外研版高中英语必修第一册_初高中资料库_高中资料库（转存避免链接过期失效）_高中英语

普通高中教科书
第一册
必修
普通高中教科书
第一册
必修
主 
编：陈 
琳
北京
主    编：陈  琳
副  主  编：张连仲
编    者：刘  晓  李陆桂  张京生  钱建源  徐  浩  雷传利
          （按照姓氏笔画排序）
项目策划：王  芳  王  勇
项目负责：张黎新  郎  崧  张  涛
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本教材是外语教学与研究出版社根据教育部制定的《普通高中英语课程标准（2017 年版）》，在充分
调研和科学论证的基础上推出的中小学“一条龙”英语教材——《英语》（新标准）的高中部分。
本教材的主编为北京外国语大学陈琳教授，副主编为张连仲教授，编写团队包括国内高校的知名专家
学者、教研人员和一线教师。陈琳教授秉承周恩来总理提出的“一条龙”外语教学理念，总结自己从事
外语教育工作70 年的经验，提出了符合中国外语教育实践的教育理论——辩证实践外语教育途径，并在
《英语》（新标准）教材中贯彻实施。
根据教育部2017 年新课程标准的精神，我们启动了《英语》（新标准）高中教材的修订工作。本次
修订全面依托新课程标准要求，坚持陈琳教授的特色理论，由陈琳教授、张连仲教授指导编写团队，在充
分考虑我国英语教育实际学情和教情的前提下，进行了全面的框架重建和内容设计，保证了理论与实践的
紧密结合。
《英语》（新标准）高中教材共分10 册：1—3 册为必修课程教材，4—7 册为选择性必修课程教材，
8—10 册为选修课程中的提高类教材。
必修课程教材具备良好的体系性、延伸性和接续性，能够帮助学生根据自己的需求不断提升个性化的
语言能力，确保学生达到高中毕业基本要求，为日后进入选择性必修课程打下坚实的基础。《英语》（新标
准）必修课程教材的主要特色如下：
一、坚持立德树人根本任务。在教材的选材、内容、语言等各个方面突出学科的育人本质，帮助学生更好
地培育中国情怀，坚定文化自信，拓展国际视野，形成正确的世界观、人生观和价值观。
二、突出学科核心素养的重要性，全面培养学生的语言能力、文化意识、思维品质和学习能力，帮助学生
逐步形成正确的价值观念、必备品格和关键能力。
三、坚持理论与实践的辩证关系。从语言实践的角度设计教材的主题架构、内容结构直至每一项具体活
动，确保有实践、可实践，并通过实践促进提升，帮助学生形成素养，发展素养。
四、遵循“理解—发展—实践”的原则，以“主题”为纲设计单元任务，重要题材在各册教材中均得到体
现，且内容逐步扩展加深、螺旋式上升，符合语言教学规律。
五、语篇题材多样、体裁丰富，语言地道鲜活、难度适中，符合学生的兴趣特点，同时能够提升学生的语
篇意识，丰富语言感知与学习体验，有利于学生通过与主题语篇互动，培养在获取信息、处理信息、
重构信息过程中的逻辑思维、多元思维和批判性思维。
六、活动设计紧密围绕主题语境，注重整合语言技能和学习技能，充分体现了英语学习活动观；同时强调
交际情境的真实性和丰富性，帮助学生掌握语言技能、建构完善的知识基础，在实践中逐步形成交际
能力。
七、强调学习策略的培养，鼓励学生通过体验、实践、讨论、合作、探究等方式，利用各种学习资源完成
学习任务，解决学习中的困难，从而形成自主学习能力。
八、突出文化意识（尤其是跨文化意识）的建构与发展。通过介绍及比较中外文化，帮助学生更好地理解
文化异同，学会理解和包容不同文化，提升道路自信、文化自信，将文化知识内化为正确的文化价值
观和有利于国家和个人发展的跨文化态度与意识。
九、为教师编写了流程清晰、内容丰富的教师用书，帮助教师快速理解教材内容和相关背景知识，明确教
学目标，掌握教学节奏；同时开发了配套的网络教材和其他多媒体配套资源，丰富课程资源，拓展教
学模式。
我们希望，《英语》（新标准）高中必修课程教材能够初步培养学生的语言能力、文化意识、思维品质
和学习能力等英语学科核心素养，为他们继续学习英语和终身发展打下坚实的基础。
《英语》（新标准）系列教材
高中阶段编委会
前  言
Scope and sequence
Unit
Starting out
Understanding 
ideas
Using language
Grammar
Vocabulary
  P1
A new start
Video:
King Alfred’s 
School
My first day at senior 
high
Review: basic 
sentence structures
School clubs
Project: Making a brochure for your school    P73
  P13
Exploring English
Video: 
The history of 
English
Neither pine nor apple 
in pineapple
Review: word 
formation
American and 
British English
Project: Identifying and correcting mistranslations    P74
  P25
Family matters
Video: 
Grandpa‘s trunk
Like father, like son
Learning to learn:
Features of a play
Review: tenses
Physical 
appearances 
Project: Planning an itinerary for a family day out    P75
  P37
Friends forever
Video: 
Auld Lang Syne
Click for a friend?
Attributive clauses (1)
Keywords of 
friendship
Project: Writing a poem on friendship    P76
  P49
Into the wild
Video: 
Pets in the UK
The monarch’s journey
Attributive clauses (2)
Animal idioms
Project: Making a poster about an endangered animal    P77
  P61
At one with nature
Video: 
The floating city
Longji Rice Terraces
Attributive clauses (3)
Geographical 
features
Project: Making an illustrated handbook of campus plants    P78
Appendices Communication bank P81 
Vocabulary P114
 
Learning aid P87	
Names and places P124
 
Words and expressions P105	
Junior high school language knowledge overview P126
Self-assessment
Developing ideas
Presenting
ideas
Listening and speaking
Reading
Writing
Making a plan
Function:
Exchanging ideas
Learning to learn:
Taking notes
High school hints
Learning to learn:
Scanning
Writing a journal entry
Making suggestions 
to improve your 
school
Unfamiliar English expressions
Function:
Asking for and giving clarification
Learning to learn:
Using Internet language
(Mis)adventures in 
English
Learning to learn:
Online English-learning 
forums
Writing a story about 
a misunderstanding in 
English 
Talking about 
creative ways of 
learning English
Saying sorry to family members
Function:
Making apologies and offering 
forgiveness
Learning to learn:
Using stress
Just a brother
Learning to learn:
Feature stories
Writing about a family 
memory
Talking about your 
understanding of 
family relationships
Helping our friends
Function:
Making suggestions
Learning to learn:
Using less direct language to make 
suggestions
After twenty years 
(excerpts)
Learning to learn:
O. Henry’s short stories 
and surprise endings
Writing an ending to a 
story
Learning to learn:
Settings and characters in 
a story
Debating friendship
Debating about animals
Function:
Agreeing and disagreeing
Learning to learn:
Structuring a debate
An encounter with 
nature
Learning to learn:
Contextual clues
Writing an animal 
fact file
Telling a story about 
the relationship 
between humans 
and animals
Life in different climate zones 
Function:
Talking about advantages and 
disadvantages
Learning to learn:
Understanding unfamiliar words
A love of gardening
Learning to learn:
Topic sentences
Writing a summary
Learning to learn:
Summary writing
Talking about your 
dream place to live
Reflection
同学们，欢迎大家学习《英语》（新标准）高中教材！
由教育部制定并颁布的《普通高中英语课程标准（2017 年版）》明确规定：普通高中英语课程
作为一门学习及运用英语语言的课程，与义务教育阶段的课程相衔接，旨在为学生继续学习英语和
终身发展打下良好基础。普通高中英语课程强调对学生语言能力、文化意识、思维品质和学习能力
的综合培养。也就是说，发展学科素养是同学们高中阶段英语学习的方向和目标。经过初中阶段的
学习，大家已经打下了一定的基础。进入高中后，同学们应该对自己的学习目标提出更高的要求。
《英语》（新标准）高中必修课程教材遵循“为用而学，在用中学，在学中用，学而能用”的原
则，为同学们提供了语言地道、优美的阅读文章和灵活多样的学习活动，力图使大家逐步获得独立
学习和自主学习的能力。
必修课程教材第一册从同学们的日常生活出发，逐步展开话题，从校园生活、语言学习，到亲
情、友情，再到对自然的关注，体现了人与自我、人与社会、人与自然三大主题语境，帮助大家轻
松愉快地进入高中阶段的英语学习。本册共六个单元，单元结构如下：
（1）	 背景激活（Starting out）
 
该板块旨在激活同学们已有的背景知识和语言知识。我们把“看”（viewing）的活动作为
预热和导入，通过视频、文字、图片、表格等多模态语篇，帮助同学们更好地了解本单元
主题。
（2）	 主题理解（Understanding ideas）
 
该板块通过语篇和阅读活动聚焦核心语言、结构，帮助大家在达成主题理解、实现语言形
式与意义深度加工的同时培养文化意识和思维品质。
（3）	 功能运用（Using language）
 
该板块是对语言技能的综合学习和运用。通过语法、词汇及听说三个部分的大量语言实践
活动，发展大家的语言技能，为真实生活中的语言交际做好铺垫。
（4）	 思维拓展（Developing ideas）
 
该板块为大家提供新的阅读语篇，从不同角度进一步呈现单元话题，调动大家的逻辑思维、
批判性思维和创造思维，并以一项读写结合的活动来检验大家前述学习活动的成果。
（5）	 观点表达（Presenting ideas）
 
该板块主要以讨论、评选、演讲、辩论等口头表达形式进一步促进同学们对所学内容的复
习与掌握。开放或半开放性的活动有利于大家彼此合作，展示个性，充分表达自己对主题
思想的理解和认识。
（6）	 自我反思（Reflection）
 
该板块列出了本单元话题下可以实现的学习目标，通过自我评价和总结的方式，帮助大家
反思自己的学习成果，进而认识到自己的进步与不足，逐步培养自主学习的能力。
（7）	 项目实践（Project）
 
该板块提供真实的语境和任务，每个项目活动均由小组合作完成，力求培养大家获取信息、
相互合作、学以致用的能力。
我们希望同学们通过使用本教材，全面提高综合语言运用能力，发展英语学科的核心素养，成
为具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。
致 同 学
1
	 Watch the video and answer the questions. 
1	 What do these students do at school? 
2	 How is this school different from your 
school? 
2
	 Complete the questionnaire and share 
your answers with the class.  
U
N
I
T
➊ How did you feel on your first day at senior high?
	 excited	
	 curious
	 nervous	
	 proud
	 happy	
	 other _______
➋ What was your first impression of your new school?
➌ Who’s the first person you’ve got to know? How did you 
get to know each other?
➍ What do you like most about your new school?
	 the campus	
	 its traditions
	 your teachers	
	 its facilities
	 your classmates  	
	 other _______
➎ What have you found most impressive about senior high?
First day of school questionnaire
A new start
Welcome to senior high! I’d like to know what you think of 
your new school, and how you’re feeling about it. Please 
complete the questionnaire and return it to me.
Your Form Teacher
Starting out  
1
1
	 Tick what you want to include in 
your diary about your first day at 
senior high. 
	 the school campus
	 new teachers
	 school subjects 
	 a new timetable
	 an embarrassing moment
	 new friends
	 your feelings
	 other _________
2
	 Read the passage and find out 
what the author wrote in his diary 
about his first day at senior high.
1	
After I had pictured it over and over again in my mind, 
the big day finally arrived: my first day at senior high! 
I woke up early and rushed out of the door in my 
eagerness to get to know my new school.
 
2	
The campus was still quiet when I arrived, so I decided 
to explore a bit. I was looking at the photos on the 
noticeboard when I heard a voice behind me. “New 
here?” Turning around, I saw a white-haired man. 
“Yes,” I replied. “I’m wondering what life is going to 
be like here.” “Don’t worry,” he gave me a smile. “You’ll 
soon find out.”
3	
How true these words were! When my English teacher 
stepped into the classroom, I was surprised 
to see the same man I had 
met earlier. 
at Senior High
My First Day
Understanding ideas
2
UNIT 1
4	
“Good morning, everyone. Before we start, please come to the front 
one by one and introduce yourself to the class. I’ll go first…”
5	
“What?!” I tried to turn on my brain but the engine just wouldn’t 
start. “I should say my name, of course. But what else? What could 
I say to make a good first impression? Something about my insect 
collection, perhaps.” I was organising my words in my head when the 
girl next to me gave me a nudge. “It’s your turn!” 
6	
With butterflies in my stomach, I breathed 
deeply. “Hi, I’m Meng Hao.” Everyone 
started laughing. I looked at them in panic. 
“Nice to know we share the same name,” 
said my new teacher. I had been too nervous 
to pay attention when he introduced himself! 
Although I was embarrassed, his words 
made me a lot more relaxed! 
7	
When we had all introduced ourselves, Mr 
Meng said, “Well done, everyone! I know 
this isn’t easy for many of you. But this is 
just the kind of thing you are going to face 
at senior high. Challenges like this might 
sometimes put you under pressure. But it all depends on what you 
do. Keep calm and be prepared. That way, you’ll make the most of 
your time at senior high.”
8	
People say, “Well begun, half done.” I guess this was a good 
beginning to my new school life.
Monday   4 September
A new start
3
3
	 Choose the best description of Meng Hao’s first day at senior high. 
1	 He found the English class difficult and was not sure what to do.
2	 With the English teacher’s support, he thought senior high was easy and felt 
confident about his future.
3	 He was not sure about life at senior high, but after the English class, he felt 
more confident.
4
	 Complete Meng Hao’s experiences with expressions from the passage.
Think     Share
&
1	 What is your understanding of the saying “Well begun, half done”?
2	 What happened on your first day at senior high? Share your experiences and feelings 
with the class.
Meng Hao’s experiences
Meng Hao’s feelings
Before going to school
Because it was Meng Hao’s first day at 
1_______________, 
he got up early and 
2_______________ to his new school.
excited: woke up early; 
rushed out of the door
Arriving at school
The campus was still quiet, so Meng Hao decided to
3_______________. He met a man who he  
4_______________ find out later was his English teacher.
During the English class
Meng Hao was nervous about introducing himself in 
front of the class. With 
5_______________, he began, but 
everyone laughed. It turned out that he and his teacher     
shared 
6_______________.
Mr Meng said that challenges at senior high might put 
them 
7_______________. He advised everyone to
8_______________ and 
9_______________.
After the English class
Meng Hao thought he had 
10_______________ to his new 
school life.
Now find expressions that show Meng Hao’s feelings and complete the table.
4
UNIT 1
Review: basic sentence structures
1
	 Match the sentences that share the same structures.
1	 I saw a white-haired man.	
a	 He was friendly.
2	 I replied.	
b	 The exam made me quite nervous.
3	 He gave me a smile.	
c	 I passed him a book.
4	 I breathed deeply.	
d	 She agreed.
5	 I looked at them in panic.	
e	 He wrote a long letter.
6	 I was embarrassed.	
f	 He talked loudly.
7	 His words made me a lot more relaxed!	
g	 She looked after her sister patiently.
Now look for more sentences with these structures in the reading passage.
2
	 Look at the pictures and tell the story with your own ending. See how many 
different basic sentence structures you can use.
Using language 
a
b
d
c
A new start
5
9____________ CLUB
School clubs
4
	 Work in pairs. Talk about the school clubs you would like to join and the activities 
you can do in them.
3
	 Complete the posters with the correct form of the words in the box. 
badminton    drama    band    debate    gym    piano    
stage    photography    science
Meet new people &  
stay fit and healthy!
1____________ Club
Daily practice after 
class at the school 
2____________.
 Room 302 at 4 pm every Tuesday
What killed the dinosaurs?
Why are dolphins so intelligent?
Investigate questions like these
 at our club.
Join the 
7____________ Club!
4 pm on Thursdays
Room 301
Argue about the week’s hottest 
topics with the school’s 
sharpest minds!
We meet twice a month on Saturdays. 
Want to play the 
5____________ 
or the guitar? 
Or sing in a 
6____________?
This is the place for you! 
Music Club
Music Club
Every Tuesday 
4 pm-5 pm
 The Music Room
Get ready to 
make some
 music
!
8____________ CLUB
W
E
 
W
A
N
T
 
Y
O
U
!
C
o
m
e
 
a
l
o
n
g
 
a
n
d
 
t
a
k
e
 
g
r
e
a
t
 
p
i
c
t
u
r
e
s
 
w
i
t
h
 
u
s
. 
Every Wednesday
5 pm-7 pm
Room 201
Join us on 
4____________ and 
let our experienced director 
help you find 
your inner star.
3____________ Club
Love acting?
6
UNIT 1
?
Did You Know 
Making a plan
In the UK and the US, senior high school students 
take part in various after-school activities, such 
as club activities and volunteer work.  These 
activities not only help them gain more skills, 
but also teach them to care about others. After-
school activities also play a part when students 
apply to college. However, they can take up a lot 
of time, so students have to learn to organise 
their busy schedules.  To help them do this, 
some senior high schools offer courses in time 
management.  
As you listen, make notes of key information 
such as names, numbers, facts and instructions. 
This will help you understand and remember the 
information you hear.
Learning to learn
5
	 Listen to the conversation and decide what 
the speakers are mainly talking about.
1	 The clubs they have joined and the activities 
they do after school.
2	 The things they should do to manage their 
time well.
3	 The challenges they face in their new school.
6
	 Listen again and complete the plan. 
Now talk about how the speakers discuss 
managing their time. Listen again 
if necessary.
7
	 Work in pairs. Act out the conversation to 
discuss ideas for a weekend study plan for 
English.
 Student A: Turn to Page 81.
 Student B: Turn to Page 84.
8
	 Work in pairs. Make another weekend plan 
and have a similar conversation. 
1.	                            the things we’re 
going to do.
2.	 Record                             to do the 
activities.
3.	 Only                             at a time.
4.	 Do                             first.
A new start
7
1
	 Think about the things you want to 
achieve at high school and rank them 
in order of importance. (1 = most 
important)
	 join a school club
	 take a trip with your classmates
	 get the highest score in a test 
at least once
	 get to know all the schoolmates 
in your grade
	 stand on stage at least once
	 win an award
	 read as many books as possible
	 learn a new skill
	 other ________
2
	 Look at the word cloud and the 
picture. Predict what is talked about 
in the interview. 
High School Hints
ST
School Talk
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Now read the interview and check 
your prediction.
important 
give your friends a hand
deal with
challenge
keep an open mind
fail
opportunity
disappointed
work hard
Developing ideas 
8
UNIT 1
Interviewer: Hello and welcome to School Talk! Today I’m joined by a former student of 
our school, Lisa Osborne. Lisa graduated from our school last June and is about to go to 
college in New York. Lisa, thank you for coming to share your suggestions for high school 
with us.
Lisa: Hi, everybody. I’m very glad to be back. I feel as if high school was only yesterday!
Interviewer: So what helped when you first started high school?
Lisa: Orientation Day was really helpful. It’s a fantastic opportunity for new students to 
get to know the school and the other students. I even made some new friends! Just keep 
an open mind and take part in as much as possible.
Interviewer: That’s sound advice for sure. But how did you deal with new challenges, 
like starting a new course?
Lisa: I had a chemistry test right at the end of the first week. I was frightened at the 
sight of the test paper. But then I figured I’d better just go all out and see what happens. 
If you fail, no problem – next time you can fail better!
Interviewer: So, hold your head up, then. But life is not always easy. You must have had 
some moments when you were disappointed. If so, how did you deal with them?
Lisa: As a member of the school volleyball team, I wasn’t selected for the end-of-year 
competition. At first I was really sad, but later I realized that I joined the team for the 
love of the sport. It wasn’t just about winning. So I kept working hard to support my 
teammates during our training. There’s always a way to be part of something you love, 
isn’t there?
Interviewer: Yes, I totally agree. Is there anything else in particular that you’d like to 
share with us?
Lisa: Looking back on my high school life, the most important advice I’d give is these 
wonderful words from the writer Maya Angelou. She said, “Be a rainbow in somebody 
else’s cloud.” So, give your friends a hand when they need it. And this will make you feel 
good, too.
Interviewer: Neat! Well, thanks again for coming to speak to us, Lisa. And good luck 
with college!
Lisa: Thank you.
998
1,231 views
Published on 10 July 2017
A new start
9
3
	 Scan the interview and answer the questions.
1	 What did Lisa find most helpful when she started high school?
2	 How did she deal with new challenges?
3	 How did she handle disappointments?
When scanning a text, you read 
it quickly in order to find a specific 
piece of information. For example, 
to find out the answer to the 
question “What did Lisa find 
most helpful when she started 
high school?”, you would look 
for the key words “helpful” and 
“started high school”.
Learning to learn
4
	 Work in groups. Give a speech to the new students on their first 
day at high school.
1	 Make notes of the problems the new students may face and your 
advice. Refer to the interview for ideas.
2	 Organise your speech following the steps below. 
•	 Start by welcoming the new students.
•	 Talk about the problems and give your advice.
•	 End by summarising the main points of your speech.
3	 Give your speech to the class.
Problems the new students may face
Your advice
Think     Share
&
1	 What do you think Lisa means by “If you fail, 
no problem – next time you can fail better”?
2	 Think about the words from Maya Angelou: “Be a rainbow in 
somebody else’s cloud.” Do you know of any similar sayings?
3	 Which piece of Lisa’s advice is the most helpful to you? Why?
4	 What else would you like to ask Lisa about starting high school?
10
UNIT 1
	
Now write a journal entry about 
your first-week experiences at 
senior high. Use the expressions 
in the box to help you. 
5
	 Read the journal entry and answer the questions. 
Writing a journal entry
6
	 Think of your own experiences 
of the first week at senior high 
and complete the notes.
Finally, it’s Friday! I can’t believe the first week is coming 
to an end. Things are going well, but there is always 
something new just around the corner. 
At junior high, I took lots of notes during class. So in physics 
class on Monday, I did the same, but the teacher spoke so 
fast that I couldn’t take everything down. The teacher 
found I was struggling with note-taking and told me to stop 
and just listen. “Thinking is a more important ability than 
note-taking and memorising,” he said.
After class on Wednesday, I hurried to the school 
skateboarding club. I was running out of the classroom 
when I bumped into a girl literally. I said sorry to her 
and she smiled at me. At the club, I had my first try at 
skateboarding and fell off the board a lot. Suddenly, a girl 
bumped into me – the same girl from the corridor! This 
time, both of us laughed. Her name is Sarah. We started to 
practise together and soon became friends.
I’m going to watch a film 
with Sarah tomorrow 
evening. I'm looking 
forward to it!
Friday   8 September 
•	Things are going well…
•	At junior high, …
•	After class, …
•	I’m going to…
Useful expressions
7
	 Share your journal entry with 
the class. 
My impression of the first week
An enjoyable class
After-school activities
How I made a new friend
1	 What’s the passage about?
2	 What happened in her physics class?
3	 What did she do after class?
A new start
11
1
  Imagine you are a member of your class committee. Think about the changes you 
would suggest to the head teacher to improve your school. Give your reasons.
•	The first thing I would suggest is…
•	I think it would be a good idea to…
•	Another thing I would suggest is…
Useful expressions
2
	 Work in groups. Talk about your suggestions 
and prepare a short presentation. Use the 
expressions in the box to help you.
3
	 Present your suggestions to the class. 
•	What to change:
      lunch break, school uniform, …
•	Why change it:
       ____________________________
• How to change it:
       ____________________________
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 talk about school clubs
	 exchange ideas
	 write a journal entry
	 describe my school experiences
	 build self-confidence
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Suggestions to the Head Teacher
Presenting ideas 
Reflection  
12
UNIT 1
Exploring English
U
N
I
T
Chart 1  Top 5 languages by number of 
native speakers
Chart 2  Top 5 languages by number of 
learners around the world
Chart 3  English learners in China
5
0
 
m
i
l
l
i
o
n
2
0
0
 
m
il
l
i
o
n
3
0
0
 
m
i
l
li
o
n
 
1
9
9
3
 
20
1
4
 
2
0
0
3
Chinese
1,390 million
Hindi-Urdu 
590 million
English 530 million
Arabic 470 million
Spanish 390 million
0
350
700
1050
1400
a
y
y
T
T
n
k
a
a
B
p
a
a
j
z
z
p
f
n
n
z
s
n
j
T
K
Y
N
m
u
u
p
k
I
p
p
Q
H
a
L
1
	 Look at the charts and answer the questions.
1	 According to Chart 1, which language has 
the largest number of native speakers? 
According to Chart 2, which language has 
the largest number of learners?
2	 What can you learn from Chart 3? Why 
do you think many people in China learn 
English?
2
	 Watch the video and answer the questions. 
1	 Which countries mentioned in the video 
have English as their first language?
2	 Where do a third of English words 
come from? What examples are given in 
the video? 
English 1,500 million
French 80 million
Chinese 30 million
Spanish 15 million
German 15 million
Starting out  
13
1
	 Look at the title of the passage and 
the pictures. Tick what you think 
the passage is about.
	 food
	 cooking
	 words
	 plants
	 fruit
2
	 Read the passage and check your 
answer to Activity 1.
1	
Have you ever asked yourself why people 
often have trouble learning English? 
I hadn’t, until one day my five-year-old 
son asked me whether there was ham in 
a hamburger. There isn’t. This made me 
realize that there’s no egg in eggplant 
either. Neither is there pine nor apple 
in pineapple. This got me thinking how 
English can be a crazy language to learn. 
2	
For example, in our free time we can 
sculpt a sculpture and paint a painting, 
but we take a photo. And when we are 
traveling we say that we are in the car or 
the taxi, but on the train or bus! While 
we’re doing all this traveling, we can get 
seasick at sea, airsick in the air and carsick 
in a car, but we don’t get homesick when 
Understanding ideas
14
UNIT 2
we get back home. And speaking of home, 
why aren’t homework and housework the 
same thing?
3	
If “hard” is the opposite of “soft”, why are 
“hardly” and “softly” not an opposing pair? 
If harmless actions are the opposite of harmful 
actions, why are shameless and shameful 
behaviors the same?
4	
When we look out of the window and see 
rain or snow, we can say “it’s raining” or 
“it’s snowing”. But when we see sunshine, 
we can’t say “it’s sunshining”. 
5	
Even the smallest words can be confusing. 
When you see the capitalized “WHO” in a 
medical report, do you read it as the “who” in 
“Who’s that?” What about “IT” and “US”?
6	
You also have to wonder at the unique madness 
of a language in which a house can burn up 
as it burns down, in which you fill in a form 
by filling it out, and in which an alarm is only 
heard once it goes off!
7	
English was invented by people, not computers, 
and it reflects the creativity of the human race. 
That is why when the stars are out, they are 
visible, but when the lights are out, they are 
invisible. And that is why when I wind up 
my watch, it starts, but when I wind up this 
passage, it ends.
	
