普通高中教科书
第三册
选择性必修
普通高中教科书
第三册
选择性必修
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
基础教育出版分社：
地 址：北京市西三环北路19 号 外研社大厦 基础教育出版分社(100089)
咨询电话：(010)88819117/88819688
传 真：(010)88819423
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。
选择性必修课程教材与必修课程教材形成递进关系，进一步夯实基础，为学生的深度发展与进阶做好
准备，既适应今后高考的普遍要求，也能够适应学生今后人生和职业发展的语言需求。《英语》（新标准）
选择性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。
六、活动设计紧密围绕主题语境，更加突出综合技能的整合训练，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，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。
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；同时鼓励学生在学习过程中及时进行自我反思和评价，进一步提升自
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）高中选择性必修课程教材能够进一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
Integrated skills
P1
Face values
Video:
Peking Opera
masks
It’s all about me!
Subject clauses
Skin deep
Functions:
･Defining a topic
･Presenting ideas
･Concluding
Project: Adapting a book for the stage P73
P13
A life’s work
Video:
Cook Ding and
the ox
Life behind the lens
Predicative
clauses
The spirit of craftsmanship
Functions:
･Giving reasons
･Checking knowledge
Project: Creating a directory of traditional crafts P74
P25
War and peace
Video:
The war to end
all wars?
The D-Day landings
Subject-verb
agreement (1)
The road to peace
Functions:
･Expressing sympathy
･Talking about memories
Project: Giving a speech about war and peace P75
P37
A glimpse of the
future
Video:
Future or
fantasy?
Artificial intelligence: a
real threat?
Subject-verb
agreement (2)
The world of tomorrow
Functions:
･Expressing excitement
･Asking for confirmation
Project: Making a poster about a city of the future P76
P49
Learning from
nature
Video:
Lessons from
nature
Nature in architecture
Review: non-
finite forms as
subject, object
and predicative
Inspiration from animals
Functions:
･Talking about benefits
･Showing interest
Project: Making a short video on inspiration from nature P77
P61
Nature in words
Video:
Nature in
literature
First snow (adaptation)
Review: non-
finite forms
as attributive,
adverbial and
complement
Describing nature
Functions:
･Giving examples
･Giving explanations
Project: Giving a literary reading on nature P78
Appendices Learning aid P81 Vocabulary P119
Words and expressions P111 Names and places P128
Developing ideas
Presenting
ideas
Reading
Writing
The Hunchback of Notre-Dame
(adaptation)
Learning to learn:
Comparing and contrasting
characters in a narrative
Writing about a literary work
Recommending “the most beautiful
person you know”
Masters of time
Video:
The Forbidden City
Writing an expository essay
Learning to learn:
Expository essays
Debating whether or not one should
devote one’s life to one thing
Lianda: a place of passion,
belief and commitment
Learning to learn:
Similes and metaphors
Writing about a war hero
Giving a presentation on a
war-related topic
A boy’s best friend (excerpts)
Video:
Isaac Asimov and the
Three Laws of Robotics
Learning to learn:
Foreshadowing
Continuing a sci-fi story
Describing an ideal day in the future
Back to nature
Learning to learn:
Comparative essays
Writing about a lesson from
nature
Learning to learn:
Extended metaphors
Making a speech on the topic
“Nature is our best teacher”
Silent spring
Writing a poem about nature
Learning to learn:
Features of English poetry
Planning a book about nature
Reflection
同学们，欢迎大家继续《英语》（新标准）高中教材的学习！
经过必修课程教材的学习，大家已经打下了更为扎实的英语基础，达到了高中英语学业质量水
平一的要求。现在大家应根据升学或就业的需要，对自己的学习目标提出更高的要求。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。这
就是同学们在高中阶段学习英语的方向和目标。
要达到这个目标，需要大家的主观努力，也需要一套适应更高更广的语言学习需求的教材。《英
语》（新标准）高中选择性必修课程教材在延续了必修课程教材的基础上，为有升学要求或有个性化
发展需求的学生设计，在话题内容、语言理论、语言技能、跨文化意识、思维能力、学习能力等方
面，都提出了更高的要求，延伸出了如下特点：
一、作为必修课程教材的延续，选择性必修课程教材的话题选择更注意广度和深度，既关注话题的
现实意义，又关注语言学习的思想内涵，充分反映语言的发展和社会的进步，力求培养同学们
的文化意识和思维能力。
二、选择性必修课程教材具体语篇内容的选择将会引导大家进入英语语言学习的较高阶段。课文中
不但会出现更有挑战性的阅读篇章，同时还会根据每个单元的主题补充更多语篇供大家阅读并
赏析，提高语言水平和鉴赏能力。
三、思维方面，选择性必修课程教材对高阶思维做了更多要求，且对思维过程的启动、运行和开展
均做了更多的过程分解与清晰化设计，更强调基于同学们头脑中已有的内容及其再加工，与新
的语言和内容输入相结合，产生更丰富、更复杂的认知互动，深化思维发展活动。
四、在新课标规定的英语学习活动观的指导下，遵循“理解—发展—实践”的原则，对活动的要求
进一步提升，在“功能运用”板块中，将原有的词汇和听力部分整合成综合语言运用活动，通
过创设符合单元主题的话题，设计一系列首尾呼应、前后紧密关联的活动串，灵活融入听、说、
读、看、写等各项技能的训练，兼顾学习策略、功能和文化的引导与思考，帮助大家全方位提
升综合语言运用水平。
五、根据该阶段教学特点、教学内容和教学要求，充分遵循循序渐进的原则，强调对义务教育阶段
和高中必修阶段语言知识的复现、综合练习与重新认识，以形成内化的语用能力。
六、在呈现更为丰富多彩的文化现象的同时，更加强调中外文化对比，尤其是中国文化、中国故事、
中国传统价值观和世界问题的中国视角的介绍，让大家更好地理解文化异同，形成正确的文化
价值观和有利于国家、个人发展的跨文化态度与意识。
七、在单元学习的过程中帮助大家总结学习成果，发现问题并及时解决，最后通过对单元主题、语
言、文化思维等多方面提出问题，帮助大家写出自我反思日志，既完成了对学习目标、语言知
识和技能、思维品质、文化意识等维度的自我评价和总结，更显性体现了学习和思维的过程，
帮助大家进一步培养自主学习和反思总结的能力。
我们衷心希望，同学们能够通过学习本教材，了解到更加丰富的信息，在理解祖国文化、坚定
文化自信的同时，发展跨文化交流能力，更好地适应宽广的世界。愿《英语》（新标准）伴随同学们
度过有意义的高中时代！
致 同 学
U
N
I
T
1
Watch the video and answer the questions.
1 How many kinds of Peking Opera masks are
mentioned in the video? What do they
represent?
2 Which Peking Opera mask most suits your
personality? Why?
2
Look at the pictures and answer the questions.
1 What can you see in the three pictures?
2 What does each of the pictures tell you about
the characters?
3 What can you learn from the pictures?
Face values
Starting out
1
1
Read the facts about how satisfied
people around the world are with
their personal looks and answer the
questions.
1 Do you find any of the facts
surprising? Why?
2 Do you think one’s appearance is
important? Why?
2
Read the passage and find out what
attitude each person has towards
their looks.
• Over half of people are fairly satisfied
or completely satisfied with their
appearances.
• Teenagers are almost as satisfied with
their looks as older generations.
• Men and women are almost equal in
terms of how satisfied they are.
• People in Latin American countries
are the happiest with their looks.
• Japanese people are the most self-
critical, with over one in ten “not at
all satisfied”.
“Me”. It’s a small word with big meaning, and that
meaning is as individual to each of us as the way
we look. Through interviews, I was able to discover
what “me” means to other people, and how they
have learnt to appreciate the beauty in themselves.
Psychologist, Dr Hart
Jade, 24, accounting manager
1
As a song in Ugly Betty puts it, “It’s a pretty
person’s world”. I understand this more than
most, as I have always been plain-looking. I’m a
girl who’d love to look good. Well, who wouldn’t?
So, ever since I discovered selfie apps that could
remove my freckles, enlarge my eyes and even
slim my jawline, I have become addicted. I spend
hours every day editing my selfies, posting them
and eagerly checking my phone a hundred times
for comments. Each “like” boosts my confidence.
Dad thinks I am a narcissist, but what I say is that
my pictures aren’t hurting anyone, so who cares?
Dr Hart says:
2
Obsessive online photo editing indicates a lack
of self-confidence and a desire for attention.
However, the image Jade presents to obtain the
praise of others is false. People who pretend
to be someone they are not tend to misjudge
themselves.
ME!
It’s
all about
Understanding ideas
2
UNIT 1
Anthony, 21, college student
3
I never really cared about my appearance.
That’s why I could never understand my sister,
who has 17 lipsticks and can’t decide which
one to use every morning. I only used to have
five identical pairs of trousers and five identical
shirts. When I first moved into my dormitory at
college, this made my roommates quite confused
as they saw me in the same clothes day after
day. Last month they registered me for a TV
programme, A New You. It felt bizarre at first.
I didn’t like being reviewed from head to toe.
But I was surprised at how good I looked after
the makeover! For the first time in my life I saw
myself as a handsome and well-presented young
man. At that moment, I perceived that external
beauty isn’t totally worthless. It can be an
expression of our personalities, helping us make
a good and positive impression on others.
Dr Hart says:
4
It’s true that inner beauty is very important,
but external beauty shouldn’t be completely
overlooked. It plays a part in the image we
present to the world, and making an effort
with your appearance can leave a positive first
impression on others and boost your confidence.
Emma, 17, senior high school student
5
Ever since I was little, I’ve been larger than
other girls. For a long time, this really bothered
me. People would stare at me because I was
“big” and I hated the way I looked. My
anxiety drove me to try every means possible
to lose weight, including dieting and weight-
loss pills, but this brought me nothing but pain
and poor health. Everything changed when one
day I came across the success story of a plus-
size model, Tess Holliday. Although she’s larger
than most other models, she’s really attractive
and has the confidence to be herself – even
in an industry full of beauty stereotypes. Her
story changed my ideas about what it means to
be beautiful. I realised that my health, mental
and physical, is the most important thing. Now
I exercise a couple of times a week but just to
keep fit. I mean, isn’t it better that I’m large
and happy, instead of skinny and unhealthy?
Dr Hart says:
6
I completely agree with Emma – being healthy is
beautiful, and we should wear that beauty with
confidence. What I really admire is the way she
has acknowledged that good health not only
makes us more beautiful, but happier, too!
Face values
3
3
Choose the purpose of the passage and give your reasons.
1 To persuade people to edit their photos less.
2 To prove that external beauty is not the most important thing.
3 To show the true meaning of beauty.
4 To warn readers about the physical dangers of losing weight.
4
Organise information from the passage and complete the diagram.
Think Share
&
1 Do you agree that “It’s a pretty person’s world”? Why?
2 Has your understanding of the importance of appearance changed after reading
the passage? Why?
3 In addition to those methods mentioned in the passage, what other ways do you
think can make you become a better person?
4 Have you encountered any difficulties in understanding the main idea of this
passage? Share them with the class and ask for advice.
Now talk about which story or comment makes the greatest impression on you
and give your reasons.
It’s all about
ME!
Anthony
Statements:
• I was surprised at
5
.
• I perceived that
6
.
Dr Hart’s comment:
7
Emma
Statements:
• My attempts to lose weight
brought me
8
.
• A plus-size model
9
.
• I realised that
10
.
Dr Hart’s comment:
11
Jade
Statements:
• I want to
1 .
• I have become
2
.
• The positive comments
3
.
Dr Hart’s comment:
4
4
UNIT 1
1
Look at the sentences and answer the
questions. Sentences (a) and (c) are from the
reading passage.
Subject clauses
3
Write an introduction to Ma Xu based on the
profile. Use three or four subject clauses in
your introduction.
4
Think of another famous person and give an
introduction to the class. Use three or four
subject clauses in the introduction.
1 What is the role of the words in bold in each
sentence?
2 In sentence (a), what does “what” refer to?
3 What does “it” refer to in sentence (c)?
4 Why does the author choose to use sentences (a)
and (c) instead of sentences (b) and (d)?
Now look for more sentences with subject
clauses in the reading passage, and summarise
their uses in your own words.
2
Read the passage and choose the correct words.
It is a well-known fact that / what the faces some
people show to the world might be completely
different to their real personalities. For instance,
most comedians never cease to have smiles on their
faces and always sound cheerful because that’s
the nature of their work. From this, it’s impossible
to know what / where their true feelings are.
Smiles imply happiness, but remember – although
they might be laughing on the outside, they
might be weeping on the inside. That / How
others are feeling is not something that we should
make assumptions about, because it’s not always
obvious who is truly happy. What / That is certain
is that comedians often use comedy to help them
understand themselves and the world. In fact,
comedy is a very serious job indeed!
a … what I say is that my pictures aren’t
hurting anyone, so who cares?
b “That my pictures aren’t hurting anyone is
what I say, so who cares?”
c It’s true that inner beauty is very important…
d That inner beauty is very important is true…
Using language
Ma Xu
• Ma Xu became a military doctor in 1947.
She applied to become a paratrooper in
1961, but her first application failed because
there were no female paratroopers at that
time. Ma was only 1.53 metres tall and
weighed just 37.5 kg. But she learnt to
parachute by training hard in secret. After Ma
proved that she could jump as well as anyone
else, her application was successful.
• Ma is China’s first female paratrooper. She
completed over 140 parachute jumps over a
period of 20 years – the most of any female
paratrooper. She also set a national record as
the oldest enlisted woman to do a parachute
jump, at the age of 51.
• In 2018, Ma donated her entire life savings
to her home town in Mulan County. This
donation was to support local education and
public welfare.
Ma Xu is a famous paratrooper. What impress me
most are her courage, skill and determination...
Face values
5
Skin deep
5
Listen to the speech. Choose the title that best
describes the topic and give your reasons.
1 How to Hide Scars
2 Our True Self Lies Within
3 The Life Story of Dr Kleck
4 The Psychology of Sadness
6
Listen again and complete the fact sheet.
• Today, I’m going to talk about…
• The subject of this speech is…
• First / Next / Then…
• After that, …
• As you can see, …
• To sum up, …
The Scar Experiment
Now give a short introduction to the experiment
using the information in the fact sheet.
Basic facts
The researcher: Dr Robert Kleck
Year:
1
The procedure:
•
2 was drawn on each volunteer’s
face using Hollywood-style make-up.
• Dr Kleck showed the scars to the volunteers.
• He
3 the scars without the
volunteers’ knowing it.
• The volunteers went outside and noted how
people
4 .
• They thought that people were ruder to them,
and less kind. They thought people
5
the scars.
Findings
• The volunteers
6 others‘ behaviour
towards them.
• Who we are is in our heads, not
7 .
• If people choose to feel
8 , they will
actually feel that way.
Defining a topic
Presenting ideas
Concluding
7
Complete the boxes with the
expressions from the speech.
8
Work in pairs and discuss the questions.
1 What can you learn from the
Scar Experiment?
2 Does your appearance influence how
you feel inside?
6
UNIT 1
9
Read the descriptions and match them to the characters from
literature. Pay attention to the words in bold.
1 He is able to transform into various animals and objects. People
often regard him as frightful or monstrous, but in fact he is
just and righteous. When there’s danger, he never hesitates to
protect others.
2 She is small and her face is plain. Despite a difficult childhood,
she grows up to be an independent, determined and
generous young woman. She remains true to herself and never
loses hope, faith or dignity in her search for love and happiness.
3 He has the outward appearance of the King of the Beasts,
but he has a timid and sensitive character, which causes
him to believe he is a coward. However, he performs brave
actions even when he feels afraid, proving that he is in fact a
courageous individual.
10
Put the words in bold in Activity 9 into the boxes. Add any more
you can think of.
Appearance
Personality
11
Choose a character from literature and prepare a speech. Talk about
the character’s appearance and personality. Work in pairs and make
the speech to each other.
Now give feedback and talk about whether you have used the
words in this section properly in your speech.
4 He is a thin and bookish boy with untidy dark hair. He doesn’t
appear to be particularly tough and sometimes looks as if he lacks
confidence. In reality, he is brave and loyal, and always ready for
a dangerous challenge when it is necessary to do the right thing.
c Harry Potter
d Monkey King
b Cowardly Lion
a Jane Eyre
Face values
7
Developing ideas
Born in France in 1802, Victor
Hugo was a novelist, poet and
playwright and was part of the
Romantic Movement. Regarded as
one of France’s greatest writers, he is
celebrated as the “Shakespeare
of France”.
Hugo first found fame, as a poet,
when he was about 20 years old. Less
than ten years later, he published one
of his best-known works,
The Hunchback of Notre-Dame.
It was immediately a huge success
and is now considered a key work of
Romanticism. It remains one of his
most popular works today.
1 Why do you think Victor Hugo is
known as the “Shakespeare of
France”?
2 What do you know about
Romanticism? Do some research to
find out more about it.
2
Read the passage and find out why
Quasimodo rescued Esmeralda.
Published in 1831, The Hunchback of Notre-
Dame tells a tragic story of events in Paris.
Esmeralda’s beauty means that many men
fall in love with her. One such man sends the
hunchback Quasimodo to kidnap Esmeralda.
But Quasimodo fails and is captured and
tortured in public. Esmeralda hears his call
for water, and steps forwards out of mercy.
She offers Quasimodo a drink of water,
which saves him and also captures his heart.
When Esmeralda is later sentenced to death
for a crime she did not commit, Quasimodo
rescues her from an angry crowd outside the
Notre-Dame Cathedral. Esmeralda is safe
from execution as long as she stays inside the
cathedral...
1
Esmeralda and Quasimodo were still for
several moments, as they considered their
predicament in silence, she so graceful, he so
repulsive. Every moment Esmeralda discovered
some fresh defect in Quasimodo, as her glance
travelled from his knock knees to his hunched
back, from his hunched back to his single eye.
How anyone could be formed in such a way
was beyond her comprehension. Yet there was
so much melancholy and so much gentleness
spread over all this that she gradually adjusted
to it.
2
He was the first to break the silence. “So you
were telling me to return?”
3
She moved her head, and said, “Yes.”
4
He understood the motion of the head. “But!”
he said, as though hesitating whether to finish,
“I am – I am deaf.”
5
“Poor wretch!” exclaimed Esmeralda, with an
expression of heartfelt compassion.
6
He began to smile sadly.
1
Read the short introduction to Victor
Hugo and answer the questions.
8
UNIT 1
7
“You suppose that was all that I was missing,
do you not? Yes, I am deaf, that is the way I
am made. It is horrible, is it not, next to your
exquisite beauty!”
8
There lay in the accents of the unfortunate
man so significant an awareness of his sadness
that she had not the strength to utter a
syllable. In any case, he would not have heard
her. He continued:
9
“Never have I viewed my ugliness as at the
present moment. When I compare myself to
you, I feel an immense pity for myself, poor
unfortunate monster that I am! Be honest, to
you I must resemble some savage creature.
You, you are a ray of sunshine, a drop of dew,
a birdsong, whilst I am something terrible,
neither human nor beast. I don’t know what I
am, as I am coarser, more downtrodden, and
plainer than a pebble!”
10 Then he began to laugh, and that laugh was
the most heartbreaking sound in the world.
He continued:
11 “Yes, I am deaf, but you shall talk to me with
your hands as my master talks to me, and then
I shall quickly know your wishes from the
movement of your lips, from your expression.”
12 “Well!” she smiled, “Explain to me why you
rescued me.”
13 He watched her intently while she was speaking.
14 “I understand,” he replied. “You ask me why I
rescued you. You have forgotten an unfortunate
person who attempted to kidnap you one
night, this same person to whom you showed
kindness when he was being punished. A drop
of water and a little pity – that is more than I
can repay with my life. You have forgotten that
unfortunate soul, but he remembers it.”
15 She listened to him with profound tenderness.
A tear swam in the eye of Quasimodo, but
did not fall. He seemed to make it a point of
honour to keep it at bay.
( Adaptation from The Hunchback of Notre-Dame
by Victor Hugo )
Hunchback
The
ofNotre-Dame
Face values
9
Think Share
&
1 What does the sentence “A
tear swam in the eye of Quasimodo, but did
not fall” tell us about Quasimodo’s personality?
2 In what different ways do the two reading
passages in this unit raise our awareness of
physical appearance and personal qualities?
3 What difficulties might people like Quasimodo
face in the real world? How should people
treat them?
4 Predict what happens next. Share your ideas
with the class. Read the novel and check your
prediction.
3
Underline the sentences that describe Esmeralda and Quasimodo’s
appearances and feelings. Write a short paragraph to describe how
Esmeralda and Quasimodo see each other.
4
Work in groups. Give a talk about the character in the passage that makes
the greatest impression on you.
1 Organise your ideas by considering the questions.
• What is the character like?
• Has he / she experienced any emotional changes? If so, what changes are they?
• What can you learn from him / her?
2 Present your ideas in your group.
3 Collect all your group‘s ideas and present them to the class.
Now think about whether you can express yourself clearly or understand
others in the group talk, and what your strengths or weaknesses are,
compared to those of the others in your group.
When comparing and
contrasting characters in
a narrative, consider their
appearance, actions, and
motives. Appearance in
literature usually has meaning;
a character’s beauty and
ugliness is not accidental, as
it is in real life. It is also very
important to consider how
each character changes over
time, that is, to compare each
character to earlier versions
of themselves.
