）媒介，手段 p. 20 divide /dI9vaId/ n. 不同；差异 p. 24
social media 社交媒体 p. 20 variety /vR'raIRti/ n. （同一事物的）
chat /tSCt/ v. 闲聊；聊天 p. 20 不同种类，多种式样 p. 24
based on 基于 p. 20 accent /'CksRnt/ n. 口音 p. 24
per cent (AmE percent) /pR 9sent/ in addition 此外；另外 p. 24
n., adj. & adv. 百分之…… p. 20 clothing /9klRWQIN/ n. 衣服；
allow /R'laW/ v. 允许；准许 p. 21 服装 p. 25
emoji /I9mRWdZi/ n. 表情符号 p. 21 realise (AmE realize) /'ri:RlaIz/ v.
booklet /9bWklRt/ n. 小册子 p. 22 认识到；意识到 p. 25
avoid /R'vOId/ v. 避免；防止 p. 22 bridge /brIdZ/ v. 在……上架桥 p. 25
embarrassment /Im'bCrRsmRnt/ fellow /9felRW/ adj. 同类的；同伴的 p. 25
n. 难堪 p. 22 interested /9IntrRstId/ adj. 感兴趣的；
language /'lCNGwIdZ/ n. 语言 p. 22 关心的 p. 25
earn /F:n/ v. 挣得；赚得 p. 22 pronounce /prR'naWns/ v. 发音；
suitable /'su:tRbl/ adj. 合适的； 读（音） p. 25
适宜的 p. 22 system /9sIstRm/ n. 体系；系统 p. 25
go ahead 继续；着手做 p. 22 gesture /'dZestSR(r)/ n. 手势；姿势 p. 25
properly /9prBpRli/ adv. 正确地； forget /fR9Get/ v. 忘记；遗忘 p. 25
适当地 p. 22 focus /9fRWkRs/ v. 集中（注意力、
bit /bIt/ n. 小量 p. 22 精力于） p. 30
a bit 有点儿；稍微 p. 22 situation /0sItSu9eISn/ n. 情况；
rude /ru:d/ adj. 粗鲁的；无礼的 p. 22 状况 p. 30
cheer /tSIR(r)/ v. 欢呼；喝彩；加油 p. 22 regret /rI9Gret/ v. 感到遗憾；惋惜；懊悔
cheer for 鼓励；支持 p. 22 p. 30
finger /'fINGR(r)/ n. 手指 p. 22 in the end 最后；终于 p. 30
apologise (AmE apologize) prize /praIz/ n. 奖；奖赏 p. 30
/R'pBlRdZaIz/ v. 道歉 p. 23 hug /hVG/ v. 拥抱；搂抱 p. 30
misunderstand /0mIsVndR9stCnd/ effective /I9fektIv/ adj. 有效的 p. 30
v. 误解；误会 p. 23 present /prI9zent/ v. （以某种方式）
palm /pA:m/ n. 手掌；手心 p. 23 展现，显示 p. 33
upwards /9VpwRdz/ adv. 向上；
向高处 p. 23 Unit 3
request /rI9kwest/ n. 要求；请求 p. 23
look through 浏览；查看 p. 36
proper /9prBpR(r)/ adj. 正确的；
everyday /9evrideI/ adj. 每天的；
恰当的 p. 23
日常的 p. 36
fix /fIks/ v. 解决 p. 23
elderly /'eldRli/ adj. 上了年纪的 p. 36
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rebuild /0ri:9bIld/ v. 重建；重组 p. 36 once /wVns/ adv. 一次；曾经 p. 41
cigarette /0sIGR9ret/ n. 香烟 p. 36 at once 马上；立刻 p. 41
prevent /prI9vent/ v. 阻止；阻碍 p. 36 nod /nBd/ v. 点头 p. 41
impress /Im9pres/ v. 给……留下 thankful /9PCNkf l/ adj. 感谢；感激 p. 46
深刻的好印象 p. 36 grateful /'GreItf l/ adj. 感激的；
key /ki:/ n. 钥匙 p. 37 表示感谢的 p. 46
drop /drBp/ v. 落下；掉下 p. 37
wallet /9wBlIt/ n. 钱包 p. 37 Unit 4
contest /9kBntest/ n. 比赛；竞赛 p. 38
spell /spel/ v. 拼写；用字母拼写 p. 52
lost /lBst/ adj. 弄不懂；困惑 p. 38
champion /9tSCmpiRn/ n. 冠军；
shelf /Self/ n. 架子；搁板 p. 38
第一名 p. 52
librarian /laI'breRriRn/ n. 图书馆
winner /9wInR(r)/ n. 获胜的人；
馆长；图书管理员 p. 38
优胜者 p. 53
check out 借阅；借出 p. 38
praise /preIz/ v. 表扬；赞扬；称赞 p. 53
emergency /I9mF:dZRnsi/ n. 突发
mistake /mI'steIk/ n. （言语或行为上的）
事件；紧急情况 p. 40
错误，失误 p. 53
kindness /9kaIndnRs/ n. 仁慈；善良 p. 40
truth /tru:P/ n. 真相；实情；事实；
usual /9ju:ZuRl/ adj. 通常的；寻常的 p. 40
真实情况 p. 53
as usual 像往常一样；照例 p. 40
lie /laI/ n. 谎言；谎话 p. 53
neighbour (AmE neighbor)
decision /dI9sIZn/ n. 决定；抉择 p. 53
/'neIbR(r)/ n. 邻居；邻人 p. 40
suggestion /sR9dZestSRn/ n. 建议；
sudden /9sVdn/ adj. 突然的；
提议 p. 53
忽然的 p. 40
trouble /9trVbl/ n. 问题；困难 p. 54
suddenly /'sVdRnli/ adv. 突然；忽然 p. 40
advice /Rd9vaIs/ n. 建议；意见 p. 54
attack /R'tCk/ n. 发作；侵袭 p. 40
column /9kBlRm/ n. 专栏；栏目 p. 54
pale /peIl/ adj. 灰白的；苍白的 p. 40
unluckily /Vn'lVkIli/ adv. 不幸地；
sweat /swet/ n. 汗 p. 40
遗憾地；倒霉地 p. 54
shock /SBk/ v. 使震惊；使惊愕 p. 40
copy /'kBpi/ v. 抄袭 p. 54
calm /kA:m/ v. 使平静；使镇静 p. 40
n. (书、报纸等的）一本，一册，一份 p. 55
himself /hIm'self/ pron. （用作男性的
explain /Ik9spleIn/ v. 解释；说明 p. 54
反身代词）他自己；自己 p. 40
lend /lend/ v. 借给；借出 p. 54
nobody /'nRWbRdi/ pron. 没有人 p. 41
accidentally /0CksI9dentRli/ adv.