Exploring English
15
3
	 Choose the author’s purpose in writing the passage.
1	 To tell us that English is very difficult to learn.
2	 To give advice on how to learn English.
3	 To show that English is interesting and creative.
4	 To explain how English was created.
4
	 Complete the notes with words from the passage.
5
	 Read the following information and answer the questions. 
In order to support his idea, the author uses many examples that show the 
1
 madness of English. 
no egg in eggplant
no ham in 
2
 
neither pine nor apple in  
3
seasick → sick at sea  
5
 → sick in the air 
6
 → sick in a car 
BUT 
7
 → sick at home
“Hard” is the opposite of 
“soft”. 
“Hardly” and “softly” are 
not a(n) 
8
 pair.
Stars are out. → They are 
visible.
Lights are out. →  
They are 
11
.
I wind up my 
watch. → It starts.
I wind up the passage. → 
It 
12
.
The reason is that English was invented by people, and it 
13
 the creativity of the human race.
The word “pineapple” developed from the Spanish word “piña”, which means pine cone. 
When it came to England, “apple” was added to show it is a kind of fruit.
The origin of “hamburger” was a hard beef steak called “Hamburg steak”, eaten without 
bread. Later, people reinvented it and called it “hamburger”.
Eggplants used to be smaller and yellow or white. They looked a bit like eggs, which led 
to the name “eggplant”.
1	 How did pineapples, hamburgers and eggplants get their names? 
2	 Does the information above give you a better understanding of the passage? 
Give your reasons.
burn up → burn down
fill in a form → 
10
 
a form
sculpt a sculpture 
paint a(n) 
4
BUT take a photo
“Harmless” is the 
opposite of “harmful”. 
Shameful and shameless 
9
 are the same.
Think     Share
&
1	 Do you agree with the author’s opinion about the English 
language? Give your reasons.
2	 What do you find most challenging about learning English? How do you deal 
with this?
16
UNIT 2
1
	 Look at the sentences and expressions from the reading passage. 
Match the words in bold to the types of word formation.
Review: word formation
3
	 Work in groups. Choose 
one type and come up 
with as many words as 
possible.
When you open a dictionary, you often come across a lot of unfamiliar 
words. You might think this is a bit scary. But many of them are formed 
using other simpler words. This is called word formation.
Words formed by combining other words are called compounds, for 
example,
1                       (a friend that you contact by writing, traditionally 
using a pen) and 
2                       (known by many people).
Prefixes and suffixes often have fixed meanings. If you add un- or in- to a 
word, the new word usually means the opposite. For example, if something 
isn’t correct it’s 
3                      , and if someone isn’t happy they’re 
4                      . Words with the suffixes -ment and -ness are often nouns. 
For example, if somebody has improved a lot, they have made great 
5                      .
Some nouns and adjectives can be used as verbs, or the other way round. 
When we calm somebody down, they become 
6                      . And we 
can give someone a present by 
7                       it.
And sometimes a word is made up of the first letters of several words: 
“World Trade Organization” can be referred to as 
8                      , and 
9                       is short for “as soon as possible”.  
It is impossible to know the meaning of every word, but knowing about 
word formation can help us guess their meanings. 
2
	 Complete the passage with the help of word formation.
 
 
Group A
unlike, dislike, likely, 
likelihood
Group B 
unlike, dislike, likeness, 
likely, liking, unlikely
Group B is the winner.
like
	 abbreviating
	 changing the part 
of speech
	 adding a prefix or 
suffix
	 combining two or 
more words
a	 Neither is there pine nor apple in pineapple.
b	 … sculpt a sculpture…
c	 When we… see rain…, we can say “it’s raining”…
d	 WHO
	1	 abbreviating 
	2	 changing the part of speech
	3	 adding a prefix or suffix
	4	 combining two or more words
Using language 
	
Now look for more examples of each type in the reading passage.
	
Exploring English
17
apartment / flat
5
	 Work in pairs. Find more examples of differences between American and British 
English. Use a dictionary or search on the Internet.
4
	 Look at the pictures and get to know the American English words and their British equivalents.
American and British English
c
f
e
d
a
b
elevator / lift
gas / petrol
theater / theatre 
highway / motorway
subway / underground
	
Now complete the passage with the words above.
Today, American English is in common international use. It is different from 
British English in several ways, mostly in spelling and vocabulary. Some American 
spellings were created by Noah Webster, who made one of America’s first 
dictionaries. He changed “-re” spellings to “-er”, which is why
1                      is spelt 
2                      in American English.
The Americans and the British also use different words for everyday things. For 
example, Americans talk about putting 
3                       in their cars and driving 
along the 
4                     , whereas in the UK, people put 
5                       in their 
cars and drive along the 
6                     . Americans take the 
7                       to the 
top floor of a building, but the British use the 
8                     . In the US, they take 
the 
9                     , but in the UK, people travel on the 
10                     . Americans 
live in a(n) 
11                     , while the British live in a(n) 
12                     . 
It’s not as confusing as it seems: usually people from the two countries can 
understand each other from the context. But that doesn’t stop them having 
a friendly argument about which word is the “right” one!
18
UNIT 2
6
	 Listen to three conversations and 
match them to the pictures.
8
	 Work in pairs. Act out the conversation to ask for 
and explain the meanings of the expressions.
	
 Student A: Turn to Page 81.
 Student B: Turn to Page 84.
	
9
	 Work in pairs. Find new words and their meanings 
on the Internet, and have a similar conversation.
7
	 Listen again and complete the table. 
Words
Meaning
Origin
dim sum
a kind of traditional 
1                
from 
2                
3                
using a cellphone 
without caring 
about others 
a combination of 
the words
4                 and 
5                
6                
a shorter way of 
saying 
7                
from the Internet
	
Now talk about how the speakers ask for and explain 
the meanings of the words. Listen again if necessary.
Unfamiliar English expressions
Some of the language used on the Internet is different to the 
language used in other forms of communication. It may be a 
quick and, to you, clear way to communicate, but before you 
use it, stop and think: who do you want to communicate with 
and why? Make sure that any abbreviations and emojis you 
use are appropriate for the situation, and consider whether 
your readers will even know what you mean by BRB or COZ.
Learning to learn
b
a
c
?
Did You Know 
•	 Each year, many additions are made to 
English dictionaries. Recent additions 
include “selfie” (a photograph that 
you take of yourself, usually with 
a mobile phone) and “netizen” (a 
citizen who uses the Internet).
•	 Some messaging abbreviations have 
also been added, for example, BRB (be 
right back), COZ (because) and G2G 
(got to go).
	
Exploring English
19
1
	 Read the following expressions and 
guess their meanings. 
•	 What’s up?
•	 ring a bell
•	 small potatoes
•	 toilet water
•	 at sixes and sevens
•	 green fingers
•	 pull up one’s socks
	
Now think about more English 
expressions that may cause 
misunderstandings.
2
	 Read the passage and find the 
words or expressions that caused 
the misunderstandings.
in English
Last week, our forum asked if you 
had any funny or strange stories 
about using English. We didn’t 
expect to get so many posts! Here 
are some of our favourites, to 
remind us that some of the English 
we learn in the classroom is rather 
different from the English in the 
outside world!
Misadventures
Online English-learning forums can be a 
very useful learning resource. Not only 
can you post specific questions, but you 
can also broaden your knowledge by 
reading posts from other English learners 
around the world.
Learning to learn
favourites
Developing ideas 
20
UNIT 2
People say that the British always play safe with what they eat. 
Not true! I went to a summer school in Manchester and my English 
teacher was called Maggie. One day, a different teacher took our 
class. He told us that Maggie couldn’t teach that day COZ she had 
a frog in her throat. Poor Maggie – but why did she try to eat such a 
big frog?
When I first visited New York, I went to a downtown shopping 
centre to buy some winter boots. At the information desk at the 
entrance, I asked a lady where the shoe section was. She said that 
it was on the first floor. So I went up to the first floor, but couldn’t 
find any shoes. I decided to leave. When I was looking for the exit, 
I saw that shoes were actually sold downstairs on the ground floor, 
not the first floor. Why did she give me the wrong information? X-(
I’ve got an English penfriend, who I finally got to meet in London 
this summer. He had told me that his grandfather was “really 
wicked”. But when I met his grandfather, I liked him a 
lot. I found it very odd. Why did my friend use a negative 
word about such a nice man? 
The British must have really high standards. I was part 
of a student exchange programme between a university in 
England and my university in China. I spent days preparing and writing 
my first English paper. I knew I had done a good job and was looking 
forward to getting a positive comment. When I got the paper back, I found 
my teacher had written the comment “Not bad!” Not bad? But there 
weren’t any errors in my paper. :-(
Yancy
135 comments
63 comments
85 comments
Sophie
Julien
Zheng Xu
	
Exploring English
21
3
	 Read the definitions of the words and expressions that caused the 
misunderstandings. Match the definitions to the posts.
	a	(British English) the floor of a building above the one at ground level; 
(American English) the floor of a building at ground level
	b	pretty good, better than you expected
	c	 unable to speak clearly for a short time because your throat is dry or blocked
	d	morally wrong and intending to hurt people; (informal) very good, fantastic 
Sophie
Julien
Yancy
Zheng Xu
Where?
Who?
What happened?
4
	 Work in pairs. Retell the situations in the four posts.
Think     Share
&
1	 Which post do you find most interesting? Why?
2	 How would you deal with the situations described in the posts?
3	 What examples of Internet language are used in the passage? What do they mean?
4	 Do you know of any Chinese expressions that often cause misunderstandings for 
people from other countries? Share them with the class.
22
UNIT 2
5
	 Look at the pictures and answer the questions.
Writing a story about a misunderstanding in English 
1	 Who were the people in the story?
2	 Where did the story take place?
Last summer, I stayed with a 
British family. 
pancake
sausages
a
c
b
d
3	 What happened?
4	 What caused the misunderstanding?
6
	 Write a paragraph to tell the story. Use the expressions in the 
box to help you.
Last summer, I stayed with a British family. One day, …
7
	 Share your story with the class.
•	I was really surprised 
when…
•	I wasn’t sure whether…
•	To my astonishment, …
•	It turned out that…
Useful expressions
We‘ll have toad-in-the-hole 
for dinner.
It’s delicious!
A toad in a hole?!
	
Exploring English
23
1
	 Work in groups. Talk about creative ways to learn English. List your 
ideas on a piece of paper.
2
	 Choose the most creative idea and prepare a short 
presentation following the steps below. Use the 
expressions in the box to help you.
•	 Introduce the idea.
•	 Explain why it is useful.
•	 Describe what you should do.
3
	 Present your idea to the class. 
•  changing your mobile phone language to English 
•  doing a voice-over for English language films
•  
•  
•  
•  
•	I think… is the most creative idea.
•	It can help us…
•	First of all, we can…
•	Then, …
Useful expressions
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 recognise differences between American English 
and British English
	 ask for and give clarification
	 write a story based on given pictures
	 notice and analyse specific language phenomena
	 be aware of cultural differences
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Presenting ideas 
Reflection  
24
UNIT 2
Family matters
1
	 Watch the video and answer the questions.
1	 What is the video mainly about?
2	 How do you feel about the family? 
2
	 Look at the pictures and answer the questions.
1 	What do you already know about these 
families? Which family do you relate to 
most? Give your reasons.
2	 What other family stories do you know?
U
N
I
T
 
Father and Son
•	 Father and Son (comic)
•	 Germany  
The von Trapp family
•	 The Sound of Music (film)
•	 Austria
The Xia family
•	 Home with Kids (sitcom)	
•	 China
The Parr family
•	 The Incredibles (film)
•	 United States
Starting out  
25
1
	 Tick the things you would ask your parents 
about for advice.
	 school studies
	 friendship troubles
	 joining an after-school club
	 getting a new hairstyle
	 shopping for new clothes and shoes
	 choosing your future area of study
2
	 Read the play and find out what conflict 
the son has with his father.  
A play is a story performed on a stage. 
It has a plot, settings, characters and actions, 
as well as dialogue between characters.
Learning to learn
Like
Like
Like
Like
Father
Father,
Son
Son
Understanding ideas
26
UNIT 3
Grandfather: 	(stepping between Father 
and Son and raising his 
voice) Hey! I told you to 
calm down, both of you!
	
Father: 	But I told him to study 
something useful at university!
Grandfather: 	(laughing) Easy, son! I remember 
when you were his age, you 
said that you wanted to be a 
professional football player.
	
Father: 	And you wanted me to be an 
engineer!
Grandfather: 	I just wanted you to be happy, and 
an engineer – a happy engineer.
	
Father: 	But in the end, you just advised me 
to think carefully.
Grandfather: 	Yes, and you have found the career 
that suits your talents. I’m so proud 
of you. Your son is proud of you, too.
	
Son: 	Of course I am, but I have different 
talents. 
Grandfather: 	(turning to Son) Why don’t you also 
take my advice and think carefully 
before jumping in with both feet?
	
Son: 	Well, I could try…
Grandfather: 	If you go to university and play 
music at the same time, you will 
have two options for your future. 
And I’m sure playing in a band will 
help you make lots of new friends 
at university.
	
Father: 	Yes, lots of new lawyer friends!
	
Son: 	(with a sigh) Dad…
(Curtain)
Grandfather: 	And... I win!
(Son enters room.)
	
Father: 	Not again! Oh look, here comes my 
boy. How are you, son?
	
Son: 	(nervously approaching the table) 
Erm… Dad, can we talk? 
	
Father: 	Sure! You know you can always 
turn to your dad for a chat. 
	
Son: 	OK. Here it is. I’ve decided not to 
go to university. I want to focus on 
my band and have a career in music 
when I leave school.
	
Father: 	(raising his voice in surprise) You 
can’t be serious! What about your 
future career as a lawyer?!
	
Son: 	I knew you’d say that. You just 
assume I want to be a lawyer, but 
that’s only because you are a lawyer.
	
Father: 	What’s wrong with being a lawyer? 
Lawyers help people and are 
respected by others.
	
Son: 	Yes, but I’m not interested in law. 
I want to work in a studio, not a court.
Grandfather: 	(looking at Father) Calm down. OK?
	
Father: 	(ignoring Grandfather’s words) Stop 
daydreaming! Playing in a band is 
not a job.
	
Son: 	Of course it is! The music industry 
is developing fast now. Making 
music is a job. 
(The living room. Friday night. A table and two 
chairs at front centre. Grandfather and Father, 
seated at the table, are playing chess.)
27
Family matters
3
	 Choose another suitable title for the play and give your reasons. 
1	 The Secret to a Happy Family
2	 A Generation Gap
3	 A Dream Job
4	 Grandfather’s Advice
5	 My Career, My Choice
4
	 Add the tags to the director’s notes.
Now complete the director’s notes with expressions from the play.
	
The living room, with
1                     at front centre.
 
•	 Grandfather – in his 0s, 
keen chess player
•	 Father – in his 40s, lawyer, 
football fan
•	 Son – 16 years old, senior high 
student, music lover
The son doesn’t plan to go to 
university. He wants to 
2                     and 
3                    , because 
it suits his talents. But the 
father wants his son to 
4                     and
5                    , because 
lawyers help people and 
6                    . The 
grandfather advises his 
grandson to go to university 
and 7                     at the 
same time. This way, he can 
8                    .
Think     Share
&
1	 ​If you were in a similar situation to the son, what would you 
do? Why?
2	 What conflicts have you had with your parents? How did you solve them?
Setting
Characters
Plot
28
UNIT 3
Review: tenses
1
	 Look at the sentences from the 
reading passage. Decide which tense 
each is in and match the tenses to 
what they describe.
2
	 Complete the dialogue with the correct form of the 
words and expressions in brackets.
3
	 Look at the checklist for Grandma’s birthday party 
and talk about the preparations. Use as many of the 
tenses in Activity 1 as possible.
   Dad:	Adam, Sally, come here. Mum 
1                   (have) 
something to tell you.
Adam:	Coming!
Sally:	Coming!
 Mum:	I 
2                   (call) Grandma yesterday and 
invited her to our house this Sunday. 
We 
3                   (throw) her a big birthday party! 
So, we each need to choose a present.
Adam:	I know – I 
4                   (give) her a new tea set. 
	
She 
5                   (like) drinking tea!
 Mum:	Good choice. What about you, Sally?
  Sally:	I 
6                   (think of) making a scarf for her.
 Mum:	Good idea. I’m sure Grandma 
7                   (love) 
it. Oh, 
8                   you 
9                   (finish) the 
guest list yet, dear?
   Dad:	Yes, I have, and I’m working on the invitations. 
 Mum:	OK. So we still need to prepare food and drinks. 
I’ll make a checklist.
Preparation
Who’s 
responsible? Done Ongoing To do
choose presents 
for Grandma
Everyone
draw up the guest 
list on Wednesday
Dad
make invitations
Dad
prepare food and 
drinks on Sunday 
morning
Mum 
They have decided to throw a party to celebrate 
Grandma’s birthday…
a	 Grandfather and Father, seated at 
the table, are playing chess.
b	 Lawyers help people and are 
respected by others.
c	 ... you said that you wanted to be 
a professional football player.
d	 ... you have found the career that 
suits your talents.
e	 ... you will have two options for 
your future.
	1	 Something that started in the past 
and is affecting the present.
	2	 Something that is currently taking place.
	3	 Something that is certain to take 
place in the future.
	4	 Something that was completed in 
the past.
	5	 Something that happens regularly in 
the present.
Using language 
Past
Present
Future
D
Past
Present
Future
E
Past
Present
Future
A
Past
Present
Future
B
Past
Present
Future
C
Now match the sentences to the 
correct timelines and find more 
examples of these tenses in the 
reading passage.
Family matters
29
From
Subject
To
Penny
A family memory
Anna
Physical appearances
4
	 Read the email and answer the questions. 
6
	 Work in pairs and describe how your family members’ physical appearances 
have changed.
My mother was / had... Now she is / has got...
5
	 Underline the words and expressions used to describe appearances in Activity 4 and 
put them into the table. Add any more you can think of.
Face
Hair
Skin
Height and build
Hi Anna,
Great to hear from you! Yes, we had a fantastic holiday. Mum, Dad and 
I went camping in Beidaihe. In fact, we stayed at the same campsite as 
we did ten years ago. Dad showed me a photo we had taken then – just 
see how time flies! 
Dad has changed quite a bit! In his thirties, he was quite thin and pale, 
and he had red, bushy hair. Nowadays, he’s well-built and tanned. He’s 
always had a square jaw, but now he’s grown a beard. Strangely, his 
beard is still red even though his hair is turning grey!
Mum looks almost the same, though. She still has smooth skin and 
straight black hair, and jogging has kept her slim and fit. 
I still have light skin and black hair, of course. But I usually wear my 
hair in a ponytail these days as it has got a lot longer. Mum says I had 
cute rosy cheeks, but now I have freckles. I think they are kind of cute 
too, right?
Can’t wait to see you back in school!
Penny
1	 What did Penny’s dad look like ten years ago?
2	 What does Penny’s mum look like now and why?
3	 How does Penny look different now compared to ten years ago?
30
UNIT 3
Today, I was in a(n) 1               , but Mum missed it
. 
Later, on the phone she apologised and explained that she 
was busy with work because someone was 2               . 
I wish she had come!
I know she’s been busy recently, and I understand that.
I’m just worried about her. I don’t like seeing her so   
3               .
I think she needs to take some time off work to 4               .
I told her my worries. To make up for it, next week we 
plan to go to the 5                together. We’ll go camping 
and have a(n) 6               . Most importantly, we’ll have 
time to talk and 7               . I’m really looking forward 
to it!
8
	 Listen again and complete Alice’s journal entry. 
	
Now talk about how Alice’s mother makes an apology. 
Listen again if necessary.
9
	 Work in pairs. Act out the conversation to apologise to a 
family member. 
	
 Student A: Turn to Page 82.
	
 Student B: Turn to Page 85.
10
	 Work in pairs. Think about another situation in which 
you need to make an apology and have a similar 
conversation.
Saying sorry to family members
7
	 Listen to the conversation and choose 
the feelings that the speakers express.
Saturday   22 September
Placing stress on particular words can have a big impact on the 
meaning and strength of apologies. For example, saying “I am 
sorry” has more of an impact than “I’m sorry”. Another way of 
strengthening an apology is by using and stressing adverbs: I’m 
really sorry, I’m so sorry.
Learning to learn
?
Did You Know 
The International Day of Families, 
which was set by the United Nations 
in 1993, is held on 15 May every year.  
The day celebrates the importance 
of families. It aims to deepen people’s 
understanding of issues that are related 
to families. With a different theme each 
year, the day is observed with a wide 
range of events that are organised at 
local, national and international levels.
a
b
c
d
e
f
Family matters
31
1
	 Look at the words and expressions 
and choose the ones that can be 
applied to your relationship with 
your family members.
I
t was the final part of the 2016 
World Triathlon Series in Mexico. 
With just 700 metres to go, Alistair 
Brownlee was in third place and his 
younger brother, Jonny, was in the lead. 
Alistair pushed himself towards the 
finish line in the burning heat, but as 
he came round the corner, he saw his 
brother about to fall onto the track. 
Alistair had to choose – brotherly love, 
or a chance to win the race?
2	
For Alistair, the choice was clear. His 
brother was in trouble. He had to help. 
Alistair ran towards Jonny, caught 
him and started pulling him towards 
the finish line. Alistair then pushed 
his brother over the line. The move 
put Jonny in second place and Alistair 
himself in third. It was an unexpected 
end to the race, but Alistair did not want 
to discuss it with the media. He just 
wanted to see his younger brother, who 
had been rushed to the medical area. 
1
JUST 
Features are “people stories”, and 
are typically longer than standard 
news stories. Features are written in 
an individual style, with extra detail 
and background. 
Feature stories typically start with 
a “hook” that gets the interest of 
the reader. The style of the first 
paragraph also needs to set the 
tone of the whole piece. The middle 
part contains the “meat” of the story, 
with the ending being a summary, a 
powerful quote or even a surprise 
for the reader.
Learning to learn
03 
Developing ideas 
	