Learning to learn
Esmeralda in Quasimodo’s eyes
Quasimodo in Esmeralda’s eyes
Now work in pairs. Read the passage again and find out how Esmeralda’s
feelings towards Quasimodo changed. Share your answers with your partner.
10
UNIT 1
5
Read the introduction to the novel and answer the questions.
Writing about a literary work
This book by Oscar Wilde tells the story of Dorian Gray, a very handsome young
man who spends his life only concerned with his own pleasure, regardless of the
suffering he brings to others.
The story starts with young Dorian having his portrait painted. His friend Lord
Wotton talks about beauty and pleasure being the only important things in life.
Fascinated by his words, Dorian wishes he could remain young and good-looking
always, with his portrait growing old instead of him.
Soon afterwards, Dorian is surprised to find his wish has come true, after he meets
Sybil, an innocent actress who falls in love with him. Dorian heartlessly abandons
her just because she performs poorly one night. When he learns that Sybil has
killed herself, Dorian finds his face in the painting has taken on a cruel look.
He hides the painting away so that no one else may see it. For the next 18 years, Dorian engages in various
evil deeds, even murdering the painter of the portrait. But he never feels guilty about the harm he is doing.
His portrait ages and reveals his inner ugliness. One day, he suddenly comes to be fearful of his past crimes
and wants to start a new life. But his portrait remains the same and reminds him of everything he has
done. Feeling desperate, he tries to destroy the portrait with a knife, but it is he who is killed. His body is
discovered, old and awful, while his portrait is young and handsome once again.
In the story, what matters most to Dorian Gray is that he is good-looking, not that he has a good heart. He
sacrifices his true self in pursuit of physical beauty and pleasure, which leads to his destruction in the end.
1 What kind of person is Dorian Gray?
2 What message do you think the novel conveys?
6
Choose another literary work with a focus on physical appearances and personal qualities, such as
The Hunchback of Notre-Dame, and complete the notes.
General introduction:
Plot:
Central theme(s):
Now write about this literary work based on your notes.
7
Work in pairs. Make improvements to each other’s introductions and share them with the class.
Face values
11
1
Work in groups. Read the quote and discuss the questions.
1 What is your understanding of the quote?
2 What is your definition of “true beauty”?
3 What qualities should a “beautiful person” have?
2
Think of someone you want to recommend as “the most beautiful person you know”. Choose
someone you know and complete the table.
3
Work in groups. Discuss who is “the most beautiful person you know” and agree on the best
candidate. Use the information in Activity 2 to help you.
4
Prepare a short presentation. Consider the following：
1 the structure of your presentation
2 useful words, expressions and structures
5
Give your presentation and recommend your candidate to the class. Vote for the best presentation.
Name
Description of him / her
Appearance:
Personality:
Reasons to recommend him / her
A human being should be entirely beautiful: the face, the clothes, the mind,
the thoughts.
From Uncle Vanya by Anton Pavlovich Chekhov
Presenting ideas
Reflection
Write a reflection after completing this unit. Consider the following：
1 What is your understanding of true beauty?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
12
UNIT 1
A life’s work
1
Watch the video and answer the questions.
1 How did Cook Ding compare himself to
other cooks?
2 What lesson did Lord Wenhui learn from
Cook Ding?
2
Read the quotes and answer the questions.
1 What is your understanding of these quotes?
Pay special attention to “the price of
success”, “stay with problems longer” and “a
mere reed shaken in the wind”.
2 What qualities does each of these
quotes convey?
3 Which of these quotes is the most meaningful
to you? Give your reasons.
Starting out
Without craftsmanship,
inspiration is a mere reed
shaken in the wind.
Johannes Brahms
U
N
I
T
I know the price of
success: dedication,
hard work, and an
unremitting devotion to
the things you want to
see happen.
Frank Lloyd Wright
It’s not that I’m so smart,
it’s just that I stay with
problems longer.
Albert Einstein
13
1
Look at the photos and answer the
questions.
1 What differences are there between
these two photographers?
2 What do you think they each want to
show through their works?
3 What does the first picture tell you
about the photographer?
Now read the passage and check your
answers.
1
A white-haired old man riding an ordinary bicycle
around the streets of New York, always wearing
the same blue worker’s jacket and simple black
running shoes. If you saw him, you’d never think
there was anything remarkable about him. And yet
every member of New York’s wealthy high society
wanted nothing more than to pose for this man.
2
This ordinary-looking man was Bill Cunningham,
one of the most important American photographers
of the last 50 years.
3
What made Cunningham so great? It certainly
wasn’t the use of expensive, technologically-
advanced equipment. Cunningham always used
simple, relatively cheap cameras and took all
his pictures on the streets of New York, not in a
studio. Nor was it a wide range of contacts and
connections. Although he always knew where
fashionable parties and events were happening,
Cunningham liked to photograph ordinary
people in the poor Bronx as much as VIPs in rich
Manhattan. He found inspiration where others
could not, in simple, everyday scenes, such as a
Understanding ideas
Life
Behind
the Lens
14
UNIT 2
man buying oranges at the local grocery store,
or a woman riding home on the graffiti-
covered subway. These things were real, and
it was within their reality that Cunningham
saw both beauty and potential. Through his
fascination with what people were wearing,
and not who they were, he opened the doors
of fashion to everyone – fashion as he saw
it belonged to the people, not just to high
society and big brands.
4
Moreover, what made Cunningham great was
his devotion to photography, and the hours
and hours of sheer hard work he put into
his work. Cunningham would go out onto
the streets of New York each and every day,
regardless of the weather. He would even stay
outside in a storm, not coming back until he
knew he had the right photos. He hardly ever
took a day off and not once stayed home sick.
This devotion and hard work is what we see
reflected within his photos. This is what makes
them so special.
5
Although he was a world-famous fashion
photographer, Cunningham’s approach to
life was uncomplicated. He lived in a small
apartment with a shared washroom. A simple
restaurant was where he usually had the same
meal of sausages, eggs and coffee.
6
Cunningham never accepted the benefits
offered to him for being a fashion
photographer. He valued his integrity and
would not be bought by anyone, no matter
how many free clothes or flights to faraway
destinations he was offered. And if he went to
a celebrity party, he was there to work rather
than have fun. “Money’s the cheapest thing,”
he once said, then added: “... freedom is the
most expensive.” This lack of self-interest and
promotion kept Cunningham focused on his
craft, enabling him to capture New York’s
unique street style.
7
Cunningham’s passion for photography
lasted throughout his life. He was 87 when
he passed away, and had been working
right up until his last illness. Nothing ever
stopped him from getting the photo he
wanted. His hard work made him more
than a fashion photographer – he was a
“cultural anthropologist”, who we can thank
for recording the life of a whole city and its
people over half a century. Bill Cunningham
was an observer, and not one of the observed,
a worker not a star – and this was how he
wanted it.
A life’s work
15
2
Choose another suitable title for the passage and give your reasons.
1 Social Butterfly
2 Art and Devotion
3 Follower of Fashion
4 A Life in Photographs
3
Organise information from the passage and complete the diagram.
Think Share
&
1 What is your understanding of Bill Cunningham’s words
“Money’s the cheapest thing”?
2 Why is Bill Cunningham called a “cultural anthropologist”?
3 What can you learn from Bill Cunningham? Share your thoughts with the class.
4 What text types have you learnt about to help you describe people? If you were
to write about Bill Cunningham, which would you choose?
Now come up with five words or expressions to describe Bill Cunningham.
Give your reasons.
Bill Cunningham
Devotion to photography
• Regardless of the weather,
he would
4
.
• He wouldn’t come back
until
5
.
• He hardly ever
6
.
Beliefs about fashion
• Fashion is not restricted to
1
.
• It belongs to
2
.
• It is about what people are
wearing, not
3
.
Life philosophy
• He lived in
7
.
• He ate
8
.
• He never accepted
9
and valued
10
.
16
UNIT 2
Predicative clauses
1
Look at the sentences from the reading
passage and answer the questions.
3
Rewrite the underlined sentences using
predicative clauses.
4
Think of another artist and write about their
devotion to their art. Use predicative clauses
where appropriate.
2
Listen to the story of Ruth Bancroft and
complete the sentences with predicative
clauses. Listen again if necessary.
1 What form does the predicative take in
sentences (a) and (b)?
2 Why is “what” used in sentence (a) and
“where” used in sentence (b)?
3 What other words do you know that can lead
a predicative clause?
a This is what makes them so special.
b A simple restaurant was where he usually had
the same meal of sausages, eggs and coffee.
Mei Lanfang (1894 –1961)
Now look for more sentences with predicative
clauses in the reading passage, and summarise
their uses in your own words.
1 One reason why the garden is unique is
___________________________________
___________________________________.
2 Another reason for its uniqueness is
___________________________________
___________________________________.
3 The drought-resistant plants with thick,
fleshy leaves became _________________
___________________________________.
4 Although Walnut Creek was not _______
___________________________________
__________, Ruth managed to grow them
by much trial and error.
5 It seemed ___________________________
___________________________________
__________________________________.
Mei Lanfang was born into a family of Peking
and Kunqu Opera performers in 1894. At the
age of eight, he started training in Peking
Opera on a daily basis. When he was 17,
he kept a flock of pigeons and trained them
to fly high. Every day Mei watched them as
they flew, which helped him to develop the
expressive eye movements that were so crucial
to his art. His hard work and dedication made
him a leading artist in Peking Opera.
Mei was also an innovator. In addition to
new stage designs and singing styles, his
innovations in make-up and costume design
allowed for more vivid depictions of female
characters. This contributed greatly to the
development of Peking Opera.
Until he passed away
in 1961, Mei had
been performing and
encouraging the spread
of Peking Opera for
almost 60 years. This
lifelong devotion has
made him one of the
most celebrated Peking
Opera artists of all time.
Using language
A life’s work
17
The spirit of craftsmanship
8
Read the passage and answer the
questions.
7
Complete the boxes with the expressions from the
radio programme.
5
Listen to the radio programme and choose its
purpose.
1 To introduce famous traditional crafts to
the audience.
2 To raise the audience’s awareness of preserving
traditional crafts.
3 To replace traditional crafts with modern technology.
4 To tell the stories of some famous craftworkers.
6
Listen again and complete the table.
Traditional
crafts
• Clog making
•
1
Reasons for
their
dying out
•
2
has fallen.
• Substitutes are
3
and much cheaper, while the cost of
4
for craftworkers is high.
• The younger generation is
5
,
which can take years to master.
• What do you know about…?
• Did you know that…?
• One reason is simply that…
• Another factor is that…
Giving reasons
Checking knowledge
1 What is currently happening to
traditional crafts?
2 Why are people starting to engage
more with traditional crafts?
Traditional crafts have long been
disappearing from countries across
the world. With many crafts having
been, or about to be, lost forever,
people are beginning to grasp the
importance of preserving those that
remain. In fact, after a long period of
decline, traditional crafts have recently
undergone a renaissance. There is
greater public interest in old stories
and traditions, as well as a desire for
high-quality products. Such objects
are produced through a combination
of skill, respect for materials, devotion
to tradition, and focus on the task.
Craftsmanship speaks to the human
need for skilled and socially useful
work; the sort of work that can be
admired and valued by society.
Now work in pairs. Talk about how to keep
traditional crafts from dying out.
18
UNIT 2
11
Work in pairs. Talk about other people who show the spirit of craftsmanship using
the words and expressions in this section. Do further research if necessary.
9
Read the passage and answer the questions. Pay attention to the words and
expressions in bold.
Perseverance
Integrity
Innovation
Expertise
Now comment on each other’s performances in using the words and expressions
in this section.
1 What were the 23 scientists honoured for?
2 What challenges did they meet? How did they overcome them?
10
Put the expressions that show different qualities in Activity 9 into the boxes. Add
any more you can think of.
In October 1964, China exploded its first atomic bomb, marking a successful start of the
“two bombs, one satellite” project, in which more than 17,000 scientists and researchers
participated. Of those, 23 were awarded for their extraordinary contributions.
One of the 23 scientists was Deng Jiaxian, who was among the founders of China’s nuclear
programme. After coming back from the US, Deng devoted himself whole-heartedly to the
development of the “two bombs”. Spending years apart from his family and enduring the
extreme conditions of the Gobi desert, he refused to back down from his responsibilities
and kept on conducting scientific research. After the successful development of the atomic
bomb, he worked closely with Yu Min, another leading scientist at the cutting edge of nuclear
technology. Together, they thought outside the box and broke new ground, leading
to the breakthrough of the hydrogen bomb. This was a remarkable achievement by the
Chinese team of scientists, in such a short space of time.
Another respected scientist among the 23 award-winners was Qian Xuesen, who was
experienced in rocketry and highly accomplished in his field. He had been working
in the United States, where his crack hand at jet propulsion had won him acclaim.
However, he sought no fame and shunned the spotlight, returning to China with
great resolution. He played a key role in China’s missile and aviation programmes,
helping fast-track the development by decades.
The 23 scientists and many more like them overcame harsh conditions and dedicated much
of their lives to their work. Their expertise in science, perseverance, integrity and innovation
have inspired generations of scientific researchers to work towards a more powerful and
prosperous China.
Deng Jiaxian
Yu Min
Qian Xuesen
A life’s work
19
1
Watch the video and answer the questions.
1 Who was the Forbidden City built for?
2 When did it become home to the
Palace Museum?
3 How many works of art are there in the
Palace Museum?
4 What do you think makes the Palace
Museum unique in the world?
2
Look at the title and the pictures. Predict
what the passage is about.
1
In the quiet courtyards of Xi San Suo, behind
the high walls of the Forbidden City, time
ticks at its own pace. If it hadn’t been for a
three-episode documentary, outsiders would
never have known that the plainly-dressed
people working here are masters of their craft,
who have spent their lives restoring precious
antiques. Among these is the clock restoration
master, Wang Jin.
2
Walking through the seven crimson gates
towards his workplace, Wang Jin still regards
himself as an ordinary worker in the Palace
Museum, although now he is often stopped by
admirers wanting their photo taken with him.
Day in, day out, Mr Wang and his students
spend their time restoring clocks dating back
hundreds of years. But for quite some time,
he and his student Qi Haonan used to be the
only two people repairing timepieces in the
Palace Museum.
Now read the passage and check
your prediction.
Developing ideas
TIME
MASTERS
OF
20
UNIT 2
3
Qing emperors were very fond of clocks.
Therefore, in order to please them, foreign
envoys presented these emperors with the most
intricate and splendid timepieces. Today, the
Palace Museum has one of the most significant
collections of timepieces in the world, mainly
originating from Europe and China. With
objects ranging from small pocket watches to
clocks over one metre in height, each of these
requires its own unique method of restoration.
Given the complexity of the work and the lack
of necessary materials, this means that each
expert can work on a maximum of two large
pieces a year. But, through their painstaking
efforts, Mr Wang and his students do more than
repair the clocks – they bring them back to life.
4
The only sound to break the silence in Wang
Jin’s workshop is the chiming melody of the
repaired and polished clocks. To Wang Jin it is
the most beautiful music in the world. Now,
after eight months of endless adjustments, the
time has finally come for Mr Wang to wind up
the gigantic clocks that date back to the time
of Emperor Qianlong. The intricately fashioned
objects that have stood still for centuries
instantly come back to life: water flows, boats
sail, dogs bark, chickens flap their wings and a
woman starts to spin. It is a truly awe-inspiring
moment. It is suddenly clear that when the
clock masters say that “these antiques have
lives”, it is neither an exaggeration nor
a metaphor.
5
But, despite the combined work of several
generations of masters, it seems unlikely that the
restoration of the clocks will ever be complete.
Even if every clock in the Palace Museum were
restored, there would still be work to do, because
restoration would probably need to begin again
on the clocks that were repaired long ago. This
is a race against time that can never be won!
Nonetheless, Mr Wang remains optimistic about
the future of these timepieces. Following in the
footsteps of his own teacher all those years ago,
Mr Wang has now passed on his skills to the
new members, who will take on many of the
future repairs. What’s more, inspired to follow
in his father’s footsteps, Mr Wang’s son now has
also taken up repairing antique clocks. This new
generation of artisans will not only help preserve
traditional skills; the innovation they bring to
the craft will also ensure that the art of clock
repairing stands the test of time.
6
In today’s fast-paced world, the saying that “time
waits for no man” has never seemed more apt.
Yet inside the hidden courtyards of Xi San Suo,
there is something timeless about the way Mr
Wang and his colleagues sedately piece together
the past with skilful hands and modest hearts. It
is as if they have become one with their craft and
with the history of the country.
A life’s work
21
3
Match the questions to the paragraphs and find out the answers.
a Why is Wang Jin optimistic about the future of the timepieces in the Palace
Museum?
b Why is it painstaking for Wang Jin and his students to repair the collection of
timepieces in the Palace Museum?
c What has been done to the clocks that date back to the time of Emperor Qianlong?
d Who is Wang Jin and where does he work?
e What qualities do Wang Jin and his colleagues display in their work?
f What was special about Wang Jin and his student Qi Haonan?
Think Share
&
1 What is your understanding of the title,“Masters of Time”? What figure of speech
does the author use?
2 What is your understanding of the sentence, “This is a race against time that can never
be won”? Do you agree with this? Give your reasons.
3 What do Bill Cunningham and Wang Jin in the two reading passages in this unit have in common?
4 What can you do to help to pass on traditional skills and the spirit of craftsmanship?
4
Work in groups. Give a speech about the spirit of craftsmanship in the Palace
Museum.
1 Think about other masters in the Palace Museum. Then discuss the questions within
your group to prepare for your speech. Do further research if necessary.
• Who are the masters?
• What fields do they work in?
• What specific examples can you give of their work?
• What aspects of the spirit of craftsmanship are demonstrated through their work?
• How can you develop and display such spirit in daily life?
2 Organise your speech by completing the table.
Aspects of the spirit of
craftsmanship
Supporting examples
Conclusion
3 Give your speech to the class.
Now think about your performance in the speech. Vote for the most
convincing speech and ask the speaker to share some public speaking skills.
22
UNIT 2
5
Read the passage and answer the questions.
Writing an expository essay
An expository essay contains a fair and
balanced analysis of an event, a situation or
an idea. It commonly begins by clearly stating
what it aims to explain or analyse. The main
body comprises paragraphs with supporting
evidence and facts. It concludes by reviewing
the main theme of the essay in light of all the
evidence that has been presented.
Learning to learn
What do the Summer Palace, Yuanmingyuan and the
Chengde Mountain Resort all have in common? These
Qing-dynasty architectural marvels, along with many
others, were all built by members of the same
family – the Lei family.
For seven generations, the Lei family quietly dominated
imperial architecture. Their designs were admirable,
varying from grand buildings to public works, such as
roads and dams. So incredible was their skill that many
of their buildings survived earthquakes and remained
standing over hundreds of years.
The Lei family were also pioneering engineers, who
used a grid system to plan their projects in minute
detail. They took careful notes and made models of
their projects, many of which have survived to this day
and are registered as part of UNESCO’s Memory of
the World Programme.
In addition to their architectural achievements, the Lei
family showed diligence and humility. Each generation
conscientiously learnt their craft and undertook
ambitious projects, many of which took years to
complete. Yet they did not seek fame, and even
today, their great works are associated more with the
imperial court than with them.
With their remarkable skills, innovation, diligence and
humility, the Lei family leave behind their buildings
and the legacy that true craftwork is a treasure that
can last beyond a lifetime.
1 What is the passage about?
2 What qualities of the Lei family are mentioned? Find
examples in the passage to support your answers.
3 What is the conclusion of the passage?
Now write an expository essay.
Person:
Conclusion:
Qualities:
Examples:
6
Choose one person who
demonstrates the spirit of
craftsmanship and complete the
notes. Do further research
if necessary.
7
Work in pairs. Make improvements
to each other’s essays and share them
with the class. Consider how well
you have understood how to write
expository essays.
A life’s work
23
1
Read the two points of view and answer the questions.
1 What is James trying to express?
2 What is Ivy trying to express?
3 Which person do you agree with?
Write a reflection after completing this unit. Consider the following:
1 What is your understanding of the spirit of craftsmanship?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
Reflection
vs
I can’t understand why some people spend
their whole life doing just one thing.
I know these activities require time and effort
to do, but I’d rather try as many different
things as possible. I don‘t want to regret
things when I‘m old!
I admire those people who devote their
whole lives to one thing. Not only have
they mastered their skills, but they have also
mastered their lives! I hope that I can dedicate
myself to, and one day master, a craft.
James
Ivy
2
Work in groups and take sides. Think of arguments to support your point of
view and make notes.
3
Prepare for a debate. Consider the following:
1 the roles and responsibilities for each member of your group
2 your arguments, opening and summary
3 the opposing arguments you might face and how you can respond to them
4 useful words, expressions and structures
4
Team up with a group with the opposite point of view and hold a debate.
Presenting ideas
Point of view:
Arguments:
Supporting examples:
24
UNIT 2
U
N
I
T
War and peace
1
Watch the video and answer the questions.
1 Which wars are discussed in the video?
2 What was the deadliest conflict in human
history? How many people were killed?
2
Read the quotes about war and answer
the questions.
1 What is your understanding of the quotes?
2 Which of the quotes helps you to better
understand the nature of war? Give
your reasons.
3 What is your opinion on war? Come up with
three words or expressions to help express
your opinion.
There never was a good
war or a bad peace.
Benjamin Franklin
The supreme art of war
is to beat the enemy
without fighting.