lady /'leIdi/ n. 女士；女子 p. 41
意外地；偶然地 p. 54
quickly /9kwIkli/ adv. 迅速地；
spill /spIl/ v. （使）洒出，泼出，溢出 p. 54
很快地 p. 41
careless /'keRlRs/ adj. 不小心的；
operator /'BpRreItR(r)/ n. 电话员；
不仔细的；粗心的 p. 55
接线员 p. 41
accident /'CksIdRnt/ n. 意外；
clearly /'klIRli/ adv. 清楚地；清晰地 p. 41
偶然的事 p. 55
ambulance /'CmbjRlRns/ n. 救护车 p. 41
another /R'nVQR(r)/ det. 又一；再一 p. 55
pill /pIl/ n. 药丸；药片 p. 41
lifetime /'laIftaIm/ n. 一生；终身；
aid /eId/ n. 帮助；援助 p. 41
有生之年 p. 56
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bass /bCs/ n. 鲈 p. 56  野生生物 p. 68
fisherman /9fISRmRn/ n. 渔民； giant /'dZaIRnt/ adj. 巨大的；特大的；
 钓鱼的人 p. 56  伟大的 p. 68
island /9aIlRnd/ n. 岛 p. 56 bamboo /0bCm'bu:/ n. 竹；竹子 p. 68
tie /taI/ v. 系；拴 p. 56 central /9sentrRl/ adj. 在中心的；
bait /beIt/ n. 鱼饵；诱饵 p. 56  中央的 p. 68
practise (AmE practice) /9prCktIs/ western /9westRn/ adj. 西方的；
v. 练习；训练 p. 56  西部的 p. 68
cast /kA:st/ v. 投（钓线）； land /lCnd/ n. 陆地；大地 p. 68
 抛（钓钩） p. 56 trunk /trVNk/ n. 象鼻 p. 68
pole /pRWl/ n. 杆子；棍；杖 p. 56 whale /weIl/ n. 鲸 p. 68
double /'dVbl/ v. 把……对折； almost /9O:lmRWst/ adv. 几乎；
 折叠 p. 56  差不多 p. 68
end /end/ n. 尽头；末梢 p. 56 kangaroo /0kCNGR'ru:/ n. 袋鼠
lift /lIft/ v. 举起；抬起 p. 56 （产于澳大利亚） p. 68
handsome /'hCnsRm/ adj. 美观的； balance /'bClRns/ n. 平衡 p. 68
 悦目的 p. 56 dangerous /9deIndZRrRs/ adj. 