Now look at the title of the 
passage and the picture. 
Predict which of the words 
and expressions above can 
be applied to the brothers’ 
relationship.
support
judge
 love
admire
punish
hate
encourage
cooperate
with
compete
against
disagree
with
settle for
have
arguments
32
UNIT 3
3	
The Brownlee brothers have 
been doing triathlons since they 
were children. “Obviously, when your 
older brother is doing it, you think it’s 
a cool thing to do,” says Jonny. Alistair 
says that they encourage each other 
as much as they can when they train. 
Despite arguments over “stupid things” 
now and then, Alistair agrees that having 
a brother is an advantage. “Throughout 
my entire life, I’ve had my brother trying 
to beat me at everything I do. It has been 
an enormously positive force.”
4	  Watched by millions, the ending to the 
race has divided opinions: should the 
brothers have been disqualified or highly 
praised for their actions? But for Alistair, 
his decision was easy to explain: “Mum 
wouldn’t have been happy if I’d left Jonny 
behind.” At that moment, he was no longer 
an athlete aiming for a medal – he was just 
a brother.
A BROTHER
28 September 2016
Family matters
33
2
	 Choose the main message of the passage. 
1	 Love and competition between the Brownlee brothers make them successful athletes.
2	 People have different opinions about Alistair Brownlee‘s actions in the triathlon final.
3	 For Alistair Brownlee, family love is more important than winning the triathlon final.
End by saying what you 
have learnt from the story.
4
3
2
1
What did Alistair do?
Where did the  
story happen?
When did the  
story happen?
Who are they?
5
Why did he do it?
2	 Organise your words following the steps below.
3	 Share your story and ideas with the class.
3
Think     Share
&
1	 How are opinions about the Brownlee brothers divided? Which 
do you agree with? Give your reasons.
2	 Why does Alistair think that having a brother is “an advantage”?
3	 What do you think about having a brother or sister?
4	 Do you know any Chinese stories about family love? Share one with the class.
3
	 Work in groups. Talk about the Brownlee brothers’ story.
1	 Answer the questions to help retell the story.
Retell the story of the 
Brownlee brothers.
1
2
Give your opinion on 
Alistair’s actions.
34
UNIT 3
4
	 Read the journal entry and answer the questions.
Writing about a family memory
5
	 Think of a special family memory of your own and 
complete the table.
6
	 Share your story with the class.
Who was in the memory?
When did it happen?
Where did it take place?
What happened?
Why is it special or memorable?
I was tidying my room yesterday and found 
an old photo in a notebook. As I was looking 
at it, the lovely memory of that day came 
back to me.
It was my mother’s birthday ten years ago, 
and I decided to surprise her with home-made 
scrambled eggs. I woke up really early and tip-
toed to the kitchen. I had never cooked anything 
before, so I tried to copy how she did it. But 
somehow they ended up burnt.
I was about to throw everything away when my mother came in. 
I showed her the eggs and sadly explained what happened. To my 
surprise, she tasted them and said they weren’t bad! I guess love is 
indeed a magical ingredient. In fact, we ended up laughing and ate 
them all.
This weekend is her 45th birthday. I’ll make her scrambled eggs again, 
and this time they won’t be burnt!
•	Last summer, … / In 2015, … / Many 
years ago, …
•	I was at… 
•	It made me feel so…
•	I remember this because…
•	I learnt that…
Useful expressions
Now write a short story about this memory. Use the 
expressions in the box to help you.
1	 What brought back the 
author‘s lovely memory?
2	 What happened in the 
author‘s memory?
3	 Why is it a lovely memory?
Sunday   20 October
Family matters
35
1
	 Read the messages and decide who sent each one: Stuart’s friend, 
his teacher or his mother. Give your reasons.
3
	 Work in groups. Share your opinions about the saying. 
Use the expressions in the box to help you.
4
	 Present your ideas to the class.
2
	 Read the messages again. Think about the saying “Home 
is where you are loved the most and act the worst”. 
1	 What does the saying mean?
2	 Do you agree with it? Give examples to support 
your opinion.
•	I think it means that…
•	In my opinion, …
•	Young people should respect… 
because…
•	As an example, I often…
Useful expressions
Stuart
Stuart
How’s it going? Want 
to meet up later and do 
something fun?
Stuart, what time does 
Bob’s birthday party 
finish tonight? Do you 
need me to pick you up?
Stuart, did you leave 
your basketball in my 
office today? 
?
?
?
Cool! What do you 
have in mind?
I can take care of 
myself. I’m no longer 
a child...
Oh yes, I did. Sorry 
I was in a big hurry 
then. May I come and 
get it early tomorrow 
morning?
a
b
c
Stuart
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 describe people’s physical appearances
	 make apologies and offer forgiveness
	 write about a family memory
	 develop my own opinions on controversial issues
	 learn how to resolve family conflicts
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Presenting ideas 
Reflection  
36
UNIT 3
​Friends forever
1
	 Listen and read the poem. Answer the questions.
1	 What is the poem about?
2	 Who would you send this poem to and why? 
Tell the class about him / her.
2
	 Watch the video and answer the questions.  
1	 ​Which poem is mentioned in the video?
2	 ​What idea does the poem mainly express?
3	 ​What other poems do you know on the same topic?
U
N
I
T
When I’m sad and feeling low,
And worries are all I know,
Just hearing you say “Hello”
Fills me with a cheerful glow.
When I’m away in places new,
With no familiar faces in view,
It gives me pleasure to think of you
And the adventures we’ve been through.
When life seems like one long night,
And nothing is ever going right,
There’s just one sure delight:
Friendship, like sunrise, warm and bright.
Starting out  
37
1
	 Look at the questions about friendship and 
tick your answers.
1	 How do you prefer to make friends?
	 Joining a club to meet people who share 
the same interests.
	 Using a social app.
	 Through other friends.
	 Posting a “friends wanted” notice online.
	 Taking part in community activities.
2	 How do you prefer to communicate with 
friends every day?
	 Talking face to face.
	 Using social networking apps.
	 Writing letters.
	 Writing emails.
	 Telephoning each other.
3	 How do you stay in touch with faraway 
friends?
	 Using social networking apps.
	 Writing letters.
	 Writing emails.
	 Telephoning.
	 Visiting friends whenever possible.
Now work in groups and find out the most 
popular answers. Share your group‘s result 
with the class.
2
	 Read the passage and find out the author’s 
opinions about online friendship.
1	
How would you feel if moving to a new 
town meant losing track of your friends? 
What if the only way of getting news from 
faraway friends was writing letters that 
took ages to be delivered? This was how 
things worked not very long ago. Thanks 
to advances in technology, how we make 
friends and communicate with them has 
changed significantly.
2	
Nowadays, we can move around the world 
and still stay in touch with the people that 
we want to remain friends with. Social 
media tools let us see what our friends are 
up to and maintain friendships. All you 
need is a wi-fi connection.
Understanding ideas
38
UNIT 4
3	
The digital age also enables us to find people 
who share our interests, such as collecting 
model cars or playing an unusual instrument. 
Whatever our hobbies, the Internet can connect 
us with others who also enjoy doing them, 
even if they live on the other side of the world.
4	
But when you “friend” people online, does this 
mean that they really are your friends?	
5	
It depends.
6	
If people always exchange true personal 
information online, then yes, these friendships 
can be real and meaningful. But we need to 
keep in mind that what we see on social media 
is often not the whole truth about a person.
7	
On social media sites, people tend to post 
only positive updates that make them appear 
happy and friendly. But smiling photos can hide 
real problems. Remember the saying: on the 
Internet, nobody knows you’re a dog. A young 
person could be old; a woman could be a man; 
we could even be sharing our information with 
criminals.
8	
But this doesn’t mean that we should throw 
the baby out with the bathwater. Although 
technology has changed the way we acquire 
friends, the meaning of friendship and our 
longing for friends remain the same. As 
Aristotle said, no one would choose to live 
without friends, even if he had all other goods.
CLICK FOR
A FRIEND?
Friends forever
39
3
	 ​Choose the author’s purpose in writing the passage.
1	 To prove that making friends was easier in the past.
2	 To illustrate how it is better to make friends online.
3	 To persuade people to abandon traditional ways of making friends.
4	 To discuss the advantages and disadvantages of making friends online. 
4
	 ​Complete the diagrams with expressions from the passage.
It can be real if people 
5                             online.
It might not be real because 
social media doesn’t present 
6                            , and people 
tend to 
7                            .
Online friendship: 
real or not?
Ways of 
making 
friends
Past
Present
•	 People lost track of their friends 
after 
1                            .
•	 The only way to stay in touch was 
2                            .
•	 It’s easy to 
3                            
with social media tools.
•	 Online, people can easily make new 
friends with those who 
4                            .
Think     Share
&
1	 Why does the author say “But this doesn’t mean 
that we should throw the baby out with the bathwater”? Do you 
know of any similar sayings in Chinese?
2	 Do you prefer to make friends online? Why?
40
UNIT 4
Attributive clauses (1)
1
	 Look at the sentences from the reading passage and 
answer the questions.
Lucy is my friend. She has a hearing 
problem. When she first came to my 
school, she seemed lonely, but we 
soon became friends. At first it was 
difficult to communicate with her. 
So I learnt a new language. It allows 
me to “speak” with my hands.
Lucy is a smart girl. Her ideas 
are always inspiring. I sometimes 
have problems. I can’t solve them. 
When this happens, I always ask 
Lucy for help. Lucy is a good 
listener. I enjoy sharing moments 
of my life with her.
3
	 Complete the online forum post with that, which, who, whom or whose.
Wang Lei
Walking group welcomes new members!
	
Walk and Talk is a group 
1________ meets every Sunday. It is 
free to join. Walk and Talk is perfect for anyone 
2________ 
weekends need some excitement. We are all teenagers 
3________ love walking and making new friends. 
	
We want you to join us! The next walk 
4________ is open to new 
members is on 22 July. You can also bring your friends. However, 
anyone 
5________ you bring must be over 12 years old. 
	
Come along and join the fun!
2
	 Rewrite the underlined sentences with 
that, which, who, whom or whose.
a	 We can… stay in touch with the people that we 
want to remain friends with.
b	 The digital age also enables us to find people who 
share our interests…
c	 We can... stay in touch with people. We want to 
remain friends with them.
d	 The digital age also enables us to find people. 
These people share our interests…
1	 What does “that” refer to in sentence (a)?
2	 What does “who” refer to in sentence (b)?
Compare them with the following sentences and 
answer the questions.
3	 What is the difference between the two groups of 
sentences?
4	 Why does the author choose to use sentences (a) and 
(b) in the reading passage?
5	 What other words are used to introduce attributive 
clauses? What do they refer to?
Now look for more sentences with attributive clauses 
in the reading passage.
Using language 
Friends forever
41
4
	 Read the recipe and work out the meaning of the words in bold. 
6
	 Work in pairs. Talk about the keywords of your “Friendship soup” 
and create your own recipe. Come up with more words if you can.
Keywords of friendship
Like any good soup,
this won’t fail to make you smile when you’re feeling down. 
All you need to get started is a box of love. 
Pour it into a pot and mix it with five grams of smiles. 
Next, add:
5
	 Match the words in bold in Activity 4 to the dictionary entries.
two cups of trust,
one spoon of encouragement,
three spoons of helpfulness,
three cups of good conversation,
one pack of similar interests,
one glass of comfort,
two drops of patience,
one bag of passion,
one piece of generosity,
... and a slice of humour!
                     noun [U] an act of being 
kind, especially by giving things to others
                     noun [U] a feeling that 
shows you believe that someone is 
honest and fair 
                     noun [U] a strong feeling 
of love or interest
                     noun [U] a quality that 
offers help to others
                     noun [U] words or actions 
that make people feel better
                     noun [U] the quality of being 
funny and understanding funny situations
                     noun [U] words or actions 
that give someone support and hope
                     noun [U] the ability to wait 
without becoming anxious or angry
Friendship soup
42
UNIT 4
7
	 Listen to the conversation and number the events in the 
correct order.
	 Andy and Clara thought about postponing their trip.
	 Matt broke his leg.
	 Andy and Clara agreed on a plan.
	 Matt called Clara.
	 Andy, Clara and Matt decided to go to London.
	 Andy and Clara decided to make a cardboard version 
of Matt.
8
	 Listen again and complete the table.
Suggestion
Comment
We could send him 
1               
of the places we visit.
That might make him 
2              .
How about sending him 
3               from every place 
we visit? 
They may 
4               to 
arrive. 
How about having a(n) 
5               with him at 
different places?
They aren’t 
6               
in some places.
We can print Matt‘s photo 
on a 
7               cardboard 
cutout and take photos with 
it everywhere we go. 
It will feel like he’s there 
with us and Matt will 
8               at 
the photos.
	
	
Now talk about how Andy and Clara give suggestions. 
Listen again if necessary.
9
	 Work in pairs. Act out the conversation to solve a 
problem between friends.
	
 Student A: Turn to Page 82.
 Student B: Turn to Page 85.
10
	 Work in pairs. Think about a problem that has come 
up between you and your friends and have a similar 
conversation.
When you make a suggestion, use less 
direct language than you would to make 
a statement or give an order.  This makes 
it clear to the other person that you 
are giving them a choice. For example, 
you can begin with expressions such as 
Why don’t we…? How about…? or use a 
past tense to distance yourself from the 
suggestion: I was wondering whether…
Learning to learn
Helping our friends
?
Did You Know 
•	 The word “friend” comes from 
the Old English word “fre-ond”, 
meaning “the loved one”.
•	 According to a study from Yale 
University and the University of 
California at San Diego in 2014, 
good friends are often genetically 
similar. In fact, good friends can share 
up to 1% of the same genes – as 
much as we might share with our 
great-great-great grandparents! 
Friends forever
43
1
	 Read the short introduction to
O. Henry and answer the questions.
1	 Have you read any stories by 
O. Henry? Share one with the class.
2	 Do you like stories with surprise 
endings? Why or why not?
2
	 Read the passage and find out 
why the man is standing outside 
the shop.
After Twenty Years
The short story “After Twenty Years” is set in New York 
on a cold, dark night. Most people have left work to go 
home, and this part of the city is now quiet. A policeman 
who is checking the area sees a man outside a shop. He 
goes up to the man and finds he has a scar on his face. 
They have a chat and the man starts to tell his story.
1	
“Twenty years ago tonight,” said the man, “I dined 
here at ‘Big Joe’ Brady’s with Jimmy Wells, my best 
chum, and the finest chap in the world. He and I 
were raised here in New York, just like two brothers, 
together. I was eighteen and Jimmy was twenty. The 
next morning I was to start for the West to make my 
fortune. You couldn’t have dragged Jimmy out of New 
York; he thought it was the only place on earth. Well, 
we agreed that night that we would meet here again 
exactly twenty years from that date and time, no matter 
what our conditions might be or from what distance 
we might have to come. We figured that in twenty years 
each of us ought to have our destiny worked out and 
our fortunes made, whatever they were going to be.”
William Sydney Porter (1862–1910), 
whose pen name was O. Henry, was 
a world-famous American short story 
writer. In his stories, he often focused 
on the everyday life of ordinary 
people in New York City at that time. 
His stories are best known for their 
surprise endings.
Read the complete short story 
“After Twenty Years” and other 
short stories by O. Henry, such as 
“The Gift of the Magi” and “The Last 
Leaf”. This way, you can get a deeper 
understanding of his works and the 
surprise endings to his stories.
Learning to learn
Developing ideas 
44
UNIT 4
2	
“It sounds pretty interesting,” said the policeman. “Rather a 
long time between meets, though, it seems to me. Haven’t you 
heard from your friend since you left?”
3	
“Well, yes, for a time we corresponded,” said the other. “But 
after a year or two we lost track of each other. You see, the 
West is a pretty big proposition, and I kept hustling around 
over it pretty lively. But I know Jimmy will meet me here if 
he’s alive, for he always was the truest, staunchest old chap 
in the world. He’ll never forget. I came a thousand miles to 
stand in this door tonight, and it’s worth it if my old partner 
turns up.”
		
(Excerpts from “After Twenty Years” by O. Henry)
Friends forever
45
3
	 Work in groups. Think of a possible ending to “After Twenty Years” and find 
evidence to support your ideas. Use the following questions to help you.
1	 Did Jimmy come to meet his friend?
2	 What has Jimmy experienced over the past twenty years?
3	 What might happen between the policeman and the man?
Bob, I was at the appointed place on time. When you struck the match to light your 
cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn't do it 
myself, so I went around and got a plain clothes man to do the job.
JIMMY
4
	 Work in groups. Act out the whole story.
1	 Think about what happened in each of the three scenes, using the information you 
have already read in the story. Retell the whole story.
	
Now read the note from the original ending and find out what actually happened.
Think     Share
&
1	 What does the note tell you about the ending of the story?
2	 How do you think Bob would react when he read the note?
3	 Do you think that Jimmy did the right thing? Why or why not?
4	 Do you like this ending? Give your reasons.
2	 Choose a character to play and decide what you will say and do.
3	 Act out the whole story.
Scene 1:
Bob dining with Jimmy at 
“Big Joe” Brady’s twenty 
years ago
Scene 2:
Bob making his fortune  
in the West
Scene 3:
Bob and Jimmy meeting 
again after twenty years
	 The story is about two friends named Bob and Jimmy. Twenty years ago, …
46
UNIT 4
Writing an ending to a story
6
	 Read the ending in Activity 5 again. 
Find the expressions that describe:
•	 settings
•	 characters
•	 actions
7
	 Come up with your own ending to 
Jimmy and Bob’s story, twenty years 
after Bob was arrested. Answer the 
questions to help you.
1	 What type of ending will it be?
2	 Do you want to introduce other 
characters in the ending? If so, who 
are they?
3	 Where will the ending take place?
4	 What has happened to Bob and Jimmy 
over the past twenty years?
5	 How will the story end?
8
	 Write your own ending.
9
	 Share your ending with the class.
5
	 Read Bob’s story after he was released from jail and 
answer the questions.
Stepping out of jail into the cold wind, Bob, now 
58, felt lost and helpless. 
“Twenty years is a long time,” he smiled bitterly, 
not knowing where to go. He had no family, and 
had never heard a word from Jimmy again since 
that cold, dark night. “Was he ashamed of having 
a friend like me?” Bob longed for an answer.
“Excuse me, sir, are you Bob?” Bob heard the voice 
of a young man. 
“Yes.”He turned around and was surprised to find 
a familiar-looking man in his thirties. “Have we 
met before?”
“No, sir,” replied the man. “My father told me to 
meet you today. I have a note for you from him.”
Doubtfully, Bob unfolded the note. His hands were 
shaking by the time he had finished reading. 
Bob, the doctor says I’ve only got three months. 
I’m afraid I won’t be able to meet you this time, 
but you’ll always be my dear friend.
Jimmy
“You’re Jimmy’s son?!” Bob shouted in surprise.  
“Yes, sir,” the young man smiled. “And my name 
is Bob.”
1	 How did Bob feel when he finally got out of jail?
2	 What kind of ending is this? More than one description 
may be suitable.
	 A happy ending.
	 A sad ending.
	 A surprise ending.
	 An open ending.
3	 Do you like this ending? Give your reasons.
To bring your story to life, describe the 
settings and characters.
Settings: time, location and descriptions of 
the environment or surroundings help your 
readers picture the scene. For example, The 
street was long and dark, and there was no 
one around… 
Characters: introducing characters means 
describing both appearance and personality. 
For example, He was a tall man with curly 
brown hair. She always seemed happy 
and friendly. Characters’ actions, or their 
behaviours, not only tell your readers what 
kind of people they are, but also drive 
the plot forward and create a particular 
atmosphere. 
Learning to learn
Friends forever
47
1
	 Read the two points of view about friendship. Decide which one you agree with.
Point of view
Arguments 
Supporting examples
3
	 Team up with a group with the opposite 
opinion and hold a debate. Use the expressions 
in the box to help you.
2
	 Think of reasons to support your opinion and make notes.
vs
A few true friends are enough.
Presenting ideas 
The more friends you have, 
the happier you’ll be.
•	In my opinion, …
•	I’m sorry, but I don’t agree because…
•	I see your point, but…
•	That’s a good point, but…
Useful expressions
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 talk about friendship
	 make suggestions using less direct language
	 write an ending to a story
	 give your point of view with logical reasoning 
and supporting facts
	 appreciate and understand the values of 
friendship
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Reflection  
48
UNIT 4
Into the wild
U
N
I
T
1
	 Watch the video and answer the 
questions.
1	 What are the most popular pets in 
the UK?
2	 What is the most important animal 
charity in the UK?
2
	 Look at the pictures and answer 
the questions.
1	 What are the relationships 
between the people and the 
animals?
2	 What animals do you often interact 
with? What is your relationship 
with them?
Starting out  
49
1
	 Look at the pictures and choose the 
animals that migrate.
1	
Many animals move from one place to 
another at certain times of the year. This 
annual movement is called migration. They 
migrate to find food, seek a partner, or in 
search of warmer weather. One of the most 
wonderful migrations in nature is that of the 
North American monarch butterfly.
2	
Every autumn, millions of these beautiful 
insects with fine black and orange wings 
begin a long and difficult journey. Somehow 
they manage to travel around 4,000 
kilometres south and find their way to 
California or Mexico. However, until recently 
no one knew how they did this.
3	
A team of scientists led by Professor Eli 
Shlizerman at the University of Washington 
has now found the answer. They have found 
out that the monarch is able to tell the time 
of day. It uses its eyes to measure the position 
of the sun. These two pieces of information – 
the time of day and the point where the sun is 
in the sky – allow the butterfly to determine 
Understanding ideas
2
	 Read the passage and find out what 
mystery the scientists have solved.
Now talk about what you know about 
animal migration.
Atlantic salmon
Siberian crane
monarch butterfly
African lion
red panda
killer whale
a
c
e
b
d
f
50
UNIT 5
the way to go. Eventually, it manages to reach 
the places where it will spend the winter.
4	
The solution to the mystery of the monarch’s 
amazing ability comes at a time when it is in 
serious trouble. Its population has crashed by 
as much as 90 per cent in the last few years. 
Sadly, human activity is the main reason why the 
number of monarch butterflies is falling. In many 
of the places where the butterfly can be found, 
people are destroying the natural environment. 
They cut down trees and use chemicals that kill 
the plants that monarch caterpillars eat. 
5	
The research on the monarch’s behaviour has 
however led to a greater awareness of this 
creature. People have been working together to 
record its migration and make sure that there are 
enough plants for it to feed on. If this works, there 
may come a time when the number of monarch 
butterflies increases once again. The more we 
know about this lovely creature, the greater the 
chance it will survive and keep its place in the 
natural world for a long time to come.
The Monarch’s 
Journey
Into the wild
51
3
	 Choose where you are most likely to find the passage.
1	 In a scientific research paper about the monarch butterfly’s migration. 	
2	 In a popular nature magazine introducing the monarch butterfly.
3	 In a travel leaflet encouraging people to visit North America.	
4
	 Complete the sentences with expressions from the passage. Then use the 
sentences to complete the “cause-effect” flow charts.
a	 The monarch butterfly is able to tell 
1                               .
b	 Using these two pieces of information, the monarch butterfly determines
2                               .
c	 The monarch butterfly measures 
3                                with its eyes.
d	 The monarch butterfly reaches 
4                               .
h
d
Think     Share
&
1	 What impresses you most about the monarch butterfly? 
2	 What can people do to help protect the monarch butterfly?
e	 Humans 
5                                trees.
f	 The 
6                                where monarchs can be found is destroyed.
g	 Humans use chemicals that 
7                                that monarch caterpillars eat.
h	 The monarch butterfly’s population 
8                                in the last few years.
52
UNIT 5
From
Subject
To
David Waters 
Back to nature
Kay Silverman
Attributive clauses (2)
Hi Kay,
We’re having an amazing time here in South Africa. Our accommodation is perfect. It is in a location 
1                  we can watch animals wandering past on their way to the waterhole. Sunset is the time 
of day 
2                  we sit on the balcony and count how many giraffes or antelopes we can see. 
I guess this is the reason 
3                  this place is so popular. Next week, we are going to fly up to 
Zambia. That’s one of the countries 
4                  you can visit the famous Victoria Falls.
 See you soon.
David
Using language 
Into the wild
53
1
	 Look at the sentences from the reading passage and 
answer the question. 
3
	 Complete the email with where, when or why.
2
	 Read the passage and underline the 
words that where, when and why 
refer to.
In April 2017, two giant pandas 
from China arrived at a zoo in the 
Netherlands. There, they were welcomed 
to the Chinese-style compound where 
they were to live. On 30 May, after the 
preparations were complete, the day 
finally came when the pandas met 
their fans for the first time. People were 
excited – the zoo is the only place in 
the country where it is possible to see 
pandas. In fact, the last time there were 
pandas in the Netherlands was in 1987. 
And of course, the main reason why 
they were so excited is that pandas are 
just so cute!
a	 Eventually, it manages to reach the places where it 
will spend the winter.
b	 The solution… comes at a time when it is in 
serious trouble. 
c	 Sadly, human activity is the main reason why the 
number of monarch butterflies is falling.
d	 Eventually, it manages to reach those places. 
It will spend the winter there.
e	 It is in serious trouble. The solution… comes at this time.
f	 Sadly, human activity is the main reason. For this 
reason, the number of monarch butterflies is falling.
1	 What do “where”, “when” and “why” refer to in 
each sentence?
Compare them with the following sentences and 
answer the questions.
2	 What’s the difference between the two groups of 
sentences?
3	 Why does the author choose to use sentences (a), (b) 
and (c) in the reading passage?
Now look for more sentences with attributive clauses 
in the reading passage.
Animal idioms
4
	 Look at the pictures and complete the idioms with 
animal names.
5
	 Complete the paragraph with the animal idioms in 
Activity 4.
English idioms are a way of adding colour to the 
language. For example, instead of saying “It’s raining 
heavily”, you could say “
1                                           ”. 
Another reason to use idioms is that they are concise. 
For example, to describe someone who is always working 
or busy doing something, we can say they are 
2                                           . If they’re rushing into 
something and should wait and be patient, you could say
“
3                                           ”. Learning idioms can be fun, 
especially when we compare them to Chinese equivalents. 
Take, for example,“
4                                           ” (people 
do what they want and have fun when someone in 
authority is absent) and “
5                                           ” 
(solve two problems with one action) – are there 
corresponding idioms in Chinese?
6
	 Work in pairs. Find more animal idioms. Choose an 
idiom and describe a situation with it.
	
A: She’s as busy as a bee.
	
B: What makes you say that?
…
5	 It‘s raining               and              .
2	 kill two               with one stone
3	 When the cat’s away, the               will play.
4	 hold your              
1	 as busy as a(n)              
1
2
3
4
5
54
UNIT 5
7
	 Listen to the TV debate and choose 
the correct topic.
1	 Can zoo animals survive in the wild?
2	 Can zoos offer animals their natural 
environment?
3	 Should we keep wild animals in zoos?
4	 Should we educate people more 
about animals?
Debating about animals
Zoos can help protect animals
1                              .
Against
For
In a debate, first listen out for the 
main topic. This is usually a statement 
or question at the very start of the 
debate. Speakers will state whether they 
are for or against the statement. Then, 
they will introduce their supporting 
arguments with expressions such as 
We must remember that… and We can’t 
deny that…
Learning to learn
9
	 Work in pairs. Hold a debate on whether we should 
keep animals as pets. 
	