Sunzi
A good soldier is not
violent. A good fighter
is not angry. A good
winner is not vengeful.
Laozi
Starting out
You cannot prevent and
prepare for war at the
same time.
Albert Einstein
25
1
Look at the picture and the map
and answer the questions.
1
By spring 1944, the Second World War had been raging
across the globe for about five years. But along the south
coast of England, something unusual was happening:
Allied troops made up mainly of British, Canadian and
American soldiers were gathering in large numbers. This
marked one of the final stages of a top-secret operation
that had been months, perhaps years, in the planning.
Code-named “Operation Overlord”, it was the largest
combined sea, air and land operation in history, the
aim being to free north-west Europe from German
occupation. After waiting for the perfect combination
of weather, moon and tides, the date for the start of
Operation Overlord was set for 6 June.
2
An order issued by Supreme Allied Commander General
Eisenhower to the troops read: “Your task will not be
an easy one. Your enemy is well trained, well equipped
and battle-hardened… But this is the year 1944… The
tide has turned! The free men of the world are marching
together to Victory! I have full confidence in your
courage, devotion to duty and skill in battle. We will
accept nothing less than full Victory!”
1 What do you think the picture and
the map show?
2 What do you expect to read about in
the passage? Share your ideas with
the class.
Now read the passage and check
your prediction.
English Channel
Normandy
FRANCE
UNITED KINGDOM
Understanding ideas
The
26
UNIT 3
3
With these words ringing in their ears, Allied
soldiers prepared for what would become
known as D-Day. At dawn on 6 June,
thousands landed by parachute behind enemy
lines in northern France. Meanwhile, thousands
more were journeying across the English
Channel to Normandy, protected by fighter
planes in the skies above them. Their objective
was clear: to reach the Normandy beaches
along about 80 kilometres of French coastline.
But even in the depths of war, few could have
been prepared for the violence and horror they
would experience there.
4
The fiercest fighting was at Omaha Beach. The
enemy were hiding, ready to attack the Allied
soldiers even before they reached land. Boats
were hit and men drowned, while those who
did make it to the beach faced heavy machine
gunfire. By mid-morning, hundreds lay dead in
the water and amongst the tanks on the beach.
One soldier recalled how he barely made it
with bombs falling all around him: “I was the
first one out. The seventh man was the next
one to get across the beach without being hit.
All the ones in between were hit. Two were
killed; three were injured. That’s how lucky
you had to be.”
5
But, despite the high cost in human life, the
D-Day landings were a success and were seen
widely as the beginning of the end of the
Second World War. By the end of August 1944,
the Allies had reached the River Seine, Paris was
liberated and the Germans had been removed
from north-west France. The Allied forces then
prepared to enter Germany, where they would
meet up with the Soviet military moving in
from the east.
6
Seventy years later, men who had fought on
D-Day gathered on both sides of the English
Channel, where people were coming together
for memorial ceremonies. As part of this
solemn and moving occasion, a former soldier
read out to the crowd these lines from the
poem For the Fallen, by Laurence Binyon:
They shall grow not old, as we that are left
grow old:
Age shall not weary them, nor the years
condemn.
At the going down of the sun and in the
morning
We will remember them.
7
Survivors of the D-Day landings continue
to meet to remember the fellow soldiers and
friends they lost that day. Although each year
they are fewer in number, their outstanding
acts of courage mean that we will always
remember them – as well as those who lost
their lives on the beaches of northern France.
War and peace
27
2
Match the main ideas to the paragraphs and give your reasons.
The outcome of the operation
The background information of the operation
The severe casualties on Omaha Beach
The everlasting memory of the soldiers’ brave actions
The initial stage of the operation
The order issued by the Supreme Allied Commander before the operation
The 70th anniversary of the D-Day landings
3
Organise information from the passage and complete the fact file.
Think Share
&
1 What is the historical significance of the D-Day landings?
2 What is your understanding of the poem For the Fallen?
3 How can you use the language you have learnt to describe another event during the
Second World War? Share your ideas with the class.
Date: Place:
Aim of the operation:
Supreme Allied Commander:
Timeline of the operation:
Spring 1944
Allied troops
6 June 1944
Start of
• dawn: thousands of troops were journeying across
• mid-morning: hundreds of soldiers
August 1944
The Allies liberated Paris and the Germans
Outcome of the operation:
The D-Day landings
Now think about how the author of the passage presents historical facts to a
powerful effect.
28
UNIT 3
Subject-verb agreement (1)
1
Look at the sentences from the reading
passage and answer the questions.
3
Complete the film review with the correct
form of the verbs in brackets.
4
Write a short review of a film you have
seen on the theme of war. Pay attention to
subject-verb agreement.
2
Correct any mistakes in these sentences or put
a
in the square brackets if they are correct.
1 In which sentence does the word “enemy”
refer to different members? Is it followed by a
singular verb or plural verb?
2 In which sentence does the word “enemy”
refer to a single unit? Is it followed by a
singular verb or plural verb? Do you know any
other similar nouns?
3 Is the word “people” usually followed by a
singular verb or plural verb? Do you know any
other similar nouns?
a Your enemy is well trained, well equipped
and battle-hardened...
b The enemy were hiding, ready to attack
the Allied soldiers...
c ... people were coming together for
memorial ceremonies.
1 Government troop have put down the uprising.
[troops]
2 The police is after him.
[ ]
3 The military are well-organised and prepared
to fight.
[ ]
4 All the machinery in this factory are made in
the US.
[ ]
5 The soldiers’ uniform look very smart. [ ]
6 The group was sent to rescue the missing pilot.
[ ]
7 Politics are the study of the ways in which
countries are governed.
[ ]
Now look for more sentences following this
rule in the reading passage, and summarise
the use of subject-verb agreement in your
own words.
Saving Private Ryan is a
film directed by Steven
Spielberg. The two main
characters are Captain John
Miller, played by Tom Hanks,
and Private James Ryan,
played by Matt Damon.
James Ryan is the fourth son
in his family to be sent to fight in the Second
World War. The enemy 1_____________ (kill)
his three brothers. Their heart-broken mother
receives the news about all her dead sons on
the same day. The US Army
2_____________
(decide) to find Ryan and bring him home.
A group of men are sent into the French
countryside to try to find the fourth brother.
The rescue team
3_____________ (be) led
by Captain Miller, a hero and survivor of the
Omaha Beach battle.
At the beginning of the film, the audience
4_____________ (be) thrown into an incredible
sequence of approximately 30 minutes,
depicting the landings in Normandy. They
see the full horror of war, and the chaos and
senseless waste of life.
Saving Private Ryan is an unforgettable
war film and, also, a story of courage and
sacrifice. It’s my favourite film and my family
5_____________ (love) watching it, too. The
message of the film is simple – we want peace;
we don’t want war.
Using language
War and peace
29
The road to peace
6
Listen again and complete the interviewer’s notes.
?
Did You Know
Among the many horrors inflicted on humanity by the Second World
War was the massive bombing of civilians, often referred to as “terror
bombing”. The purpose of doing this was to destroy the morale
of ordinary people and stop them from supporting the war effort.
The Japanese used terror bombing in China, especially in Chongqing,
which they bombed more than 200 times over the duration of five
and a half years (1938–1943), killing thousands of Chinese civilians.
Gao Li: 1_________________ years old; remembers the house 2_________________ and
saw 3________________
Gao Ming: 4_________________ years old; the first thing he remembers was
5_________________ ; went out on the street 6_________________ ; first felt
fascinated then 7_________________
Gao Li: happened on 8_________________ ; stayed in 9_________________ and waited for
10_________________ in there; house destroyed and 11_________________ killed
Gao Ming: felt sad but bombing didn’t destroy 12_________________
Gao Li: 13_________________ soldiers went to the front;
Chongqing became known as the 14_________________
Gao Ming: the air raid warning mourns
15_________________ , and reminds us to
16_________________
First memories of the Chongqing bombing?
The most terrible experience?
Influence of bombing?
Remembrance today?
5
Listen to the interview and answer the questions.
1 Who is being interviewed?
2 What is the relationship between the two interviewees?
3 What are they talking about?
30
UNIT 3
Liberia suffered two
1
from 1989 to 2003, causing half the
population to flee their homes, and the
economy to collapse.
We carried out this
2 to
monitor the
3
in Liberia.
We stabilised the
4 by:
• disarming combatants
• securing weapons and ammunition
The professionalism of our
5
has stabilised the situation.
Government authority has been
6
.
7
Complete the boxes with the expressions from the interview.
Expressing sympathy
Talking about memories
8
Read the introduction to UN peacekeeping and
answer the questions. Pay attention to the words
and expressions in bold.
The cruelty of war is reason enough to do everything
we can to prevent it. This is the motivation behind
the United Nation’s many peacekeeping missions.
Peacekeepers monitor the peace process in areas
that have experienced friction and civil wars, making
sure that previously warring parties keep to their
agreements. They work to disarm combatants and
to secure weapons and ammunition, removing them
from use. These measures aim to give stability to
conflict zones and allow governments to reestablish
authority. China is playing an increasingly important
role in UN peacekeeping and it has trained 8,000 troops
who are kept on standby for UN missions. Chinese
peacekeeping forces are highly-valued in conflict zones
and have received praise for their professionalism.
1 What is the significance of UN peacekeeping missions?
2 What role is China playing in UN peacekeeping?
9
Complete the fact file about UN‘s
peacekeeping mission in Liberia with
the correct form of the words and
expressions in Activity 8.
10
Work in pairs. Find out about
someone's experiences in war. Act out
an interview based on the information
you have found. Use the words and
expressions in this section.
Why we came
What we did
Why we are leaving
Now think about your performance in
this activity. How did you collect useful
information? Share your experience
with the class.
• I remember…
• That must be terrible for...
• The first thing I remember was…
• I can only imagine how it must have felt.
• I’ll never forget…
• I’m sorry to hear that.
• I feel sad for…
War and peace
31
Developing ideas
1
Look at the pictures and answer the questions.
1 What kind of university do you think it is?
What do you know about it?
2 How is it different from today’s universities?
Now read the passage and find out what is so
special about Lianda.
1
Throughout history, the great thinkers of the
world have often rather romantically referred
to their academic struggles as being like “war”.
However, for most of them, the “war” has been
purely symbolic. Real war is never romantic as
it brings suffering and immense challenges.
2
In 1937, the aggression of the Japanese
army brought disaster to China’s three great
universities: Peking University and Tsinghua
University were occupied by Japanese troops,
while Nankai University was completely
destroyed by bombing. To save their educational
and intellectual heritage, the three universities
joined together in Kunming as National
Southwest Associated University, otherwise
known as Lianda.
3
Professors and students alike in the three
universities made an epic journey over a
distance of more than 2,000 kilometres,
most of them on foot. Their bed was the
dusty road and their roof was the open
sky, often lit up by exploding Japanese
bombs. Conditions were little better once
they reached the remote and mountainous
south-west part of China. They had to live
in rough buildings, packed 40 to a room,
like sardines. There were dire shortages of
food, books, and equipment. Furthermore,
classes were frequently disrupted due to
fierce air attacks and often had to be held
before 10 am and after 4 pm.
4
However, despite the immense hardships
and the daunting challenges, it was right in
this place, over a period of eight long years,
that the nation’s intellectual heritage was not
only guarded but fortified by the passion and
belief of the worthy academics of Lianda.
It is no wonder that many, if not most,
of China’s leading scholars and scientists
emerged at Lianda, including the two Nobel
Prize-winning physicists, Yang Zhenning and
Li Zhengdao. “Lianda laid the foundation
for every achievement I have made,” Yang
recalled. He still remembers learning in a
temporary classroom that had no glass in the
windows. “On windy days, we had to hold
down the paper on the desk, which would
otherwise be blown away,” he said.
5
With the country at war, students at Lianda
were not going to shirk their duty. Driven by
a sense of commitment, a great many joined
the army to resist the Japanese invaders and
defend the honour of the nation. In fact,
Lianda provided the largest number of
student-soldiers from any campus in China.
Of the thousands of college students from
all over China who served as interpreters,
32
UNIT 3
prominent professors and talented
students, but also because of the school’s
strong spirit of perseverance and
dedication. In 2017, representatives from
Peking University, Tsinghua University,
Nankai University and Yunnan Normal
University gathered to commemorate the
80th anniversary of its founding.
7
More than eighty years on, the priceless
contribution of Lianda still needs to be
reaffirmed. It has become part of the
collective memory of the Chinese nation,
with its spirit as the blueprint for all
universities in China in the modern era.
one tenth were from Lianda, including the
well-known translators Zha Liangzheng
and Xu Yuanchong. Zha later depicted the
contributions of his peers in a poem:
Softly, on the hillside forgotten by all,
A misty rain falls in a gentle breeze;
There is no trace of the footprints of
history;
Where brave souls once stood, breathing
new life into the trees.
6
A product of the war, Lianda is now
physically gone. But it has become the
crowning glory of China’s modern
universities, not only because of its
LIANDA:
A PLACE OF PASSION,
BELIEF AND COMMITMENT
War and peace
33
2
Choose the ideas that are conveyed in the passage. Find evidence to support
your choices.
1 Lianda was the best university in Chinese history.
2 The story of Lianda shows Chinese intellectuals’ academic pursuit and patriotism.
3 Only under difficult circumstances can students succeed.
4 Lianda has nurtured many outstanding scholars.
5 Lianda was a great success only because it had prominent professors and gifted
students.
6 People today still admire the spirit of Lianda.
4
Work in groups. Give a talk about the spirit of Lianda.
1 Discuss the questions below.
• How can you describe the spirit of Lianda?
• What examples support your ideas?
• What can you learn from the story of Lianda?
2 Complete the diagram with your ideas and the examples that support them.
3 Give your talk to the class.
Now think about your performance in this activity. Did you actively participate and
contribute ideas?
3
Find out what figures of speech are used in the sentences and discuss how they
help to express the author’s emotions.
Think Share
&
1 What difficulties did the professors and
students of Lianda encounter? How did they deal with
these?
2 What is your understanding of the poem written by Zha
Liangzheng?
3 What contribution did Lianda make to the education
of the nation?
4 In what ways is the theme of war and peace presented
differently in the two reading passages in this unit?
Similes and metaphors are two commonly
used, but easy to confuse, figures of
speech. Similes compare and show
similarities in typically different things.
Similes usually use connecting words such
as like, as, so and resemble. For example,
He is as cool as a cucumber. Unlike similes,
metaphors make direct comparisons
without using connecting words. For
example, She has a heart of a lion.
Learning to learn
Lianda
1 Their bed was the dusty road and their roof was the open sky, …
2 They had to live in rough buildings, packed 40 to a room, like sardines.
Spirit: Supporting evidence:
Spirit: Supporting evidence:
...
34
UNIT 3
5
Read the introduction to Yang Jingyu and answer the questions.
Writing about a war hero
6
Work in groups. Talk about other war heroes and choose one to write about.
Organise your ideas by completing the notes below. Do more research if necessary.
Yang Jingyu, an anti-Japanese hero, was born in Henan Province in 1905. He joined the
Communist Party of China (CPC) in 1927. In 1937 Yang became leader of the North-east
Anti-Japanese United Army and fought a guerrilla war against the Japanese invaders.
In 1938, the Japanese army offered a large sum of money for Yang‘s head and a large
number of troops surrounded his men. In early 1940, facing a critical lack of supplies,
Yang decided to let his men break through in small groups, but his own section of 60
men was betrayed to the Japanese. After these men were killed, Yang fought on alone
for five days. He was eventually tracked down on 23 February by a large unit of Japanese
troops. He killed more than 20 Japanese soldiers before dying in a hail of machine gunfire.
When the Japanese cut open his body, they discovered only tree bark, cotton and grass
roots, but not a single grain of rice in his stomach.
Yang’s death was a huge blow to his loyal troops, but they turned sorrow into anger and
continued to fight fiercely against the invaders. After the People‘s Republic of China (PRC)
was established, Yang was reburied with full military honours, in Tonghua, Jilin Province.
1 Who was Yang Jingyu?
2 Why did Yang decide to let small groups of his men break through the encirclement?
3 What did the Japanese find when they killed Yang?
4 How would you describe Yang‘s spirit in your own words?
Now write an introduction to the war hero you chose.
7
Make improvements to each other’s writings and share them with the class.
Name of the person:
Background information:
Major events (in order):
Your opinion of this person:
Introduction
Main body
Conclusion
War and peace
35
1
Work in groups. Look at the pictures and answer the questions.
2
Think about the topics and complete the table. Add examples or details to
support your points. Do more research if necessary.
1 What can you see in each picture?
2 What do the pictures tell you about war?
Why people go to war
Effects of war on people
How we can maintain
peace around the world
3
Prepare a short presentation on one of the topics from Activity 2 or think of
another relevant topic. Consider the following:
1 the structure of your presentation
2 useful words, expressions and structures
4
Give your presentation to the class.
Presenting ideas
Write a reflection after completing this unit. Consider the following:
1 What is your understanding of war and peace?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
Reflection
36
UNIT 3
A glimpse of the future
U
N
I
T
READY
PLAYER
ONE
2
Look at the pictures and answer the questions.
1 Have you watched any of these films? What
stories do they tell about the future of our world?
2 Do you think the events in these films could come
true? What do you think the world will be like in
the future?
1
Watch the video and answer the questions.
1 What predictions about the future were
made? Were they correct?
2 What is your understanding of “the future
has unlimited possibilities”?
Starting out
37
1
Read the facts about AI and answer
the questions.
2
Read the passage to see if it changes
your opinion on the future of AI. If
so, in what ways?
Milestones in Artificial Intelligence (AI)
1 What can you learn from the timeline?
2 Are you concerned about developments
in AI? Why or why not?
3 How do you think AI will develop in the
future?
In the words of Professor Stephen Hawking, artificial
intelligence will be “either the best, or the worst
thing, ever to happen to humanity”. Technology of
Tomorrow Forum wants to hear your thoughts on
AI. Is it our greatest human achievement so far?
Or is it the biggest threat to our existence?
Millenniumbutterfly
1
Thanks to AI, I’ve got my own super-smart
personal assistant built into my phone. She always
has an immediate answer for any question I put to
her, and even uses my answers to learn more about
my preferences. It used to feel like 50 per cent of
my time was spent researching new restaurants. In
contrast, my PA only needs a few seconds to find
the right place. Every recommendation she gives
me is great since she can predict if I will like a
particular restaurant.
2
And speaking of hanging out, I’m hoping that self-
driving cars are available soon. I’ve
been taking driving lessons
for over a year, and still
haven’t got my licence.
Self-driving cars can
learn to drive in the
same way that we
do, and can make
judgements based
on information.
And as they won’t
be susceptible
to human error,
they’ll certainly be
Mathematician and logician,
Alan Turing devised the
Turing Test, a test on the
ability of machines to show
human-like intelligence.
Computer scientist, John
McCarthy coined the term
“artificial intelligence”.
Shakey, the first mobile
robot able to make decisions
according to reason, was
completed.
The Electrolux Trilobite, the
first robotic vacuum cleaner
designed for home use, went
on sale.
AlphaGo became the first
computer program to beat a
human professional Go player.
AlphaGo Zero beat the
previous version of AlphaGo
by 100 games to nil.
Understanding ideas
A REAL THREAT?
38
UNIT 4
a lot safer. The only thing is that there might be a few machine-learning
problems when the first cars hit the market, so perhaps I’d better learn to
drive first. Still, I do think that developments in AI will on the whole make
doing day-to-day things a lot easier.
Popkid
3
The technology you’re using and enjoying today is a basic form of AI
which can’t think independently without programming. Of course, it could
be very useful to have a more advanced form of AI – a truly independent
form of artificial intelligence, capable of exercising its own judgement,
could help us solve many of the world’s problems. But have you ever
thought about the risks? After all, why would an independent form of AI
need to consider the opinions and desires of humans? We could be seen as
a “small” inconvenience that’s in the way of a solution to a bigger problem.
If we’re lucky, AI might think we’re valuable enough to keep around. If
not, it might wipe us all out!
4
Even if that doesn’t happen, there are other risks. Millenniumbutterfly,
you say how great it would be to have self-driving cars, but what about all
the taxi drivers who would lose their jobs? They would just be among the
first victims of AI. Nearly every job is potentially at risk in the long run.
Even journalists are now being replaced with technology that can write
basic news reports. As it is, almost 50 per cent of US jobs are at risk from
automation in the next 20 years.
5
The truth is that none of us is prepared for the challenges
of AI.
Pink_haze
6
Machine learning is something we have come to accept
as a part of our modern world. I believe most of the value
of AI lies in its capacity to analyse and interpret vast
amounts of data, which means it can even solve problems
that are too challenging for human experts.
7
But while super-intelligent AI could be the biggest leap
forward in human history, if it goes wrong or falls into
the wrong hands, it could also be the most dangerous.
However, AI is not going to go away. We have no choice
but to embrace it and regulate it. One thing I think we all
agree on, though, is that saying “My AI did it!” won’t be
any excuse for illegal or immoral behaviour!
A glimpse of the future
39
3
Read the opinions and match them to the persons. Talk about the opinion you
agree with.
Think Share
&
1 What did Stephen Hawking mean when he said that AI will be
“either the best, or the worst thing, ever to happen to humanity”?
2 Do you use AI in your daily life? What other roles can AI play in people’s lives?
3 How does the diagram help you better understand the passage?
4
Organise information from the passage and complete the diagram.