as ... as ... 像……一样的 p. 57  危险的 p. 68
anywhere /'eniweR(r)/ adv.  gentle /9dZentl/ adj. 温柔的；
 在任何地方 p. 57  文静的 p. 68
though /ðRW/ conj. 虽然；尽管； wing /wIN/ n. 翅膀；翼 p. 69
 即使 p. 57 rather /'rA:QR(r)/ adv. 反而；有点儿；
even though 尽管；虽然 p. 57  稍微 p. 69
hook /hWk/ n. 钩；钓钩；鱼钩 p. 57 cage /keIdZ/ n. 笼子 p. 69
lip /lIp/ n. 嘴唇 p. 57 penguin /9peNGwIn/ n. 企鹅 p. 69
lower /'lRWR(r)/ v. 把……放低； themselves /QRm9selvz/ pron. 他/
 使……降下 p. 57  她/它们自己 p. 69
disappear /0dIsR9pIR(r)/ v. 消失； lecture /9lektSR(r)/ n. 讲座；演讲 p. 70
 不见 p. 57 display /dI9spleI/ n. 陈列；展示 p. 70
village /'vIlIdZ/ n. 村庄；村镇 p. 62 melt /melt/ v. （使）熔化，融化 p. 70
according to 依照；根据 p. 62 disease /dI'zi:z/ n. 病；疾病 p. 70
perhaps /pR'hCps/ adv. 可能； flu /f lu:/ n. 流行性感冒；流感 p. 70
 大概；也许 p. 62 fever /'fi:vR(r)/ n. 发烧；发热 p. 70
cheat /tSi:t/ v. 欺骗；蒙骗 p. 62 kill /kIl/ v. 杀死；弄死 p. 70
tear /tIR(r)/ n. 眼泪；泪珠；泪水 p. 62 habitat /'hCbItCt/ n. （动植物的）
 生活环境，栖息地 p. 70
Unit 5 pollute /pR9lu:t/ v. 污染 p. 70
suffer /9sVfR(r)/ v. 受苦；受难 p. 70
wild /waIld/ adj. 自然生长的；
set out 出发 p. 71
 野的；野生的 p. 68
human /'hju:mRn/ n. 人 p. 71
wildlife /9waIldlaIf/ n. 野生动物；
trumpet /9trVmpIt/ n. 小号；喇叭 p. 72
132 上海教育出版社上海教育出版社
smell /smel/ v. 有（或发出）…… contain /kRn9teIn/ v. 包含；含有；
气味 p. 72 容纳 p. 85
delicious /dI'lISRs/ adj. 令人开心的； liquid /9lIkwId/ adj. 液体的；液态的 p. 85
令人愉快的；宜人的 p. 72 humour (AmE humor) /9hju:mR(r)/
pool /pu:l/ n. 水坑；水塘；池塘 p. 72 n. 幽默；幽默感 p. 85
appear /R'pIR(r)/ v. 显得；看来； analyse (AmE analyze) /9CnRlaIz/
似乎 p. 72 v. 分析 p. 85
nearby /0nIR'baI/ adv. 在附近；不远 leaflet /9li:flRt/ n. 散页印刷品；传单 p. 86
adj. 附近的；邻近的 p. 72 update /0Vp9deIt/ v. 更新；
company /'kVmpRni/ n. 陪伴；做伴 p. 72 向……提供最新信息 p. 86
wilderness /9wIldRnRs/ n. 荒野 p. 72 wood /wWd/ n. 木；木头 p. 87
satisfy /'sCtIsfaI/ v. 使满意；使满足 p. 72 office /'BfIs/ n. 办公室；办公楼 p. 87
sky /skaI/ n. 天；天空 p. 73 fill /fIl/ v. （使）充满，装满，注满，
nest /nest/ n. 巢穴；窝 p. 73 填满 p. 87
push /pWS/ v. 推动（人或物）； application /0CplI'keISn/ n. 申请；
移动（身体部位) p. 73 请求 p. 87
grey (AmE gray) /GreI/ adj. 灰色的； interview /9IntRvju:/ v. 采访；访谈 p. 88
烟灰色的；灰白色的 p. 73 basic /'beIsIk/ adj. 基本的；基础的 p. 88
cover /'kVvR(r)/ v. 遮蔽；遮盖 p. 73 branch /brA:ntS/ n. 树枝 p. 88
soft /sBft/ adj. 软的；柔软的 p. 73 root /ru:t/ n. 根；根部 p. 88
warmth /wO:mP/ n. 温暖；暖和 p. 73 ranger /9reIndZR(r)/ n. 护林人 p. 89
protection /prR9tekSn/ n. 保护 p. 78 second-hand /0sekRnd 9hCnd/
danger /9deIndZR(r)/ n. 危险；风险 p. 78 adj. 二手的；旧的 p. 89
net /net/ n. 网；网状物 p. 78 excellent /'eksRlRnt/ adj. 优秀的；
surface /'sF:fIs/ n. 水面；地面 p. 78 杰出的；极好的 p. 89
likely /9laIkli/ adj. 可能的 p. 78 article /9A:tIkl/ n. （报刊上的）文章，
purpose /9pF:pRs/ n. 意图；目的 p. 78 论文，报道 p. 89
factory-farmed /'fCktri fA:md/
Unit 6 adj. 工厂化养殖的 p. 89
require /rI'kwaIR(r)/ v. 需要；依靠；
strange /streIndZ/ adj. 奇怪的；奇特的
依赖 p. 89
p. 84
ton /tVn/ n. 吨 p. 89
thick /PIk/ adj. 浓密的；茂密的 p. 84
lead to 导致 p. 89
treetop /9tri:tBp/ n. 树梢 p. 84
damage /'dCmIdZ/ n. （有形的）损坏，
block /blBk/ v. 挡住；阻碍 p. 84
破坏，损失 p. 89
humid /9hju:mId/ adj. 温暖潮湿的 p. 84
vegetarian /0vedZR'teRriRn/ n. 素食者；
coverage /9kVvRrIdZ/ n. 覆盖范围 p. 85
吃素的人 p. 89
climate /9klaImRt/ n. 气候 p. 85
community /kR9mju:nRti/ n. 社区；
nearly /9nIRli/ adv. 几乎；差不多；
社会 p. 94
将近 p. 85