 Student A: Turn to Page 83.
 Student B: Turn to Page 86.
10
	 Work in pairs. Think of another topic that is related to 
animals and hold a debate.
Zoos cannot offer animals 
an environment that’s 
5                               
their natural one. 
Now talk about how the speakers express agreement 
and disagreement. Listen again if necessary.
8
	 Listen again and complete the mind map.
Zoos are a good way to 
2                              .
Zoos 
6                               people 
than for animals.
Zoo animals can 
4                               and be 
unable to live on their own when returned to 
the wild.
Zoos allow us to see and learn about 
animals in places similar to their
3                              .
?
Did You Know 
•	 Dogs were first domesticated 
over 14,000 years ago. Sheep, 
cows and pigs have been kept 
at home as sources of food for 
around 7,000 years. 
•	 The oldest zoo in the world is 
in Vienna, opened in 1752. The 
oldest zoo in China is Beijing Zoo, 
which was founded in 1906.
Into the wild
55
Developing ideas 
1
	 Look at the word cloud and the 
pictures. Predict what happens in 
the story.
2
	 Read the passage and check 
	
your prediction.
1	
As a nature photographer, I have to brave the elements. 
But despite the wind and the rain, I still enjoy working 
outside in the wild. One of the best things about this 
job is that you can observe animals in their natural 
environment. 
2	
My favourite place to take photos is Yellowstone 
National Park. As the world’s first national park, 
Yellowstone is famous for the variety of its wildlife, 
but it is probably best known for its bears. These huge, 
strong animals can live for 30 years. Despite a weight of 
up to 300 kilograms, they can run at a speed of around 
64 kilometres per hour and are also excellent swimmers.
 
nature
observe animals
bear
national park 
forest frightening
press the button
recovered from the shock
photographer
Yellowstone
show respect
56
UNIT 5
3	
Last spring in Yellowstone, I followed a path 
that took me through a dark forest. When I 
finally stepped out of the trees, the view was 
breathtaking. An eagle flew over the snow-
capped mountains, which were reflected in the 
still lake below. While I was concentrating on 
photographing this amazing scene, I suddenly 
had a feeling that I was being watched. Slowly, 
and with the camera still held to my eye, 
I turned… and froze. Only metres away from 
me was a bear. With water falling off its thick, 
brown hair, the bear stared back at me. Time 
stood still as the bear and I both waited to 
see who would move first. My legs started 
shaking. Somehow, I forced my finger to press 
the button. A second later, the bear turned and 
ran back into the forest. When I recovered from 
the shock, I looked at my camera. My most 
frightening but magical experience was now 
captured forever in a single image. 
4	
From time to time I look at the photo as a 
reminder to show respect to all animals. It is 
after all we who are the visitors to their world.
An Encounter with
Nature
Into the wild
57
3
	 Number the events in the correct order.
	 I felt I was being watched.
	 I admired the landscape.
	 I took a photo of the bear.
	 The bear ran away.
	 I walked through a forest.
	 I saw a bear.
4
	 Read the sentences from the passage and 
work out the meaning of the words in bold.
1	 When I finally stepped out of the trees, the 
view was breathtaking. 
2	 An eagle flew over the snow-capped 
mountains, which were reflected in the still 
lake below.
3	 My most frightening but magical experience 
was now captured forever in a single image.
5
	 Work in groups. Give a talk about a job that 
involves working with animals.
1	 Look at the pictures and choose a job you 
would like to talk about.
When you read an unfamiliar word, make sure that 
you read the whole sentence. Try to work out what 
type of word it is (noun, adjective, verb, etc), then 
use the words before and after it to help you guess 
the meaning. 
Learning to learn
Job description 
Wildlife photographers aim to photograph animals in their 
natural habitats.
Job requirements
Being a wildlife photographer requires good photography skills, 
knowledge of animal behaviour and a lot of patience.
Rewards of the job
Wildlife photographers have the opportunity to see animals in 
the wild and help improve people’s understanding of them.
2	 Refer to the table below to help plan your talk.
3	 Give your talk to the class.
Think     Share
&
1	 What difficulties do 
you think a nature photographer might 
encounter?
2	 What is your opinion of the photographer‘s 
reaction when he saw the bear?
3	 How would you react if you were in the 
same situation as the photographer?
4	 What can we do to show our respect 
for animals?
zoologist
vet
police dog handler
groomer
58
UNIT 5
6
	 Read the paragraph about the red-crowned 
crane and answer the questions.
Writing an animal fact file
1	 What does the red-crowned crane look like?
2	 Where can you find it?
3	 Where does it migrate to?
4	 What does it eat?
5	 What symbolic meaning does the red-crowned 
crane have in Chinese culture?
7
	 Choose an animal you want to write about 
and make notes.
Animal:                        
Appearance
Habitat
Migration
Diet
Other information
•	It is… tall.
•	It gets its name from…
•	Its unique feature is…
•	Its food includes…
•	It is a symbol of…
Useful expressions
8
	 Write a short description of the animal. Use 
the notes in Activity 7 and the expressions in 
the box to help you. 
9
	 Share your animal fact file with the class. 
The red-crowned crane is one of the largest 
cranes in the world, standing at about 150 cm 
tall. Its feathers are as white as snow, except for 
some black ones on its face, neck and wings. Its 
unique feature, from which it gets its name, is 
the bright red skin on the top of its head. The 
red-crowned crane is found in China, Russia, 
Mongolia, Japan and the Korean Peninsula. 
In China, it spends the warmer months in the 
rivers and wetlands in the north-east. When the 
weather gets cold, it migrates to east-central 
China. Its food includes fish, snails and water 
plants. The red-crowned crane is a symbol of 
long life and good luck in Chinese culture.
Into the wild
59
 •  Time 
•  Place
•  Main character(s)
•  Relationship between characters
•  Main plot
•  Message behind the story
2
	 Practise telling your story in the 
group. Use your notes in Activity 1 
and the expressions in the box to 
help you.
3
	 Tell the story to the class. Vote for 
the best story.
•	The story is about…
•	The main characters are…
•	It takes place in…
•	It starts with…
•	It ends with…
•	It’s written for…
•	It’s told through the eyes of…
•	It’s based on…
Useful expressions
1
	 Work in groups. Think of a film or story you know about relationships 
between humans and animals and complete the notes.
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 understand and use animal idioms
	 express agreement and disagreement
	 write an animal fact file
	 identify cause and effect in a text
	 have a better understanding of relationships 
between humans and animals and respect nature
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Presenting ideas 
Reflection  
60
UNIT 5
At one with nature
U
N
I
T
At one with nature
61
1
	 Watch the video and answer the questions.
1	 What are the problems faced by Venice?
2	 Are there any similar cities or towns in China? 
Introduce one to the class.
2
	 Look at the pictures and answer the questions.
1	 How does the natural environment influence 
the lives of the local people in each picture?  
2	 What is the natural environment of your home 
town like? How is your life influenced by it?
United Kingdom
China
Myanmar
Russia
Starting out  
61
1
	 Look at the pictures and talk about what 
you know about the Zhuang and Yao 
ethnic groups.
2
	 Read the passage and find out what 
problems the local people solved by 
working with nature.
1	
Imagine mountains wrapped in silver water, 
shining in the spring sun. Summer sees the 
mountains turn bright green with growing 
rice. During autumn, these same mountains 
are gold, and in winter they are covered in 
sheets of white frost. These are the colours 
of the Longji Rice Terraces.
2	
These terraces were built by the local 
Zhuang and Yao people, to whom Guangxi 
is home. Starting in the Yuan Dynasty, work 
on the terraces took hundreds of years, until 
its completion in the early Qing Dynasty. 
Reaching as far as the eye can see, these 
terraces cover tall mountains, often from the 
bottom to the very top.
3	
So why did these people go to so much 
trouble to turn the entire mountains into 
terraces? Firstly, there are few large, flat 
areas of land in the region. Building the 
terraces therefore meant that they could 
Zhuang people
Yao people
Understanding ideas
62
UNIT 6
increase the areas in which they could grow 
rice. Secondly, although the region has plenty 
of rain, the mountains are steep and the soil is 
shallow. The flat terraces catch the rainwater 
and prevent the soil from being washed away.  
4	
But perhaps what is most significant is the 
way in which people have worked in harmony 
with nature to make these terraces and grow 
rice. The terraces are cleverly designed, with 
hundreds of waterways that connect with each 
other. During the rainy season, it is along these 
waterways that rainwater moves down the 
mountains and into the terraces. The sun heats 
the water and turns it into vapour. This forms 
clouds from which rain falls down onto the 
mountain terraces once again. These terraces 
also provide a perfect environment for birds 
and fish, some of which feed on insects that can 
harm the rice crops.
5	
Although modern technology could help 
produce more crops, these terraces still mean 
a lot to the local people for whom traditions 
hold much value. This knowledge is passed 
down through families, which means that new 
generations continue to use ancient methods 
of agriculture to maintain the terraces. Today, 
the Longji Rice Terraces attract thousands of 
visitors who come to admire this great wonder 
created by people and nature working together.
At one with nature
63
3
	 Choose the author’s purpose in writing the passage.
1	 To praise the wisdom of the ethnic groups living in Guangxi Zhuang Autonomous Region.
2	 To explain how people worked in harmony with nature to create the Longji Rice Terraces.
3	 To describe the beauty of the Longji Rice Terraces and to attract visitors to this scenic spot.
4
	 Read the summary of the passage and correct four factual mistakes.
The Longji Rice Terraces were built by the local Zhuang ethnic group alone. Though 
there are many large, flat areas in the region, they built terraces on the mountains to 
have more areas to grow rice. The terraces are cleverly designed, and can wash away the 
shallow soil. There are hundreds of waterways, along which rainwater moves down the 
mountains and into the terraces. Today, local people use modern methods to maintain 
the terraces, and they attract lots of visitors from all over the country.
5
	 Work in pairs. Read the passage again and find out the working principle of the 
Longji Rice Terraces. Then use the picture to retell it in your own words.
Think     Share
&
1	 ​Why do the local people still keep their traditional way of 
growing rice?
2	 In what other ways do people live in harmony with nature? Give examples.
64
UNIT 6
Using language 
1
	 Look at the sentences from the reading passage and 
answer the questions. 
2
	 Connect the sentences with a preposition + whom / 
which.
Attributive clauses (3)
Guangxi is a province. The Longji Rice Terraces are 
located in it.
2
I want to visit this cultural landscape. The title of 
UNESCO World Heritage Site was given to it in 2016.
3
He is an expert on rice planting. The local Zhuang 
people have learnt a lot from him.
4
The Zhuang is an ethnic group. Its population is the 
largest of all ethnic groups in China.
1	
a	 … they could increase the areas in which they 
could grow rice.
b	 … these terraces still mean a lot to the local 
people for whom traditions hold much value.
c	 … they could increase the areas. They could grow 
crops in these areas.
d	 … these terraces still mean a lot to the local 
people. Traditions hold much value for them.
1	 What do “which” and “whom” refer to in each 
sentence?
2	 Why do we use prepositions before “which” and 
“whom”?
3	 In sentence (a), can we replace ”in which“ with 
”where“ without changing the meaning?
Compare them with the following sentences and 
answer the questions.
4	 What is the difference between the two groups of 
sentences?
5	 Why does the author choose to use sentences (a) and 
(b) in the reading passage?
Now look for more sentences with attributive clauses 
in the reading passage.
3
	 Complete the passage with a 
preposition + whom / which.
Among the many beautiful treasures 
people can receive from nature are 
natural dyes. The most common 
natural source 
1
 natural 
dyes come is plants. Materials for 
making natural dyes can often be 
found in gardens 
2
 
colourful flowers are planted. Other 
natural dyes are made from insects, 
sea creatures and mineral compounds. 
Natural dyes are now returning to 
popularity, especially with artists 
and craftspeople. The reasons 
3
 they prefer natural dyes 
are that the colours are brighter and 
can be kept longer. Natural dyes are 
also becoming more popular with 
consumers 
4
 caring for 
the environment is a priority. More 
and more people feel that by using 
natural dyes, we can remind ourselves 
of nature’s beauty and protect the 
natural world.
65
At one with nature
To		
Subject
From 
Hello from Guizhou! 
	1	 Located off the coast of Australia, the Great 
Barrier Reef is the biggest structure made by living 
organisms. You can explore the Great Barrier Reef 
by visiting an underwater observatory.
Geographical features
4
	 Read the descriptions and match them to the pictures.
a
b
c
d
6
	 Work in pairs. Talk about other geographical features in the world. 
5
	 Complete the email with the words in bold in Activity 4.
	3	 Victoria Falls is the largest waterfall in the 
world. The local people call it “the smoke that 
thunders”. The Victoria Falls Bridge connects 
the countries Zimbabwe and Zambia.
	4	 The English Channel separates England from 
France. These two countries are joined by the 
Channel Tunnel, a rail tunnel with a length of about 
50 kilometres, most of which is under the sea.
	2	 Part of the Colorado River Basin, the Grand 
Canyon is a valley that is almost two kilometres 
deep. Tourists can stand on a narrow glass platform 
called the Skywalk to see the Grand Canyon.
Hi Jane,
I’m now back in the hotel after a fantastic day exploring Huangguoshu National Park. The park 
is most famous for its 
1                         . Check out this video that I made – it shows the water 
falling into the deep 
2                          below.
Next week we are flying to the Turpan 
3                          in Xinjiang, which is famous for its sweet 
grapes. I‘ve heard that grapes are dried in drying houses to make raisins. The walls of the houses have 
a lot of holes in them to allow wind to pass through. How clever! We are also going to ride camels, “the 
ships of the desert”. It sounds like I will be sailing on a(n) 
4                          of sand! 
See you soon.
Emma
 Huangguoshu Waterfall.MP4
Jane
Emma
66
UNIT 6
c
Life in different climate zones
7
	 Listen to a girl talking about Inuit life and identify the things that are mentioned.
9
	 Work in pairs. Talk about life 
in the tropics and the Arctic.
 Student A: Turn to Page 83.
 Student B: Turn to Page 86.
10
	 Work in pairs. Talk about 
the differences between 
life in southern China and 
northern China.
Inuit life
Advantages
Disadvantages
Housing 
Igloos are quite warm
inside and it’s easy to find 
the 
1                          .
Igloos can only 
2                           
for around 50 days.
Food
Eating a lot of fish and 
meat keeps our bodies 
strong so that we can
3                          .
The 
4                          
makes it difficult for 
us to grow enough 
vegetables and fruit.
Polar night
It gives us more
5                           to be 
with our family and friends.
Life can be 
6                          
sometimes.
Tourism
It brings more money and 
7                          . 
Our environment is 
being 
8                          .
a
8
	 Listen again and complete the table.
Now identify the language the girl uses to discuss advantages 
and disadvantages. Listen again if necessary.
b
d
When you hear a word that you 
don’t recognise, don’t panic! Try 
to note down how it sounds, and 
keep listening. When you have 
finished listening, try to work out 
the meaning from the context of 
the word.
Learning to learn
e
?
Did You Know 
•	 Around four million people live in the Arctic region, of whom 
around 170,000 are Inuit.
•	 In the Arctic, the temperature can reach as low as —70°C. 
•	 The Arctic includes parts of eight countries: Canada, Russia, 
the United States, Denmark, Norway, Iceland, Sweden 
and Finland.
At one with nature
67
Quiz
1
	 Complete the quiz to see how much 
you know about British gardens. Try 
to guess if you are not sure of the 
correct answers.
1	 The earliest British gardens were 
planted in __________.
a	the 5th century BC
b	the 1st century AD
c	 the 6th century AD
2	 By 2020, about __________ of 
British homes are likely to have a 
garden.
a	80%
b	85%
c	 90%
3	 It is estimated that __________ 
species of insects can be found in 
a British garden.
a	over 800
b	over 8,000	
c	 over 80,000
2
	 Look at the title of the passage and 
the picture. Tick what you think is 
mentioned in the passage.
	 different kinds of plants
	 famous gardens
	 gardening competitions
	 greening of cities
	 air quality
	 country life
Now read the passage and check 
your answer.
1
“If you look the right way, you can see that the whole 
world is a garden.” These words come from the author of 
the book The Secret Garden, first published in 1911. At 
that time, only the very rich in Britain had gardens. Very 
soon after this, homes with gardens began to be built.  

 
Today, millions of Brits like to say that they have “green 
fingers”, with around half the population spending their 
free time gardening.
2	

 
Each spring, children plant sunflowers and wait to see 
which one is the tallest. Expert gardeners know just the 
right corner for roses, and others spend hours trying to 
grow perfect vegetables to enter into competitions. And 
while many Brits like nothing better than spending their 
Sunday cutting the grass, some are happy just to sit 
under the branches of the trees and enjoy the beauty of 
the world around them. 
Developing ideas 
68
UNIT 6
3	

 
Those without outside space can rent small 
pieces of land on which to grow things. Today, 
there are over 4,000 people in London waiting 
for such pieces of land. One recent idea has 
been to turn rooftops and walls into private 
gardens. These gardens have helped make the 
cities greener and improve air quality. 
4	

 
What other free-time activity allows you to be 
at one with nature and create more beautiful 
living things? And if you’re in any doubt about 
this, take a moment to reflect on this line from 
The Secret Garden: “Where you tend a rose… 
A thistle cannot grow.”
A Love of
Gardening
At one with nature
69
Think     Share
&
1	 What do you think the sentence 
“Where you tend a rose… A thistle cannot grow” 
means?
2	 What are the benefits of gardening?
3	 In what ways do people bring nature into their lives?
4	 Do you know anyone who loves gardening? Tell the 
class about him / her.
3
	 Choose the topic sentences and write them on the lines to complete the passage.
a	 As well as being good for the environment, gardening is also good for the soul.
b	 But in cities, limited space has led to people looking for new solutions.
c	 For many people in the UK, their garden is their own private world.
d	 This is what started the British love of gardening!
• How many British people love gardening?
•
•
•
•
4
	 Work in pairs. Act out an interview about gardening in Britain. 
1	 Read the passage again and find out important information.
2	 Prepare questions for the interview. Use the information from the passage.
3	 Decide the roles of interviewer and interviewee. Act out the interview. 
A topic sentence is a 
sentence that states or 
suggests the main idea or 
topic of a paragraph. Often, 
a topic sentence comes at 
the beginning of a paragraph; 
sometimes, it appears in the 
middle or at the end.
Learning to learn
Interview questions
70
UNIT 6
5
	 Read the passage and underline the topic sentence of each paragraph.
Writing a summary
6
	 Write a summary of the passage. Use the 
notes in Activity 5 to help you.
7
	 Share your summary with the class.
British people love to make tea with fruit and 
herbs. With pleasant flavours and scents, and 
coming in a variety of colours, fruit and herbal 
teas make a nice change to traditional teas. 
Many people grow their very own tea gardens, 
in which they plant easy-to-grow herbs such as 
mint and lemongrass. 
Flavours such as lemon and ginger have long 
been popular in the UK. However, recent years 
have seen more and more unusual flavours come 
onto the market. Fruit teas now include mango, 
strawberry, apple and pear. Herbal teas include 
blackberry leaf and dandelion. 
Herbal tea has various health benefits. Many 
people enjoy herbal tea because it can have a 
positive effect on energy levels. If you need a good 
night’s sleep, choose a tea that helps you relax. 
If you haven’t been feeling very well, drink some 
ginger tea to give your immune system a helping 
hand. Mint tea, meanwhile, is good for digestion.
When writing a summary, don’t just combine all 
the topic sentences. Instead, reconstruct the key 
information to make the paragraph coherent, 
concise and natural. 
Learning to learn
Now make notes under the headings.
Fruit and herbal teas
Their popularity
Unusual flavours
Health benefits
At one with nature
71
1
	 Work in groups. Look at the pictures and 
decide in which place you would most like 
to live.
2
	 Think about why you want to live there and 
make notes. 
•	 benefits of living there
•	 disadvantages of living there
•	 things you need to bring
•	 how you deal with the local environment
	 ...
3
	 Prepare a talk about your chosen place. Use 
the notes in Activity 2 and the expressions in 
the box to help you.
out in the grasslands
in a jungle
on a tropical island
in the mountains
•	We think the best place to live in would be… 
•	Although we like…, we prefer…
•	The problem with… is that…
•	The good thing about… is…
•	If we lived in…, we would miss…
•	I would love to have…
Useful expressions
1
	 After completing this unit, I can rate my 
performance 1 (excellent), 2 (good) or	
	
3 (in need of improvement).
	 describe natural landmarks
	 talk about advantages and disadvantages
	 write a summary using topic sentences
	 respect the traditions of different cultures
	 appreciate the wisdom of living in harmony 
with nature
2
	 I’ve learnt to make use of the following 
words and expressions:
3
	 I still need to improve:
Presenting ideas 
4
	 Present your talk to the class. 
Reflection  
72
UNIT 6
Investigate
Plan
Create
Present
Making a brochure for your school
A school brochure is a good way to help the students get to know the school 
quickly. Make a brochure for your own school for new and future students – and 
maybe you can learn something new about your school, too!
Show your brochure to the class. Find out what they like about it and whether 
there is any other information that they think should be included.
Work in groups. Collect some brochures for other schools and find out what 
features they mention, such as:
1	 Discuss what features of your school to include in your brochure and write a list.
2	 Make notes about each feature.
3	 Plan a layout for your brochure to make sure the information is presented 
clearly and attractively. Consider the following:
•	 paper size
•	 text layout
•	 text type, size and colour 
•	 headings and subheadings
•	 pictures	
1	 Write the text for each feature using your notes.
2	 Choose suitable pictures and set them with the text according to your chosen 
layout.
3	 Decide on a slogan for your school and add it to the brochure.
UNIT 1 
Project
•	 school history
•	 classroom facilities
•	 elective subjects
•	 after-school activities
•	 teaching staff
•	 successful alumni
Project
73
Investigate
Plan
Create
Present
1	 Work in groups. Think about public places where you might see English 
translations, for example, road signs and restaurant menus. Decide where
to go.
1	 Discuss what the mistake(s) is / are in each mistranslation:
Make a list of your corrections using a notebook or slide presentation. Include 
any photos you have taken.
Show your list of mistranslations to the class. Explain where you saw them, why 
they are incorrect and what corrections you would make.
Identifying and correcting mistranslations
New measures are in place to regulate English translations in public places in 
China. Identify mistranslations in your local area and correct them.
UNIT 2 
Project
2	 Get out into your local area and look for mistranslations. Take a photo of each 
one and make notes in the table.
Location
Chinese
English mistranslation
•	 grammar mistake(s)
•	 spelling mistake(s)
•	 other
•	 wrong choice of words
•	 word for word translation
2	 Work out what the correct translations should be. You may use a dictionary.
74
Investigate
Plan
Create
Present
1	 Present your final itinerary to your group. Give comments on the final 
itineraries of other group members.
2	 Decide on the two best itineraries in your group and present them to the class.
1	 Work in groups. Think about different types of family day out.
1	 Work individually. Choose one or more of the activities and plan your day out. 
Consider the following:
Make a detailed itinerary for your day out. You may use the following table or 
design your own.
Planning an itinerary for a family day out
Even when members of a family all live under one roof, each member is often 
busy with their own daily life. A family day out is an opportunity to put aside 
work, school and other commitments and spend quality time together. 
UNIT 3 
Project
•	 transport
•	 how long the activity will take
•	 cost
•	 clothing
•	 things to take with you
•	 things to do during the day out
2	 Look at some websites and brochures to find out which of these family-friendly 
activities are on offer in your local area. Make a note of the venue or location.
•	 visiting a museum
•	 playing games in the park
•	 going on a bike ride
•	 exploring a national park
2	 Discuss in groups. Help your group members improve their plans.
A Family Day Out
TO:                                                         ON:
Morning
•                                    
•                                    
•                                    
Afternoon
•                                    
•                                    
•                                    
Evening
•                                    
•                                    
•                                    
Project
75
Investigate
Plan
Create
Present
1	 Work in groups. Find and read poems on the theme of friendship.
2	 Make notes about:
•	 the emotions that are expressed
•	 the language that moves you most
•	 the number of verses
•	 the number of lines in each verse
1	 Decide what you would like to write in your poem. You could write about 
your understanding of friendship, your friendship with a specific friend, or a 
special memory of friendship.
2	 Decide on a structure and point of view for your poem.
1	 Write your poem individually or in groups. Use as many creative expressions 
as you can.
2	 Read the first draft carefully and make revisions or corrections if necessary. 
Present the poem to the class and ask for feedback.
Writing a poem on friendship
For centuries, poetry has been a way for people to express their deepest feelings, and 
many poems have been written about friendship. Try writing your own friendship 
poem. You don’t have to use difficult words or advanced writing skills – expressing 
true feelings is the most important thing!
UNIT 4 
Project
76
Investigate
Plan
Create
Present
Present your poster to the class.
1	 Choose an animal that is endangered. You can choose from those in the 
pictures or any other endangered animal you know.
1	 Think of an interesting title for your poster.
2	 Sketch the layout of your poster, and decide how to position the text and 
pictures.
1	 Use your research notes to write a short paragraph about your chosen animal. 
2	 Find or draw some pictures of your chosen animal and add them to the poster.
Making a poster about an endangered animal
Human impact on the animal kingdom, such as hunting and destruction of 
habitats, has already resulted in certain species becoming endangered. Learning 
more about the animals with which we share the planet is key to helping protect 
them. Make a poster promoting awareness about an animal under threat of 
extinction. 
UNIT 5 
Project
2	 Research information about your chosen animal. Use the Internet to help you. 
Make notes about:
•	 its habitat
•	 its population
•	 its distinctive features
•	 why it has become endangered 
•	 any action already taken by people to protect it
•	 what needs to be done to ensure its survival
Project
77
Investigate
Plan
Create
Present
1	 Look at the “plant profile” and find out what information is included.
1	 Get a notebook in which to put the “plant profiles”. You will use this 
notebook to make your handbook.
2	 Choose the plants you want to include and make notes about each of them. 
1	 Write your “plant profiles” in your notebook. Use your notes to help you.
2	 Add photos or sketches of the plants.
Present your handbook to the class.
Making an illustrated handbook of campus plants
Plants are all around us. Not only do they provide us with food, clothes and oxygen 
to breathe, but they also make our surroundings more beautiful. Despite all this, 
plants often go unnoticed. Next time you go to school, keep an eye out for the 
plants you see along the way. Find out information about the plants and make a 
handbook to share with other students.
UNIT 6 
Project
2	 Explore your school campus to find out what different types of plants grow 
there. Take a photo of each one, making a note of its name and where you 
found it.
3	 Look for information online or in the library about the plants you have found.
Fun facts:
•	 It is the main source of food for giant pandas.
•	 It helps prevent erosion and flooding.
•	 Many bamboo species only flower once in a lifetime.
•	 A bamboo forest can grow from a single bamboo plant.
Family:	
grass
Varieties: 	
over 1,000 species
Size:	
from a few centimetres to over 30 metres
Distribution: Bamboos can be found mostly in East and South-east Asia and on 
islands of the Indian Ocean and Pacific Ocean.
Bamboo
78
Appendices
•	Communication bank
•	Learning aid
•	Words and expressions
•	Vocabulary
•	Names and places
•	Junior high school language knowledge overview
Situation 1
•	It means…
•	You use it to…
Situation 2
•	I beg your pardon?
•	What does… mean?
•	What’s that for?
•	When you say… you mean…, 
right?
Useful expressions
UNIT 
Making a plan
7
	 Work in pairs. Act out the conversation to discuss ideas 
for a weekend study plan for English.
	