Millenniumbutterfly
I admit that more advanced AI could be helpful in
solving the world’s problems, but there is a high level of
risk involved.
I can’t understand why some people worry so much. I
hope more breakthroughs in AI will be made soon, so that
we can enjoy more and more convenience.
Now come up with more ideas for each point of view and share them with
the class.
We all need to learn to live with AI technology whether we
like it or are concerned about it. We cannot stop the march
of progress.
AI is a real
threat.
• AI might wipe out human beings.
•
4
•
5
if it falls into the wrong hands.
• AI can help us save time.
•
1
•
2
•
3 ,
including those too challenging for
human experts.
AI is a real
achievement.
Popkid
Pink_haze
40
UNIT 4
Subject-verb agreement (2)
1
Look at the sentences from the reading passage and
answer the questions.
3
Complete the description according to
the charts, paying attention to subject-
verb agreement.
4
Describe another planet for the
future, paying attention to subject-
verb agreement.
1 Why is 50 per cent singular in sentence (a) but plural
in sentence (c)?
2 What are the subjects in sentences (b) and (d)?
Are they singular or plural?
Now look for more sentences following this rule
in the reading passage, and summarise the use of
subject-verb agreement in your own words.
2
Complete the passage by choosing the singular or
plural form.
a … 50 per cent of my time was spent researching
new restaurants.
b Every recommendation she gives me is great…
c … almost 50 per cent of US jobs are at risk from
automation in the next 20 years.
d … none of us is prepared for the challenges of AI.
Nowadays, there are many companies offering services
in the domain of genetic testing for children’s talents.
A large number of clients have / has been attracted to
it. They are parents, eager to know what talents their
children may have in the future, even though they may
still be in kindergarten. The process is simple. Every
child provide / provides a small sample of blood or
body tissue.
This is / These are analysed. Each of the
children is / are given a report showing their possible
talents. A recent example cited on the website is that
one of the testing companies compare / compares
the talents of twins Bobby and Benny. Bobby was
assessed and his talents
was / were revealed to be
mostly scientific: a 66% chance of success in chemistry
and 54% in physics was / were shown. Meanwhile,
Benny’s highest score
was / were shown to be in an
arts subject: the test gave him 68% for literary studies.
Is genetic testing reliable? Some scientists say that more
evidence is / are needed.
75%
25%
Sea
Land
Surface
Land
Using language
20%
30%
50%
Original residents
From other planets
From Earth
People
20%
20%
20%
10%
50%
Forest
Residential area
Desert
Arable land
Last week, we asked you to design
your ideal planet for people on Earth
to live on in the 22nd century. We have
received over 500 entries and have
been amazed by your imaginations!
Here’s one of the designs.
F U T U R E
Three quarters of the surface is made
up of land, ...
A glimpse of the future
41
The world of tomorrow
7
Complete the boxes with the expressions from the conversation.
• Amazing!
• Wow!
• I can’t wait to...
• So, what you’re saying is that…
• How about…
• Imagine how excited...
Expressing excitement
Asking for confirmation
• That’s OK, isn’t it?
• Are you serious?
• Let me get this straight. You
mean that...
• It’ll be exciting enough to…
5
Listen to the conversation
and choose its main idea.
1 Time travel is dangerous.
2 Talking to people in the past
can change the future.
3 Anything you say or do
in the past can affect the
future.
4 Time travel within your own
lifetime should be avoided.
6
Listen again and complete the table.
RULE 2
5___________________________________________
• The guide said that
6________________________________
_________________________________________________.
RULE 3
7___________________________________________
• A tourist wants to
8_________________________________
_________________________________________________.
• The guide told him not to because
9____________________
_______________________.
Now work in pairs. Take turns to be the guide and explain the
rules of time travel.
RULE 1
1___________________________________________
• A tourist wants to
2_________________________________
because
3_________________________________________.
• The guide told her
4_________________________________
_________________________________________________.
?
Did You Know
Time travel could result in
a paradox – an event that
contradicts itself. For example,
if a person travelled back
in time and prevented an
event, that event would never
have happened; there would
therefore be no reason for the
person to travel back in time
to prevent it.
Passport
42
UNIT 4
9
Complete the passage with the
expressions in Activity 8.
Expressions about time
Expressions about expectation
10
Work in pairs. Talk about another
aspect of life in the future using
the expressions you have learnt in
this section.
Now think about how effectively
your partner used these
expressions, and what you could
learn from him or her.
Who knows in what exciting
ways transport will change
1________________________?
Trains that travel at the speed of
today’s aeroplanes may sound
2________________________,
but scientists are already
developing “hyperloop” trains
that travel at over 1,000 km per
hour. And although we can’t
3________________________
flying cars being the norm
4________________________,
there are plans to introduce flying
taxis that will be stationed on
rooftops around busy cities. Many
cities already have elevated cycle
paths and I’m sure that these are
5________________________ for
many others around the world.
As well as faster, safer and more
comfortable transport being just
6________________________, we
can also
about shorter waiting times, with
companies intending to provide
on-demand services.
8
Read the passage and put the expressions in bold into
the boxes.
Besides time travel, we have much to look forward to in
the future, thanks to advances in technology. One area
that is likely to change dramatically within our lifetimes
is medical care. Although I wouldn’t bank on patients
feeling confident about seeing a robot doctor any time
soon, I’m sure that AI doctors are on the horizon. I
think it’s also fair to say that we can get our hopes up
when it comes to finding cures for serious diseases, such
as cancer. I reckon that nanorobots that can eliminate
cancerous cells are just around the corner. Some of
these ideas may sound far ahead of their time, but I’m
sure they’re bound to happen sooner or later!
2921
980
573
Marian
7____________________
A glimpse of the future
43
1
2
Complete the table to compare life on
Earth with life on the Moon.
1
Watch the video and answer the
questions.
1 How does Asimov set out the
relationship between humans and
robots?
2 Have you read any of Asimov’s
novels? If so, share one story you’ve
read with the class. If not, would you
like to read them? Why or why not?
1
Mr Anderson said, “Where’s Jimmy, dear?”
“Out on the crater,” said Mrs Anderson.
“Robutt is with him. Did he arrive?” “Yes. He’s
at the rocket station, going through the tests.
I haven’t really seen one since I left Earth 15
years ago.”
2
“Jimmy has never seen one,” said Mrs
Anderson.
3
“Because he’s Moon-born and can’t visit Earth.
That’s why I’m bringing one here. I think it’s
the first one ever on the Moon.”
4
Jimmy was out on the crater, as his mother had
said. His arms and legs were long and agile. He
looked thicker and stubbier with his spacesuit
on, but he could handle the lunar gravity as no
Earth-born human being could. The outer side
of the crater sloped southward and the Earth,
which was low in the southern sky, was nearly
full, so that the entire crater-slope was brightly
lit. The slope was a gentle one and even the
weight of the spacesuit couldn’t keep Jimmy
from racing up it in a floating hop that made
the gravity seem nonexistent.
5
“Come on, Robutt,” he shouted. Robutt,
who could hear him by radio, squeaked and
bounded after.
6
Jimmy, expert though he was, couldn’t outrace
Robutt, who didn’t need a spacesuit, and had
four legs and tendons of steel. Jimmy couldn’t
go wrong while Robutt was around, tripping
him when he was too near a rock, or jumping
on him to show how much he loved him, or
circling around and squeaking low and scared
when Jimmy hid behind a rock, when all the
time Robutt knew well enough where he was.
7
He heard his father’s voice on his private
wavelength. “Jimmy, come back. I have
something to tell you.”
A Boy’s Best Friend
Life on Earth
• Wear ordinary clothes and change
according to the seasons.
• Breathe the air freely.
• Have to make an effort to jump high.
• Keep pets, such as dogs, cats, etc.
Life on the Moon
•
•
•
•
Now read the passage and find
out what life on the Moon is like
in the novel.
Developing ideas
44
UNIT 4
8
Mr Anderson was smiling. “We have something for you, Jimmy. It’s at the
rocket station now, but we’ll have it tomorrow after all the tests are over.”
9
“From Earth, Dad?”
10 “A dog from Earth, son. The first dog on the Moon. You won’t need Robutt
any more. We can’t keep them both, and some other boy or girl will have
Robutt.” He seemed to be waiting for Jimmy to say something, then he
said, “You know what a dog is, Jimmy. It’s the real thing. Robutt’s only a
mechanical imitation, a robot-mutt. That’s how he got his name.”
11 Jimmy frowned. “Robutt isn’t an imitation, Dad.”
12 “Robutt’s just steel and wiring and a simple positronic brain.”
13 “He does everything I want him to do, Dad. He understands me.”
14 “No, son. Robutt is just a machine. It’s just programmed to act the way it
does. A dog is alive. You’ll see the difference once he gets here.”
15 Jimmy looked at Robutt, who was squeaking again, a very low, slow squeak
that seemed frightened. Jimmy held out his arms and Robutt was in them in
one bound.
16 Jimmy said, “What will the difference be between Robutt and the dog?”
17 “It’s hard to explain,” said Mr Anderson, “but it will be easy to see. The dog
will really love you. Robutt is just adjusted to act as though it loves you.”
18 “But, Dad, we don’t know what’s inside the dog, or what his feelings are.
Maybe it’s just acting, too.”
19 Mr Anderson frowned. “Jimmy, you’ll know the difference when you
experience the love of a living thing.”
20 Jimmy held Robutt tightly. He was frowning, too, and the desperate look
on his face meant that he wouldn’t change his mind. He said, “But what’s
the difference how they act? How about how I feel? I love Robutt and
that’s what counts.”
21 And the little robot-mutt, which had never been held so tightly in all its
existence, squeaked high and rapid squeaks – happy squeaks.
(Adaptation of excerpts from “A Boy’s Best Friend” by Isaac Asimov)
A glimpse of the future
45
Title
Author
Setting
• Time:
• Place:
Characters
• Jimmy, a Moon-born boy
•
•
•
Plot
Jimmy’s parents get a dog from Earth. They want to
give it to Jimmy as a pet. But...
Different attitudes towards Robutt
• Parents:
• Jimmy:
3
Complete the summary of the story.
Think Share
&
1 What are the similarities and
differences between Robutt and a real dog?
2 Is there any foreshadowing of Jimmy’s final decision?
Find clues in the reading passage.
3 What other sci-fi novels about robots can you think
of? Share one with the class.
4 The two reading passages in this unit show us different
aspects of technology in the future. Which of these do
you most expect to encounter in your lifetime?
4
Work in groups. Give a talk on
whether it is possible to have a real
friendship with a robot.
1 Answer the questions to help to
form your point of view.
• Why do Jimmy and his parents
have different feelings towards
Robutt?
• If you were Jimmy, which one
would you choose, Robutt or a
real dog?
2 Organise the main points you
would like to cover and complete
the table.
3 Give your talk to the class.
Foreshadowing is when the author gives a clue as to what is to
come later in the story. This often appears at the beginning of
a story, or a chapter, and helps the reader develop expectations
about the coming events in a story.
Learning to learn
Point of view
Arguments
Supporting
details
Conclusion
Now vote for the best speaker. Ask
them to share their experiences.
Now talk about your attitudes towards the story.
46
UNIT 4
5
Read the story and answer the questions.
1 What happened to the prison and what was the cause?
2 What kind of job do you think Carolyn has?
3 Are there any sentences that might foreshadow what
will happen next? Underline them.
Continuing a sci-fi story
6
Think about what will happen
next, based on the examples of
foreshadowing you have underlined.
Complete the notes to plan the rest
of the story.
Now continue the story.
7
Share your story with the class.
Now make comments on your
partner’s story and see whether the
language style is consistent.
Todd cried out in shock and waved his arm at the pale
blue screen hovering above the breakfast table. The
hologram news paused. “Carolyn,” he called across the
kitchen, “did you see this?”
His wife, Carolyn, was collecting her cereal from the
breakfast robot. “What is it, honey?” she asked. Todd
pointed at the floating blue screen. Carolyn read the
headline:
Another prison breakout: faulty robotics blamed.
“Oh, don’t worry,” Carolyn chuckled. “That’s an old
facility. The robots there were bound to break down
sooner or later. Plus, I know for a fact that they weren’t
well maintained,“ she added. “Julius was telling me
about it. That place isn’t as advanced as ours.“
“But the report says that even new, regularly-maintained
robots can break down,” Todd protested. ”And in a
maximum-security prison like yours, one small error could
cause a lot of problems.”
Carolyn smiled at him. “You worry too much,” she
said. “Now, I’d better be going or I’ll be late for
work.” She grabbed her bag from the kitchen
counter and rushed out of the door. Todd heard
the aircar start up outside. It was not until an hour
later that he noticed that Carolyn had left her
emergency call device on the breakfast table.
Setting
• Time:
• Place:
Characters
Plot
Ending
A glimpse of the future
47
1
Look at the pictures about the
future and answer the questions.
3
Design your own ideal day in the future. Consider the
following:
1 Is it a weekday or weekend? What activities will you do?
2 Who do you want to spend the day with?
3 In what ways is it different to your present daily life?
4
Share your ideal day in the future with the class.
2
Work in groups. Discuss how other daily activities might
be different in the future and complete the table.
Activities
Descriptions
Studying
Eating
Socialising
Having fun
...
Write a reflection after completing this unit. Consider the following:
1 What is your understanding of life in the future?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
Reflection
Presenting ideas
1 What are the people doing in each
picture?
2 Imagine and describe their daily lives.
Would you like to live like this?
48
UNIT 4
Learning from nature
1
Read the quotes and answer the questions.
1 What is the common message conveyed in
these quotes?
2 Have you ever learnt anything from nature?
Give examples.
2
Watch the video and answer the questions.
1 What lessons from nature are mentioned in
the video?
2 Which one inspires you the most?
U
N
I
T
The richness I achieve
comes from nature, the
source of my inspiration.
Claude Monet
A painter should regard
nature as their teacher,
and never stick with just
one style of painting.
Zhang Daqian
Adopt the pace of nature:
her secret is patience.
Ralph Waldo Emerson
Let nature be your teacher.
William Wordsworth
Starting out
49
1
Look at the pictures and answer
the questions.
1 What is shown in the pictures?
How much do you know about them?
2 How could you associate them with
architecture?
Now read the passage and check
your ideas.
lotus flower
termite mound
algae
1
Trees, plants and flowers are all around us and we
enjoy their beauty every day. In fact, we are so used to
them that we may even take them for granted without
realising how much inspiration they have given us.
When we look at a pine cone, we might think how much
it looks like the tiles on a roof. An open flower might
make us think how closely it resembles an umbrella. It
is natural to think in this way, but of course it wasn’t
the umbrella that inspired the flower or the roof that
inspired the pine cone.
2
Nature has inspired many of the most fascinating
designs around us, including those in architecture. From
Barcelona’s forest-like Sagrada Familia to the modern
style of Beijing’s Water Cube, nature is presented in
various architectural designs. Today, architects continue
to explore ways to capture the beauty of natural forms,
to mimic the way nature works or even to make natural
organisms part of a building.
Understanding ideas
50
UNIT 5
ArtScience Museum, Singapore
3
People whose interest is exploring the relationship between art and science
will enjoy Singapore’s ArtScience Museum. The building was designed to show
the connection between nature and the modern city environment in which it
sits. Shaped to resemble a lotus flower, it appears to float above the waterfront
promenade and the water that surrounds it. Its roof collects rainwater and
channels it 35 metres down to a waterfall in the centre of the space. The water
is then recycled through the building’s plumbing system. Visitors are often
amazed to find themselves in an urban building that so truly captures the
beauty of natural forms.
The Eastgate Centre, Harare
4
Harare’s Eastgate Centre is a superb example of biomimicry. To use biomimicry
is to create structures based on natural forms and processes. Zimbabwean
architect Mick Pearce was inspired to create the Centre while watching a nature
documentary in which termites were constructing their nests. The insects built
mounds covered in little holes designed to allow air to move freely in and out
of the mounds. In a similar way, the Eastgate Centre has a “skin” covered in
holes. During the day, warm air is drawn into the building through the holes,
cooling as it reaches the middle of the building. At night, the heat absorbed by
the wall during the day warms the cool air, creating a comfortable temperature
inside. The design reduces the need for traditional air conditioning and heating
systems, so the building uses less energy and costs less to run.
The Algae House, Hamburg
5
The world’s first algae-powered building is in Hamburg, Germany. The
surface of the apartment building is covered in panels that contain algae. The
algae are fed with liquid nutrients and carbon dioxide to encourage them to
grow. In bright sunshine, they grow faster and provide shade. The panels also
capture heat from the sun and convert it into energy that powers the building.
And that’s not all – the algae inside the panels can be harvested and used to
produce fuel. The building therefore not only responds to its environment and
uses less energy, but also reduces damage to the environment by generating its
own renewable energy.
6
Creating buildings such as these enables us to live in closer harmony with
our environment. To meet the needs of today while protecting the world of
tomorrow may be a challenge, but even the simplest organisms can help teach
us how to achieve this.
Learning from nature
51
2
Choose the magazine in which you would most likely find the passage. Give
your reasons.
1 Extraordinary Architects
2 Living on Earth
3 Architecture Frontier
4 Natural World
3
Organise information from the passage and complete the diagram.
Think Share
&
1 Which of the three buildings are you most impressed by? Why?
2 If you were given a chance to design a building, what inspiration would you take from nature?
3 How did the pictures help your understanding of the passage? Share your ideas with the class.
Introduction
There is much inspiration from nature in our daily lives, and nature
has also inspired
1 around us.
Main body
Conclusion
Nature-inspired buildings enable us to
12 .
To capture the beauty of
natural forms
Shaped to resemble a
2 ,
the ArtScience Museum seems
to float above the waterfront
promenade and
3
. It
collects rainwater through the
roof and
4
through
its own plumbing system.
To
5_________________
Based on the form and process
of termite mounds, Harare’s
Eastgate Centre also has little
holes in the walls allowing air
to
6
,
thus reducing the need for
7
.
In this way, it uses less energy
and costs less to run.
To
8_________________
The Algae House is covered in
panels containing algae. While the
panels provide shade,
9
and convert it into
energy, the algae can also be used
to
10 .
The building reduces damage to
the environment by
11
.
Now work in pairs and talk about other examples of architecture inspired
by nature.
52
UNIT 5
Review: non-finite forms as subject, object and predicative
1
Look at the sentences from the reading passage and
answer the questions.
4
Work in pairs. Talk about one of
the Solar Terms using the structures
you have learnt in this unit where
appropriate.
1 Look at the “to do” structures in sentences (a) and (b).
Do they serve the same function in each sentence?
2 In sentence (c), is the -ed form used as an adjective or a
past participle? Why does the author use the -ed form
other than the -ing form?
3 What is the function of the -ing form in sentence (d)?
Now look for more sentences with these structures in
the reading passage.
a Today, architects continue to explore ways to capture the
beauty of natural forms,…
b … it appears to float above the waterfront promenade
and the water that surrounds it.
c Visitors are often amazed to find themselves in an
urban building that so truly captures the beauty of
natural forms.
d Creating buildings such as these enables us to live in
closer harmony with our environment.
2
Complete the passage with the correct form of the verbs
in brackets.
Origin
• created by farmers in Ancient China
• based on Chinese lunar calendar
• determined by the changes in the
position of the sun
Significance
• changes in weather mean a lot to
farmers
• determine the best time to sow
and harvest
• wisdom learnt from nature
First term
• Beginning of Spring
• days become longer and the
temperature increases
Cultural heritage
• added to UNESCO’s List of
Intangible Cultural Heritage in 2016
1 (draw) inspiration from nature is a
tradition that goes back centuries. Nowhere is this better
illustrated than in the beautiful Lingering Garden of
Suzhou. The main principle of its design is
2
(recreate) natural landscapes in miniature. First established
in the Ming Dynasty, the original garden contained a
rockery to symbolise Tiantai Mountain. Pine and bamboo
groves were added later, along with a pond and an
island. Visitors would be
3 (astonish)
to find the garden modeled closely on natural features.
Visitors are also supposed
4 (explore)
it scene-by-scene. This could vary from a view of a pond
and the splashing of fish, to a tree in blossom, a pagoda
or a moon-shaped gate.
Using language
3
Read the information below and
write a paragraph introducing the
24 Solar Terms with the words in
the box. Use the structures you
have learnt in this unit where
appropriate.
Learning from nature’s wisdom led
farmers in Ancient China to create the
24 Solar Terms…
learn determine show
amaze use
Learning from nature
53
Inspiration from animals
7
Work in pairs. Talk about in what other ways we can learn from animals. Give examples.
6
Complete the information with the words and expressions in Activity 5.
1 What are the types of biomimicry mentioned in the passage? What else do you know
about them?
2 What other examples of biomimicry can you think of? Share them with the class.
When solving a design problem, you can sometimes look to nature for a solution. One of
the early examples is the study of birds to enable human flight. The Wright brothers got
their inspiration from observing pigeons in flight, and in 1903 successfully obtained a
patent for their designs for the first aeroplane. This approach, called biomimicry, studies
and imitates nature’s designs and processes to seek solutions to human problems.
There are many types of biomimicry, among which the most common one is copying
form and shape. By imitating the beak of a bird, for example, bullet trains can be made
to run much faster and more quietly. Another type of biomimicry is taking inspiration
from the abilities of animals. Inspired by dolphins, people have learnt how to send
signals underwater, which is currently employed in tsunami early-warning systems.
5
Read the passage about biomimicry and answer the questions. Pay attention to
the words and expressions in bold.