flyer /'f laIR(r)/ n. 小（广告）传单 p. 94
freshwater /9freSwO:tR(r)/ adj. 淡水的
p. 85
上海教育出版社 133上海教育出版社
Words and expressions
in alphabetical order
A attack /R'tCk/ n. 发作；侵袭 U3
avoid /R'vOId/ v. 避免；防止 U2
a bit 有点儿；稍微 U2
accent /'CksRnt/ n. 口音 U2
B
accident /'CksIdRnt/ n. 意外；
 偶然的事 U4 bait /beIt/ n. 鱼饵；诱饵 U4
accidentally /0CksI9dentRli/ adv.  balance /'bClRns/ n. 平衡 U5
 意外地；偶然地 U4 bamboo /0bCm'bu:/ n. 竹；竹子 U5
according to 根据；依照 U4 based on 基于 U2
actually /9CktSuRli/ adv. 的确；真实地； basic /'beIsIk/ adj. 基本的；基础的 U6
 事实上 U1 bass /bCs/ n. 鲈 U4
advice /Rd'vaIs/ n. 建议；意见 U4 beauty /9bju:ti/ n. 美；美丽 U1
advise /Rd'vaIz/ v. 劝告；忠告；建议 best-known /0best 'nRWn/ adj. 最知
 U1  名的 U1
aid /eId/ n. 帮助；援助 U3 bit /bIt/ n. 小量 U2
allow /R'laW/ v. 允许；准许 U2 block /blBk/ v. 挡住；阻碍 U6
almost /9O:lmRWst/ adv. 几乎；差不多 booklet /9bWklRt/ n. 小册子 U2
 U5 both ... and ... 不仅……而且…… U1
ambulance /'CmbjRlRns/ n. 救护车U3 branch /brA:ntS/ n. 树枝 U6
among /R'mVN/ prep. 在……当中 U2 bridge /brIdZ/ v. 在……上架桥 U2
analyse (AmE analyze) /9CnRlaIz/
v.分析 U6 C
another /R'nVQR(r)/ det. 又一；再一U4
cage /keIdZ/ n. 笼子 U5
anywhere /'eniweR(r)/ adv. 在任何
calm /kA:m/ v. 使平静；使镇静 U3
 地方 U4
calmly /9kA:mli/ adv. 沉着地 U1
apologise (AmE apologize)
careless /'keRlRs/ adj. 不小心的；
/R'pBlRdZaIz/ v. 道歉 U2
 不仔细的；粗心的 U4
appear /R'pIR(r)/ v. 显得；看来；似乎
cast /kA:st/ v. 投（钓线）；抛（钓钩） U4
 U5
central /9sentrRl/ adj. 在中心的；
application /0CplI'keISn/ n. 申请；
 中央的 U5
 请求 U6
champion /9tSCmpiRn/ n. 冠军；
article /9A:tIkl/ n. （报刊上的）文章，
 第一名 U4
 论文，报道 U6
charity /9tSærRti/ n. 慈善 U1
as usual 像往常一样；照例 U3
chart /tSA:t/ n. 图表，曲线图 U2
as ... as ... 像……一样的 U4
chat /tSCt/ v. 闲聊；聊天 U2
at once 马上；立刻 U3
cheat /tSi:t/ v. 欺骗；蒙骗 U4
athlete /'CPli:t/ n. 运动员 U1
check out 借阅；借出 U3
134 上海教育出版社上海教育出版社
cheer /tSIR(r)/ v. 欢呼；喝彩；加油 U2 describe /dI'skraIb/ v. 描述；形容 U1
cheer for 鼓励；支持 U2 disappear /0dIsR9pIR(r)/ v. 消失；
choose /tSu:z/ v. 选择；挑选 U1 不见 U4
chorus /'kO:rRs/ n. 合唱团；歌唱队 U1 disease /dI'zi:z/ n. 病；疾病 U5
cigarette /0sIGR9ret/ n. 香烟 U3 display /dI9spleI/ n. 陈列；展示 U5
classical /'klCsIkl/ adj. 古典的； divide /dI9vaId/ n. 不同；差异 U2
经典的 U1 double /'dVbl/ v. 把……对折；折叠 U4
clearly /'klIRli/ adv. 清楚地；清晰地 U3 download /0daWn9lRWd/ v. 下载 U1
climate /9klaImRt/ n. 气候 U6 drop /drBp/ v. 落下；掉下 U3
clothing /9klRWQIN/ n. 衣服；
服装 U2 E
column /9kBlRm/ n. 专栏；栏目 U4
earn /F:n/ v. 挣得；赚得 U2
communicate /kR9mju:nIkeIt/
effective /I9fektIv/ adj. 有效的 U2
v. 交流；沟通 U2
elderly /'eldRli/ adj. 上了年纪的 U3
community /kR9mju:nRti/ n. 社区；
embarrassment /Im'bCrRsmRnt/ n.
社会 U6
难堪 U2
company /'kVmpRni/ n. 陪伴；做伴 U5
emergency /I'mF:dZRnsi/ n. 突发
confidence /'kBnfIdRns/ n. 信心；
事件；紧急情况 U3
信任 U1
emoji /I9mRWdZi/ n. 表情符号 U2
confident /9kBnfIdRnt/ adj. 自信的；
end /end/ n. 尽头；末梢 U4
有自信心的 U1
even though 尽管；虽然 U4
contain /kRn9teIn/ v. 包含；含有；容纳 U6
everyday /9evrideI/ adj. 每天的；
contest /9kBntest/ n. 比赛；竞赛 U3
日常的 U3
copy /'kBpi/ v. 抄袭
excellent /'eksRlRnt/ adj. 优秀的；
n. (书、报纸等的）一本，一册，一份 U4
杰出的；极好的 U6
courage /'kVrIdZ/ n. 勇气 U1
explain /Ik9spleIn/ v. 解释；说明 U4
cover /'kVvR(r)/ v. 遮蔽；遮盖 U5
coverage /9kVvRrIdZ/ n. 覆盖范围 U6
F
cross /krBs/ v. 穿越；越过 U2
cultural /9kVltSRrRl/ adj. 文化的； factory-farmed /'fCktri fA:md/ adj.