 Student A 
You and Student B want to improve your English and are 
making a weekend study plan. Decide on the time and place 
for each study activity. You have the following ideas:
•	 Go to the bookshop to buy a new dictionary. (It’s open 
from 9 am to 6 pm.)
•	 Take part in the English Club Drama Day. (It’s on Saturday 
from 6 pm to 8 pm.)
UNIT 
Unfamiliar English expressions
9
	 Work in pairs. Act out the conversation to ask for and 
explain the meanings of the expressions.
 Student A 
Situation 1:
You are a waiter / waitress in a restaurant. You ask your 
customer whether he / she needs a doggy bag.
(Note: A “doggy bag” is a bag or box in which you take 
unfinished food home from a restaurant.)
Situation 2:
You see a sign in a supermarket saying “3 for 2”. You 
don’t know what it means and ask the shop assistant 
to explain.
•	What do you think?
•	How about…?
•	What’s your opinion?
•	It would be a good idea to…
•	I’ve got an idea.
Useful expressions
Communication bank
81
Communication bank
Communication bank
UNIT 
Helping our friends
9
	 Work in pairs. Act out the conversation to solve a 
problem between friends.
 Student A 
One of your friends has been avoiding you all week. He / 
She doesn’t talk to you and refuses to text or phone you 
back. Ask Student B for suggestions and give comments 
on them.
•	Can you help me with…?
•	I’d like your advice about…
•	What can I do to…?
•	Do you think I should…?
•	Maybe, but…
•	That might work.
Useful expressions
UNIT 
Saying sorry to family members
9
	 Work in pairs. Act out the conversation to apologise to 
a family member. 
 Student A 
You’re Student B’s son / daughter. Student B asked you to 
teach him / her how to use a new app to take photos. You 
started to help but soon became very impatient. Now, you 
feel sorry about your behaviour. Apologise to Student B and 
make up.
•	I’m so sorry!
•	I’m really sorry that…
•	Can you forgive me?
•	Please forgive me for…
•	Please don’t be angry with me…
•	I didn’t mean to…
Useful expressions
82
Agreeing 
•	Exactly!
•	I agree.
•	That is true.
•	I see your point.
•	No doubt about it. 
•	I suppose so.
Disagreeing
•	I don’t agree.
•	That’s just not true.
•	I’m afraid I totally disagree.
•	I’m not so sure about that.
•	I don’t think so.
•	That’s not always the same.
Useful expressions
UNIT 
Debating about animals
9
	 Work in pairs. Hold a debate on whether we should 
keep animals as pets.
 Student A 
You are in favour of keeping animals as pets. You have the 
following arguments:
•	 Keeping pets develops a kind and caring attitude 
towards animals.
•	 Keeping pets is good for people’s physical and mental 
health.
•	 Keeping pets helps people know more about animals.
UNIT 
Life in different climate zones
9
	 Work in pairs. Talk about life in the tropics and the Arctic.
 Student A 
You live in the tropics. Talk about your life with Student B 
from the Arctic.
Advantages of living in the tropics:
•	 It’s usually warm all year round.
•	 It’s easy to grow food.
•	 The jungles are full of beautiful plants and animals.
Disadvantages of living in the tropics:
•	 It can get too hot to go outside.
•	 There are tropical storms.
•	 Food can go bad quickly.
•	This can only be a good / bad 
thing.
•	The upside / downside to this is…
•	The advantage / disadvantage is…
•	There are pros and cons to this.
•	Another good / negative aspect 
is…
•	Best / Worst of all, …
Useful expressions
83
Communication bank
Communication bank
UNIT 
Unfamiliar English expressions
9
	 Work in pairs. Act out the conversation to ask for and 
explain the meanings of the expressions.
 Student B 
Situation 1:
You are asking for the bill in a restaurant. The waiter / 
waitress asks you if you need a doggy bag. You don’t 
know what it is and ask him / her to explain.
Situation 2:
You are a shop assistant. A customer asks you what 
“3 for 2” means.
(Note: “3 for 2” means that if you buy two items, 
you get a third one for free.)
Situation 1
•	I beg your pardon?
•	What does… mean?
•	What’s that for?
•	When you say… you mean…, 
right? 
Situation 2
•	It means…
•	It’s a shorter way of saying…
•	You use it to…
Useful expressions
UNIT 
Making a plan
7
	 Work in pairs. Act out the conversation to discuss ideas 
for a weekend study plan for English.
 Student B 
You and Student A want to improve your English and are 
making a weekend study plan. Decide on the time and place 
for each study activity. You have the following ideas:
•	 Review this week’s English lessons together at your or 
Student A’s home.
•	 Watch a new English-language film at the cinema. (There’s 
one that starts at 12:30 pm, 3:30 pm and 7:30 pm, lasting 
one and a half hours.)
•	What do you think?
•	How about…?
•	What’s your opinion?
•	It would be a good idea to…
•	I’ve got an idea.
Useful expressions
84
•	It’s OK.
•	It’s all right.
•	I understand that…
•	Let’s forget about it.
•	Don’t worry about it.
Useful expressions
UNIT 
Saying sorry to family members
9
	 Work in pairs. Act out the conversation to apologise to 
a family member. 
 Student B 
You’re Student A’s father / mother. You wanted to learn 
how to use a new photo-taking app, so you asked Student 
A for help. However, he / she was very impatient. Now 
Student A wants to apologise to you. Accept the apology 
and comfort him / her.
•	You should…
•	How about…?
•	Perhaps you could…
•	It might be a good / bad idea to…
•	Why don’t you…?
Useful expressions
UNIT 
Helping our friends
9
	 Work in pairs. Act out the conversation to solve a 
problem between friends.
 Student B 
Student A has a problem and needs your help. Find out what 
the problem is and give him / her some suggestions as to 
how to solve it. 
85
Communication bank
Communication bank
UNIT 
Debating about animals
9
	 Work in pairs. Hold a debate on whether we should 
keep animals as pets.
 Student B 
You are against keeping animals as pets. You have the 
following arguments:
•	 Caring for other people is more important than caring for 
animals.
•	 It is bad for animals’ physical and mental health to be kept 
as pets.
•	 Animals kept at home can cause trouble for neighbours.
UNIT 
Life in different climate zones
9
	 Work in pairs. Talk about life in the tropics and the Arctic.
 Student B 
You live in the Arctic. Talk about your life with Student A 
from the tropics. 
Advantages of living in the Arctic:
•	 The Northern Lights are amazing.
•	 Food can be preserved for a long time.
•	 It’s not too crowded.
Disadvantages of living in the Arctic:
•	 It gets very cold and is dark during much of the year.
•	 Fruit and vegetables don’t grow naturally.
•	 Life can sometimes be boring and dull.
Agreeing 
•	Exactly!
•	I agree.
•	That is true.
•	I see your point.
•	No doubt about it. 
•	I suppose so.
Disagreeing
•	I don’t agree.
•	That’s just not true.
•	I’m afraid I totally disagree.
•	I’m not so sure about that.
•	I don’t think so.
•	That’s not always the same.
Useful expressions
•	This can only be a good / bad 
thing.
•	The upside / downside to this is…
•	The advantage / disadvantage is…
•	There are pros and cons to this.
•	Another good / negative aspect 
is…
•	Best / Worst of all, …
Useful expressions
86
U N I T
We could also say 
I turned around and saw a man with white hair. 
“Yes,” I replied. “I’m thinking about what life 
is going to be like here.” “Don’t worry,” he said, 
giving me a smile. “You’ll soon find out.” 
Q：英语中有哪几种基本句型？
A： 英语中有七种最基本的句型。（1）主语＋谓语。
例如：I replied.（2）主语＋系动词＋表语。例如：
I was embarrassed.（3）主语＋谓语＋宾语。例如：
I saw a white-haired man.（4）主语＋谓语＋间
接宾语＋直接宾语。例如：He gave me a smile. 
（5）主语＋谓语＋宾语＋宾语补足语。例如：
His words made me a lot more relaxed.
（6）主语＋谓语＋状语。例如：I breathed 
deeply.（7）主语＋谓语＋宾语＋状语。
例如：I looked at them in panic.
Q： 直接宾语和间接宾语的区别是什么？
A： 直接宾语指的是动作的对象、承受者或后果，如
He gave me a smile. 中的a smile；间接宾语表示动
作是向某人或为某人做的，如前述例句中的me。
1	 Turning around, I saw a white-haired man. “Yes,” 
I replied. “I’m wondering what life is going to be like 
here.” “Don’t worry,” he gave me a smile. “You’ll soon 
find out.”
2	 Before we start, please come to the front one by one and 
introduce yourself to the class.
one by one: separately, one after the other
eg	 They entered the classroom one by one.
Learning aid
Key expressions
one by one
butterflies in one’s 
stomach
in panic
put… under pressure
depend on
make the most of
graduate from
be about to do
as if
start high school
keep an open mind
deal with
at the sight of
go all out
hold one’s head up
in particular
give… a hand
87
Learning aid
Learning aid
4	 Challenges like this might sometimes put you under pressure. But it all depends on 
what you do. Keep calm and be prepared. That way, you’ll make the most of your 
time at senior high.
5	 Orientation Day was really helpful. It’s a fantastic opportunity for new students to 
get to know the school and the other students. 
depend on: if one thing depends on another, it is changed or affected by the 
other thing
eg	 Their future depends on how hard they work in their study.
make the most of: to gain the greatest possible advantage from something
eg	 It’s a beautiful day. We should make the most of it.
Background information
In the United States, there is an Orientation Day at the beginning of the school 
year for new students. Orientation Day is a way to welcome new students 
and help them know the school, including its history, campus, facilities and 
other relevant information. School staff and student volunteers will show new 
students around the school, and the new students will get their schedules and 
find out where their classrooms are.
butterflies in one’s stomach: (informal) a feeling of being very nervous before 
doing something
eg	 Do you get butterflies in your stomach when you have to talk to lots of 
people?
3	 With butterflies in my stomach, I breathed deeply.
88
8	 Looking back on my high school life, the most important advice I’d give is these 
wonderful words from the writer Maya Angelou. She said, “Be a rainbow in 
somebody else’s cloud.” So, give your friends a hand when they need it.
give… a hand: to help somebody
eg	 Could you give me a hand with these bags?
Background information
Maya Angelou (1928–2014) was an American poet, writer and civil rights 
activist. She received dozens of awards and more than 50 honorary degrees. 
Angelou is best known for her series of seven autobiographies, which focus 
on her childhood and early adult experiences. Maya Angelou explained she 
first heard the “rainbow in the clouds” metaphor in a 19th-century African-
American song. She said, “I’ve had a lot of clouds, but I’ve had so many 
rainbows,” and that she always carried the “rainbows” with her to her 
speeches and classes. The “rainbow in the clouds” philosophy has encouraged 
a lot of people.
7	 So, hold your head up, then.
We could also say 
I was very nervous when I saw the test paper. But then I thought I’d better 
try my best and see what happens. It’s okay to fail, just as long as you learn 
something that helps you do better next time.
hold one’s head up: to be very confident and proud
eg	 If you know that you did your best, you can hold your head up.
6	 I was frightened at the sight of the test paper. But then I figured I’d better just go all 
out and see what happens. If you fail, no problem – next time you can fail better! 
89
Learning aid
Learning aid
 
本句中出现的five-year-old 是把five，year 和
old三个单词通过连字符连接而构成的新单词，
词义是“五岁大的”；eggplant 是egg 和plant
组合在一起构成的新单词，词义是“茄子”。
five-year-old 和eggplant 都是通过合成法构成
的单词。
Q： 合成法是什么意思？
A： 合成法是构词法的一种，是把两个或两个以上
的单词连在一起合成一个新词，有些带连字符，
有些不带。合成词的词义通常可以由组成它的
几个单词的意思推测出。
Q： painting 和madness 是什么构词法？
A： 这是派生法，指在单词前面加上前缀或后面加
上后缀而构成新词。常见的前缀有im-，in-，
un- 等；常见的后缀有-ful，-ly，-ment，-ness 等。
Q： 除了合成法、派生法，还有哪些主要的构词法？
A： 还有转化法、缩写和简写。转化法是指把一种
词性用作另一种词性而词形不变的方法。例如：
snow，rain 可以由名词转化成动词使用。缩
写和简写有多种方式。例如，文中的WHO，
IT，US 是由多个单词的首字母拼在一起而构
成的单词。
have trouble doing: to find it difficult to do 
something
eg	 Students often have trouble understanding 
different English accents.
1	 Have you ever asked yourself why people often have 
trouble learning English? I hadn’t, until one day my 
five-year-old son asked me whether there was ham in a 
hamburger. There isn’t. This made me realize that there’s 
no egg in eggplant either.
U N I T
Key expressions
have trouble doing
get… doing
in one’s free time
speaking of
wonder at
burn up / down
fill in / out a form
human race
wind up
play safe
have a frog in one’s 
throat
spend time doing
look forward to doing
90
2	 While we’re doing all this traveling, we can get seasick at sea, airsick in the air and 
carsick in a car, but we don’t get homesick when we get back home. And speaking of 
home, why aren’t homework and housework the same thing?
speaking of: used for introducing another topic that relates to one either you or 
someone else has just mentioned
eg	 Speaking of travel, have you booked our hotel yet?
We could also say
You will also feel confused about the unique craziness of English. When a house 
is destroyed by fire, you can say “it burns up”, and you can also say “it burns 
down”. “To fill in a form” means the same as “to fill out a form”. And when an 
alarm “goes off”, it makes a noise so you can hear it. 
3	 You also have to wonder at the unique madness of a language in which a house can 
burn up as it burns down, in which you fill in a form by filling it out, and in which 
an alarm is only heard once it goes off!
wind up: to end something; to make an old-fashioned watch or clock work
eg	 I’d like to wind up the meeting soon.
	
I forget to wind up the clock. What time is it?
4	 English was invented by people, not computers, and it reflects the creativity of the 
human race. That is why when the stars are out, they are visible, but when the lights 
are out, they are invisible. And that is why when I wind up my watch, it starts, but 
when I wind up this passage, it ends.
We could also say
English was created by people, not by computers, so it does not follow strict 
rules. For example, in English, “the stars are out” means “the stars can be seen 
in the sky”, but “the lights are out” means “the lights are off”. And “to wind up 
a watch” means “to make a watch work”, while “to wind up a passage” means 
“to end a passage”.
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5	 People say that the British always play safe with what they eat. Not true! I went to a 
summer school in Manchester and my English teacher was called Maggie.
play safe: to avoid taking any risks
eg	 It’s probably OK to eat them raw, but it’s best to play safe by cooking them.
8	 When I got the paper back, I found my teacher had written the comment “Not bad!” 
Not bad? But there weren’t any errors in my paper.
Background information
“Not bad!” here means “very good”. This way of making something seem less 
important or impressive than it actually is, is called understatement, and British 
people often use it. Americans use understatement too, but less than British 
people do. 
6	 He told us that Maggie couldn’t teach that day COZ she had a frog in her throat. 
Poor Maggie – but why did she try to eat such a big frog?
7	 When I was looking for the exit, I saw that shoes were actually sold downstairs on 
the ground floor, not the first floor. Why did she give me the wrong information?
have a frog in one’s throat: to be unable to speak clearly for a short period of 
time because your throat is dry or blocked
eg	 I’m supposed to give a presentation today, but I have a frog in my throat!
Background information
In Britain, the floor of a building at the bottom level is called the “ground floor” 
and the floor above it is called the “first floor”. In America, just like in China, 
the “first floor” is at the bottom level and the one above it is the “second floor”.
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1	 The living room. Friday night. A table and two chairs at 
front centre. Grandfather and Father, seated at the table, 
are playing chess.
2	 Father: (raising his voice in surprise) You can’t be 
serious! What about your future career as a lawyer?!
3	 Grandfather: (looking at Father) Calm down. OK?
 
这段话为剧本开头的场景描写。Grandfather 
and Father, seated at the table, are playing 
chess. 这句话使用了现在进行时，用来描述舞
台上正在发生的事。
Q： 到目前为止我们学过哪些时态？
A: 我们学过的时态包括：（1）一般现在时。例如：
Here comes my boy.（2）一般过去时。
例如：I told you to calm down. （3）一般
将来时。例如：You will have two options 
for your future.（4）现在完成时。例如：I’ve 
decided not to go to university.（5）现在
进行时。例如：The music industry is 
developing fast now. （6）过去进行时。例如：
We were discussing this then.
you can’t be serious: used for telling someone that 
you think what they are saying is not sensible
eg	 You can’t be serious! You’re actually going to 
lend him money again?
calm down: to begin to feel more relaxed and less 
emotional, or to make someone do this
eg	 Calm down and tell us what’s going on.
Key expressions
turn to… for
focus on
raise one’s voice
you can’t be serious
calm down
be proud of
take one’s advice
jump in with both feet
play music
in the lead
finish line
now and then
leave… behind
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4	 Grandfather: (turning to Son) Why don’t you also take my advice and think carefully 
before jumping in with both feet?
jump in with both feet: to become involved in a situation too quickly without 
thinking about it first
eg	 You’d better not jump in with both feet before you know the facts.
5	 It was the final part of the 2016 World Triathlon Series in Mexico. With just 700 
metres to go, Alistair Brownlee was in third place and his younger brother, Jonny, 
was in the lead. 
Background information
•	 A triathlon is a sports competition in which people run, swim and cycle 
over various distances, depending on age and ability. The World Triathlon 
Series is held by the International Triathlon Union. It is an annual series of 
triathlon events, and athletes compete for a chance to be World Champion.
•	 Alistair Brownlee, born in 1988, is a British triathlon athlete. He is the 2012 
and 2016 Olympic gold medalist in the triathlon. He is also a two-time 
Triathlon World Champion and a two-time World Team Champion. 
•	 Jonny Brownlee, born in 1990, is also a triathlon athlete. He won the 2012 
World Championship, placed third in the 2012 Olympics and second in the 
2016 Olympics.
6	 Despite arguments over “stupid things” now and then, Alistair agrees that having a 
brother is an advantage. “Throughout my entire life, I’ve had my brother trying to 
beat me at everything I do. It has been an enormously positive force.”
We could also say
Although the brothers sometimes argue over “stupid things”, Alistair thinks 
that it is a good thing to have a brother. He explains that in his entire life, his 
brother always tries to beat him at everything he does and that it has been a 
very positive force.
now and then: sometimes, but not regularly or often
eg	 Now and then I receive letters from my cousin.
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1	 Thanks to advances in technology, how we make friends 
and communicate with them has changed significantly. 
thanks to: used for saying that someone or something 
is responsible for something good that happened
eg	 Thanks to the kind words of her friend, she felt 
much better.
stay in touch with: to continue to write or speak to 
somebody although you do not see them often
eg	 They moved away five years ago, but we still 
stay in touch with each other.
2	 Nowadays, we can move around the world and still stay 
in touch with the people that we want to remain friends 
with. Social media tools let us see what our friends are up 
to and maintain friendships. 
Q： 限制性定语从句的功能是什么？
A: 限制性定语从句对其前面所修饰的名词加以限
制，使其意思更加清楚、明确。它是句中不可
缺少的部分，如果去掉它，整个句子的意思就
不明确、不完整。
Q: 限制性定语从句的一般结构是什么？
A: 限制性定语从句的一般结构为：先行词＋关系词
＋其他成分。先行词是指被定语从句修饰的词。
关系词有关系代词和关系副词，其中关系代词包
括that，which，who，whom，whose；关系副
词包括when，where，why。
Nowadays, we can… stay in touch with the people 
that we want to remain friends with. → Nowadays, 
we can… stay in touch with people. We want to 
remain friends with them.
这句中的that we want to remain friends with 是限制性
定语从句，起定语的作用，修饰the people。
Key expressions
lose track of
thanks to
move around the 
world
stay in touch with
social media tools
be up to
the digital age
connect… with
keep in mind
leave work
make one’s fortune
ought to do
work out
hear from
be worth it
turn up
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be up to: (informal) to be occupied or busy with
eg	 What’s he been up to lately?
3	 The digital age also enables us to find people who share our interests, such as 
collecting model cars or playing an unusual instrument. Whatever our hobbies, the 
Internet can connect us with others who also enjoy doing them, even if they live on 
the other side of the world.
We could also say 
In the digital age, we are able to find people who have the same interests as we 
do, such as collecting model cars or playing an unusual instrument. No matter 
what our hobbies are, with the help of the Internet, we can find other people 
who enjoy doing the same thing. It doesn’t matter if they live on the other side 
of the world.
We could also say 
But we should not try to get rid of online friendship just because there is 
something bad about it. Although technology has changed the way we are 
connected, the meaning of friendship and our longing for friends haven’t been 
changed. As Aristotle said, no one would choose to live without friends, even if 
he had all other things.
Background information
Aristotle (384–322 BC) was an Ancient Greek philosopher and scientist. He is 
one of the most influential thinkers of all time. His books cover a lot of subjects, 
including philosophy, logic, politics and natural science.
4	 But this doesn’t mean that we should throw the baby out with the bathwater. 
Although technology has changed the way we acquire friends, the meaning of 
friendship and our longing for friends remain the same. As Aristotle said, no one 
would choose to live without friends, even if he had all other goods. 
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5	 The next morning I was to start for the West to make my fortune. You couldn’t have 
dragged Jimmy out of New York; he thought it was the only place on earth.
make one’s fortune: to become very rich
eg	 Jack made his fortune from mining.
Background information
The story is set in the early 1900s. This was near the end of America’s Westward 
Expansion, which started in the early 1800s. During the expansion, many 
people went to the West to make money. New York City is located in the 
north-east of the US and was already a big city by then. 
ought to do: used when you have strong reasons for believing or expecting something
eg	 As a true friend, she ought to come and help.
work out: to solve a problem
eg	 They’ll work out what to do next together.
6	 We figured that in twenty years each of us ought to have our destiny worked out and 
our fortunes made, whatever they were going to be.
7	 But after a year or two we lost track of each other. You see, the West is a pretty big 
proposition, and I kept hustling around over it pretty lively.
We could also say 
We thought that no matter what our future held or how much money we would 
make, we would find out in twenty years’ time.
We could also say 
But after a year or two we lost contact with each other. You see, the West is a 
very big business, and I was working hard and moving from place to place.
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be worth it: used for saying that there is a good enough reason for doing 
something
eg	 It was hard work, but it was worth it in the end.
turn up: to arrive or show up at an appointed or expected time or place
eg	 I should not turn up late. I don’t want my friend to wait.
8	 I came a thousand miles to stand in this door tonight, and it’s worth it if my old 
partner turns up.
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2	 Eventually, it manages to reach the places where it will 
spend the winter.
Q： 关系副词在句子中起什么作用？
A: 关系副词在句子中有双重作用，一方面把定语
从句和主句连接起来，一方面在定语从句中起
状语作用。
Q: 可以引导定语从句的关系副词有哪些？
A: 关系副词包括when，where，why。
Q: 使用关系副词时需要注意什么？
A: when 在定语从句中用作时间状语，其先行词
须是表时间的名词。where 在定语从句中用作
地点状语，其先行词须是表地点的名词。why
在定语从句中用作原因状语，其先行词一般是
reason(s)。
1	 These two pieces of information – the time of day and 
the point where the sun is in the sky – allow the butterfly 
to determine the way to go.
We could also say 
The butterfly is aware of the time of day and the 
position of the sun in the sky, so it can use these 
two pieces of information to find out which way 
to go. 
Eventually, it manages to reach the places where it 
will spend the winter. → Eventually, it manages to 
reach those places. It will spend the winter there.
这句中的where it will spend the winter 是关系副词
where 引导的定语从句，修饰先行词places。
Key expressions
manage to do
the solution to
human activity
cut down trees
brave the elements
be famous for
be known for
at a speed of
concentrate on
recover from
show respect to
after all
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brave the elements: to go out in bad weather
eg	 Researchers will be braving the elements over the next two weeks to study 
the snow leopards. 
be known for: to be famous or known about by a lot of people because of 
something
eg	 This zoo is known for its elephant conservation programme.
3	 As a nature photographer, I have to brave the elements.
Background information
Yellowstone National Park was set up in 1872. It covers an area of about 9,000 
square kilometres, and there are lakes, canyons, rivers and mountains. The park 
sits on a supervolcano, and visitors can see colourful hot springs, bubbling pots 
of mud and geysers. The park is also famous for its bears, wolves and bison and 
elk herds.
4	 My favourite place to take photos is Yellowstone National Park. As the world’s 
first national park, Yellowstone is famous for the variety of its wildlife, but it is 
probably best known for its bears.
5	 An eagle flew over the snow-capped mountains, which were reflected in the still lake 
below. While I was concentrating on photographing this amazing scene, I suddenly 
had a feeling that I was being watched. Slowly, and with the camera still held to my 
eye, I turned… and froze.
We could also say
An eagle flew over the mountains, whose tops were covered in snow. The 
mountains were reflected in the still lake below. I was focusing on taking 
photos of the beautiful view, but suddenly I felt that someone or something was 
watching me. While still holding the camera to my eye, I turned slowly… then 
stopped still.
concentrate on: to give most of your attention or effort to one thing
eg	 Bryan wants to concentrate on his career in photography.
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after all: used when giving a reason to explain what you have just said
eg	 As a wildlife photographer, I should be patient. After all, the animals aren’t 
going to come and pose for me!
6	 From time to time I look at the photo as a reminder to show respect to all animals. 
It is after all we who are the visitors to their world.
We could also say 
Now and then I look at the photo to remind myself that we need to respect all 
animals, because we are the visitors to their world.
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1	 Imagine mountains wrapped in silver water, shining in 
the spring sun. Summer sees the mountains turn bright 
green with growing rice. 
We could also say 
Imagine that in spring the mountains are covered by 
strips of water, which shine brightly in the sun. In 
summer, rice is growing on these mountains, which 
makes them turn bright green.
2	 These terraces were built by the local Zhuang and Yao 
people, to whom Guangxi is home.
Q： 什么情况下使用“介词＋关系代词”引导的定
语从句？
A: 当关系代词在定语从句中作介词的宾语时，通
常用“介词＋关系代词”引导定语从句。如果
指人，用“介词＋whom”；如果指物，用“介
词＋which”。
Q: 如何选用介词？
A: 要根据介词与先行词的关系以及句子的意思来
选择介词。常常可以根据定语从句中谓语动词
的搭配习惯来确定介词。
Q: 使用这个结构时有什么需要注意的？
A: 要注意含有介词的动词固定短语一般不能拆
开，介词仍然放在后面。例如：hear from，
look after 等。
These terraces were built by the local Zhuang and 
Yao people, to whom Guangxi is home. → These 
terraces were built by the local Zhuang and Yao 
people. Guangxi is home to them.
to whom Guangxi is home 是由“介词＋whom”引导的
定语从句，修饰the local Zhuang and Yao people。
Key expressions
be covered in
be home to
from the bottom to the 
very top
go to the trouble to do
turn… into
plenty of
prevent… from
wash away
in harmony with
provide… for
pass down
enter… into a 
competition
lead to
free-time activity
allow… to do
be at one with
be in doubt
reflect on
102
Background information
The Longji Rice Terraces are located in Longsheng County, about 100 
kilometres from Guilin, Guangxi. The terraces are built on the slopes that 
rise up from the river to the top of the mountains. The terraces got the name 
because they look like a dragon’s scales, while the mountain ridge looks like its 
backbone.
go to the trouble to do: to make an effort to do something 
eg	 Why did they go to the trouble to build the dam?
plenty of: a large amount of, usually more than enough
eg	 Plenty of rice can grow on the terraces now.
wash away: if something such as rain or a river washes something away, 
it carries it away
eg	 Heavy rains have washed away the bridge.
3	 So why did these people go to so much trouble to turn the entire mountains into 
terraces?
4	 Secondly, although the region has plenty of rain, the mountains are steep and the 
soil is shallow. The flat terraces catch the rainwater and prevent the soil from being 
washed away. 
Background information
The Secret Garden is a children’s novel by British-American novelist Frances 
Hodgson Burnett. It was first published in 1911 and is considered a classic of 
English children’s literature. It tells the heart-warming story of three children 
and the healing power of the secret garden.
5	 “If you look the right way, you can see that the whole world is a garden.” These 
words come from the author of the book The Secret Garden, first published in 1911.
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6	 But in cities, limited space has led to people looking for new solutions. Those without 
outside space can rent small pieces of land on which to grow things.
7	 What other free-time activity allows you to be at one with nature and create more 
beautiful living things? And if you’re in any doubt about this, take a moment to 
reflect on this line from The Secret Garden: “Where you tend a rose… A thistle 
cannot grow.”
lead to: to cause something to happen or exist
eg	 The long hot summer has led to serious water shortages.
be at one with: to feel very calm or relaxed in the situation or environment you 
are in
eg	 Here in the mountains I feel totally at one with nature.
be in doubt: if you are in doubt about something, you do not know what to do 
about it
eg	 If you’re in doubt, you should consult your doctor.
reflect on: to think deeply or carefully about
eg	 He went into the garden to reflect on the events of the day.
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105
Words and expressions
UNIT 1
senior /ˈsiːniə/ adj.  （地位、水平或级别）高的， 
高级的
1
senior high  高中
1
curious /ˈkjʊəriəs/ adj.  好奇的
1
impression /ɪmˈpreʃ(ə)n/ n.  印象，感想
1
campus /ˈkæmpəs/ n.  校园
1
tradition /trəˈdɪʃ(ə)n/ n.  传统
1
facility /fəˈsɪlɪti/ n.  设施
1
	