By
3
dragonflies in flight,
people have realised
there are better ways
of flying. Now we are
4
dragonflies with our
designs for small
drones.
As a land species,
how can we improve
our performance in
water?
2
the shape of the
scales on a shark’s
skin, we have created
swimsuits that allow
swimmers to swim
much faster.
Spider silk is much
stronger than the
same weight of steel.
This means that it
could be used in lots
of products, such as
bullet-proof clothing.
But we are still
5
one problem – how to
increase the spiders’
output!
Bats use sound to
“see”. But how do
they avoid crashing
into each other? The
answer lies in their
use of echo-location
to identify the
position of objects.
Scientists are
1
bats to improve radar
systems.
54
UNIT 5
10
Listen again and complete the introduction to
Wu Qin Xi.
11
Complete the boxes with the expressions from the
conversation.
12
Work in pairs. Think about other exercises inspired
by animals. Discuss how they were created and their
benefits, using the words and expressions in this section.
Now think about your performance. How well can
you use the language you have learnt to talk about
traditional Chinese exercises?
9
Listen to the conversation about
Wu Qin Xi and tick the topics
mentioned by the speakers.
The creator of Wu Qin Xi
Who can practise the exercises
Why these animals were chosen
Physical benefits
Mental benefits
How to teach the exercises
• By…, you learn…
• Really?
• It helps people to…
• ... is good for...
• That’s interesting!
• That’s very impressive.
• Sounds great!
Wu Qin Xi was created by Hua Tuo almost 2,000
years ago. It means “Five-animal Exercises”, and each
animal is
1 . By doing
these exercises, people learn from these animals and
help
2 . For example,
the tiger exercise
3 the
liver. The bear exercise helps people with good
digestion. The monkey exercise helps
4
; the
5 is
good for the kidney; and the crane exercise is
6
. Some people believe Wu
Qin Xi helps them
7
. Some of the Wu Qin Xi masters lived to
8 , and still had good
eyesight, hearing and strong teeth. Wu Qin Xi has
9 , too. It can help
10 .
Talking about benefits
Showing interest
8
Read the passage and answer the
questions.
One of the outstanding features of
traditional Chinese martial arts is the
way they imitate animal movements.
This came about because many
Chinese martial artists admired the
natural instincts, senses and fighting
abilities that animals possess in order
to survive in the wild.
The first set of animal-imitating
exercises came into being about 2,000
years ago. It was called Wu Qin Xi,
or Five-animal Exercises, created by
Hua Tuo (ca145–208). As a physician
during the Han Dynasty, Hua Tuo is
often credited with being the first
in China to use anesthesia during
surgery. He was known as the best
physician of his time, and was an
expert in acupuncture.
1 Why were Chinese martial artists
inspired by animal movements?
2 What were Hua Tuo‘s achievements?
Learning from nature
55
1
Read the short introductions to
Tao Yuanming and Henry David
Thoreau and share what else you
know about them with the class.
2
Read the passage and find out
what Tao and Thoreau learnt
from nature.
Born into a poor aristocratic
family in the Eastern Jin Dynasty,
Tao Yuanming (365–427) was
one of China’s greatest poets
and a noted recluse. A master
of the five-word line, Tao has
been described as the first great
“poet of fields and gardens”.
Henry David Thoreau (1817–1862)
was an American essayist, poet,
and philosopher. He began
writing nature poetry in his early
twenties, with poet Ralph Waldo
Emerson as a mentor and friend.
In 1845, he began his famous
two-year stay at Walden Pond,
which he wrote about in his
masterwork, Walden.
1
Tao Yuanming and Henry David Thoreau were both
poets, but one lived in Ancient China and the other in
19th century America. Superficially, these two men,
whose lives were separated in time by nearly 1,500
years, were polar opposites. And yet they shared an
intense respect for nature, which made them each an
influential figure of their time.
2
Both men made dramatic transformations to their lives
in order to reconnect with nature. As an official in
the Eastern Jin Dynasty, Tao felt conflicted over life at
court. In 405, he quit the service of the court for good,
expressing his unhappiness in the now famous line that
he would not “bow like a servant in return for five dou
of grain”. He spent the next 22 years until his death,
working the land in a poor, rural area. From his poetry,
we can learn that although his life was arduous, he
succeeded in finding contentment in its simplicity and in
drawing pleasure from nature.
3
While Tao’s return to nature was a reaction
to a lifestyle he was opposed to, Thoreau’s was
a personal decision to transform the way he lived.
Developing ideas
56
UNIT 5
Back to Nature
He had a decent quality of life, but he wanted
to live in a simpler way. For two years, two
months and two days, he lived in a cottage in
the forest on the edge of Walden Pond, focusing
on himself and his writing. He explained his
reason for doing so in Walden: “I went to the
woods because I wished to live deliberately, to
front only the essential facts of life.” Both men
were happy to withdraw from contemporary
life, seeking a harmonious relationship with
nature in the quietness of their lives.
4
Although Tao and Thoreau do not treat nature
in quite the same way, their works show its
beauty and value. Tao’s nature is a place of
fields and villages, in other words, rural, and
his animals are domestic ones, such as chickens
and dogs. The calm and peaceful life he wrote
about is in contrast to and critical of the
depressive court life:
Beyond the dark and distance lies a village,
The smoke above reluctant to depart.
A dog is barking somewhere down the lane,
And chickens sit atop the mulberry tree.
5
Thoreau’s descriptions of nature emphasised
the beauty and purity of the wild areas around
him. Devoting himself to observations of the
natural phenomena, he recorded his detailed
findings in his journals. Thoreau’s writing aimed
to convince people that animals and plants had
a right to live and prosper, as we do. We should
live with them in harmony and enjoy nature’s
gifts, as he describes in his journals:
Live in each season as it passes; breathe the
air, drink the drink, taste the fruit, and resign
yourself to the influences of each. Let them be
your only diet, drink and botanical medicines.
6
It takes considerable courage to reject the
easy and familiar and instead try to live
closer to nature, as both Tao and Thoreau
did. Their choices led them to quiet and
reflective lives with fewer material desires.
In today’s modern world, their ideas about
living simply and being at ease with nature
may take us a step closer to attaining
personal well-being and fulfilment.
Learning from nature
57
3
Organise information from the passage and complete the chart.
Think Share
&
1 Why did it take Tao and Thoreau great
courage to walk away from their previous lives?
2 Why are their ideas important to our lives today?
3 What do you think about living in nature like Tao and
Thoreau? Give your reasons.
4 Compare the two reading passages in this unit. In what
ways does each passage contribute to the unit theme?
4
Work in groups. Compare the quotes by Tao and Thoreau.
A comparative essay compares,
contrasts and evaluates two or
more topics. There must be enough
similarities and differences between the
topics so that they can be discussed
in a meaningful way. A number of
points should be discussed within a
comparative essay.
Learning to learn
Tao Yuanming
Similarities
Henry David Thoreau
• He went back to nature
because
•
•
•
•
• He wrote about nature in order
to
They went back to nature.
•
•
1 Find the Chinese version of Tao’s poem, and translate Thoreau’s quote into Chinese.
2 Decide which portrayal of nature you prefer and make notes.
• Genres of their works:
• Images in their works:
• What nature means to them:
• What message they try to convey:
3 Organise your thoughts and share them with the class.
Now think about your performance in this activity. How effectively did you
compare the two literary works? What additional information did you need to
make the comparison?
Beyond the dark and distance lies a village,
The smoke above reluctant to depart.
A dog is barking somewhere down the lane,
And chickens sit atop the mulberry tree.
Live in each season as it passes; breathe the
air, drink the drink, taste the fruit, and resign
yourself to the influences of each. Let them be
your only diet, drink and botanical medicines.
Tao
Thoreau
58
UNIT 5
Now write your story.
8
Work in pairs. Make improvements
to each other’s stories and share
them with the class.
5
Read the story and answer the questions.
6
Look at the pictures and think
about what you can learn from
nature.
Writing about a lesson from nature
1 What does a butterfly do to get out of its pupa?
2 Why did the man think he needed to help the butterfly?
3 What happened to the butterfly after the man enlarged
the hole in the pupa?
4 What is the lesson behind this story? What else can you
learn from it?
7
Work in pairs. Plan your writing.
Consider the following:
• the topic you wish to write about
• whether you will use an extended
metaphor
• what lesson it teaches us, and
how we can apply this lesson to
daily life
• a suitable title for your story
One day, a man found the pupa of
a butterfly. Seeing an opening in the
pupa, he realised that the butterfly
was ready to emerge. So he sat down
and watched as the butterfly struggled
to force its body through the little hole.
However, minutes passed and the butterfly
still couldn’t get out. The struggle was too hard for its weak
body. The man then kindly enlarged the hole in the pupa
so that the butterfly could finally break free. But instead of
flying away, it just dragged itself around weakly, then died.
The struggle to break out of the pupa was necessary for the
butterfly’s survival because it enabled its wings and body to
grow strong. Without the struggle, it was too weak to live.
In the same way, we need struggle to grow strong and
survive. We must go through some difficult things if we
really wish to spread our wings and fly.
The Meaning of
Struggle
An extended metaphor refers to a comparison between two
things that is developed at length over many lines of text, or
throughout an entire work of literature. For example, in the
butterfly story, the struggle of the butterfly illustrates life’s
struggles. While the story appears to be about a butterfly, it is
really about us.
Learning to learn
Learning from nature
59
2
Organise your ideas by answering the questions.
1
Work in groups. Plan a speech on the topic “Nature is our best teacher”. Think
about what you have learnt in this unit.
3
Prepare a short speech. Consider the following:
1 the structure of your speech
2 useful words, expressions and structures
4
Share your speech with the class. Vote for the best speech.
• How can nature help people to solve practical problems in their lives?
• What lesson can you learn from nature?
• What else do you think people can learn from nature?
• How does this unit deepen your understanding of the relationship between
people and nature?
Presenting ideas
Write a reflection after completing this unit. Consider the following:
1 What is your understanding of how human beings learn from nature?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
Reflection
60
UNIT 5
Nature in words
1
Watch the video and answer the questions.
1 What literary forms are mentioned in the
video?
2 What other nature writers do you know of?
Tell the class about him or her.
2
Listen and read the poem by Emily Dickinson.
Answer the questions.
1 What images are used to symbolise nature?
2 What message does the poem try to convey?
3 What does nature mean to you?
U
N
I
T
“Nature” is what we see –
The Hill – the Afternoon –
Squirrel – Eclipse – the Bumble bee –
Nay – Nature is Heaven –
Nature is what we hear –
The Bobolink – the Sea –
Thunder – the Cricket –
Nay – Nature is Harmony –
Nature is what we know –
Yet have no art to say –
So impotent Our Wisdom is
To her Simplicity.
“Nature” Is What We See
by Emily Dickinson
Starting out
61
1
Read the short introduction to the
author of First Snow and answer
the questions.
1 What careers did Priestley have in his
lifetime?
2 What kind of person do you think
Priestley was? Do more research if
necessary.
2
Describe snow in your own words.
Then read the passage and underline
the expressions the author uses to
describe the first snow.
1
Mr Robert Lynd once said of Jane Austen’s
characters: “They are people in whose lives a
slight fall of snow is an event.” Even at the risk of
appearing to this fair and witty reviewer as another
Mr Woodhouse, I must insist that last night’s fall
of snow here was an event. I was nearly as excited
about it this morning as the children, whom I found
all looking through the window at the magic outside
and talking away as excitedly as if Christmas had
suddenly come round again. The fact is, however,
that the snow was as strange and fascinating to me
as it was to them. It is the first fall we have had here
this winter, and last year I was out of the country,
sweating in a hot climate, during the snowy season,
so that it really does seem an age since I saw the
ground so fantastically carpeted.
2
The first fall of snow is not only an event but it
is a magical event. You go to bed in one kind of
world and wake up to find yourself in another quite
different, and if this is not magic, then where is it to
be found? The very secrecy and quietness of the thing
makes it more magical.
First Snow
John Boynton Priestley (1894
1984) was born in the English
county of Yorkshire, and knew
early on that he wanted to
become a writer. When World
War I broke out, Priestley joined
the army, and escaped death on
a number of occasions. After
the war, he gained a degree
from Cambridge University,
and then moved to London,
where he worked as a freelance
writer. During World War II,
he presented a weekly radio
programme, which became
immensely popular. Priestley
wrote many successful articles,
essays, novels and plays, but is
best remembered for his play
An Inspector Calls. Priestley
loved snow and expressed a
desire to live in a country where
it often snowed.
–
Understanding ideas
62
UNIT 6
3
When I got up this morning the world was a cold place of dead white
and pale blues. The light that came through the windows was very
strange, and it made the familiar business of splashing and shaving
and brushing and dressing very strange too. Then the sun came out,
and by the time I had sat down to breakfast it was shining bravely
and flushing the snow with delicate pinks. The dining-room window
had been transformed into a lovely Japanese print. The little plum tree
outside, with the faintly flushed snow lining its branches and artfully
disposed along its trunk, stood in full sunlight.
4
An hour or two later everything was a cold sparkle of white and
blue. The world had completely changed again. The little Japanese
prints had all disappeared. I looked out of my study window, over
the garden, the field, to the low hills beyond, and the ground went on
and on, the sky was thick grey, and all the trees so many black and
threatening shapes. There was indeed something curiously disturbing
about the whole prospect. It was as if our kindly countryside, close to
the very heart of England, had been turned into a cruel grassland. At
any moment, it seemed, a body of horsemen might be seen breaking
out from the black trees, so many weapons might be heard and some
distant spot of snow be reddened. It was that kind of landscape.
5
Now it has changed again. The glare has gone and no touch of the
disturbing remains. But the snow is falling heavily, in great soft flakes,
so that you can hardly see across the shallow valley, and the roofs
are thick and the trees all bending, and the weathercock of the village
church, still to be seen through the grey loaded air, has become some
creature out of Hans Andersen. From my study, which is apart from
the house and faces it, I can see the children flattening their noses
against the window, and there is running through my head a rhyme I
used to repeat when I was a child and flattened my nose against the
cold window to watch the falling snow:
Snow, snow faster:
White alabaster!
Killing geese in Scotland,
Sending feathers here!
(Adaptation from First Snow by John Boynton Priestley)
Nature in words
63
The sun came out...
3
Choose the author’s purpose in writing the passage and give your reasons.
1 By describing the magical scenery of the first snow, the author encourages readers
to come to England and experience its beauty for themselves.
2 By depicting the beautiful, near-magical scenery of the first snow, the author wants to
convey his love for snow.
3 By recalling his memories as a child during the first snow, the author expresses his
longing for the innocent happiness of childhood.
4
The author uses picturesque language to depict the first snow. Complete the
diagram with the expressions you have underlined in the passage.
An hour or two later...
Think Share
&
1 Why does the author mention Jane Austen at the beginning of
the passage?
2 What images does the author use to enhance the description of snow?
3 What other literary works about snow do you know? Share them with the class.
4 Have you encountered any difficulties in understanding this passage? Can you
use visualisation to better understand the passage?
When I got up this
morning...
Now...
The world became a
1______________________________. The light
coming through the windows seemed quite strange, and it made the
familiar business of splashing and shaving and brushing and dressing very
strange too.
The snow became
2______________________________. My dining-room
window changed into
3______________________________. The little plum tree
outside, with snow
4______________________________, stood in full sunlight.
Everything was a
5______________________________. The ground
6______________________________, the sky was
7_______________________
_______, and all the trees
8______________________________. The entire scene
looked
9______________________________.
The snow is
10______________________________.
The roofs are
11______________________________. The trees are
12___________
___________________.
I can see the children flattening their noses against the window.
Now work in pairs and talk about how the author organises the structure of
the passage.
Scenery
Timeline
64
UNIT 6
Review: non-finite forms as attributive, adverbial and complement
1
Look at the sentences from the reading passage and
answer the questions.
4
Work in pairs. Talk about a travel
experience of your own that brought
you closer to nature, using the structures
you have learnt in this unit where
appropriate.
2
Complete the passage with the correct form
of the verbs in brackets.
1 What is the difference between the verbs in bold in
sentences (a) and (c)?
2 In sentence (b), does “to find” indicate purpose or
result?
3 In sentence (d), does “to watch” indicate purpose or
result? What is the function of “falling”?
Now look for more sentences with these structures
in the reading passage.
The Lake Poets were a small group of poets
1
(live) in the Lake District of England
in the late 18th and early 19th centuries. The
Lake District,
2
(know) for its beauty,
is in the north-west of England. The first of the
poets
3
(come) there was Robert
Southey, one of the most
4
(respect)
poets of his time. He was followed by William
Wordsworth, perhaps Britain’s most
5
(celebrate) 19th century poet, and then Samuel
Coleridge, who had written the
6
(pioneer) work Lyrical Ballads with Wordsworth.
Soon,
7
(draw) both by its natural
beauty and a desire to be near these famous
poets, other poets came
8
(live) in the
Lake District. All of these poets were seen as part
of the Romantic Movement.
a … I saw the ground so fantastically carpeted.
b … wake up to find yourself in another quite different, …
c … I can see the children flattening their noses against the
window, …
d … flattened my nose against the cold window to watch
the falling snow…
Today, whilst walking along a peaceful
river running through a university
campus, I was amazed to find…
3
Look at the picture and complete the
travel journal entry with the words in
the box. Use the structures you have
learnt in this unit where appropriate.
find blow go see
fall relax enjoy run
Using language
Nature in words
65
Now think of more words in each
category and add them to the boxes.
Then describe nature during your
favourite season with the words you
have learnt.
6
Put the words in Activity 5 into the
boxes. Find out what they are used to
describe.
Sound
Colour
Action
Shape
Smell
Sensation
Describing nature
1 What does this paragraph mainly describe?
2 What aspects does the author describe?
5
Read the paragraph and answer the questions. Pay
attention to the words in bold.
There is no month in the whole year in which
nature wears a more beautiful appearance than in
the month of August. Spring has many beauties,
and May is a fresh and blooming month, but
the charms of this time of year are enhanced by
their contrast with the winter season. August has
no such advantage. It comes when we remember
nothing but clear skies, green fields, and sweet-
smelling flowers – when the memory of snow,
and ice, and bleak winds, has faded from our
minds as completely as they have disappeared
from the earth – and yet what a pleasant time it is!
Orchards and fields sing with the sound of work;
trees bend beneath the thick clusters of rich fruit
which bow their branches to the ground; and the
wheat, piled in graceful sheaves, or waving in
every gentle wind that sweeps above it, tinges
the landscape with a golden colour. A soft,
pleasant light appears to hang over the whole
earth; the influence of the season seems to extend
itself even to a passing wagon, whose slow motion
across the well-reaped field is seen by the eye, but
makes no loud noises upon the ear.
(Adaptation from The Pickwick Papers by Charles Dickens)
66
UNIT 6
8
Listen to the conversation again and correct the
mistakes in the man’s blog.
Now work in pairs and act out the conversation.
Now think about your performance.
Have you actively participated in
the discussion? What can you do to
improve your performance?
7
Listen to the conversation and answer the questions.
1 What book was the man reading?
2 Why was the man annoyed?
3 What was the girl’s opinion?
• … such as…
• The main reason…
• …, for instance.
• Two reasons, I think.
• Consider…
9
Complete the boxes with the
expressions from the conversation.
10
Work in pairs. Talk about your
opinions of the issue discussed in
Activity 8 using the expressions in
this section.
Recently I was reading a book called Landmarks by
Robert Macfarlane. What the author wrote made me feel
confused. He said that many words describing nature
were being added to the new version of the junior
dictionary. These are words like “pasture” and “bluebell”.
A “pasture” is a dense forest for cows and horses to eat.
“Bluebells” are fruit shaped like bells. The reason why
they are doing this is that they think these words are
irrelevant to children, so instead they’ve replaced them
with terms like “film”. Perhaps the dictionary does have
a point, because most children don’t get out into nature
that much nowadays. They spend all their time watching
TV instead. But it’s a pity. In my opinion,these words
form part of our literature. They add colour to our lives,
and shouldn’t be lost. My granddaughter has the same
opinion as me. She says we are losing old words all the
time. And as times change, old words become as normal
to young people as the new ones are to me.
?
Did You Know
Open a dictionary, and you’ll be surprised to find that there are many more words about
nature than you would think. There are various ways to describe the things we see in the
natural world, no matter whether it’s a flower, a weed, an animal or the rain. For example,
there are many ways to describe the different sounds of birds, such as chatter, chirp, cluck,
hoot and tweet. These words can help us to write vivid descriptions of nature.
Giving examples
Giving explanations
Eric’s blog
Nature in words
67
DDT
consumed by animals
absorbed by
plants
filtering into water
contamination
2
Read the book review on Silent
Spring, a book that led to the
banning of DDT. Predict what will be
mentioned in the passage.
Now read the passage and check your
prediction.
1
There was a strange stillness. The birds,
for example – where had they gone?
Many people spoke of them, puzzled and
disturbed. The feeding stations in the
backyards were deserted. The few birds seen
anywhere were moribund; they trembled
violently and could not fly. It was a spring
without voices. On the mornings that had
once throbbed with the dawn chorus of
robins, catbirds, doves, jays, wrens, and
scores of other bird voices there was now no
sound; only silence lay over the fields and
woods and marsh.