与文化有关的 U2 工厂化养殖的 U6
fault /fO:lt/ n. 责任；过错 U2
D fellow /9felRW/ adj. 同类的；同伴的 U2
fever /'fi:vR(r)/ n. 发烧；发热 U5
damage /'dCmIdZ/ n. （有形的）
fill /fIl/ v. （使）充满，装满，注满，
损坏，破坏，损失 U6
填满 U6
danger /9deIndZR(r)/ n. 危险；风险 U5
finger /'fINGR(r)/ n. 手指 U2
dangerous /9deIndZRrRs/ adj. 危险的 U5
fisherman /9fISRmRn/ n. 渔民；
decision /dI9sIZn/ n. 决定；抉择 U4
钓鱼的人 U4
delicious /dI'lISRs/ adj. 令人开心的；
fix /fIks/ v. 解决 U2
令人愉快的；宜人的 U5
flu /flu:/ n. 流行性感冒；流感 U5
上海教育出版社 135上海教育出版社
flyer /'flaIR(r)/ n. 小（广告）传单 U6 in person 亲自；当面 U2
focus /9fRWkRs/ v. 集中（注意力、 interested /9IntrRstId/ adj. 感兴趣的；
精力于） U2 关心的 U2
folk /fRWk/ n. 民间音乐 U1 interview /9IntRvju:/ v. 采访；访谈 U6
forget /fR9Get/ v. 忘记；遗忘 U2 in the end 最后；终于 U2
freshwater /9freSwO:tR(r)/ adj. 淡水的 island /9aIlRnd/ n. 岛 U4
U6
J
G
jasmine /9dZæzmIn/ n. 茉莉 U1
gain /GeIn/ v. 增加；增添 U1
gentle /9dZentl/ adj. 温柔的；文静的 U5 K
gesture /'dZestSR(r)/ n. 手势；姿势 U2
k angaroo /0kCNGR'ru:/ n. 袋鼠
giant /'dZaIRnt/ adj. 巨大的；特大的；
（产于澳大利亚） U5
伟大的 U5
key /ki:/ n. 钥匙 U3
go ahead 继续；着手做 U2
kill /kIl/ v. 杀死；弄死 U5
grateful /'GreItfl/ adj. 感激的；
kindness /9kaIndnRs/ n. 仁慈；善良 U3
表示感谢的 U3
grey (AmE gray) /GreI/ adj. 灰色的；
L
烟灰色的；灰白色的 U5
lady /'leIdi/ n. 女士；女子 U3
H land /lCnd/ n. 陆地；大地 U5
language /'lCNGwIdZ/ n. 语言 U2
h abitat /'hCbItCt/ n. （动植物的）
lead to 导致 U6
生活环境，栖息地 U5
leaflet /9li:flRt/ n. 散页印刷品；传单 U6
handsome /'hCnsRm/ adj. 美观的；
lecture /9lektSR(r)/ n. 讲座；演讲 U5
悦目的 U4
lend /lend/ v. 借给；借出 U4
himself /hIm'self/ pron. （用作男性的
librarian /laI'breRriRn/ n. 图书馆
反身代词）他自己；自己 U3
馆长；图书管理员 U3
homeless /9hRWmlRs/ adj. 无家的 U1
lie /laI/ n. 谎言；谎话 U4
hook /hWk/ n. 钩；钓钩；鱼钩 U4
lifetime /'laIftaIm/ n. 一生；终身；
hug /hVG/ v. 拥抱；搂抱 U2
有生之年 U4
human /'hju:mRn/ n. 人 U5
lift /lIft/ v. 举起；抬起 U4
humid /9hju:mId/ adj. 温暖潮湿的 U6
likely /9laIkli/ adj. 可能的 U5
humour (AmE humor) /9hju:mR(r)/
liquid /9lIkwId/ adj. 液体的；液态的 U6
n. 幽默；幽默感 U6
lip /lIp/ n. 嘴唇 U4
look through 浏览；查看 U3
I
lost /lBst/ adj. 弄不懂；困惑 U3
i mpress /Im9pres/ v. 给……留下 lower /'lRWR(r)/ v. 把……放低；
深刻的好印象 U3 使……降下 U4
in addition 此外；另外 U2 lyrics /9lIrIks/ n. ( pl.)歌词 U1
136 上海教育出版社上海教育出版社
M perhaps /pR'hCps/ adv. 可能；大概；
 也许 U4
medium /9mi:diRm/ ( pl. media) n.