▫impressive /ɪmˈpresɪv/ adj.  令人钦佩的， 
给人深刻印象的
1
moment /ˈməʊmənt/ n.  某一时刻
2
author /ˈɔːθə/ n.  作者，作家
2
eagerness /ˈiːɡənəs/ n.  热切，渴望
2
explore /ɪkˈsplɔː/ v.  考察，探险
2
one by one  依次地，一个接一个地
3
engine /ˈendʒɪn/ n.  发动机，引擎
3
insect /ˈɪnsekt/ n.  昆虫
3
	
▫collection /kəˈlekʃ(ə)n/ n.  （一批）收藏品
3
organise /ˈɔːɡənaɪz/ v.  组织
3
	* nudge /nʌdʒ/ n.  （通常用肘）轻推
3
	* butterfly /ˈbʌtəflaɪ/ n.  蝴蝶
3
butterflies in one’s stomach  情绪紧张， 
心里发慌
3
breathe /briːð/ v.  呼吸
3
	
▫panic /ˈpænɪk/ n.  惊恐，惊慌
3
in panic  惊慌地
3
challenge /ˈtʃæləndʒ/ n.  挑战
3
pressure /ˈpreʃə/ n.  压力
3
calm /kɑːm/ adj.  镇静的，沉着的
3
description /dɪˈskrɪpʃ(ə)n/ n.  描述，描写， 
叙述，形容
4
confident /ˈkɒnfɪd(ə)nt/ adj.  有信心的，自信的 4
poster /ˈpəʊstə/ n.  海报
6
badminton /ˈbædmɪntən/ n.  羽毛球
6
	
▫drama /ˈdrɑːmə/ n.  戏剧
6
band /bænd/ n.  乐队，乐团
6
	
▫debate /dɪˈbeɪt/ n.  讨论，辩论
6
gym /dʒɪm/ n.  体育馆，健身房
6
piano /piˈænəʊ/ n.  钢琴
6
stage /steɪdʒ/ n.  舞台
6
	* photography /fəˈtɒɡrəfi/ n.  摄影
6
	
▫inner /ˈɪnə/ adj.  （想法或情感）未表达出来的， 
隐藏的，内心的
6
pm /ˌpiːˈem/  下午
6
argue /ˈɑːɡjuː/ v.  争论，争辩
6
topic /ˈtɒpɪk/ n.  话题，论题
6
sharp /ʃɑːp/ adj.  敏锐的，聪明的
6
dinosaur /ˈdaɪnəsɔː/ n.  恐龙
6
dolphin /ˈdɒlfɪn/ n.  海豚
6
intelligent /ɪnˈtelɪdʒ(ə)nt/ adj.  有智慧的，聪明的 6
	
▫investigate /ɪnˈvestɪɡeɪt/ v.  查明，调查
6
注：词汇表中，未加符号的单词为必修单词；加▫的为选择性必修单词；加* 的为未做要求的单词。
Words and expressions
Words and expressions
106
various /ˈveəriəs/ adj.  各种各样的，各种不同的 7
volunteer /ˌvɒlənˈtɪə/ n.  志愿者，义务工作者， 
自愿参加者
7
	
▫gain /ɡeɪn/ v.  获得，赢得
7
apply /əˈplaɪ/ v.  申请
7
schedule /ˈʃedjuːl/ n.  计划表，进度表，日程表
7
award /əˈwɔːd/ n.  奖，奖赏
8
opportunity /ˌɒpəˈtjuːnɪti/ n.  机会，时机
8
	* hint /hɪnt/ n.  有益的建议
8
	
▫subscribe /səbˈskraɪb/ v.  订阅（报纸或杂志）
8
view /vjuː/ n.  （一次）观看
9
former /ˈfɔːmə/ adj.  从前的
9
graduate /ˈɡrædʒueɪt/ v.  毕业
9
	* orientation /ˌɔːriənˈteɪʃ(ə)n/ n.  （新工作或学习 
课程开始前一段时间的）培训，迎新
9
Orientation Day  迎新日
9
frightened /ˈfraɪtnd/ adj.  受惊的，害怕的
9
sight /saɪt/ n.  看到，看见
9
figure /ˈfɪɡə/ v.  认为，以为
9
go all out  全力以赴，竭尽全力
9
select /səˈlekt/ v.  挑选，选择
9
particular /pəˈtɪkjʊlə/ n.  细节
9
in particular  尤其，特别
9
	
▫rainbow /ˈreɪnbəʊ/ n.  彩虹
9
neat /niːt/ adj.  好的，令人愉快的
9
specific /spəˈsɪfɪk/ adj.  具体的，特定的
10
refer /rɪˈfɜː/ v.  参考，查阅
10
refer to  参考，查阅
10
journal /ˈdʒɜːnl/ n.  日记，日志
11
junior /ˈdʒuːniə/ adj.  低年级的
11
struggle /ˈstrʌɡ(ə)l/ v.  奋斗，拼搏
11
memorise /ˈmeməraɪz/ v.  记住，熟记
11
	
▫skateboarding /ˈskeɪtbɔːdɪŋ/ n.  滑板运动
11
forward /ˈfɔːwəd/ adv.  向前
11
look forward to  （兴奋地）期待，盼望
11
committee /kəˈmɪti/ n.  委员会
12
improve /ɪmˈpruːv/ v.  改善，改进
12
rate /reɪt/ v.  对……作评估，评价
12
performance /pəˈfɔːməns/ n.  （工作或活动中的） 
表现
12
exchange /ɪksˈtʃeɪndʒ/ v.  交流（信息、想法等） 12
UNIT 2
title /ˈtaɪtl/ n.  题目，标题
14
	
▫ham /hæm/ n.  火腿
14
	* eggplant /ˈeɡplɑːnt/ n.  茄子
14
	* pine /paɪn/ n.  松树
14
	* pineapple /ˈpaɪnæp(ə)l/ n.  菠萝
14
	
▫sculpt /skʌlpt/ v.  雕刻，雕塑
14
	
▫sculpture /ˈskʌlptʃə/ n.  雕像，雕刻品， 
雕塑作品
14
	* seasick /ˈsiːˌsɪk/ adj.  晕船的
14
	* airsick /ˈeəˌsɪk/ adj.  晕机的
14
	* carsick /ˈkɑːˌsɪk/ adj.  晕车的
14
107
Words and expressions
	* homesick /ˈhəʊmˌsɪk/ adj.  想家的
14
	
▫opposing /əˈpəʊzɪŋ/ adj.  （观点、意见等） 
相反的，相对立的
15
behavior /bɪˈheɪvjə/ n.  举止，行为
15
	
▫confusing /kənˈfjuːzɪŋ/ adj.  令人困惑的
15
	* capitalized /ˈkæpɪtlaɪzd/ adj.  大写的
15
unique /juːˈniːk/ adj.  独一无二的，独特的
15
burn up  烧毁，烧尽
15
burn down  烧毁
15
alarm /əˈlɑːm/ n.  警报器；闹钟
15
reflect /rɪˈflekt/ v.  显示，反映
15
creativity /ˌkriːeɪˈtɪvɪti/ n.  创造性，创造力
15
	
▫visible /ˈvɪzɪb(ə)l/ adj.  看得见的，可见的
15
wind up  给（机械）上发条；使（活动、 
会议等）结束
15
creative /kriˈeɪtɪv/ adj.  创造（性）的
16
type /taɪp/ n.  类型，种类
17
come across  偶然发现
17
unfamiliar /ˌʌnfəˈmɪliə/ adj.  不熟悉的， 
不了解的
17
contact /ˈkɒntækt/ v.  联系，联络
17
organization /ˌɔːɡənaɪˈzeɪʃ(ə)n/ n.  组织，团体， 
机构
17
likely /ˈlaɪkli/ adj.  可能的，可能发生的
17
subway /ˈsʌbweɪ/ n.  地铁
18
	* highway /ˈhaɪweɪ/ n.  公路
18
	* motorway /ˈməʊtəweɪ/ n.  高速公路
18
gas /ɡæs/ n.  汽油
18
petrol /ˈpetrəl/ n.  汽油
18
apartment /əˈpɑːtmənt/ n.  一套住房，公寓套房18
flat /flæt/ n.  一套住房，公寓套房
18
	* elevator /ˈelɪveɪtə/ n.  电梯，升降机
18
context /ˈkɒntekst/ n.  上下文，语境
18
addition /əˈdɪʃ(ə)n/ n.  增加物，添加物
19
	* forum /ˈfɔːrəm/ n.  （因特网上的）论坛，讨论区20
resource /rɪˈzɔːs/ n.  资料，（教学）资源
20
misadventure /ˌmɪsədˈventʃə/ n.  事故，灾难
20
remind /rɪˈmaɪnd/ v.  提醒，使……想起
20
rather /ˈrɑːðə/ adv.  相当，颇
20
comment /ˈkɒment/ n.  评论
20
	
▫frog /frɒɡ/ n.  蛙，青蛙
21
	* throat /θrəʊt/ n.  喉咙，咽喉
21
have a frog in one’s throat  （尤因喉咙痛） 
说话困难
21
downtown /ˌdaʊnˈtaʊn/ adj.  在城镇中心区的， 
在闹市区的
21
boot /buːt/ n.  靴子
21
entrance /ˈentrəns/ n.  大门（口），入口（处）
21
section /ˈsekʃ(ə)n/ n.  区域
21
exit /ˈeɡzɪt/ n.  出口
21
actually /ˈæktʃuəli/ adv.  事实上，实际上
21
downstairs /ˌdaʊnˈsteəz/ adv.  在楼下
21
	* wicked /ˈwɪkɪd/ adj.  缺德的，邪恶的；很棒的， 
极好的
21
Words and expressions
108
odd /ɒd/ adj.  奇特的，古怪的
21
negative /ˈneɡətɪv/ adj.  消极的，负面的
21
error /ˈerə/ n.  错误，谬误
21
intend /ɪnˈtend/ v.  计划，打算
22
informal /ɪnˈfɔːm(ə)l/ adj.  （书写或言谈） 
非正式的
22
recognise /ˈrekəɡnaɪz/ v.  认识，辨认出
24
base /beɪs/ v.  以……为基础
24
aware /əˈweə/ adj.  意识到的，明白的
24
be aware of  意识到，察觉到
24
UNIT 3
character /ˈkærɪktə/ n.  （书、剧本、电影等中的）
人物，角色
26
approach /əˈprəʊtʃ/ v.  走近，靠近
27
chat /tʃæt/ n.  闲谈，聊天
27
focus /ˈfəʊkəs/ v.  （把……）集中（于）
27
	
▫career /kəˈrɪə/ n.  职业，事业
27
	
▫lawyer /ˈlɔːjə/ n.  律师
27
assume /əˈsjuːm/ v.  假定，假设，认为
27
respect /rɪˈspekt/ v.  尊敬，敬重
27
studio /ˈstjuːdiəʊ/ n.  （音乐）录音室
27
court /kɔːt/ n.  法院，法庭
27
ignore /ɪɡˈnɔː/ v.  忽视，不理
27
professional /prəˈfeʃ(ə)nəl/ adj.  职业的， 
专业的
27
	
▫suit /suːt/ v.  适合
27
talent /ˈtælənt/ n.  天赋，才能
27
option /ˈɒpʃ(ə)n/ n.  选择，可选择的东西
27
	* sigh /saɪ/ n.  叹气，叹息（尤因厌烦、失望、 
疲倦等）
27
	
▫curtain /ˈkɜːtn/ n.  （舞台上的）幕，帷幕
27
generation /ˌdʒenəˈreɪʃ(ə)n/ n.  一代（人）
28
gap /ɡæp/ n.  差距，差别
28
currently /ˈkʌrəntli/ adv.  现时，当前
29
regularly /ˈreɡjʊləli/ adv.  经常
29
responsible /rɪˈspɒnsɪb(ə)l/ adj.  （对事故、 
错误、罪行等）负有责任的，应承担责任的
29
memory /ˈmem(ə)ri/ n.  记忆，回忆
30
nowadays /ˈnaʊədeɪz/ adv.  现今，现时
30
	
▫jaw /dʒɔː/ n.  下巴，下颌
30
	
▫beard /bɪəd/ n.  胡须
30
skin /skɪn/ n.  皮肤
30
jogging /ˈdʒɒɡɪŋ/ n.  慢跑锻炼
30
slim /slɪm/ adj.  苗条的，修长的
30
	
▫cheek /tʃiːk/ n.  面颊，脸颊
30
nation /ˈneɪʃ(ə)n/ n.  国家
31
aim /eɪm/ v.  力求达到
31
issue /ˈɪʃuː/ n.  （尤指社会或政治方面的）议题； 
争论的问题
31
theme /θiːm/ n.  主题
31
observe /əbˈzɜːv/ v.  庆祝，过（节日、生日等） 31
range /reɪndʒ/ n.  一系列
31
109
Words and expressions
event /ɪˈvent/ n.  活动（指演出、体育比赛、 
聚会等）
31
apologise /əˈpɒlədʒaɪz/ v.  道歉
31
stress /stres/ n.  重音，重读
31
impact /ˈɪmpækt/ n.  作用，影响
31
strength /streŋθ/ n.  强烈程度
31
admire /ədˈmaɪə/ v.  钦佩，赞美，羡慕
32
judge /dʒʌdʒ/ v.  认为，判断
32
settle /ˈsetl/ v.  和解，结束（争论）
32
settle for  勉强接受，将就
32
feature /ˈfiːtʃə/ n.  （报纸或杂志的）特写
32
typically /ˈtɪpɪkli/ adv.  一般，通常
32
individual /ˌɪndɪˈvɪdʒuəl/ adj.  独特的， 
与众不同的（一般含褒义）
32
style /staɪl/ n.  风格
32
extra /ˈekstrə/ adj.  额外的，另外的
32
detail /ˈdiːteɪl/ n.  细节，细微之处
32
contain /kənˈteɪn/ v.  包含，含有
32
summary /ˈsʌməri/ n.  总结，概要
32
powerful /ˈpaʊəf(ə)l/ adj.  强有力的， 
有影响（感染）力的
32
	* triathlon /traɪˈæθlən/ n.  铁人三项运动
32
series /ˈsɪəriːz/ n.  系列比赛
32
in the lead  领先
32
onto /ˈɒntə/ prep.  到……上，向……上， 
朝……上
32
track /træk/ n.  跑道
32
media /ˈmiːdiə/ n.  新闻媒体，传媒
32
obviously /ˈɒbviəsli/ adv.  明显地，显而易见地 33
despite /dɪˈspaɪt/ prep.  尽管，虽然
33
throughout /θruːˈaʊt/ prep.  在整个期间， 
自始至终
33
entire /ɪnˈtaɪə/ adj.  全部的，整个的
33
	
▫enormously /ɪˈnɔːməsli/ adv.  非常，极其
33
positive /ˈpɒzɪtɪv/ adj.  好的，积极的
33
	
▫million /ˈmɪljən/ num.  许多，无数
33
	
▫disqualify /dɪsˈkwɒlɪfaɪ/ v.  （因犯规而） 
取消……的资格
33
athlete /ˈæθliːt/ n.  运动员，田径运动员
33
medal /ˈmedl/ n.  奖牌，勋章
33
somehow /ˈsʌmhaʊ/ adv.  用某种方法， 
不知怎的
35
indeed /ɪnˈdiːd/ adv.  当然，确实（用于强调 
陈述或回答）
35
UNIT 4
	
▫forever /fərˈevə/ adv.  永远
37
familiar /fəˈmɪliə/ adj.  熟悉的
37
adventure /ədˈventʃə/ n.  历险（经历），奇遇
37
prefer /prɪˈfɜː/ v.  更喜欢
38
lose track of  不了解……的情况，不了解…… 
的动态
38
deliver /dɪˈlɪvə/ v.  递送，传送
38
thanks to  归功于……，多亏……
38
Words and expressions
110
advance /ədˈvɑːns/ n.  进步，进展
38
significantly /sɪɡˈnɪfɪkəntli/ adv.  重大地， 
显著地
38
social media  社交媒体
38
maintain /meɪnˈteɪn/ v.  保持，维持
38
wi-fi /ˈwaɪ faɪ/ n.  无线网络，无线上网
38
click /klɪk/ v.  点击（鼠标）
39
digital /ˈdɪdʒɪtl/ adj.  数字的，数码的
39
enable /ɪˈneɪb(ə)l/ v.  使可能，使发生
39
	
▫unusual /ʌnˈjuːʒuəl/ adj.  异常的，不平常的
39
site /saɪt/ n.  网站
39
tend /tend/ v.  易于做某事，往往会发生某事
39
update /ˈʌpdeɪt/ n.  最新消息
39
	
▫saying /ˈseɪ-ɪŋ/ n.  格言，谚语，警句
39
	* criminal /ˈkrɪmɪn(ə)l/ n.  罪犯
39
	
▫bathwater /ˈbɑːθˌwɔːtə/ n.  浴水，洗澡水
39
throw the baby out with the bathwater   
不分良莠一起抛弃
39
acquire /əˈkwaɪə/ v.  获得，得到
39
goods /ɡʊdz/ n.  商品
39
prove /pruːv/ v.  证明，证实
40
illustrate /ˈɪləstreɪt/ v.  （举例）说明，阐明
40
diagram /ˈdaɪəɡræm/ n.  图解，示意图
40
inspiring /ɪnˈspaɪərɪŋ/ adj.  鼓舞人心的， 
启发灵感的
41
teenager /ˈtiːneɪdʒə/ n.  青少年，十几岁的孩子 
（13 到19 岁之间的孩子）
41
	
▫pour /pɔː/ v.  灌，注，倒
42
	
▫pot /pɒt/ n.  锅
42
	
▫gram /ɡræm/ n.  克
42
	
▫pack /pæk/ n.  小盒，小包
42
	
▫comfort /ˈkʌmfət/ n.  安慰，慰藉
42
	
▫patience /ˈpeɪʃ(ə)ns/ n.  耐心
42
	
▫passion /ˈpæʃ(ə)n/ n.  强烈的情感，激情
42
	* generosity /ˌdʒenəˈrɒsɪti/ n.  慷慨，大方
42
	
▫slice /slaɪs/ n.  片，薄片
42
	* humour /ˈhjuːmə/ n.  幽默感
42
quality /ˈkwɒlɪti/ n.  素质，品德
42
anxious /ˈæŋkʃəs/ adj.  焦虑的，不安的
42
distance /ˈdɪstəns/ v.  使与……保持距离， 
撇清和……的关系
43
postpone /pəʊsˈpəʊn/ v.  使（事件、行动等） 
延期，推迟
43
ordinary /ˈɔːd(ə)nəri/ adj.  普通的，平常的
44
	* scar /skɑː/ n.  伤疤
44
	* dine /daɪn/ v.  进餐
44
	* chum /tʃʌm/ n.  好朋友
44
	* chap /tʃæp/ n.  小伙子，家伙
44
	* fortune /ˈfɔːtʃ(ə)n/ n.  大笔的钱，巨款
44
make one’s fortune  发财
44
	
▫drag /dræɡ/ v.  拖，拉
44
ought to  应该，应当
44
	* destiny /ˈdestɪni/ n.  命运，天命
44
	
▫correspond /ˌkɒrɪˈspɒnd/ v.  通信
45
111
Words and expressions
	* proposition /ˌprɒpəˈzɪʃ(ə)n/ n.  事业，生意
45
	* hustle /ˈhʌs(ə)l/ v.  拼命干，努力干
45
	* staunch /stɔːntʃ/ adj.  坚定的，忠实可靠的
45
partner /ˈpɑːtnə/ n.  伙伴，搭档
45
turn up  （意外地或终于）出现
45
	* excerpt /ˈeksɜːpt/ n.  摘录，节录
45
	
▫appointed /əˈpɔɪntɪd/ adj.  约定的，指定的
46
	
▫strike /straɪk/ v.  划（火柴）
46
	* cigar /sɪˈɡɑː/ n.  雪茄烟
46
	
▫plain /pleɪn/ adj.  简单的，朴素的
46
scene /siːn/ n.  场景
46
	
▫bitterly /ˈbɪtəli/ adv.  痛苦地，愤恨地
47
	
▫ashamed /əˈʃeɪmd/ adj.  感到不好意思的， 
难为情的
47
	
▫unfold /ʌnˈfəʊld/ v.  （卷着的东西）展开，打开 47
location /ləʊˈkeɪʃ(ə)n/ n.  地点，位置
47
	
▫surroundings /səˈraʊndɪŋz/ n.  周围的事物， 
环境
47
personality /ˌpɜːsəˈnælɪti/ n.  个性，性格
47
	
▫atmosphere /ˈætməsfɪə/ n.  气氛，氛围，环境
47
UNIT 5
charity /ˈtʃærɪti/ n.  慈善机构，慈善团体
49
	* monarch /ˈmɒnək/ n.  君主，国王
50
monarch butterfly  黑脉金斑蝶
50
Atlantic /ətˈlæntɪk/ adj.  大西洋的
50
whale /weɪl/ n.  鲸
50
annual /ˈænjuəl/ adj.  一年一度的，每年的
50
	* migration /maɪˈɡreɪʃ(ə)n/ n.  迁徙
50
	* migrate /maɪˈɡreɪt/ v.  移栖，迁徙
50
seek /siːk/ v.  寻找，寻求
50
	
▫professor /prəˈfesə/ n.  教授
50
measure /ˈmeʒə/ v.  量，测量
50
position /pəˈzɪʃ(ə)n/ n.  位置
50
determine /dɪˈtɜːmɪn/ v.  测定，确定
50
eventually /ɪˈventʃuəli/ adv.  终于，最终
51
solution /səˈluːʃ(ə)n/ n.  解决，解决方法
51
	* mystery /ˈmɪst(ə)ri/ n.  难以理解的事物，谜
51
amazing /əˈmeɪzɪŋ/ adj.  惊人的，了不起的
51
crash /kræʃ/ v.  暴跌
51
per cent /pəˈsent/ n.  百分比
51
destroy /dɪˈstrɔɪ/ v.  破坏，毁掉
51
	