2
Rachel Carson was a scientist by profession,
but these lines from the opening chapter of
her 1962 book Silent Spring, “A Fable for
Tomorrow”, show her talent as a writer. By
imagining a world without birds, she aimed
to alert not only the scientific community
but also the general public to the damaging
effects of human activity on natural
ecosystems – in particular, to the harmful
use of pesticides, such as DDT. She believed
that the chemical industry was knowingly
causing harm to plants, animals and even
humans, and wished to see pesticides used
in a more responsible, limited and carefully
monitored way.
3
Carson urged people to make themselves
aware of the facts and do something about
the situation. Silent Spring contains a lot
of scientific research and case studies. The
book details the gypsy moth eradication
programme, which killed birds, in addition
1 How does DDT reach the human body in
the food chain?
2 What harm does DDT cause?
1
Look at the infographic below and answer
the questions.
Developing ideas
Facts about DDT:
• DDT was first produced in 1874 and was
later used as pesticide.
• It stays in the environment.
• It is highly poisonous to living organisms,
including humans.
• Now banned in many countries, it is still
used in some for malaria control.
68
UNIT 6
to gypsy moths. Another case study was the
fire-ant programme that killed cows, but
not fire ants. The book also gives dozens of
other examples of eradication programmes
that did nothing to reduce the problems
they were originally designed to solve. The
50 or so pages at the end of the book list
Carson’s sources, showing how thorough
and precise she was as a scientist.
4
Carson’s message was very alarming,
causing a great increase in environmental
awareness. Its impact was immediate and far-
reaching: the use of DDT was banned and
the Environmental Protection Agency (EPA)
was established in the US. Silent Spring was
therefore regarded as a milestone in the
launch of the green movement in the Western
world. It also earned Carson a posthumous
Presidential Medal of Freedom and put her
face on the 17-cent US stamp.
5
Silent Spring was not, however, received
positively by everyone. Though Carson’s
research was strong and was supported by
most scientists who reviewed her work, the
book quickly became a target for critics in
the pesticide industry. They said that Carson
did not understand the science behind
her arguments because she was a marine
biologist rather than a chemist. Some also
said that her work was more emotional
than scientific. These were attempts to
damage Carson’s reputation and stop her
work from influencing public policy, but
she remained determined to stand by her
research. Carson appeared in public and on
television to defend her claims – and today,
more than 50 years after it was published,
the voice of Silent Spring is still ringing loud
and clear.
6
Personally, I enjoy Carson’s book. She
made a crucial but potentially difficult-
to-understand subject interesting and
accessible to millions of people. This is
not so much because of the quality of her
arguments, strong though they are, but
because of the beauty and elegance of her
writing. Her book not only changed the
world; half a century later it remains a book
that deserves to be reread today, so that we
can once again feel ourselves warm to the
fire of its passionate message. For unless we
do listen to Rachel Carson’s warning, one
day we may wake up to the strange and
quiet horror of another silent spring.
Silent Spring
BOOK OF THE WEEK
Nature in words
69
3
Organise information from the passage and complete the notes about Silent Spring.
Think Share
&
1 Why was Silent Spring so successful?
2 What is the moral lesson behind “A Fable for Tomorrow”?
3 Why did some people challenge Carson‘s findings?
4 In what different ways do First Snow and Silent Spring raise people’s awareness of nature?
Author:
Rachel Carson
Year of publication:
1_________________________
Purposes:
• Carson aimed to alert people to
2_________________________ on natural ecosystems.
• She wished to see pesticides used in a
3_________________________ way.
Features of the book:
• Carson wrote a lot of
4_________________________ in the book.
• The arguments are strong and the language is
5_________________________.
Opposing voices:
6_________________________ said that Carson’s research is not precise. Carson appeared
in public and on television to
7_________________________.
Influence of the book: •
8_________________________ was banned and the EPA was established in the US.
• Carson earned a posthumous
9_________________________.
• The book changed the world by increasing people’s
Silent Spring
10_________________________.
Now work in pairs. Talk about which aspects of the book review make you want
to read the book.
4
Work in groups. Write an award speech for Rachel Carson.
1 Read the passage again and make notes about Rachel Carson’s contributions to
environmental protection. Consider the following:
• her most influential work • what points she tried to make
• difficulties she met with • her personal qualities
2 Rachel Carson received her Presidential Medal of Freedom posthumously in 1980. Read
the excerpt from President Carter’s award speech and note the language features.
Never silent herself in the face of destructive trends, Rachel Carson fed a spring of
awareness across America and beyond. Always concerned, always eloquent, she created
a tide of environmental consciousness that has not ebbed.
3 Write your own award speech of about 100 words and share it with the class.
Now think about your performance in group discussion. Were you able to make
an objective judgement about Rachel Carson?
70
UNIT 6
5
Read the poems and tick the correct box(es)
for each question.
Writing a poem about nature
7
Work in pairs. Plan a poem. Consider the
following:
• what your poem will be about
• what kind of poem you are going to write
• what figures of speech you will use
• what words you can use for that rhyme (if
using rhyme)
Now write your poem.
8
Work in pairs. Make improvements to each
other’s poems and share them with the class.
Now discuss the similarities and differences
between Chinese and English poems.
Rhyme is a typical feature of English poetry. A rhyme
is a repetition of similar sounds (or the same sound) in
two or more words. Children’s poems, called “nursery
rhymes”, usually contain strong rhymes so they are
easy to be remembered. In modern poetry, however,
features other than rhyme are more important. Lines
of modern poetry can be of variable length, the shape
of the words on the page is more important, and
rhyme is not often used.
Learning to learn
Which poem...
a
b
c
... uses its shape to help
convey message?
... has rhyming words at the
end of lines?
... uses metaphor?
... uses simile?
... uses personification?
She wore her yellow sun-bonnet,
She wore her greenest gown;
She turned to the south wind
And curtsied up and down.
She turned to the sunlight
And shook her yellow head,
And whispered to her neighbour:
"Winter is dead."
(“Daffodowndilly” by A.A. Milne)
b
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
(from “The Star” by Jane Taylor)
c
a
l(a
le
af
fa
ll
s)
one
l
iness
(“A Leaf Falls with Loneliness”
by E.E. Cummings)
6
Think about words and expressions related
to nature and add them to the mind map.
Nature in words
71
2
Discuss how many chapters the book will have
and make a brief table of contents.
3
Think of a catchy title for your book and
design a book cover if possible.
4
Prepare a short introduction to the book.
Consider the following:
1 the structure of your introduction
2 useful words, expressions and structures
5
Give your introduction to the class. Vote for
the most creative book about nature.
Write a reflection after completing this unit. Consider the following:
1 What is your understanding of nature in literature?
2 What text types have you learnt about? What are their features?
3 What words, expressions and structures have you learnt?
4 What improvement have you made in understanding different cultures?
5 What improvement have you made in using learning strategies and exploring effective ways
of learning?
6 What improvement have you made in analysing and solving problems?
Reflection
What is the theme of your book?
What is the genre of your book?
What content will you include in your book?
What makes your book interesting?
Chapter One
Chapter Two
Chapter Three
Chapter Four
Table of Contents
Presenting ideas
Theme
Genre
Content
Features
Now plan your own book about nature
based on your research. Think about the
questions and make notes.
1
Work in groups. Share with each other a book
about nature you have read. Consider the
following:
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UNIT 6
Investigate
Plan
Create
Present
1 Choose one of these books or any other book that you have enjoyed reading.
2 After reading, select an excerpt which you feel effectively contrasts a person’s
physical appearance with their personality and inner emotions.
1 Write your play.
2 Assign roles to the members of your group:
3 Rehearse your play.
1 Perform your play to the class.
2 Watch other performances and vote for the best play, best script, best set
and costume design, and best actor / actress.
Adapting a book for the stage
From the pages of a book, words and imagination come together to bring a story
to life, unlimited by space and time. Many a well-loved book has gone on to be
adapted for the stage, but how successful can this really be within the physical
constraints of a theatre and a defined length of time?
UNIT 1
Project
• The Hunchback of Notre-Dame
• The Elephant Man
• Wonder
• The Phantom of the Opera
• director(s)
• actor(s) / actress(es)
1 Work in groups. Share your chosen excerpt with your group.
2 Discuss the excerpts you have shared and vote for the one that you would
like to adapt.
3 Talk about how you might adapt the excerpt into a short play to be acted
out on stage. Consider the following:
• key action in each part of the story – is there anything you will cut from
the original?
• setting – will you change the time and / or place in which the story is told?
• characters – will you keep all of these, or will you introduce new ones?
• narrative style – will you change it, or perhaps introduce a narrator?
• language – will you modernise any old-fashioned language?
• set and costume designers
Project
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Investigate
Plan
Create
Present
1 Present your directory entry to the class. Respond to feedback and do further
research into the craft if necessary.
2 As a class, collect all the entries to create the directory. Make both print and
digital versions of the directory.
3 Give the print version to the school library and upload the digital version
online to promote local traditional crafts.
Do research online and visit museums, galleries and workshops. Try to interview
craftworkers to find out about traditional crafts in your area.
1 Work in groups. Talk about your findings.
2 Choose one of these crafts for your group to include in the directory.
1 Write a directory entry for your chosen craft. You may include:
• the origin and history of the craft
• how it has developed over time
• where and how it is practised today
• its cultural significance
• who the representative craftworkers are and how they learnt their art
• how the craft demonstrates the spirit of craftsmanship
• the future of the craft
2 Gather any visuals you wish to include.
Creating a directory of traditional crafts
Traditional crafts are dying out, being replaced by newer, faster and cheaper
technical methods. And yet, some people still love the old ways, seeing them as
requiring more skill, resulting in more beauty, and being somehow, more human.
In preserving traditional crafts, we are also passing on our history and culture.
UNIT 2
Project
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Investigate
Plan
Create
Present
Do research online or in the library to find out about some of history’s most
famous speeches about war and peace. Choose one to study. Pay attention to its:
1 Work together to write the speech.
2 Rehearse delivering the speech. You might want to:
• relax and make eye contact with the audience
• use gestures when appropriate
• vary your tone and volume
1 Select a representative from the group to deliver the speech to the class.
2 Vote for the best speaker.
Giving a speech about war and peace
War is fought with terrifying and dreadful weapons. And yet some people say the
greatest weapon of all is the power of human speech. Famous speeches during
wartime have lifted hearts in dark times, given hope to despair, honoured the dead
and even changed the course of history. Learn from them and write your own
speech about war and peace.
UNIT 3
Project
• theme
• historical background
• language features
• historical influence
1 Work in groups. Talk about the speeches you have each found. Identify
useful words, expressions, structures and other features you can learn from.
2 Think of events during wartime that would be suitable for a speech. Consider
the following:
• acts of heroism
• key battles that helped win a war
• citizens risking their lives to help others
3 Decide on a theme and the content. Do further research if necessary.
Project
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Investigate
Plan
Create
Present
1 Do research online or in the library to find out about the key features of a
city, including its location, size, industry, transport, etc.
2 Think about the problems cities today are facing.
3 Find depictions of future cities in science fiction novels, films and other
materials. What is special about them? Do any of them propose solutions to
the problems we are facing today?
Make a poster introducing your city of the future. You may include:
• a map of the city
• pictures to illustrate certain features
• short paragraphs to explain your design
Making a poster about a city of the future
What will the cities of the future look like? With advances in science and technology,
cities are developing fast. At the same time, we are also facing challenges, such
as booming populations and climate change. How can we design cities that will
support ever-increasing populations? And how can we make those cities pleasant
places to live in?
UNIT 4
Project
1 Work in groups. Share your research.
2 Decide what kind of city of the future you would like to design. Consider the
following:
• Where is your city located, on land, in the air, under the sea or in space?
• How large is your city? What is the population?
• Where and how do its citizens live?
• How do they travel from place to place?
• How are its citizens educated and what other facilities do they need?
• How do the citizens of your future city relax?
1 Present your poster to the class and describe your city.
2 Develop your poster into a webpage and upload it to the Internet.
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Investigate
Plan
Create
Present
1 Present your video to the class.
2 Watch the other videos and vote for the best one.
3 Discuss the most significant inspiration we can get from nature.
1 Draft the script for your video.
2 Create or source audiovisual content to accompany your script.
1 Shoot the video based on the content of the script.
2 Incorporate the audiovisual content.
3 Use a video editing tool to edit your video. Remember to update your script
with any changes.
4 Add narration to the video.
1 Work in groups. Talk about the ways in which nature inspires you. Refer
to these words for further help:
2 Go online to find specific examples supporting the inspirational power
of nature.
3 Choose one of these examples and do further research.
Making a short video on inspiration from nature
People have always drawn inspiration from nature. These days, audiovisual
technology further exposes us to the wonder of the natural world. We can use this
technology to share the inspiration we get from nature with our families, friends,
and other nature-lovers throughout the world.
UNIT 5
Project
adaptation
beauty
harmony
reliance
strength
simplicity
regeneration
respect
Project
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Investigate
Plan
Create
Present
1 Look for poems or literary excerpts about nature.
2 Work in groups. Share your poems or excerpts with your group and find out
what they think of them.
3 Choose one of the poems or excerpts and do research online or in the library
to find out about:
• its author
• background information as to when, where and why it was written
• analysis of key themes
• definitions and explanations of any unusual words or expressions
1 Prepare your presentation and practise giving your reading.
2 Remember to rehearse your reading with the slide presentation.
1 Give your reading and presentation to the class.
2 Vote for the most powerful presentation.
Giving a literary reading on nature
People have always loved a good performance. From Ancient Greek theatre to the
plays of Shakespeare, a good performance has always had the power to keep an
audience transfixed. Take the passion you feel for your favourite literary work about
nature and share it with others!
UNIT 6
Project
1 Plan a slide presentation to accompany your reading. The presentation
should include the following:
• the text of your reading
• results from your research
• visual elements that reflect any key themes or emotions within the work
• suitable background music
2 Assign roles to the members of your group:
• presentation designer(s)
• sound and image researcher(s)
• narrator(s)
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Appendices
• Learning aid
• Words and expressions
• Vocabulary
• Names and places
1 As a song in Ugly Betty puts it, “It’s a pretty person’s
world”.
U N I T
Learning aid
Background information
Ugly Betty is an American television series,
originally broadcast on ABC from 2006 to 2010.
It tells the story of a young woman named Betty
Suarez. Despite her plain appearance and lack of
fashion sense, she lands a job at a reputable fashion
magazine and sets out on a journey to explore her
inner beauty.
a lack of: not having any or enough of something
you need
eg The match was cancelled due to a lack
of support.
2 Obsessive online photo editing indicates a lack of
self-confidence and a desire for attention.
这句中的that inner beauty is very important 是主语从句。
It 是形式主语，代替主语从句这个真正的主语放于句首。
Q： 主语从句有哪几种类型？
A： 用作主语的从句叫做主语从句，主要有三种
类型：（1）由what，whatever 等关系代词引
导的主语从句。例如：What you need is more
practice.（2）由连词that 引导的主语从句。例
如：It is possible that I may not be able to
come.（3）由who，whose 等连接代词，
when，where 等连接副词，或whether 引导
3 It’s true that inner beauty is very important, but external
beauty shouldn’t be completely overlooked.
Key expressions
a lack of
a desire for
be surprised at
make an effort
leave an impression on
keep fit
compare… to
attempt to do
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Learning aid
Learning aid
leave an impression on: to make others have a certain opinion about you
because of the way you look, speak and behave
eg As a serious candidate, you want to leave a good impression on everyone
you meet.
的主语从句。例如：When they will come has not been made public.
Q： 形式主语有什么作用？
A： 作为形式主语的it 并无实际语义，使用it 是为了平衡句子结构，避免主语太
长、头重脚轻。
Q： 使用形式主语时应注意哪些问题？
A： （1）第一类主语从句通常直接将主语从句放在句首。例如：Whatever project
he works on is always successful.（2）由that 引导的主语从句，大多数情况
下会使用形式主语it，并将从句放到句子后部。口语中，连词that 可以省略。
当不用it 而直接把从句放在句首作主语时，有时是为了强调主语从句的内容，
例如：That she is still alive is a consolation. 有时是为了使句子前后平衡，例
如：That Shelley became a poet may have been due to his mother’s influence.
（3）第三类主语从句，可以直接将从句放于句首，或借助形式主语it 把从句
放到句子后部，语义上区别不大，需根据上下文的连贯性做出选择。（4）如
果句子是疑问句，就必须使用形式主语。例如：Has it been announced when
the planes are to take off?
We could also say
External beauty is important in our presenting a good image to the world.
Improving your appearance can help others to have a positive opinion of you
at first sight and also make you feel more confident about yourself.
4 It plays a part in the image we present to the world, and making an effort with your
appearance can leave a positive first impression on others and boost your confidence.
Background information
Tess Holliday is a plus-size model in America. She advocates that women should
love themselves regardless of their body size.
5 Everything changed when one day I came across the success story of a plus-size
model, Tess Holliday.
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We could also say
She perceived such great sadness in the voice of the unfortunate man that she
didn’t have the strength to say a word.
6 There lay in the accents of the unfortunate man so significant an awareness of his
sadness that she had not the strength to utter a syllable.
compare… to: to consider the similarities or differences between two or more
things or people
eg Some people compared his work to that of James Joyce.
7 When I compare myself to you, I feel an immense pity for myself, poor unfortunate
monster that I am!
attempt to do: to try to do something, especially something difficult
eg In this chapter I will attempt to explain what led up to the revolution.
We could also say
You have forgotten an unfortunate person who tried to take you away one night,
but you showed kindness to this same person when he was being punished.
8 You have forgotten an unfortunate person who attempted to kidnap you one night,
this same person to whom you showed kindness when he was being punished.
Supplementary reading
Of Beauty
By Francis Bacon
Virtue is like a rich stone, best plain set: and surely virtue is best in a body that is
comely, though not of delicate features: and that hath rather dignity of presence, than
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Learning aid
Learning aid
beauty of aspect. Neither is it almost seen, that very beautiful persons are otherwise
of great virtue; as if nature were rather busy not to err, than in labour to produce
excellency. And therefore, they prove accomplished, but not of great spirit; and study
rather behaviour, than virtue; but this holds not always; for Augustus Caesar, Titus
Vespasianus, Philip Ie Belle of France, Edward the Fourth of England, Alcibiades of
Athens, Ismael the Sophy of Persia, were all high and great spirits; and yet the most
beautiful men of their times. In beauty, that of favour is more than that of colour, and
that of decent and gracious motion, more than that of favour. That is the best part of
beauty, which a picture cannot express; no, nor the first sight of the life. There is no
excellent beauty, that hath not some strangeness in the proportion. A man cannot tell,
whether Apelles, or Albert Durer, were the more trifler: whereof the one would make a
personage by geometrical proportions: the other, by taking the best parts out of divers
faces, to make one excellent. Such personages, I think, would please nobody but the
painter that made them. Not but I think a painter may make a better face, than ever
was; but he must do it, by a kind of felicity (as a musician that maketh an excellent air
in music) and not by rule. A man shall see faces, that if you examine them, part by part,
you shall find never a good; and yet all together do well. If it be true, that the principal
part of beauty is in decent motion, certainly it is no marvel though persons in years
seem many times more amiable; pulchrorum autumnus pulcher:* for no youth can be
comely but by pardon, and considering the youth as to make up the comeliness. Beauty
is as summer fruits, which are easy to corrupt, and cannot last and, for the most part, it
makes a dissolute youth, and an age a little out of countenance: but yet certainly again,
if it light well, it maketh virtues shine, and vices blush.
*pulchrorum autumnus pulcher: Latin, a truly beautiful person becomes even more
beautiful as they grow older and wiser.
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U N I T
nothing more than: if you say you want nothing
more than a particular thing, you are emphasising
that you want that thing more than any other thing
eg I wanted nothing more than a safe place to live.
pose for: to sit or stand somewhere so that someone
can take a photograph of you or paint a picture
of you
eg The leaders posed briefly for photographs
before returning to the conference hall.
1 And yet every member of New York’s wealthy high
society wanted nothing more than to pose for this man.
Background information
Bill Cunningham (1929–2016) was an American
fashion photographer, known for his shots of
emerging trends on the streets of New York City.
As a self-taught photographer, he worked for The
New York Times for nearly 40 years and contributed
significantly to fashion journalism.
2 This ordinary-looking man was Bill Cunningham, one of
the most important American photographers of the last
50 years.
We could also say
It was not a wide range of contacts and connections that
made him so great, either.
3 Nor was it a wide range of contacts and connections.
Key expressions
nothing more than
pose for
as much as
fascination with
devotion to
put… into
regardless of
not once
approach to
passion for
at one’s own pace
day in, day out
originate from
range from… to
bring… back to life
neither… nor
pass on… to
take on
take up
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Learning aid
Learning aid
fascination with: the state of being very interested in or attracted by something
eg Most children share a fascination with dinosaurs.
We could also say
He was very interested in what people were wearing, and not whether they had
a high social status. Because of this, he opened the doors of fashion to everyone.
In his opinion, fashion belonged to the people, not just to high society and big
brands.
devotion to: love, loyalty or enthusiasm for a person or activity
eg She showed great devotion to duty.
regardless of: without being affected or influenced by anything else that happens
or exists
eg We will continue the race, regardless of the weather.
put… into: to spend a particular amount of time doing something or make a
particular amount of effort in order to do something
eg Candidates put a lot of time and effort into gaining qualifications.
5 Moreover, what made Cunningham great was his devotion to photography, and the
hours and hours of sheer hard work he put into his work.
6 Cunningham would go out onto the streets of New York each and every day, regardless
of the weather.