pill /pIl/ n. 药丸；药片 U3
（传播信息的）媒介，手段 U2
playlist /9pleIlIst/ n. 音乐播放清单 U1
melody /'melRdi/ n. 旋律；曲调 U1
pole /pRWl/ n. 杆子；棍；杖 U4
melt /melt/ v. （使）熔化，融化 U5
pollute /pR9lu:t/ v. 污染 U5
mistake /mI'steIk/ n. （言语或行为上的）
pool /pu:l/ n. 水坑；水塘；池塘 U5
 错误，失误 U4
pop /pBp/ n. 流行音乐 U1
misunderstand /0mIsVndR9stCnd/
popularity /0pBpju'lCrRti/ n. 流行 U1
v. 误解；误会 U2
practise (AmE practice) /9prCktIs/
musician /mju'zISn/ n. 音乐家；
v. 练习；训练 U4
 作曲家 U1
praise /preIz/ v. 表扬；赞扬；称赞 U4
preference /9prefrRns/ n. 偏爱；
N
 偏好 U1
n earby /0nIR'baI/ adv. 在附近；不远 present /9preznt/ v. （以某种方式）
 adj. 附近的；邻近的 U5  展现，展示 U2
nearly /9nIRli/ adv. 几乎；差不多； prevent /prI9vent/ v. 阻止；阻碍 U3
 将近 U6 prize /praIz/ n. 奖；奖赏 U2
neighbour (AmE neighbor) /'neIbR(r)/ pronounce /prR'naWns/ v. 发音；
n. 邻居；邻人 U3  读（音） U2
nest /nest/ n. 巢穴；窝 U5 proper /9prBpR(r)/ adj. 正确的；
net /net/ n. 网；网状物 U5  恰当的 U2
nobody /'nRWbRdi/ pron. 没有人 U3 properly /9prBpRli/ adv. 正确地；
nod /nBd/ v. 点头 U3  适当地 U2
not only ... but also ... 不仅…… protection /prR9tekSn/ n. 保护 U5
 而且…… U1 purpose /9pF:pRs/ n. 意图；目的 U5
push /pWS/ v. 推动（人或物）；
O  移动（身体部位) U5
offer /'BfR(r)/ v. 主动提出；自愿给予U1
Q
office /'BfIs/ n. 办公室；办公楼 U6
once /wVns/ adv. 一次；曾经 U3 quickly /9kwIkli/ adv. 迅速地；很快地U3
operator /'BpRreItR(r)/ n. 电话员；
 接线员 U3 R
raise /reIz/ v. 提升；筹集 U1
P
ranger /9reIndZR(r)/ n. 护林人 U6
pale /peIl/ adj. 灰白的；苍白的 U3 rather /'rA:QR(r)/ adv. 反而；有点儿；
palm /pA:m/ n. 手掌；手心 U2  稍微 U5
penguin /9peNGwIn/ n. 企鹅 U5 realise (AmE realize) /'ri:RlaIz/ v. 
per cent (AmE percent) /pR 9sent/  认识到；意识到 U2
n., adj. & adv. 百分之…… U2 rebuild /0ri:9bIld/ v. 重建；重组 U3
上海教育出版社 137上海教育出版社
recommendation /0rekRmen9deISn/ sudden /9sVdn/ adj. 突然的；忽然的 U3
n. 正式建议；提议 U1 suddenly /'sVdRnli/ adv. 突然；
regret /rI9Gret/ v. 感到遗憾；惋惜；懊悔 忽然 U3
U2 suffer /9sVfR(r)/ v. 受苦；受难 U5
relax /rI'lCks/ v. 放松；休息 U1 suggestion /sR9dZestSRn/ n. 建议；
request /rI9kwest/ n. 要求；请求 U2 提议 U4
require /rI'kwaIR(r)/ v. 需要；依靠； suitable /'su:tRbl/ adj. 合适的；
依赖 U6 适宜的 U2
rhythm /'rIQRm/ n. 节奏；韵律 U1 surface /'sF:fIs/ n. 水面；地面 U5
rock /rBk/ n. 摇滚乐 U1 survey /9sF:veI/ n. 民意调查 U2
root /ru:t/ n. 根；根部 U6 sweat /swet/ n. 汗 U3
rude /ru:d/ adj. 粗鲁的；无礼的 U2 system /9sIstRm/ n. 体系；系统 U2
S T
satisfy /'sCtIsfaI/ v. 使满意；使满足 U5 tear /tIR(r)/ n. 眼泪；泪珠；泪水 U4
second-hand /0sekRnd 9hCnd/ adj. text /tekst/ v. （用手机给某人）
二手的；旧的 U6 发短信 U2
set out 出发 U5 thankful /9PCNkf l/ adj. 感谢；感激 U3
shelf /Self/ n. 架子；搁板 U3 theme /Pi:m/ n. （乐曲的）主题，
shock /SBk/ v. 使震惊；使惊愕 U3 主旋律 U1
shy /SaI/ adj. 羞怯的；腼腆的 U1 themselves /QRm9selvz/ pron. 他/
silent /9saIlRnt/ adj. 不说话的；沉默的 她/它们自己 U5
U1 thick /PIk/ adj. 浓密的；茂密的 U6
situation /0sItSu9eISn/ n. 情况；状况 U2 though /ðRW/ conj. 虽然；尽管； 即使
sky /skaI/ n. 天；天空 U5 U4
smell /smel/ v. 有（或发出）…… tie /taI/ v. 系；拴 U4
气味 U5 title /9taItl/ n. （乐曲等的）名称，
smoothly /'smu:Qli/ adv. 连续而 标题，题目 U1
流畅地 U1 ton /tVn/ n. 吨 U6
social /9sRWSl/ adj. 社交的；社会的 U2 treetop /9tri:tBp/ n. 树梢 U6
social media 社交媒体 U2 trouble /9trVbl/ n. 问题；困难 U4
soft /sBft/ adj. 软的；柔软的 U5 trumpet /9trVmpIt/ n. 小号；喇叭 U5
solo /'sRWlRW/ n. 独唱；独奏 U1 trunk /trVNk/ n. 象鼻 U5
speech /spi:tS/ n. 演说；讲话 U2 truth /tru:P/ n. 真相；实情；事实；
spell /spel/ v. 拼写；用字母拼写 U4 真实情况 U4
spill /spIl/ v. （使）洒出，泼出，溢出 U4
spirit /'spIrIt/ n. 精神；心灵 U1 U
strange /streIndZ/ adj. 奇怪的；奇特的
u nknown /0Vn9nRWn/ adj. 不出名的；
U6
无名的 U1
stutter /'stVtR(r)/ n. & v. 口吃；结巴 U1
138 上海教育出版社上海教育出版社
unluckily /Vn'lVkIli/ adv. 不幸地； warmth /wO:mP/ n. 温暖；暖和 U5
遗憾地；倒霉地 U4 well-known /0wel 9nRWn/ adj.