▫chemical /ˈkemɪk(ə)l/ n.  化学品
51
	* caterpillar /ˈkætəˌpɪlə/ n.  毛虫（蝴蝶等昆虫的 
幼虫）
51
	
▫creature /ˈkriːtʃə/ n.  生物，动物
51
survive /səˈvaɪv/ v.  活下来，幸存
51
effect /ɪˈfekt/ n.  影响，结果
52
flow chart  流程图，作业图
52
	
▫accommodation /əˌkɒməˈdeɪʃ(ə)n/ n.  住处， 
工作场所
53
	
▫idiom /ˈɪdiəm/ n.  习语，成语
54
kill two birds with one stone  一举两得， 
一箭双雕
54
Words and expressions
112
when the cat’s away (the mice will play)   
猫儿不在，老鼠作怪（指管事的不在，下面的 
人玩个痛快）
54
hold your horses  慢点，别急
54
rain cats and dogs  下倾盆大雨
54
authority /ɔːˈθɒrɪti/ n.  当权，权力
54
source /sɔːs/ n.  来源，出处
55
	
▫found /faʊnd/ v.  创立，创建
55
	
▫photographer /fəˈtɒɡrəfə/ n.  摄影师
56
button /ˈbʌtn/ n.  按钮
56
recover /rɪˈkʌvə/ v.  （从糟糕经历中）恢复
56
shock /ʃɒk/ n.  吃惊，震惊
56
element /ˈelɪmənt/ n.  基本部分，要素
56
the elements  天气（尤指坏天气）
56
brave the elements  不顾天气恶劣，冒着风雨
56
variety /vəˈraɪəti/ n.  多样化，变化
56
per /pə/ prep.  每
56
	
▫encounter /ɪnˈkaʊntə/ n.  意外的相遇，邂逅
57
path /pɑːθ/ n.  小径，小道
57
	* breathtaking /ˈbreθˌteɪkɪŋ/ adj.  令人惊叹的
57
	
▫eagle /ˈiːɡ(ə)l/ n.  鹰
57
concentrate /ˈkɒns(ə)ntreɪt/ v.  专注，专心
57
	
▫freeze /friːz/ v.  突然停止，呆住
57
	
▫stare /steə/ v.  凝视，盯着看
57
	* capture /ˈkæptʃə/ v.  （用文字或图片）记录， 
捕捉
57
image /ˈɪmɪdʒ/ n.  图像，影像
57
after all  毕竟，终究
57
reaction /riˈækʃ(ə)n/ n.  （对某一情形或事件的） 
反应
58
file /faɪl/ n.  档案，文件
59
UNIT 6
	
▫wrap /ræp/ v.  包，裹
62
sheet /ʃiːt/ n.  （冰或水等的）一大片
62
	
▫frost /frɒst/ n.  霜
62
	* terrace /ˈterɪs/ n.  梯田
62
	
▫dynasty /ˈdɪnəsti/ n.  朝代
62
	* completion /kəmˈpliːʃ(ə)n/ n.  完成，结束
62
region /ˈriːdʒ(ə)n/ n.  地区，区域
62
therefore /ˈðeəfɔː/ adv.  因此，由此
62
	* steep /stiːp/ adj.  陡的，陡峭的
63
	
▫soil /sɔɪl/ n.  土壤
63
shallow /ˈʃæləʊ/ adj.  浅的
63
prevent /prɪˈvent/ v.  阻挡，防止
63
	
▫harmony /ˈhɑːməni/ n.  融洽相处，和谐
63
design /dɪˈzaɪn/ v.  设计
63
	* vapour /ˈveɪpə/ n.  蒸气
63
	
▫harm /hɑːm/ v.  伤害，损害
63
	
▫crop /krɒp/ n.  庄稼，作物
63
agriculture /ˈæɡrɪˌkʌltʃə/ n.  农业
63
replace /rɪˈpleɪs/ v.  以……替换，更换
65
material /məˈtɪəriəl/ n.  材料
65
113
Words and expressions
	
▫mineral /ˈmɪn(ə)rəl/ n.  矿物，矿产
65
	
▫consumer /kənˈsjuːmə/ n.  消费者
65
	
▫priority /praɪˈɒrɪti/ n.  优先处理的事，当务之急 65
	
▫beauty /ˈbjuːti/ n.  美，美丽
65
	
▫barrier /ˈbæriə/ n.  障碍，壁垒
66
	* reef /riːf/ n.  礁
66
	
▫structure /ˈstrʌktʃə/ n.  结构，构造，组织
66
living /ˈlɪvɪŋ/ adj.  活的，活着的
66
	* organism /ˈɔːɡənɪz(ə)m/ n.  生物，有机体
66
	* observatory /əbˈzɜːvət(ə)ri/ n.  天文台，观象台 66
	
▫basin /ˈbeɪs(ə)n/ n.  盆地，低洼地
66
	
▫grand /ɡrænd/ adj.  宏伟的，壮丽的
66
	* canyon /ˈkænjən/ n.  峡谷
66
	
▫valley /ˈvæli/ n.  谷，山谷
66
narrow /ˈnærəʊ/ adj.  狭窄的，不宽的
66
	
▫platform /ˈplætfɔːm/ n.  高台，平台
66
	* waterfall /ˈwɔːtəfɔːl/ n.  瀑布
66
	
▫thunder /ˈθʌndə/ v.  打雷
66
	
▫channel /ˈtʃænl/ n.  海峡
66
	* tunnel /ˈtʌnl/ n.  隧道
66
	
▫camel /ˈkæm(ə)l/ n.  骆驼
66
desert /ˈdezət/ n.  沙漠，荒漠
66
	
▫sail /seɪl/ v.  （乘船）航行
66
climate /ˈklaɪmɪt/ n.  气候
67
inside /ɪnˈsaɪd/ adv.  在（建筑物、房间）内
67
publish /ˈpʌblɪʃ/ v.  出版
68
green fingers  高超的种植技能
68
	* sunflower /ˈsʌnˌflaʊə/ n.  向日葵
68
expert /ˈekspɜːt/ adj.  内行的，专家的
68
branch /brɑːntʃ/ n.  树枝
68
	
▫rent /rent/ v.  租用，租借
69
	
▫rooftop /ˈruːftɒp/ n.  屋顶
69
	* thistle /ˈθɪs(ə)l/ n.  蓟
69
limited /ˈlɪmɪtɪd/ adj.  有限的
70
benefit /ˈbenɪfɪt/ n.  好处，益处
70
	
▫herb /hɜːb/ n.  （用于调味）香草
71
	
▫pleasant /ˈplez(ə)nt/ adj.  令人愉快的
71
	
▫flavour /ˈfleɪvə/ n.  味，味道
71
energy /ˈenədʒi/ n.  力量，活力
71
system /ˈsɪstəm/ n.  系统
71
Vocabulary
114
A
	
▫accommodation /əˌkɒməˈdeɪʃ(ə)n/ n.  住处， 
工作场所
53
acquire /əˈkwaɪə/ v.  获得，得到
39
actually /ˈæktʃuəli/ adv.  事实上，实际上
21
addition /əˈdɪʃ(ə)n/ n.  增加物，添加物
19
admire /ədˈmaɪə/ v.  钦佩，赞美，羡慕
32
advance /ədˈvɑːns/ n.  进步，进展
38
adventure /ədˈventʃə/ n.  历险（经历），奇遇
37
after all  毕竟，终究
57
agriculture /ˈæɡrɪˌkʌltʃə/ n.  农业
63
aim /eɪm/ v.  力求达到
31
	* airsick /ˈeəˌsɪk/ adj.  晕机的
14
alarm /əˈlɑːm/ n.  警报器；闹钟
15
amazing /əˈmeɪzɪŋ/ adj.  惊人的，了不起的
51
annual /ˈænjuəl/ adj.  一年一度的，每年的
50
anxious /ˈæŋkʃəs/ adj.  焦虑的，不安的
42
apartment /əˈpɑːtmənt/ n.  一套住房，公寓套房18
apologise /əˈpɒlədʒaɪz/ v.  道歉
31
apply /əˈplaɪ/ v.  申请
7
	
▫appointed /əˈpɔɪntɪd/ adj.  约定的，指定的
46
approach /əˈprəʊtʃ/ v.  走近，靠近
27
argue /ˈɑːɡjuː/ v.  争论，争辩
6
	
▫ashamed /əˈʃeɪmd/ adj.  感到不好意思的， 
难为情的
47
assume /əˈsjuːm/ v.  假定，假设，认为
27
athlete /ˈæθliːt/ n.  运动员，田径运动员
33
Atlantic /ətˈlæntɪk/ adj.  大西洋的
50
	
▫atmosphere /ˈætməsfɪə/ n.  气氛，氛围，环境
47
author /ˈɔːθə/ n.  作者，作家
2
authority /ɔːˈθɒrɪti/ n.  当权，权力
54
award /əˈwɔːd/ n.  奖，奖赏
8
aware /əˈweə/ adj.  意识到的，明白的
24
B
badminton /ˈbædmɪntən/ n.  羽毛球
6
band /bænd/ n.  乐队，乐团
6
	
▫barrier /ˈbæriə/ n.  障碍，壁垒
66
base /beɪs/ v.  以……为基础
24
	
▫basin /ˈbeɪs(ə)n/ n.  盆地，低洼地
66
	
▫bathwater /ˈbɑːθˌwɔːtə/ n.  浴水，洗澡水
39
be aware of  意识到，察觉到
24
	
▫beard /bɪəd/ n.  胡须
30
	
▫beauty /ˈbjuːti/ n.  美，美丽
65
behavior /bɪˈheɪvjə/ n.  举止，行为
15
benefit /ˈbenɪfɪt/ n.  好处，益处
70
	
▫bitterly /ˈbɪtəli/ adv.  痛苦地，愤恨地
47
boot /buːt/ n.  靴子
21
branch /brɑːntʃ/ n.  树枝
68
brave the elements  不顾天气恶劣，冒着风雨
56
breathe /briːð/ v.  呼吸
3
	* breathtaking /ˈbreθˌteɪkɪŋ/ adj.  令人惊叹的
57
burn down  烧毁
15
burn up  烧毁，烧尽
15
115
Vocabulary
butterflies in one’s stomach  情绪紧张， 
心里发慌
3
	* butterfly /ˈbʌtəflaɪ/ n.  蝴蝶
3
button /ˈbʌtn/ n.  按钮
56
C
calm /kɑːm/ adj.  镇静的，沉着的
3
	
▫camel /ˈkæm(ə)l/ n.  骆驼
66
campus /ˈkæmpəs/ n.  校园
1
	* canyon /ˈkænjən/ n.  峡谷
66
	* capitalized /ˈkæpɪtlaɪzd/ adj.  大写的
15
	* capture /ˈkæptʃə/ v.  （用文字或图片）记录， 
捕捉
57
	
▫career /kəˈrɪə/ n.  职业，事业
27
	* carsick /ˈkɑːˌsɪk/ adj.  晕车的
14
	* caterpillar /ˈkætəˌpɪlə/ n.  毛虫（蝴蝶等昆虫的 
幼虫）
51
challenge /ˈtʃæləndʒ/ n.  挑战
3
	
▫channel /ˈtʃænl/ n.  海峡
66
	* chap /tʃæp/ n.  小伙子，家伙
44
character /ˈkærɪktə/ n.  （书、剧本、电影等中的）
人物，角色
26
charity /ˈtʃærɪti/ n.  慈善机构，慈善团体
49
chat /tʃæt/ n.  闲谈，聊天
27
	
▫cheek /tʃiːk/ n.  面颊，脸颊
30
	
▫chemical /ˈkemɪk(ə)l/ n.  化学品
51
	* chum /tʃʌm/ n.  好朋友
44
	* cigar /sɪˈɡɑː/ n.  雪茄烟
46
click /klɪk/ v.  点击（鼠标）
39
climate /ˈklaɪmɪt/ n.  气候
67
	
▫collection /kəˈlekʃ(ə)n/ n.  （一批）收藏品
3
come across  偶然发现
17
	
▫comfort /ˈkʌmfət/ n.  安慰，慰藉
42
comment /ˈkɒment/ n.  评论
20
committee /kəˈmɪti/ n.  委员会
12
	* completion /kəmˈpliːʃ(ə)n/ n.  完成，结束
62
concentrate /ˈkɒns(ə)ntreɪt/ v.  专注，专心
57
confident /ˈkɒnfɪd(ə)nt/ adj.  有信心的，自信的 4
	
▫confusing /kənˈfjuːzɪŋ/ adj.  令人困惑的
15
	
▫consumer /kənˈsjuːmə/ n.  消费者
65
contact /ˈkɒntækt/ v.  联系，联络
17
contain /kənˈteɪn/ v.  包含，含有
32
context /ˈkɒntekst/ n.  上下文，语境
18
	
▫correspond /ˌkɒrɪˈspɒnd/ v.  通信
45
court /kɔːt/ n.  法院，法庭
27
crash /kræʃ/ v.  暴跌
51
creative /kriˈeɪtɪv/ adj.  创造（性）的
16
creativity /ˌkriːeɪˈtɪvɪti/ n.  创造性，创造力
15
	
▫creature /ˈkriːtʃə/ n.  生物，动物
51
	* criminal /ˈkrɪmɪn(ə)l/ n.  罪犯
39
	
▫crop /krɒp/ n.  庄稼，作物
63
curious /ˈkjʊəriəs/ adj.  好奇的
1
currently /ˈkʌrəntli/ adv.  现时，当前
29
	
▫curtain /ˈkɜːtn/ n.  （舞台上的）幕，帷幕
27
Vocabulary
116
D
	
▫debate /dɪˈbeɪt/ n.  讨论，辩论
6
deliver /dɪˈlɪvə/ v.  递送，传送
38
description /dɪˈskrɪpʃ(ə)n/ n.  描述，描写， 
叙述，形容
4
desert /ˈdezət/ n.  沙漠，荒漠
66
design /dɪˈzaɪn/ v.  设计
63
despite /dɪˈspaɪt/ prep.  尽管，虽然
33
	* destiny /ˈdestɪni/ n.  命运，天命
44
destroy /dɪˈstrɔɪ/ v.  破坏，毁掉
51
detail /ˈdiːteɪl/ n.  细节，细微之处
32
determine /dɪˈtɜːmɪn/ v.  测定，确定
50
diagram /ˈdaɪəɡræm/ n.  图解，示意图
40
digital /ˈdɪdʒɪtl/ adj.  数字的，数码的
39
	* dine /daɪn/ v.  进餐
44
dinosaur /ˈdaɪnəsɔː/ n.  恐龙
6
	
▫disqualify /dɪsˈkwɒlɪfaɪ/ v.  （因犯规而） 
取消……的资格
33
distance /ˈdɪstəns/ v.  使与……保持距离， 
撇清和……的关系
43
dolphin /ˈdɒlfɪn/ n.  海豚
6
downstairs /ˌdaʊnˈsteəz/ adv.  在楼下
21
downtown /ˌdaʊnˈtaʊn/ adj.  在城镇中心区的， 
在闹市区的
21
	
▫drag /dræɡ/ v.  拖，拉
44
	
▫drama /ˈdrɑːmə/ n.  戏剧
6
	
▫dynasty /ˈdɪnəsti/ n.  朝代
62
E
eagerness /ˈiːɡənəs/ n.  热切，渴望
2
	
▫eagle /ˈiːɡ(ə)l/ n.  鹰
57
effect /ɪˈfekt/ n.  影响，结果
52
	* eggplant /ˈeɡplɑːnt/ n.  茄子
14
element /ˈelɪmənt/ n.  基本部分，要素
56
	* elevator /ˈelɪveɪtə/ n.  电梯，升降机
18
enable /ɪˈneɪb(ə)l/ v.  使可能，使发生
39
	
▫encounter /ɪnˈkaʊntə/ n.  意外的相遇，邂逅
57
energy /ˈenədʒi/ n.  力量，活力
71
engine /ˈendʒɪn/ n.  发动机，引擎
3
	
▫enormously /ɪˈnɔːməsli/ adv.  非常，极其
33
entire /ɪnˈtaɪə/ adj.  全部的，整个的
33
entrance /ˈentrəns/ n.  大门（口），入口（处）
21
error /ˈerə/ n.  错误，谬误
21
event /ɪˈvent/ n.  活动（指演出、体育比赛、 
聚会等）
31
eventually /ɪˈventʃuəli/ adv.  终于，最终
51
	* excerpt /ˈeksɜːpt/ n.  摘录，节录
45
exchange /ɪksˈtʃeɪndʒ/ v.  交流（信息、想法等） 12
exit /ˈeɡzɪt/ n.  出口
21
expert /ˈekspɜːt/ adj.  内行的，专家的
68
explore /ɪkˈsplɔː/ v.  考察，探险
2
extra /ˈekstrə/ adj.  额外的，另外的
32
117
Vocabulary
F
facility /fəˈsɪlɪti/ n.  设施
1
familiar /fəˈmɪliə/ adj.  熟悉的
37
feature /ˈfiːtʃə/ n.  （报纸或杂志的）特写
32
figure /ˈfɪɡə/ v.  认为，以为
9
file /faɪl/ n.  档案，文件
59
flat /flæt/ n.  一套住房，公寓套房
18
	
▫flavour /ˈfleɪvə/ n.  味，味道
71
flow chart  流程图，作业图
52
focus /ˈfəʊkəs/ v.  （把……）集中（于）
27
	
▫forever /fərˈevə/ adv.  永远
37
former /ˈfɔːmə/ adj.  从前的
9
	* fortune /ˈfɔːtʃ(ə)n/ n.  大笔的钱，巨款
44
	* forum /ˈfɔːrəm/ n.  （因特网上的）论坛，讨论区20
forward /ˈfɔːwəd/ adv.  向前
11
	
▫found /faʊnd/ v.  创立，创建
55
	
▫freeze /friːz/ v.  突然停止，呆住
57
frightened /ˈfraɪtnd/ adj.  受惊的，害怕的
9
	
▫frog /frɒɡ/ n.  蛙，青蛙
21
	
▫frost /frɒst/ n.  霜
62
G
	
▫gain /ɡeɪn/ v.  获得，赢得
7
gap /ɡæp/ n.  差距，差别
28
gas /ɡæs/ n.  汽油
18
generation /ˌdʒenəˈreɪʃ(ə)n/ n.  一代（人）
28
	* generosity /ˌdʒenəˈrɒsɪti/ n.  慷慨，大方
42
go all out  全力以赴，竭尽全力
9
goods /ɡʊdz/ n.  商品
39
graduate /ˈɡrædʒueɪt/ v.  毕业
9
	
▫gram /ɡræm/ n.  克
42
	
▫grand /ɡrænd/ adj.  宏伟的，壮丽的
66
green fingers  高超的种植技能
68
gym /dʒɪm/ n.  体育馆，健身房
6
H
	
▫ham /hæm/ n.  火腿
14
	
▫harm /hɑːm/ v.  伤害，损害
63
	
▫harmony /ˈhɑːməni/ n.  融洽相处，和谐
63
have a frog in one’s throat  （尤因喉咙痛） 
说话困难
21
	
▫herb /hɜːb/ n.  （用于调味）香草
71
	* highway /ˈhaɪweɪ/ n.  公路
18
	* hint /hɪnt/ n.  有益的建议
8
hold your horses  慢点，别急
54
	* homesick /ˈhəʊmˌsɪk/ adj.  想家的
14
	* humour /ˈhjuːmə/ n.  幽默感
42
	* hustle /ˈhʌs(ə)l/ v.  拼命干，努力干
45
I
	
▫idiom /ˈɪdiəm/ n.  习语，成语
54
ignore /ɪɡˈnɔː/ v.  忽视，不理
27
Vocabulary
118
illustrate /ˈɪləstreɪt/ v.  （举例）说明，阐明
40
image /ˈɪmɪdʒ/ n.  图像，影像
57
impact /ˈɪmpækt/ n.  作用，影响
31
impression /ɪmˈpreʃ(ə)n/ n.  印象，感想
1
	
▫impressive /ɪmˈpresɪv/ adj.  令人钦佩的， 
给人深刻印象的
1
improve /ɪmˈpruːv/ v.  改善，改进
12
in panic  惊慌地
3
in particular  尤其，特别
9
in the lead  领先
32
indeed /ɪnˈdiːd/ adv.  当然，确实（用于强调 
陈述或回答）
35
individual /ˌɪndɪˈvɪdʒuəl/ adj.  独特的， 
与众不同的（一般含褒义）
32
informal /ɪnˈfɔːm(ə)l/ adj.  （书写或言谈） 
非正式的
22
	
▫inner /ˈɪnə/ adj.  （想法或情感）未表达出来的， 
隐藏的，内心的
6
insect /ˈɪnsekt/ n.  昆虫
3
inside /ɪnˈsaɪd/ adv.  在（建筑物、房间）内
67
inspiring /ɪnˈspaɪərɪŋ/ adj.  鼓舞人心的， 
启发灵感的
41
intelligent /ɪnˈtelɪdʒ(ə)nt/ adj.  有智慧的，聪明的 6
intend /ɪnˈtend/ v.  计划，打算
22
	
▫investigate /ɪnˈvestɪɡeɪt/ v.  查明，调查
6
issue /ˈɪʃuː/ n.  （尤指社会或政治方面的）议题； 
争论的问题
31
J
	
▫jaw /dʒɔː/ n.  下巴，下颌
30
jogging /ˈdʒɒɡɪŋ/ n.  慢跑锻炼
30
journal /ˈdʒɜːnl/ n.  日记，日志
11
judge /dʒʌdʒ/ v.  认为，判断
32
junior /ˈdʒuːniə/ adj.  低年级的
11
K
kill two birds with one stone  一举两得， 
一箭双雕
54
L
	
▫lawyer /ˈlɔːjə/ n.  律师
27
likely /ˈlaɪkli/ adj.  可能的，可能发生的
17
limited /ˈlɪmɪtɪd/ adj.  有限的
70
living /ˈlɪvɪŋ/ adj.  活的，活着的
66
location /ləʊˈkeɪʃ(ə)n/ n.  地点，位置
47
look forward to  （兴奋地）期待，盼望
11
lose track of  不了解……的情况，不了解…… 
的动态
38
M
maintain /meɪnˈteɪn/ v.  保持，维持
38
make one’s fortune  发财
44
material /məˈtɪəriəl/ n.  材料
65
measure /ˈmeʒə/ v.  量，测量
50
medal /ˈmedl/ n.  奖牌，勋章
33
119
Vocabulary
media /ˈmiːdiə/ n.  新闻媒体，传媒
32
memorise /ˈmeməraɪz/ v.  记住，熟记
11
memory /ˈmem(ə)ri/ n.  记忆，回忆
30
	* migrate /maɪˈɡreɪt/ v.  移栖，迁徙
50
	* migration /maɪˈɡreɪʃ(ə)n/ n.  迁徙
50
	
▫million /ˈmɪljən/ num.  许多，无数
33
	
▫mineral /ˈmɪn(ə)rəl/ n.  矿物，矿产
65
misadventure /ˌmɪsədˈventʃə/ n.  事故，灾难
20
moment /ˈməʊmənt/ n.  某一时刻
2
	* monarch /ˈmɒnək/ n.  君主，国王
50
monarch butterfly  黑脉金斑蝶
50
	* motorway /ˈməʊtəweɪ/ n.  高速公路
18
	* mystery /ˈmɪst(ə)ri/ n.  难以理解的事物，谜
51
N
narrow /ˈnærəʊ/ adj.  狭窄的，不宽的
66
nation /ˈneɪʃ(ə)n/ n.  国家
31
neat /niːt/ adj.  好的，令人愉快的
9
negative /ˈneɡətɪv/ adj.  消极的，负面的
21
nowadays /ˈnaʊədeɪz/ adv.  现今，现时
30
	* nudge /nʌdʒ/ n.  （通常用肘）轻推
3
O
	* observatory /əbˈzɜːvət(ə)ri/ n.  天文台，观象台 66
observe /əbˈzɜːv/ v.  庆祝，过（节日、生日等） 31
obviously /ˈɒbviəsli/ adv.  明显地，显而易见地 33
odd /ɒd/ adj.  奇特的，古怪的
21
one by one  依次地，一个接一个地
3
onto /ˈɒntə/ prep.  到……上，向……上， 
朝……上
32
opportunity /ˌɒpəˈtjuːnɪti/ n.  机会，时机
8
	
▫opposing /əˈpəʊzɪŋ/ adj.  （观点、意见等） 
相反的，相对立的
15
option /ˈɒpʃ(ə)n/ n.  选择，可选择的东西
27
ordinary /ˈɔːd(ə)nəri/ adj.  普通的，平常的
44
organise /ˈɔːɡənaɪz/ v.  组织
3
	* organism /ˈɔːɡənɪz(ə)m/ n.  生物，有机体
66
organization /ˌɔːɡənaɪˈzeɪʃ(ə)n/ n.  组织，团体， 
机构
17
	* orientation /ˌɔːriənˈteɪʃ(ə)n/ n.  （新工作或学习 
课程开始前一段时间的）培训，迎新
9
Orientation Day  迎新日
9
ought to  应该，应当
44
P
	
▫pack /pæk/ n.  小盒，小包
42
	
▫panic /ˈpænɪk/ n.  惊恐，惊慌
3
particular /pəˈtɪkjʊlə/ n.  细节
9
partner /ˈpɑːtnə/ n.  伙伴，搭档
45
	
▫passion /ˈpæʃ(ə)n/ n.  强烈的情感，激情
42
path /pɑːθ/ n.  小径，小道
57
	
▫patience /ˈpeɪʃ(ə)ns/ n.  耐心
42
per /pə/ prep.  每
56
per cent /pəˈsent/ n.  百分比
51
Vocabulary
120
performance /pəˈfɔːməns/ n.  （工作或活动中的） 
表现
12
personality /ˌpɜːsəˈnælɪti/ n.  个性，性格
47
petrol /ˈpetrəl/ n.  汽油
18
	