4 Through his fascination with what people were wearing, and not who they were,
he opened the doors of fashion to everyone – fashion as he saw it belonged to the
people, not just to high society and big brands.
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not once: used to emphasise that something has never happened
eg Not once did he finish a job properly.
7 He hardly ever took a day off and not once stayed home sick.
approach to: a particular way of thinking about or dealing with something
eg We need a fresh approach to sports in education.
passion for: a strong enthusiasm for or interest in something
eg He and his wife shared a passion for classical music.
9 Although he was a world-famous fashion photographer, Cunningham’s approach to
life was uncomplicated.
10 Cunningham’s passion for photography lasted throughout his life.
本句中的what we see reflected within his photos 是what 引导的表语从句。
Q： 什么是表语从句？
A： 用作表语的从句叫做表语从句，说明主语是什么或者怎么样。
Q： 含有表语从句的一般结构是什么？
A： 含有表语从句的一般结构为“主语 + 系动词 + 关联词 + 表语从句”。
Q： 引导表语从句的常见关联词有哪些？
A： 引导表语从句的常见关联词有连接代词who，which，whatever 等，连接副
词how，why，whenever 等，从属连词as，that，whether 等。
8 This devotion and hard work is what we see reflected within his photos.
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Learning aid
Learning aid
day in, day out: every day for a long time, especially in a way that is boring or
unpleasant
eg It’s so boring, eating the same food day in, day out.
range from… to: to include a variety of things
eg Products ranging from televisions to computer software are sold in this shop.
12 Day in, day out, Mr Wang and his students spend their time restoring clocks dating
back hundreds of years.
13 With objects ranging from small pocket watches to clocks over one metre in height,
each of these requires its own unique method of restoration.
Background information
The Forbidden City is located in the heart of Beijing. Built during the early Ming
Dynasty, it is one of the largest imperial palaces in the world. The magnificent
halls and walls proudly display the essence and culmination of traditional
Chinese architecture. The Palace Museum was built in it in 1925 and in 1987
the former imperial residence was listed as a UNESCO World Heritage Site.
at one’s own pace: as slowly or quickly as one likes
eg The course allows students to progress at their own pace.
11 In the quiet courtyards of Xi San Suo, behind the high walls of the Forbidden City,
time ticks at its own pace.
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We could also say
Taking the complexity of the work and the lack of necessary materials into
consideration, each expert can work on two large pieces at most every year.
We could also say
Just as his own teacher did all those years ago, Mr Wang has now shared his
skills with the new members, who will be responsible for many of the
future repairs.
neither… nor: used for showing that something is not true of two or more
people, things, actions, qualities or ideas
eg Ron is neither as young nor as fit as the other members of the team.
pass on… to: to give someone something that someone else has given you
eg When you have read the message, please pass it on to the next person.
take on: to accept some work or responsibility
eg I can’t take on any more work at the moment.
15 It is suddenly clear that when the clock masters say that “these antiques have lives”,
it is neither an exaggeration nor a metaphor.
16 Following in the footsteps of his own teacher all those years ago, Mr Wang has now
passed on his skills to the new members, who will take on many of the future repairs.
14 Given the complexity of the work and the lack of necessary materials, this means
that each expert can work on a maximum of two large pieces a year.
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Learning aid
Learning aid
Supplementary reading
The Literary Craftsmanship of Lu Gusun
Lu Gusun was one of China’s most renowned and loved teachers, translators, mentors
and lexicographers. Born in Shanghai in 1940, he spent the first years of his life there
before the family moved to his father’s home town in Yuyao, Zhejiang Province. Lu’s
father, who spoke excellent French and would read European novels such as The Three
Musketeers to him, was an important role model, sparking the young Lu’s lifelong
interest in language and literature.
Lu returned to Shanghai in 1950 and, in 1965, graduated from Fudan University with
a degree in English Language and Literature. His attachment to the university and
devotion to teaching were such that he continued to teach there for about 50 years.
Even at the age of 67, he was giving four classes a week to both undergraduate and
postgraduate students, as well as supervising doctoral students. Lu retired from teaching
only two years before passing away in 2016.
During his studies and working life, Lu developed a remarkable command of English,
as well as of his native Chinese. These linguistic skills enabled him to achieve many
impressive accomplishments over the course of his academic career, including
translations of notable works such as The Young Lions, The Moneychangers and The
Death of the Moth. He was also a leading expert on the works of William Shakespeare.
But of them all, one of the most notable is undoubtedly his compilation of The English-
Chinese Dictionary.
In the 1970s, Lu was assigned to compile an English-Chinese dictionary. The dictionary,
which contained some 15 million characters, was the first English dictionary to be
independently compiled by an entirely Chinese team of lexicographers, of whom Lu
remained chief editor for ten years. In order to fully dedicate himself to the task, Lu
established three rules for himself: no overseas travel, no involvement in other books
and no part-time jobs. Of the process, he remarked, “Compiling dictionaries is like
cooking in the kitchen. Anyone who cannot bear the smell of the kitchen is unable to
put up with the work of compilation.” When the first edition was finished in 1991, it
became an immediate success. Two years later, it won the first National Book Award
and was later appointed by the United Nations as the official reference for English to
Chinese translation.
In addition to his published works, Lu Gusun’s legacy lives on in the way that his
colleagues and students remember him. He always made time to listen to and talk with
them, showing them unwavering patience and a genuine interest in hearing what they
90
had to say. He would respond to questions late into the night, whether in person, on
the telephone or, later, online. He was also open to receiving criticism, even from his
students, as a way to help him develop, saying that “Like little grass, we grow inch by
inch, learning about our mistakes and correcting them”.
His knowledge and devotion aside, people who knew Lu Gusun had great respect for
his integrity. Despite being a renowned scholar, he never cared for material pursuits
and personally felt no need for them. Having devoted himself to a third edition of The
English-Chinese Dictionary after his retirement, Lu continued to edit the dictionary
on the dining table of his modest Shanghai apartment. Content with what he had, his
greatest satisfaction was in his work and in inspiring those around him to take pleasure
in learning.
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Learning aid
free… from: to allow someone to say and do what
they want, after controlling or restricting them in
the past
eg They were freed from jail.
1 Code-named “Operation Overlord”, it was the largest
combined sea, air and land operation in history, the aim
being to free north-west Europe from German occupation.
这段话中的enemy 是集体名词，表示由个体组成的集
体。集体名词是相对于个体名词而言的，此段中的order，
task 等即为个体名词，指作为个体而存在的人或物。
Q： 集体名词作主语时，谓语动词用单数还是复数
形式？
A： 集体名词可归纳为以下三类。（1）有的集体
名词表示复数含义，作主语时谓语通常用复
数形式，比如cattle，people 等。例如：How
many people were at the meeting?（2）有的
集体名词作主语时谓语动词可用单数形式，也
可用复数形式。若视为整体，谓语动词用单数
形式；强调集体中的各个成员时，谓语动词
用复数形式，比如family，class，enemy 等。
Your enemy is well trained, well equipped and
battle-hardened… 此句将enemy 视为整体，
作单数看待。His family are all music lovers.
此句中的family 强调各个家庭成员，而非家
庭这一整体，因此作复数看待。（3）有的集体
名词作主语时只能用谓语动词的单数形式，
2 An order issued by Supreme Allied Commander General
Eisenhower to the troops read: “Your task will not be
an easy one. Your enemy is well trained, well equipped
and battle-hardened… But this is the year 1944… The
tide has turned! The free men of the world are marching
together to Victory! I have full confidence in your
courage, devotion to duty and skill in battle. We will
accept nothing less than full Victory!”
Key expressions
make up of
free… from
have (…) confidence in
nothing less than
prepare for
make it
meet up with
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比如baggage，clothing，furniture，machinery，jewellery 等。例如：All
baggage has to be examined. Machinery was often unprotected and accidents
were frequent.
have (…) confidence in: to feel certain that something is true
eg You should have more confidence in your own abilities.
nothing less than: used for emphasising how important or serious something
really is
eg Her survival was nothing less than miraculous.
make it: to succeed in reaching safety or in surviving
eg He has lived longer than the doctors expected. They didn’t think he would
make it to November.
We could also say
One soldier later remembered that when bombs were falling all around him,
he came very close to losing his life, but survived in the end.
3 One soldier recalled how he barely made it with bombs falling all around him…
4 As part of this solemn and moving occasion, a former soldier read out to the crowd
these lines from the poem For the Fallen, by Laurence Binyon:
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning
We will remember them.
Background information
Dwight D. Eisenhower (1890–1969) was the 34th President of the US from
1953 to 1961. During World War II, he was a five-star general in the
US Army.
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Learning aid
We could also say
Throughout history and across the world, many great thinkers have used the
image of war to describe their quest for academic achievement in a romantic way.
Background information
During the Chinese People’s War of Resistance Against Japanese Aggression,
in order to avoid the flames of war, Peking University, Tsinghua University and
Nankai University merged to form Changsha Temporary University in Changsha
and later National Southwest Associated University (Lianda) in Kunming. Formed
in 1937, Lianda existed for more than eight years. A year after the war ended, the
three universities moved back to their original locations and resumed their normal
activities. What was left behind in Kunming became today’s Yunnan Normal
University.
5 Throughout history, the great thinkers of the world have often rather romantically
referred to their academic struggles as being like “war”.
6 To save their educational and intellectual heritage, the three universities joined
together in Kunming as National Southwest Associated University, otherwise known
as Lianda.
We could also say
Living conditions were still very rough for the professors and students, even
after they reached the remote and mountainous south-west part of China.
7 Conditions were little better once they reached the remote and mountainous south-
west part of China.
Background information
Laurence Binyon (1869–1943) was an English poet, dramatist and art scholar.
The excerpt above is the most memorable stanza of his most famous poem For
the Fallen, in which Binyon pledges that the living will not forget the sacrifice of
the soldiers who gave their lives.
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The Diary of a Young Girl
WEDNESDAY, 3 MAY 1944
Dearest Kitty,
For the last two weeks we’ve been eating lunch at eleven-thirty on Saturdays; in the
mornings we have to make do with a cup of cereal. Starting tomorrow it’ll be like this
every day; that saves us a meal. Vegetables are still very hard to come by. This afternoon
we had rotten boiled lettuce. Ordinary lettuce, spinach and boiled lettuce, that’s all
there is. Add to that rotten potatoes, and you have a meal fit for a king!
As you can no doubt imagine, we often say in despair, “What’s the point of the war?
Why, oh, why can’t people live together peacefully? Why all this destruction?”
The question is understandable, but up to now no one has come up with a satisfactory
answer. Why is England manufacturing bigger and better aeroplanes and bombs and
at the same time churning out new houses for reconstruction? Why are millions spent
on the war each day, while not a penny is available for medical science, artists or the
poor? Why do people have to starve when mountains of food are rotting away in other
parts of the world? Oh, why are people so crazy?
I don’t believe the war is simply the work of politicians and capitalists. Oh no, the
common man is every bit as guilty; otherwise, people and nations would have rebelled
long ago! There’s a destructive urge in people, the urge to rage, murder and kill.
And until all of humanity, without exception, undergoes a metamorphosis, wars will
continue to be waged, and everything that has been carefully built up, cultivated and
We could also say
But it has become China’s most respected university, not only because of the
excellent professors and students, but also because of the school’s strong values
of determination and duty.
8 But it has become the crowning glory of China’s modern universities, not only because
of its prominent professors and talented students, but also because of the school’s
strong spirit of perseverance and dedication.
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grown will be cut down and destroyed, only to start all over again!
I’ve often been down in the dumps, but never desperate. I look upon our life in hiding
as an interesting adventure, full of danger and romance, and every privation as an
amusing addition to my diary. I’ve made up my mind to lead a different life from other
girls, and not to become an ordinary housewife later on. What I’m experiencing here is
a good beginning to an interesting life, and that’s the reason – the only reason – why I
have to laugh at the humorous side of the most dangerous moments.
I’m young and have many hidden qualities; I’m young and strong and living through a
big adventure; I’m right in the middle of it and can’t spend all day complaining because
it’s impossible to have any fun! I’m blessed with many things: happiness, a cheerful
disposition and strength. Every day I feel myself maturing, I feel liberation drawing
near, I feel the beauty of nature and the goodness of the people around me. Every day I
think what a fascinating and amusing adventure this is! With all that, why should
I despair?
Yours,
Anne M. Frank
(Excerpts from The Diary of a Young Girl by Anne Frank)
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U N I T
Background information
Stephen Hawking (1942–2018) was an English
theoretical physicist, cosmologist and author. His
book A Brief History of Time is an international
bestseller. At the age of 21, he was diagnosed with
ALS, a form of Motor Neurone Disease that causes
paralysis gradually. Despite this, he continued his
research into black holes and quantum gravity,
conveying it to a wide audience.
1 In the words of Professor Stephen Hawking, Artificial
Intelligence will be “either the best, or the worst thing,
ever to happen to humanity”.
两句中谓语动词的使用考虑到了主谓一致，即谓语动词
在人称和数上必须和主语一致。
Q： 主谓一致有哪些需要注意的地方？
A： （1）如果主语是一个抽象概念或不可数名
词，一般都用谓语动词的单数形式。例如：
Smoking cigarettes is bad for your health.
第一句中的比例表示的是time 这一抽象名词，
所以用谓语动词的单数形式；而第二句中的比
例表示的是jobs 这一名词的复数形式，因此
用谓语动词的复数形式。（2）当主语是and 连
接的两个名词时，如果主语表示一个单一概
念，用谓语动词的单数形式；若指两样东西，
则需用谓语动词的复数形式。例如：Breaking
and entering is against the law. A car and a bike
are my means of transportation.（3）each 和
由some，any，no，every 构成的复合不定代
词作主语时，谓语动词都用单数形式。例如：
Somebody is using the phone.（4）有些集体名
2 It used to feel like 50 per cent of my time was spent
researching new restaurants.
As it is, almost 50 per cent of US jobs are at risk from
automation in the next 20 years.
Key expressions
happen to
so far
in contrast
hang out
be susceptible to
wipe out
lie in
agree on
go through
difference between… and
as though
change one’s mind
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词指复数的人或动物，如people，cattle，poultry 等，后面都用谓语动词的
复数形式；有些集体名词，如public，family，committee，audience 等，视
作整体时跟谓语动词的单数形式，着重于所包含的成员时，则可跟谓语动
词的复数形式。例如：Cattle are grazing on the pasture. The audience was
enormous. The audience were greatly moved by the hero’s words.（5）表示
时间、重量、长度、距离、价值等的名词，尽管是复数形式，如果视作整
体，谓语动词可用单数形式。例如：Three weeks was allowed for making
the necessary preparations.（6）如果主语是单数，尽管后面有with，
together with，as well as，except 这类词引导的短语，谓语动词仍用单数
形式，因为这种短语多为修饰语。例如：An expert，together with some
assistants，was sent to help with this work. （7）当一个句子有两个主语，
而它们又是由either / or 或neither / nor 连接时, 以及以there 开头的句子，
而主语又不止一个时，谓语动词的形式通常和最邻近的主语保持一致。例
如：Either you or David is to do the work. There is a pen, a few envelopes
and some paper for you.
We could also say
There will certainly be some short-term problems with the technology when the
first self-driving cars are sold, so perhaps I’d better learn to drive first.
4 The only thing is that there might be a few machine-learning problems when the first
cars hit the market, so perhaps I’d better learn to drive first.
be susceptible to: to be easily influenced or affected by something
eg He was highly susceptible to flattery.
5 We could be seen as a “small” inconvenience that’s in the way of a solution to a
bigger problem. If we’re lucky, AI might think we’re valuable enough to keep around.
If not, it might wipe us all out!
3 And as they won’t be susceptible to human error, they’ll certainly be a lot safer.
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We could also say
AI might see us as a minor annoyance standing in the way of the solution to
a bigger problem. In that case, if we’re lucky, AI might decide we are worth
preserving. If not, it might remove us.
wipe out: to destroy, remove, or get rid of something completely
eg The whole village was wiped out by the floods.
We could also say
Whatever happens, I’m sure we can all agree that nobody will be able to blame
their illegal or immoral behaviour on AI.
6 One thing I think we all agree on, though, is that saying “My AI did it!” won’t be
any excuse for illegal or immoral behaviour!
go through: to examine or search something very carefully
eg The new model electric car went through many safety tests before it was
released to the public.
7 He’s at the rocket station, going through the tests.
We could also say
The entire crater-slope faced south and was brightly lit by the sun’s reflection
on the Earth, which was just above the horizon to the south. Jimmy was able
to bound easily up the gentle slope, hardly noticing the weight of his spacesuit
because of the Moon’s low gravity.
8 The outer side of the crater sloped southward and the Earth, which was low in the
southern sky, was nearly full, so that the entire crater-slope was brightly lit. The slope
was a gentle one and even the weight of the spacesuit couldn’t keep Jimmy from
racing up it in a floating hop that made the gravity seem nonexistent.
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We could also say
Since its creation, the little robot-mutt had never been held so tightly. It made
high-pitched and quick sounds because it was really happy.
11 And the little robot-mutt, which had never been held so tightly in all its existence,
squeaked high and rapid squeaks – happy squeaks.
We could also say
Jimmy was always safe while Robutt was with him. Robutt would knock him
out of trouble when he was too near a rock, jump on him to show how much he
loved him, or go round in circles making noises as if he was scared when Jimmy
hid behind a rock. Robutt always knew very well where Jimmy was.
9 Jimmy couldn’t go wrong while Robutt was around, tripping him when he was too
near a rock, or jumping on him to show how much he loved him, or circling around
and squeaking low and scared when Jimmy hid behind a rock, when all the time
Robutt knew well enough where he was.
as though: in such a way that something seems to be true
eg Jack smiled as though he was enjoying a joke.
10 Robutt is just adjusted to act as though it loves you.
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Victor Frankenstein’s Horror
It was on a cold November night that I saw my creation for the first time. Feeling very
anxious, I prepared the equipment that would give life to the thing that lay at my feet.
It was already one in the morning and the rain fell against the window. My candle was
almost burnt out when, by its tiny light, I saw the yellow eye of the creature open. It
breathed hard, and moved its arms and legs.
How can I describe my emotions when I saw this happen? How can I describe the
monster who I had worked so hard to create? I had tried to make him beautiful.
Beautiful! He was the ugliest thing I had ever seen! You could see the veins beneath his
yellow skin. His hair was black and his teeth were white. But these things contrasted
horribly with his yellow eyes, his wrinkled yellow skin and black lips.
I had worked for nearly two years with one aim only, to give life to a lifeless body. For
this I had not slept, I had destroyed my health. I had wanted it more than anything in
the world. But now I had finished, the beauty of the dream vanished, and horror and
disgust filled my heart. Now my only thoughts were, “I wish I had not created this
creature, I wish I was on the other side of the world, I wish I could disappear!” When
he turned to look at me, I felt unable to stay in the same room as him. I rushed out, and
for a long time I walked up and down my bedroom. At last I threw myself on the bed
in my clothes, trying to find a few moments of sleep. But although I slept, I had terrible
dreams. I dreamt I saw my fiancée walking in the streets of our town. She looked well
and happy but as I kissed her lips, they became pale, as if she were dead. Her face
changed and I thought I held the body of my dead mother in my arms. I woke, shaking
with fear. At that same moment, I saw the creature that I had created. He was standing
by my bed and watching me. His mouth opened and he made a sound, then seemed to
smile. I think he wanted to speak, but I did not hear. He put out a hand, as if he wanted
to keep me there, but I ran out of the room. I hid in the garden and stayed there till
morning, terrified by what I had done. Again and again I thought, “I wish I had not
done this terrible thing, I wish I was dead!”
You cannot imagine the horror of that face! I had seen him when he was unfinished –
he was ugly then.
But when he stood up and moved, he became a creature from my
worst nightmares.
(Adaptation from Frankenstein by Mary Shelley)
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take… for granted: to expect that someone or
something will always be there when you need them
and never think how important or useful they are
eg Losing my job taught me never to take
anything for granted.
1 In fact, we are so used to them that we may even take
them for granted without realising how much inspiration
they have given us.
Background information
• Barcelona is located on the Northeastern
Mediterranean coast of Spain. It has a rich
cultural heritage and is an important cultural
centre and a major tourist destination. Many
great painters and artists, such as Picasso and
Antoni Gaudí, worked here at some time and
their influence is still evident throughout the city.
2 From Barcelona’s forest-like Sagrada Familia to the
modern style of Beijing’s Water Cube, nature is presented
in various architectural designs.
此句中的realising 是非限定动词，又叫非谓语动词。
Q： 非限定动词有哪几类？
A： 非限定动词共有三类，即不定式、动名词和
分词。
Q： 非限定动词与限定动词有何不同？
A： 限定动词在句中用作谓语，受主语的人称和数
的限制。非限定动词在句中不可单独用作谓
语，不受主语的人称和数的限制，它们在句中
可以用作其他成分，如主语、宾语、表语等。
作主语：Roller skating on rough pavement
invites accidents.
作宾语：He avoided talking about this.
作表语：My idea is to rent a bicycle.
Key expressions
take… for granted
an example of
convert… into
respond to
in return for
draw… from
reaction to
withdraw from
resign oneself to
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convert… into: to change into a different form, or change into something that
can be used for a different purpose or in a different way
eg They converted the old school into luxury flats.
3 The panels also capture heat from the sun and convert it into energy that powers
the building.
4 Superficially, these two men, whose lives were separated in time by nearly 1,500
years, were polar opposites. And yet they shared an intense respect for nature, which
made them each an influential figure of their time.