update /0Vp9deIt/ v. 更新；向……提供 众所周知的 U1
最新信息 U6 western /9westRn/ adj. 西方的；
upwards /9VpwRdz/ adv. 向上； 西部的 U5
向高处 U2 whale /weIl/ n. 鲸 U5
usual /9ju:ZuRl/ adj. 通常的；寻常的 U3 what’s more 而且；另外 U1
widely /'waIdli/ adv. 普遍地；广泛地
V U1
wild /waIld/ adj. 自然生长的；野的；
v ariety /vR'raIRti/ n. （同一事物的）
野生的 U5
不同种类，多种式样 U2
wilderness /9wIldRnRs/ n. 荒野 U5
vegetarian /0vedZR'teRriRn/ n.
wildlife /9waIldlaIf/ n. 野生动物；
素食者；吃素的人 U6
野生生物 U5
video /9vIdiRW/ n. 音乐短片；视频 U1
wing /wIN/ n. 翅膀；翼 U5
village /'vIlIdZ/ n. 村庄；村镇 U4
winner /9wInR(r)/ n. 获胜的人；优胜者
U4
W
wood /wWd/ n. 木；木头 U6
wallet /9wBlIt/ n. 钱包 U3
上海教育出版社 139上海教育出版社
Proper nouns and
glossary
Proper nouns
Africa 非洲 Mrs Bell 贝尔夫人 p. 40
African adj. 非洲的 n. 非洲人 p. 68 Penny Fisher 佩妮·费希尔 p. 8
Annie 安妮（女名） p. 54 Rita 丽塔（女名） p. 88
Beethoven’s Symphony No. 5 Sam 山姆（男名） p. 72
贝多芬《第五交响曲》 p. 5 the Amazon Rainforest 亚马孙热带雨林
Jasmine Flower 《茉莉花》 p. 4 p. 84
Journey to the West 《西游记》 p. 6 the Antarctic 南极地区 p. 69
Kevin Blake 凯文·布莱克 p. 8 The Trumpet of the Swan 《吹小号的天鹅》
Maggie 玛吉（女名） p. 54 p. 72
Manchester 曼彻斯特（英国地名） p. 8 Tom 汤姆（男名） p. 40
Mary 玛丽（女名） p. 6
Glossary
alternative question 选择疑问句 p. 60 direct speech 直接引语 p. 62
comparative and superlative adverb numeral 数词 p. 92
副词比较级和最高级 p. 28 parallel structure 并列结构 p. 15
compound sentence 并列句 p. 44 past continuous 过去进行时 p. 76
conjunction 连词 p. 44 tense 时态 p. 76
coordinator 连接词 p. 12
140 上海教育出版社上海教育出版社
Numbers
Cardinal numbers 基数词
0 zero 40 forty
1 one 50 fifty
2 two 60 sixty
3 three 70 seventy
4 four 80 eighty
5 five 90 ninety
6 six 100 one hundred
7 seven 102 one hundred and two
8 eight 110 one hundred and ten
9 nine 113 one hundred and thirteen
10 ten 120 one hundred and twenty
11 eleven 136 one hundred and thirty-six
12 twelve 200 two hundred
13 thirteen 1,000 one thousand
14 fourteen 1,001 one thousand and one
15 fifteen 1,012 one thousand and twelve
16 sixteen 1,103 o ne thousand one hundred and
17 seventeen three
18 eighteen 1,230 o ne thousand two hundred and
19 nineteen thirty
20 twenty 1,357 one thousand three hundred and
21 twenty-one fifty-seven
30 thirty 1,500 o ne thousand five hundred
33 thirty-three
Decimal numbers 小数
For temperatures 温度
0.8 °C = zero point eight degrees Celsius
5.4 °C = five point four degrees Celsius
40.3 °C = forty point three degrees Celsius
89.2 °C = eighty-nine point two degrees Celsius
上海教育出版社 141上海教育出版社
–12.2 °C = twelve point two degrees Celsius below zero/minus twelve point two
degrees Celsius
For length 长度
8,848.86 m eight thousand eight hundred and forty-eight point eight six metres
Percentage 百分比
1% one per cent
10% ten per cent
17% seventeen per cent
31% thirty-one per cent
60% sixty per cent
89% eighty-nine per cent
100% one hundred per cent
Ordinal numbers 序数词
1st first 11th eleventh
2nd second 12th twelfth
3rd third 20th twentieth
4th fourth 21st twenty-first
5th fifth 22nd twenty-second
6th sixth 23rd twenty-third
7th seventh 40th fortieth
8th eighth 100th hundredth
9th ninth
10th tenth
142 上海教育出版社上海教育出版社
Years and dates 年份和日期
• 25 January 1600: the twenty-fifth of January/January the twenty-fifth, sixteen
hundred
• 3 February 1735: the third of February/February the third, seventeen thirty-five
• 18 March 1830: the eighteenth of March/March the eighteenth, eighteen thirty
• 5 April 1905: the fifth of April/April the fifth, nineteen o five
• 22 May 1910: the twenty-second of May/May the twenty-second, nineteen ten
• 2 June 2000: the second of June/June the second, two thousand
• 14 July 2006: the fourteenth of July/July the fourteenth, two thousand and six/
twenty o six
• 12 August 2010: the twelfth of August/August the twelfth, two thousand and
ten/twenty ten
• 5 September 2016: the fifth of September/September the fifth, two thousand
and sixteen/twenty sixteen
• 10 October 2020: the tenth of October/October the tenth, two thousand and
twenty/twenty twenty
• 30 November 2021: the thirtieth of November/November the thirtieth, two
thousand and twenty-one/twenty twenty-one
• 31 December 2050: the thirty-first of December/December the thirty-first, two
thousand and fifty/twenty fifty
Notes:
The last two letters of the number word are sometimes added in the dates in
written language (e.g. 1st, 2nd, 3rd, 4th).