▫photographer /fəˈtɒɡrəfə/ n.  摄影师
56
	* photography /fəˈtɒɡrəfi/ n.  摄影
6
piano /piˈænəʊ/ n.  钢琴
6
	* pine /paɪn/ n.  松树
14
	* pineapple /ˈpaɪnæp(ə)l/ n.  菠萝
14
	
▫plain /pleɪn/ adj.  简单的，朴素的
46
	
▫platform /ˈplætfɔːm/ n.  高台，平台
66
	
▫pleasant /ˈplez(ə)nt/ adj.  令人愉快的
71
pm /ˌpiːˈem/  下午
6
position /pəˈzɪʃ(ə)n/ n.  位置
50
positive /ˈpɒzɪtɪv/ adj.  好的，积极的
33
poster /ˈpəʊstə/ n.  海报
6
postpone /pəʊsˈpəʊn/ v.  使（事件、行动等） 
延期，推迟
43
	
▫pot /pɒt/ n.  锅
42
	
▫pour /pɔː/ v.  灌，注，倒
42
powerful /ˈpaʊəf(ə)l/ adj.  强有力的， 
有影响（感染）力的
32
prefer /prɪˈfɜː/ v.  更喜欢
38
pressure /ˈpreʃə/ n.  压力
3
prevent /prɪˈvent/ v.  阻挡，防止
63
	
▫priority /praɪˈɒrɪti/ n.  优先处理的事，当务之急 65
professional /prəˈfeʃ(ə)nəl/ adj.  职业的， 
专业的
27
	
▫professor /prəˈfesə/ n.  教授
50
	* proposition /ˌprɒpəˈzɪʃ(ə)n/ n.  事业，生意
45
prove /pruːv/ v.  证明，证实
40
publish /ˈpʌblɪʃ/ v.  出版
68
Q
quality /ˈkwɒlɪti/ n.  素质，品德
42
R
rain cats and dogs  下倾盆大雨
54
	
▫rainbow /ˈreɪnbəʊ/ n.  彩虹
9
range /reɪndʒ/ n.  一系列
31
rate /reɪt/ v.  对……作评估，评价
12
rather /ˈrɑːðə/ adv.  相当，颇
20
reaction /riˈækʃ(ə)n/ n.  （对某一情形或事件的） 
反应
58
recognise /ˈrekəɡnaɪz/ v.  认识，辨认出
24
recover /rɪˈkʌvə/ v.  （从糟糕经历中）恢复
56
	* reef /riːf/ n.  礁
66
refer /rɪˈfɜː/ v.  参考，查阅
10
refer to  参考，查阅
10
reflect /rɪˈflekt/ v.  显示，反映
15
region /ˈriːdʒ(ə)n/ n.  地区，区域
62
regularly /ˈreɡjʊləli/ adv.  经常
29
121
Vocabulary
remind /rɪˈmaɪnd/ v.  提醒，使……想起
20
	
▫rent /rent/ v.  租用，租借
69
replace /rɪˈpleɪs/ v.  以……替换，更换
65
resource /rɪˈzɔːs/ n.  资料，（教学）资源
20
respect /rɪˈspekt/ v.  尊敬，敬重
27
responsible /rɪˈspɒnsɪb(ə)l/ adj.  （对事故、 
错误、罪行等）负有责任的，应承担责任的
29
	
▫rooftop /ˈruːftɒp/ n.  屋顶
69
S
	
▫sail /seɪl/ v.  （乘船）航行
66
	
▫saying /ˈseɪ-ɪŋ/ n.  格言，谚语，警句
39
	* scar /skɑː/ n.  伤疤
44
scene /siːn/ n.  场景
46
schedule /ˈʃedjuːl/ n.  计划表，进度表，日程表
7
	
▫sculpt /skʌlpt/ v.  雕刻，雕塑
14
	
▫sculpture /ˈskʌlptʃə/ n.  雕像，雕刻品， 
雕塑作品
14
	* seasick /ˈsiːˌsɪk/ adj.  晕船的
14
section /ˈsekʃ(ə)n/ n.  区域
21
seek /siːk/ v.  寻找，寻求
50
select /səˈlekt/ v.  挑选，选择
9
senior /ˈsiːniə/ adj.  （地位、水平或级别）高的， 
高级的
1
senior high  高中
1
series /ˈsɪəriːz/ n.  系列比赛
32
settle /ˈsetl/ v.  和解，结束（争论）
32
settle for  勉强接受，将就
32
shallow /ˈʃæləʊ/ adj.  浅的
63
sharp /ʃɑːp/ adj.  敏锐的，聪明的
6
sheet /ʃiːt/ n.  （冰或水等的）一大片
62
shock /ʃɒk/ n.  吃惊，震惊
56
	* sigh /saɪ/ n.  叹气，叹息（尤因厌烦、失望、 
疲倦等）
27
sight /saɪt/ n.  看到，看见
9
significantly /sɪɡˈnɪfɪkəntli/ adv.  重大地， 
显著地
38
site /saɪt/ n.  网站
39
	
▫skateboarding /ˈskeɪtbɔːdɪŋ/ n.  滑板运动
11
skin /skɪn/ n.  皮肤
30
	
▫slice /slaɪs/ n.  片，薄片
42
slim /slɪm/ adj.  苗条的，修长的
30
social media  社交媒体
38
	
▫soil /sɔɪl/ n.  土壤
63
solution /səˈluːʃ(ə)n/ n.  解决，解决方法
51
somehow /ˈsʌmhaʊ/ adv.  用某种方法， 
不知怎的
35
source /sɔːs/ n.  来源，出处
55
specific /spəˈsɪfɪk/ adj.  具体的，特定的
10
stage /steɪdʒ/ n.  舞台
6
	
▫stare /steə/ v.  凝视，盯着看
57
	* staunch /stɔːntʃ/ adj.  坚定的，忠实可靠的
45
	* steep /stiːp/ adj.  陡的，陡峭的
63
strength /streŋθ/ n.  强烈程度
31
Vocabulary
122
stress /stres/ n.  重音，重读
31
	
▫strike /straɪk/ v.  划（火柴）
46
	
▫structure /ˈstrʌktʃə/ n.  结构，构造，组织
66
struggle /ˈstrʌɡ(ə)l/ v.  奋斗，拼搏
11
studio /ˈstjuːdiəʊ/ n.  （音乐）录音室
27
style /staɪl/ n.  风格
32
	
▫subscribe /səbˈskraɪb/ v.  订阅（报纸或杂志）
8
subway /ˈsʌbweɪ/ n.  地铁
18
	
▫suit /suːt/ v.  适合
27
summary /ˈsʌməri/ n.  总结，概要
32
	* sunflower /ˈsʌnˌflaʊə/ n.  向日葵
68
	
▫surroundings /səˈraʊndɪŋz/ n.  周围的事物， 
环境
47
survive /səˈvaɪv/ v.  活下来，幸存
51
system /ˈsɪstəm/ n.  系统
71
T
talent /ˈtælənt/ n.  天赋，才能
27
teenager /ˈtiːneɪdʒə/ n.  青少年，十几岁的孩子 
（13 到19 岁之间的孩子）
41
tend /tend/ v.  易于做某事，往往会发生某事
39
	* terrace /ˈterɪs/ n.  梯田
62
thanks to  归功于……，多亏……
38
the elements  天气（尤指坏天气）
56
theme /θiːm/ n.  主题
31
therefore /ˈðeəfɔː/ adv.  因此，由此
62
	* thistle /ˈθɪs(ə)l/ n.  蓟
69
	* throat /θrəʊt/ n.  喉咙，咽喉
21
throughout /θruːˈaʊt/ prep.  在整个期间， 
自始至终
33
throw the baby out with the bathwater   
不分良莠一起抛弃
39
	
▫thunder /ˈθʌndə/ v.  打雷
66
title /ˈtaɪtl/ n.  题目，标题
14
topic /ˈtɒpɪk/ n.  话题，论题
6
track /træk/ n.  跑道
32
tradition /trəˈdɪʃ(ə)n/ n.  传统
1
	* triathlon /traɪˈæθlən/ n.  铁人三项运动
32
	* tunnel /ˈtʌnl/ n.  隧道
66
turn up  （意外地或终于）出现
45
type /taɪp/ n.  类型，种类
17
typically /ˈtɪpɪkli/ adv.  一般，通常
32
U
unfamiliar /ˌʌnfəˈmɪliə/ adj.  不熟悉的， 
不了解的
17
	
▫unfold /ʌnˈfəʊld/ v.  （卷着的东西）展开，打开 47
unique /juːˈniːk/ adj.  独一无二的，独特的
15
	
▫unusual /ʌnˈjuːʒuəl/ adj.  异常的，不平常的
39
update /ˈʌpdeɪt/ n.  最新消息
39
V
	
▫valley /ˈvæli/ n.  谷，山谷
66
	* vapour /ˈveɪpə/ n.  蒸气
63
123
Vocabulary
variety /vəˈraɪəti/ n.  多样化，变化
56
various /ˈveəriəs/ adj.  各种各样的，各种不同的 7
view /vjuː/ n.  （一次）观看
9
	
▫visible /ˈvɪzɪb(ə)l/ adj.  看得见的，可见的
15
volunteer /ˌvɒlənˈtɪə/ n.  志愿者，义务工作者， 
自愿参加者
7
W
	* waterfall /ˈwɔːtəfɔːl/ n.  瀑布
66
whale /weɪl/ n.  鲸
50
when the cat’s away (the mice will play)   
猫儿不在，老鼠作怪（指管事的不在，下面的 
人玩个痛快）
54
	* wicked /ˈwɪkɪd/ adj.  缺德的，邪恶的；很棒的， 
极好的
21
wi-fi /ˈwaɪ faɪ/ n.  无线网络，无线上网
38
wind up  给（机械）上发条；使（活动、 
会议等）结束
15
	
▫wrap /ræp/ v.  包，裹
62
Names and places
124
NAMES
Lisa /ˈliːzə/  莉萨
9
Osborne /ˈɒzbən/  奥斯本
9
Maya Angelou /ˈmaɪə ˈændʒəluː/  玛雅·安吉罗 9
Sarah /ˈseərə/  萨拉
11
Yancy /ˈjænsi/  扬西
21
Maggie /ˈmæɡi/  玛吉
21
Sophie /ˈsəʊfi/  索菲
21
Julien /ˈdʒuːliən/  朱利恩
21
Adam /ˈædəm/  亚当
29
Sally /ˈsæli/  萨莉
29
Penny /ˈpeni/  彭妮
30
Anna /ˈænə/  安娜
30
Alice /ˈælɪs/  艾丽斯
31
Alistair Brownlee /ˈælɪstə ˈbraʊnli/  阿利斯泰
尔·布朗利
32
Jonny /ˈdʒɒni/  乔尼
32
Stuart /stjʊət/  斯图尔特
36
Bob /bɒb/  鲍勃
36
Aristotle /ˈærɪstɒtl/  亚里士多德
39
Lucy /ˈluːsi/  露西
41
Andy /ˈændi/  安迪
43
Clara /ˈkleərə/  克拉拉
43
Matt /mæt/  马特
43
O. Henry /əʊ ˈhenri/  欧·亨利
44
William Sydney Porter /ˈwɪljəm ˈsɪdni ˈpɔːtə(r)/   
威廉·悉尼·波特
44
Joe /dʒəʊ/  乔
44
Brady /ˈbreɪdi/  布雷迪
44
Jimmy Wells /ˈdʒɪmi welz/  吉米·韦尔斯
44
Eli Shlizerman /ˈiːlaɪ ˈʃlɪzəmən/  伊莱·史利 
泽曼
50
David Waters /ˈdeɪvɪd ˈwɔːtəz/  戴维·沃特斯
53
Kay Silverman /keɪ ˈsɪlvəmən/  凯·西尔弗曼
53
Emma /ˈemə/  埃玛
66
Jane /dʒeɪn/  简
66
PLACES
New York /ˌnjuː ˈjɔːk/  纽约（美国城市）
9
Manchester /ˈmæntʃɪstə(r)/  曼彻斯特（英国 
城市）
21
Austria /ˈɒstriə/  奥地利（国家）
25
Mexico /ˈmeksɪkəʊ/  墨西哥（国家）
32
San Diego /ˌsæn diˈeɪɡəʊ/  圣迭戈（美国城市） 43
Chicago /ʃɪˈkɑːɡəʊ/  芝加哥（美国城市）
46
California /ˌkælɪˈfɔːnjə/  加利福尼亚（美国州名） 50
Netherlands /ˈneðələndz/  荷兰（国家）
53
South Africa /ˈæfrɪkə/  南非（国家）
53
Zambia /ˈzæmbiə/  赞比亚（国家）
53
Victoria /vɪkˈtɔːriə/ Falls  维多利亚瀑布
53
Vienna /viˈenə/  维也纳（奥地利首都）
55
Venice /ˈvenɪs/  威尼斯（意大利城市）
61
Myanmar /ˈmjænmɑː(r)/  缅甸（国家）
61
125
Names and places
Guangxi Zhuang Autonomous /ɔːˈtɒnəməs/ 
Region  广西壮族自治区（中国自治区名）
64
the Great Barrier Reef  大堡礁
66
Colorado /ˌkɒləˈrɑːdəʊ/ River Basin  科罗拉多 
河流域
66
Grand Canyon /ˈkænjən/  科罗拉多大峡谷
66
Zimbabwe /zɪmˈbɑːbweɪ/  津巴布韦（国家）
66
English Channel /ˈtʃænəl/  英吉利海峡
66
France /frɑːns/  法国（国家）
66
Turpan /tʊəˈpɑːn/  吐鲁番（中国城市）
66
the Arctic /ˈɑːktɪk/  北极地区
67
Denmark /ˈdenmɑːk/  丹麦（国家）
67
Norway /ˈnɔːweɪ/  挪威（国家）
67
Iceland /ˈaɪslənd/  冰岛（国家）
67
Sweden /ˈswiːd(ə)n/  瑞典（国家）
67
Finland /ˈfɪnlənd/  芬兰（国家）
67
Junior high school language knowledge overview
Giving personal information
My name is Li Fang.
I’m Chinese.
I’m 13 years old.
I’m in Class 4.
Talking about family members
Liz is Tony’s aunt.
Mike and Helen are Tony’s cousins.
These are my parents.
My mother is an English teacher.
Talking about school
There are six buildings in our school.
The library is on the left of the playground.
There are 30 students in my class.
Each lesson lasts for 45 minutes.
Talking about healthy food
Too much chocolate isn’t good for you.
Too much sugar is bad for you.
Carrots are good for your eyes.
Meat and fish are healthy food.
Talking about daily routines
I go to school on weekdays.
I get up at half past seven.
We have Chinese at eight o’clock.
I go to bed at ten o’clock.
Describing animals
The tiger lives in Asia.
It likes water and is good at swimming.
The panda eats about 30 kilos of bamboo a day.
It’s black and white.
Describing a process
First, open a new document.
Next, write your homework in the new document.
Finally, click “print” and “OK”.
Inviting and describing birthday parties
Would you like to come to my birthday party?
Yes, I’d love to.
We eat birthday cake.
We sometimes give birthday cards.
Finding out what belongs to whom
Whose bag is this?
Is the football Tony’s?
Are these crayons yours?
They’re mine.
Asking and answering about abilities
What can you do?
Can you cook?
Yes, I can. / No, I can’t.
Can Daming speak Chinese?
Describing the future
Everyone will study at home.
We won’t travel by bus or bike any more.
Maybe there’ll be traffic jams in the air.
Talking about going shopping
I’d like to buy a T-shirt for my mum.
May I try it on?
There’s a sale on today.
How much are they?
Asking for, giving and following directions
Can you tell me the way to Wangfujing Dajie?
Go along the street and turn left at the third street on 
the left.
Is there a bookshop near here?
Take the Underground to the Olympic Sports Centre.
Talking about people’s lives
Mark Twain was born in 1835 in Missouri.
He left school and began work at the age of 12.
Later he got work on a boat.
He became famous in the 1860s. 
Talking about a holiday journey in the past
I went there two years ago and enjoyed it a lot.
We went to Disneyland.
We stayed there for two days.
Yesterday we went to the Louvre Museum.
Giving suggestions
We should always speak English in class.
Why not write down our mistakes in our notebooks?
How about listening to the radio?
Why don’t we try to find some English pen friends?
Part I Functions
Junior high school language knowledge overview
126
Making comparisons
Ours is a bit bigger.
We have more students here.
People live longer than they did in the past.
But people don’t take as much exercise as they used to.
The cheapest way is by coach.
Talking about intentions
I want to see the Peking Opera.
I hope to understand more next time.
I want to go to Xinjiang and ride horses.
Telling a story
Once upon a time, there was a little girl called 
Goldilocks.
First, she tried the big chair.
Finally, she tried the small chair.
Suddenly a white rabbit with pink eyes ran by.
Then she saw the Cheshire Cat.
Talking about what was happening at a 
specific time
While the lights were changing to red, a car suddenly 
appeared round the corner. 
When the accident happened, I was walking along 
the street.
I was trying to pick it up when it bit me again.
Talking about population
The population of China is about 1.39 billion.
China has a population of about 1.39 billion.
That’s almost one fifth of the world’s population.
It was a city with 200,000 people.
Describing the weather
It’s really cold today.
It’s between minus eight and minus two degrees.
Most Decembers are wet and rainy.
We have cold winters and hot summers.
Describing customs
In China, we open a gift later.
You’d better not have your hair cut during the Spring 
Festival month.
In England, you usually drink tea with milk.
In some places, it isn’t polite to look at people when 
you talk.
Talking about safety and first aid
Make sure he’s warm.
Cover him with a coat.
Stay away from windows and heavy furniture.
Do not stand near street lights or under power lines.
Describing feelings and impressions
It looks lovely.
It smells too strong and it tastes a bit sour.
I can’t tell you how excited I am about going to China!
He’s really friendly and kind.
What a beautiful city!
Asking and answering questions about 
experiences
Have you ever won any prizes before?
Yes, I have. / No, I haven’t.
I’ve never visited the US.
They have been to many interesting places.
I’m having a wonderful time in Beijing.
Talking about recent events
I’ve just made a model spaceship for our school 
project.
We have not found life on any other planets yet.
They have just received a message from one of our 
spaceships.
Talking about healthy living
Stop eating fast food and have breakfast every day.
Don’t play computer games too much.
It is important for you to get about eight hours’ sleep 
at night.
You should exercise for at least half an hour each day.
Talking about hobbies
I collect coins and notes.
I like playing volleyball, too.
He enjoys playing music as well as listening to it.
My hobby is reading.
Talking about future plans and activities
I’m leaving at the end of July.
I’m going to stay there for four weeks.
I’ll finish my high school education here.
I want to become an English teacher!
127
Junior high school language knowledge overview
Junior high school language knowledge overview
Talking about travelling
I’m having a wonderful time here in Zhangjiajie.
We’ll be back home next week!
We toured the city by bus and by taxi.
We flew directly to Hong Kong.
It was great fun!
Asking for information
Could you explain what happened then?
Do you know why she treats you like that?
Can I take a message?
Talking about memories
When I was four years old, I sat close to the radio in 
the living room.
As I grew older, my interest in radio grew.
This was how my first real job in radio began.
I first appeared on TV at the age of 13.
Describing the location and size of places 
It runs for several hundred metres on the eastern coast 
of Northern Ireland.
It is in the north of China.
The Grand Canyon was not just big.
Giving reasons
She’s my hero because she’s one of the best table 
tennis players in the world.
She trained hard, so she became a great player later.
He wrote books so that they could learn about how he 
treated the sick.
Talking about rules
Don’t cross that rope.
No shouting, please!
You must be careful of falling stones.
You mustn’t walk too close to the edge of the hill path.
Talking about books and writers
We’re still influenced by Confucius’s ideas.
The Adventures of Tom Sawyer is a great book.
Today, it is still read and loved by people all over 
the world.
It is thought to be one of the greatest American stories.
Plato was a great thinker and writer.
Describing a country
The Australians have a close relationship with the British.
The foods that Australians like most are ham and beef 
with lots of salad.
They love all sports, but the game that they like most is 
Australian football.
Australians speak English, but in their own way.
Measuring
The size of the photo that you take should be 9 cm × 
13 cm.
It’s about 1,700 metres wide and 100 metres high.
Talking about meals and eating customs
In some Western countries, lunch is usually eaten at 
about 1 pm.
Knives and forks are used for most Western food.
It is not polite if you leave as soon as you finish eating.
When the food is served, you should wait until you’re 
invited to eat.
Describing language
I think Chinese will be more and more popular in 
the future.
It is now the common language for international travel.
English has borrowed many words from other 
languages.
128
Consonants
Symbol
Keyword
p
pen
b
back
t
ten
d
day
k
keyboard
ɡ
get
f
fat
v
visit
θ
thing
ð
then
s
soup
z
zoo
ʃ
shop
ʒ
usually
h
hot
tʃ
chair
dʒ
job
m
some
n
sun
ŋ
spring
w
war
l
let
r
red
j
year
Vowels
Symbol
Keyword
short
ɪ
bit
e
desk
æ
cat
ɒ
dog
ʌ
cut
ʊ
put
ə
about
i
happy
u
actual
long
iː
bean
ɑː
father
ɔː
four
uː
pool
ɜː
bird
diphthongs
eɪ
make
aɪ
lie
ɔɪ
boy
əʊ
home
aʊ
now
ɪə
idea
eə
chair
ʊə
tour
( I )
Part II Pronunciation guide
129
Junior high school language knowledge overview
Junior high school language knowledge overview
/iː/
green
he   
me   
meet
/i/
busy   
country
family
happy
/ɪ/
big   
live   
sit   
trip
/e/
desk
let   
pen   
red  
/æ/
at   
bag   
cat   
lab  
/ə/
about
America
teacher
mother
/ɜː/
bird   
girl   
shirt   
thirty
/ʌ/
luck
much
mum   
sun
/ɑː/
card 
farm 
park
start
/ɒ/
box   
dog   
hot   
job
/ɔː/
forty
important  morning   sport
/ʊ/
book
cook
football
good 
/uː/
cool
food
room
tooth
/eɪ/
cake   
date   
game   
name
/aɪ/
fine   
like   
nice   
time
/ɔɪ/
boy   
enjoy   
join
/əʊ/
close   
home   
open   
those
/aʊ/
brown
down   
how   
now
/ɪə/
dear   
hear   
near   
year
/eə/
chair
share
their   
where
/ʊə/
tour
/p/
help   
map   
pen   
put
/b/
bean   
bear   
bit   
bus
/t/
cut   
let   
tall   
tea
/d/
dad   
desk   
good   
hand
/k/
back
chick   
kilo   
kind
/ɡ/
bag   
egg   
girl   
green
/f/
Africa 
family
father
friend
/v/
five   
have   
very   
visit
/θ/
thank 
thing 
think
thirty
/ð/
brother
mother
that
then
/s/
sale
see
send   
sit
/z/
eggs   
is
labs   
these  
/ʃ/
fish   
shall   
she   
wash
/ʒ/
usually
/h/
home 
house 
how 
hurry
/r/
read   
red   
rice   
run
/tʃ/
chair 
check
search
such
/dʒ/
January 
job
join 
juice
/tr/
travel
train
tree
trip
/dr/
draw   
drink   
drive   
driver
/ts/
gets 
lots   
meets   
parents
/dz/
cards  
sends  
weekends
words
/m/
home 
make
meat
time
/n/
can
name
now
run
/ŋ/
coming
eating
standing
talking
/l/
call   
leave   
luck   
wall
/w/
what   
when   
where
which
/j/
year   
yes   
you   
your
( II )
130
后  记
为了在高中英语学科教育中全面贯彻党的教育方针，落实立德树人根
本任务，外语教学与研究出版社以党的十九大精神为指引，组织专业团队，
在深入领会《普通高中英语课程标准（2017 年版）》精神的基础上，对 
《英语》（新标准）高中教材进行了全面修订。
在主编陈琳教授的指导下，副主编张连仲教授带领作者团队、编辑团
队和设计团队精心设计、反复打磨，确保全面落实党的教育方针，实现从
学科角度培养学生的核心素养，提升高中学生的英语应用能力和学习能力。
我们对整个团队的艰辛努力表示由衷的感谢。
此次修订得到了广大教研员和一线教师的无私帮助。他们丰富细致的
意见和建议，确保修订后的教材具有更为合理的内容和结构设计，更加贴
合一线教学需求。我们向各位可敬的教研员和老师致以诚挚的谢意。
此次修订也得到了英方编审专家和中外社会各界人士及组织的大力
支持。本册的英方编审专家是：Simon Greenall，Ingrid Wisniewska，
Carmel Reilly，Chris Rose，Robert Gott，Sharon Dalgleish，Melanie 
Guile，Geraldine Rudge，Andrew Einspruch。本册第二单元“背景激活”
部分的图表一和图表二由《华盛顿邮报》、图表三由《人民日报》提供。
美国作家Richard Lederer 先生提供了第二单元“主题理解”部分的文章
版权（Richard Lederer, Crazy English, Pocket Books 1998）。英国作家
Christine Mc Cafferty 女士提供了第六单元“主题理解”文章的部分内容。
他们的支持保证了教材的语言真实地道、内容鲜活多样。在此，我们一并
向他们表示真诚的感谢。
教材是学生学习与教师教学的重要内容和手段，是落实学科课程标准
的重要介质。时代在前进，教材的建设也将持续发展，教材编写工作是永
无止境的。我们热切期待修订后的《英语》（新标准）高中教材得到业内
专家持续指正，在未来的实践中亦将广泛征求使用者的意见，使之更加完
善，适应我国高中英语教育的不断发展，为学生继续学习英语和终身发展
打下良好基础，为培养具有中国情怀、国际视野和跨文化沟通能力的社会
主义建设者和接班人做出应有的贡献。
外语教学与研究出版社
2019 年3 月
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