Time 一天中时间的表达法
9:30 a.m. half past nine/nine thirty a.m.
12:00 p.m. noon/twelve o’clock p.m.
12:30 p.m. half past twelve/twelve thirty p.m.
4:30 p.m. half past four/four thirty p.m.
7:00 p.m. seven p.m.
上海教育出版社 143上海教育出版社
Irregular verbs
动词 过去式 过去分词 动词 过去式 过去分词
awake awoke awoken do did done
be draw drew drawn
was, were been
(am, is, are)
dreamt/ dreamt/
dream
bear bore born/borne dreamed dreamed
beat beat beaten drink drank drunk
become became become drive drove driven
begin began begun eat ate eaten
bleed bled bled fall fell fallen
blow blew blown feed fed fed
break broke broken feel felt felt
bring brought brought fight fought fought
build built built find found found
burnt/ burnt/ fly flew flown
burn
burned burned
forget forgot forgotten
buy bought bought
freeze froze frozen
can could /
get got got/gotten
catch caught caught
give gave given
choose chose chosen
go went gone
come came come
grow grew grown
cost cost cost
hang
hung hung
cut cut cut （悬挂）
deal dealt dealt have had had
dig dug dug hear heard heard
144 上海教育出版社上海教育出版社
（续表）
动词 过去式 过去分词 动词 过去式 过去分词
hide hid hidden ring rang rung
hit hit hit rise rose risen
hold held held run ran run
hurt hurt hurt say said said
keep kept kept see saw seen
know knew known sell sold sold
lay laid laid send sent sent
lead led led set set set
learnt/ learnt/ shake shook shaken
learn
learned learned
shall should /
leave left left
shine shone shone
lend lent lent
shoot shot shot
let let let
show showed shown
lie（躺） lay lain
shut shut shut
light lit/lighted lit/lighted
sing sang sung
lose lost lost
sit sat sat
make made made
sleep slept slept
may might /
smelt/ smelt/
smell
mean meant meant
smelled smelled
meet met met
speak spoke spoken
mistake mistook mistaken
sped/ sped/
speed
must must / speeded speeded
pay paid paid spelt/ spelt/
spell
put put put spelled spelled
read /ri:d/ read /red/ read /red/ spend spent spent
ride rode ridden spread spread spread
上海教育出版社 145上海教育出版社
（续表）
动词 过去式 过去分词 动词 过去式 过去分词
stand stood stood think thought thought
steal stole stolen throw threw thrown
stick stuck stuck understand understood understood
sweep swept swept wake woke woken
swim swam swum wear wore worn
take took taken will would /
teach taught taught win won won
tell told told write wrote written
146 上海教育出版社上海教育出版社
后 记
本套教材根据教育部颁布的《义务教育英语课程标准（2022年版）》编写。
本套教材是多方智慧和心血的结晶。编写团队汇集了我国英语教育教学领域知名专家、
高校学者、资深教研员、一线骨干教师。束定芳担任教材主编，安琳、施志红负责统筹全套教
材的编写工作。除了核心编者以外，顾翡、戴燕、孙琦、宫同喜、薛琼琼、唐树华、吕晶晶、盛
迪韵、孟逸苓等老师也参与了本册部分单元的编写。Emily Yinchang Shi（加拿大）、Gillian
Flaherty（澳大利亚）、James Bean（澳大利亚）、Mark Edward Alexander（英国）、Nathaniel
Thomas Murray（美国）等参与了教材部分文本创作和语言润色。美国作家兼诗人 James P.
Lenfestey先生提供了本册第四单元阅读语篇“Catch of a lifetime”的文章版权。编写过程中，
程晓堂教授、Stephanie Ashford（英国）、Ian McGrath（英国）、Renata Geld（克罗地亚）、Marc
Young（加拿大）等为提升教材质量提出了宝贵意见。
本套教材编写吸取了上海市“二期课改”的经验和成果。编写过程中，上海市课程教育教
学研究基地（中小学课程方案基地）、上海市心理教育教学研究基地、上海基础教育教材建设重
点研究基地、上海市英语教育教学研究基地等上海高校“立德树人”人文社会科学重点研究基
地给予了大力支持。
在此，我们对参与和支持本套教材编写的各方表示衷心的感谢！
欢迎广大师生来电来函指出教材中的不足，提出宝贵意见。
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