We could also say
It may seem that these two men were very different because one lived nearly one
thousand and five hundred years earlier than the other, but they in fact shared a
deep respect for nature that made them important in their own times.
• The distinctive and unfinished Sagrada Familia is a Roman Catholic church
in Barcelona. It was designed by Catalan architect Antoni Gaudí and is a
UNESCO World Heritage Site.
• The Beijing National Aquatics Centre, also known as the Water Cube, is an
aquatics centre that was built for the swimming competitions of the 2008
Summer Olympics. The building is coated with an advanced membrane
formed by bubbles of varying sizes, symbolising water.
in return for: as payment or in exchange for something, or as a way of thanking
someone for something
eg We get many benefits in return for our taxes.
5 In 405, he quit the service of the court for good, expressing his unhappiness in the
now famous line that he would not “bow like a servant in return for five dou
of grain”.
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withdraw from: to no longer take part in something, or to stop someone or
something from taking part
eg The injury has forced him to withdraw from the competition.
7 Both men were happy to withdraw from contemporary life, seeking a harmonious
relationship with nature in the quietness of their lives.
Background information
Walden Pond is a lake in Concord, Massachusetts, in the United States. Thoreau,
the noted American essayist, poet and philosopher, lived for about two years in a
cabin on its shores. There, he produced his best-known book Walden, a reflection
on simple living in natural surroundings that was published in 1854.
6 For two years, two months and two days, he lived in a cottage in the forest on the
edge of Walden Pond, focusing on himself and his writing. He explained his reason
for doing so in Walden: “I went to the woods because I wished to live deliberately, to
front only the essential facts of life.”
resign oneself to: to make oneself accept something that is bad but cannot
be changed
eg You don’t have to resign yourself to doing a job that you don’t enjoy.
8 Live in each season as it passes; breathe the air, drink the drink, taste the fruit, and
resign yourself to the influences of each.
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Walden
When I first paddled a boat on Walden, it was completely surrounded by thick and lofty
pine and oak woods, and in some of its coves grape-vines had run over the trees next
the water and formed bowers under which a boat could pass. The hills which form its
shores are so steep, and the woods on them were then so high that, as you looked down
from the west end, it had the appearance of an amphitheatre for some land of sylvan
spectacle. I have spent many an hour, when I was younger, floating over its surface as
the zephyr willed, having paddled my boat to the middle, and lying on my back across
the seats, in a summer forenoon, dreaming awake, until I was aroused by the boat
touching the sand, and I arose to see what shore my fates had impelled me to; days
when idleness was the most attractive and productive industry. Many a forenoon have I
stolen away, preferring to spend thus the most valued part of the day; for I was rich, if
not in money, in sunny hours and summer days, and spent them lavishly; nor do I regret
that I did not waste more of them in the workshop or the teacher’s desk. But since I left
those shores the woodchoppers have still further laid them waste, and now for many
a year there will be no more rambling through the aisles of the wood, with occasional
vistas through which you see the water... How can you expect the birds to sing when
their groves are cut down?
Now the trunks of trees on the bottom, and the old log canoe, and the dark surrounding
woods, are gone, and the villagers, who scarcely know where it lies, instead of going to
the pond to bathe or drink, are thinking to bring its water... to the village in a pipe, to
wash their dishes with! – to earn their Walden by the turning of a cock or drawing of
a plug! ...
Nevertheless, of all the characters I have known, perhaps Walden wears best, and best
preserves its purity. Many men have been likened to it, but few deserve that honor.
Though the woodchoppers have laid bare first this shore and then that, and the Irish
have built their sties by it, and the railroad has infringed on its border, and the ice-men
have skimmed it once, it is itself unchanged, the same water which my youthful eyes
fell on; all the change is in me. It has not acquired one permanent wrinkle after all its
ripples. It is perennially young, and I may stand and see a swallow dip apparently to
pick an insect from its surface as of yore. It struck me again tonight, as if I had not seen
it almost daily for more than twenty years, – Why, here is Walden, the same woodland
lake that I discovered so many years ago; ... I see by its face that it is visited by the same
reflection; and I can almost say, Walden, is it you?
(Excerpts from Walden by Henry David Thoreau)
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Background information
• Robert Wilson Lynd (1879–1949) was an
Anglo-Irish writer, literary essayist and Irish
nationalist. He is best remembered today for
the remarkable sequence of essays he wrote
over a period of more than thirty years.
• Jane Austen (1775–1817) was an English
novelist, best known for her social commentary
in novels such as Sense and Sensibility, Pride
and Prejudice and Emma. Mr Woodhouse is a
central character in Emma, and the father of the
protagonist, Emma Woodhouse. He is constantly
worried about his health and wants a quiet,
simple life.
1 Mr Robert Lynd once said of Jane Austen’s characters:
“They are people in whose lives a slight fall of snow is
an event.” Even at the risk of appearing to this fair and
witty reviewer as another Mr Woodhouse, I must insist
that last night’s fall of snow here was an event.
talk away: to continue to talk for a long time
eg Nobody’s listening, but she just keeps
talking away.
come round: to happen, often referring to a
regular event
eg The summer holidays have come round again.
2 I was nearly as excited about it this morning as the
children, whom I found all looking through the window
at the magic outside and talking away as excitedly as if
Christmas had suddenly come round again.
Key expressions
talk away
come round
break out
alert… to
cause harm to
urge… to do
target for
stand by
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sweating 和carpeted 在此句中是非限定动词，分别作状语和补语。非限定动词（不定
式、动名词和分词）具有名词、形容词或副词的特征，不能在句中单独作谓语。
Q： 除了主语、宾语、表语外，非限定动词还能充当什么成分？
A： 非限定动词还可以作定语、状语、补语等。
作定语：He may be in the reading room.
作状语：He has returned only to be sent away again.
作补语：The fire is reported controlled.
3 It is the first fall we have had here this winter, and last year I was out of the country,
sweating in a hot climate, during the snowy season, so that it really does seem an age
since I saw the ground so fantastically carpeted.
Background information
Hans Christian Andersen (1805–1875) was a Danish author who wrote some
of literature’s best-loved fairy tales, including “The Emperor’s New Clothes”,
“The Little Mermaid” and “The Ugly Duckling”. His fairy tales are among the
most frequently translated works in all of literary history, and the themes of his
stories appeal to adults and children alike.
4 But the snow is falling heavily, in great soft flakes, so that you can hardly see
across the shallow valley, and the roofs are thick and the trees all bending, and the
weathercock of the village church, still to be seen through the grey loaded air, has
become some creature out of Hans Andersen.
alert… to: to make someone realise something important or dangerous
eg We will be assisting in alerting people to the dangers of cold weather.
5 By imagining a world without birds, she aimed to alert not only the scientific
community but also the general public to the damaging effects of human activity on
natural ecosystems – in particular, to the harmful use of pesticides, such as DDT.
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Background information
The Environmental Protection Agency, established in 1970, is an independent
agency of the US government. It works to protect human health and the
environment through regulating auto emissions, banning the use of DDT,
cleaning up toxic waste, increasing recycling, etc.
6 Its impact was immediate and far-reaching: the use of DDT was banned and the
Environmental Protection Agency (EPA) was established in the US.
stand by: to continue to have a particular belief or opinion, even though other
people have doubts about it or disagree with you
eg The doctors are standing by their claim that they are not at fault.
8 These were attempts to damage Carson’s reputation and stop her work from
influencing public policy, but she remained determined to stand by her research.
9 She made a crucial but potentially difficult-to-understand subject interesting and
accessible to millions of people.
target for: a person, idea or statement at risk of criticism
eg His war record became a target for his enemies.
7 Though Carson’s research was strong and was supported by most scientists who
reviewed her work, the book quickly became a target for critics in the pesticide industry.
Background information
DDT is a chemical compound that was originally developed as an insecticide. It
has no colour, taste or odour. Its agricultural use was banned in the US in 1972
because of its damaging effects on the environment.
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We could also say
This subject is important but it can be difficult to understand. She made the
subject interesting and easier to understand for millions of people.
Supplementary reading
I Wandered Lonely as a Cloud
By William Wordsworth
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed – and gazed – but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
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The Lake Isle of Innisfree
By William Butler Yeats
I will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made;
Nine bean-rows will I have there, a hive for the honey-bee,
And live alone in the bee-loud glade.
And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
There midnight’s all a glimmer, and noon a purple glow,
And evening full of the linnet’s wings.
I will arise and go now, for always night and day
I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core.
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Words and expressions
注：词汇表中，未加符号的单词为选择性必修单词；加* 的为未做要求的单词。
UNIT 1
self-critical /ˌself ˈkrɪtɪk(ə)l/ adj. 自我批评的，
自我批判的
2
* freckle /ˈfrek(ə)l/ n. （尤指脸上的）雀斑，斑点
2
* enlarge /ɪnˈlɑːdʒ/ v. （使）增大，扩大
2
* jawline /ˈdʒɔːlaɪn/ n. 下巴的形状
2
boost /buːst/ v. 促进，推动
2
boost one’s confidence 增加某人的信心
2
* narcissist /nɑːˈsɪsɪst/ n. 自我陶醉者
2
* obsessive /əbˈsesɪv/ adj. 痴迷的，迷恋的；
过度的（含贬义）
2
pretend /prɪˈtend/ v. 假装，装作
2
* misjudge /ˌmɪsˈdʒʌdʒ/ v. 对（人或情况）判断
错误
2
* lipstick /ˈlɪpˌstɪk/ n. 唇膏，口红
3
identical /aɪˈdentɪk(ə)l/ adj. 完全相同的；
非常相似的
3
dormitory /ˈdɔːmɪt(ə)ri/ n. 寝室
3
* roommate /ˈruːmˌmeɪt/ n. （尤指大学里的）室友 3
* bizarre /bɪˈzɑː/ adj. 古怪的；奇异的
3
from head to toe 从头到脚
3
* makeover /ˈmeɪkəʊvə/ n. （以新衣服、新发型等
进行的）打扮，装扮
3
* overlook /ˌəʊvəˈlʊk/ v. 忽视，忽略
3
bother /ˈbɒðə/ v. （使）苦恼
3
pill /pɪl/ n. 药丸，药片
3
* stereotype /ˈsteriətaɪp/ n. 模式化的思想
3
* skinny /ˈskɪni/ adj. 极瘦的，皮包骨的
3
acknowledge /əkˈnɒlɪdʒ/ v. 承认（某事属实或
某情况存在）
3
assumption /əˈsʌmpʃ(ə)n/ n. 假定，假设
5
saving /ˈseɪvɪŋ/ n. 积蓄
5
welfare /ˈwelfeə/ n. 帮助；福利
5
psychology /saɪˈkɒlədʒi/ n. 心理，心理过程
6
finding /ˈfaɪndɪŋ/ n. 研究的结果；发现
6
* frightful /ˈfraɪtf(ə)l/ adj. 可怕的
7
* monstrous /ˈmɒnstrəs/ adj. 丑陋的；骇人的
7
* righteous /ˈraɪtʃəs/ adj. 正派的，正直的
7
* outward /ˈaʊtwəd/ adj. 外表的，表面的
7
* beast /biːst/ n. （尤指体型庞大或危险的）野兽
7
* timid /ˈtɪmɪd/ adj. 胆小的，胆怯的
7
* coward /ˈkaʊəd/ n. 胆小鬼；懦夫
7
* bookish /ˈbʊkɪʃ/ adj. 好读书的，书呆子气的
7
* loyal /ˈlɔɪəl/ adj. 忠贞的，忠实的，忠诚的
7
novelist /ˈnɒv(ə)lɪst/ n. 小说家
8
* kidnap /ˈkɪdnæp/ v. 绑架；劫持
8
* torture /ˈtɔːtʃə/ v. 拷打，拷问
8
* execution /ˌeksɪˈkjuːʃ(ə)n/ n. （尤指依法的）处死 8
* predicament /prɪˈdɪkəmənt/ n. 尴尬的处境
8
* graceful /ˈɡreɪsf(ə)l/ adj. 优美的，优雅的
8
Words and expressions
Words and expressions
112
* repulsive /rɪˈpʌlsɪv/ adj. 令人厌恶的
8
* defect /dɪˈfekt/ n. 缺点，缺陷，毛病
8
* hunched /hʌntʃt/ adj. 弓身的，弓背的
8
comprehension /ˌkɒmprɪˈhenʃ(ə)n/ n. 理解（力） 8
* melancholy /ˈmelənk(ə)li/ n. 忧郁，无名的伤感 8
* wretch /retʃ/ n. 可怜的人
8
* exclaim /ɪkˈskleɪm/ v. （因惊讶、愤怒或兴奋而）
呼喊，惊叫
8
* heartfelt /ˈhɑːtfelt/ adj. 衷心的，诚挚的
8
* compassion /kəmˈpæʃ(ə)n/ n. 怜悯；同情
8
* exquisite /ɪkˈskwɪzɪt/ adj. 精美的，精致的
9
accent /ˈæks(ə)nt/ n. 口音
9
* utter /ˈʌtə/ v. （尤指吃力地）发出（声音）
9
* syllable /ˈsɪləb(ə)l/ n. 音节
9
* immense /ɪˈmens/ adj. 巨大的
9
* monster /ˈmɒnstə/ n. 怪物
9
* resemble /rɪˈzemb(ə)l/ v. 像；与……类似，
与……相似
9
* savage /ˈsævɪdʒ/ adj. 野蛮的
9
* dew /djuː/ n. 露水
9
* whilst /waɪlst/ conj. 而（用于强调两种情况、
活动等之间的差别）
9
* coarse /kɔːs/ adj. 粗的，粗糙的
9
* downtrodden /ˈdaʊnˌtrɒdn/ adj. 被践踏的，
受压迫的，遭蹂躏的
9
* pebble /ˈpeb(ə)l/ n. 卵石，小圆石，砾石
9
* heartbreaking /ˈhɑːtˌbreɪkɪŋ/ adj. 令人悲伤的
9
* expression /ɪkˈspreʃ(ə)n/ n. 表情；神色
9
* intently /ɪnˈtentli/ adv. 专心地；一心一意地
9
* repay /rɪˈpeɪ/ v. 报答
9
* profound /prəˈfaʊnd/ adj. （感情）强烈的，
深切的
9
* tenderness /ˈtendənɪs/ n. 柔情
9
motive /ˈməʊtɪv/ n. （尤指隐藏的）动机，原因，
目的
10
UNIT 2
* lens /lenz/ n. （照相机、摄像机的）镜头
14
pose /pəʊz/ v. （使）摆好姿势
14
grocery /ˈɡrəʊs(ə)ri/ n. 食品杂货店
15
grocery store 超级市场
15
* fascination /ˌfæsɪˈneɪʃ(ə)n/ n. 着迷，迷恋
15
fashion /ˈfæʃ(ə)n/ n. 时尚
15
uncomplicated /ʌnˈkɒmplɪkeɪtɪd/ adj. 不复杂的，
简单的；单纯的
15
* faraway /ˈfɑːrəweɪ/ adj. 遥远的
15
celebrity /sɪˈlebrɪti/ n. 名人，明星
15
* craft /krɑːft/ n. （某一行业所需的）技能
15
* anthropologist /ˌænθrəˈpɒlədʒɪst/ n. 人类学家 15
trial /ˈtraɪəl/ n. 试验
17
by trial and error 反复试验（以得出最佳结果）17
113
Words and expressions
* craftsmanship /ˈkrɑːftsmənʃɪp/ n. 手艺；工艺；
技艺
18
* atomic /əˈtɒmɪk/ adj. 原子能的；核能的
19
back down 退让；认输
19
the cutting edge (of sth) （某事物发展的）
尖端，最前沿
19
think outside the box 不拘一格地思考，
跳出框框思考
19
break new ground 开辟新的领域；有新发现
19
hydrogen /ˈhaɪdrədʒ(ə)n/ n. 氢
19
propulsion /prəˈpʌlʃ(ə)n/ n. （车辆等的）推进力 19
jet propulsion 喷气推进
19
* acclaim /əˈkleɪm/ n. 表扬，赞赏
19
* shun /ʃʌn/ v. （故意）避开，躲开
19
* spotlight /ˈspɒtlaɪt/ n. 聚光灯；媒体的关注
19
* harsh /hɑːʃ/ adj. 恶劣的，艰苦的，严峻的
19
* prosperous /ˈprɒsp(ə)rəs/ adj. 富裕的，繁荣的，
兴旺的，发达的
19
* courtyard /ˈkɔːtjɑːd/ n. 庭院，院子
20
precious /ˈpreʃəs/ adj. 珍稀的；贵重的
20
antique /ˌænˈtiːk/ n. 古董，古玩，古物
20
restoration /ˌrestəˈreɪʃ(ə)n/ n. （旧建筑或旧家具
等的）修复，整修
20
* crimson /ˈkrɪmz(ə)n/ adj. 深红色的
20
* workplace /ˈwɜːkpleɪs/ n. 工作场所
20
* timepiece /ˈtaɪmpiːs/ n. 计时器；钟；表
20
* envoy /ˈenvɔɪ/ n. 使者，使节
21
* intricate /ˈɪntrɪkət/ adj. 错综复杂的
21
maximum /ˈmæksɪməm/ n. 最大量，最大值
21
* painstaking /ˈpeɪnzˌteɪkɪŋ/ adj. 小心的；费尽
心思的；精心的
21
* workshop /ˈwɜːkʃɒp/ n. 车间，工场
21
* melody /ˈmelədi/ n. 歌曲；曲调
21
polish /ˈpɒlɪʃ/ v. 擦亮，擦光
21
* gigantic /dʒaɪˈɡæntɪk/ adj. 巨大的，庞大的
21
bark /bɑːk/ v. （狗）吠叫
21
* flap /flæp/ v. 振（翼），扑动（翅膀）
21
* spin /spɪn/ v. 将（棉花、羊毛等）纺成（线），
纺（线）
21
* exaggeration /ɪɡˌzædʒəˈreɪʃ(ə)n/ n. 夸大，夸张 21
* metaphor /ˈmetəfə/ n. 隐喻，暗喻
21
* nonetheless /ˌnʌnðəˈles/ adv. 然而，但是；
尽管如此，虽然如此
21
* artisan /ˌɑːtɪˈzæn/ n. 工匠，手艺人
21
preserve /prɪˈzɜːv/ v. 维护，保护；保存
21
* apt /æpt/ adj. 适当的，恰当的
21
* timeless /ˈtaɪmləs/ adj. 永恒的，恒久的；
永不过时的
21
* sedately /sɪˈdeɪtli/ adv. 安静地；慢悠悠地
21
* modest /ˈmɒdɪst/ adj. 谦虚的，谦逊的
21
essay /ˈeseɪ/ n. 短文，论说文
23
dominate /ˈdɒmɪneɪt/ v. 支配，控制，主宰
23
Words and expressions
114
architecture /ˈɑːkɪtektʃə/ n. 建筑风格，
建筑设计
23
ambitious /æmˈbɪʃəs/ adj. 宏大的，艰巨的
23
associate /əˈsəʊʃieɪt/ v. 与……有关
23
analysis /əˈnælɪsɪs/ n. 分析
23
comprise /kəmˈpraɪz/ v. 包括，由……构成
23
UNIT 3
violent /ˈvaɪələnt/ adj. 狂暴的，凶暴的
25
* landing /ˈlændɪŋ/ n. （军队的）登陆
26
* allied /ˈælaɪd/ adj. （第二次世界大战）同盟国的 26
* troop /truːp/ n. 部队；军队
26
* code-name /ˈkəʊdˌneɪm/ v. 起代号为
26
* tide /taɪd/ n. 潮水
26
* supreme /sʊˈpriːm/ adj. 最高的
26
* commander /kəˈmɑːndə/ n. 指挥官，长官
26
* parachute /ˈpærəʃuːt/ n. 降落伞
27
objective /əbˈdʒektɪv/ n. 目的，目标
27
* coastline /ˈkəʊstlaɪn/ n. 海岸线
27
violence /ˈvaɪələns/ n. 暴力
27
* horror /ˈhɒrə/ n. 惊恐
27
* drown /draʊn/ v. （使）淹死
27
* gunfire /ˈɡʌnfaɪə/ n. 炮火
27
* amongst /əˈmʌŋst/ prep. 在……当中
（= among）
27
tank /tæŋk/ n. 坦克
27
recall /rɪˈkɔːl/ v. 回想，回忆起
27
barely /ˈbeəli/ adv. 勉强才能
27
liberate /ˈlɪbəreɪt/ v. 解放（城市、国家等）
27
memorial /məˈmɔːriəl/ adj. 纪念的，追悼的
27
* solemn /ˈsɒləm/ adj. 严肃的，庄重的
27
* weary /ˈwɪəri/ v. （使）非常疲倦
27
* condemn /kənˈdem/ v. 迫使（某人）处于不幸的
境地
27
outstanding /aʊtˈstændɪŋ/ adj. 杰出的，优秀的 27
uniform /ˈjuːnɪfɔːm/ n. 制服
29
bomb /bɒm/ v. 轰炸
30
* peacekeeping /ˈpiːsˌkiːpɪŋ/ n. 维持和平
（的行动）
31
* peacekeeper /ˈpiːsˌkiːpə/ n. 维和人员
31
friction /ˈfrɪkʃ(ə)n/ n. 冲突，摩擦
31
* disarm /dɪsˈɑːm/ v. 解除武装
31
* combatant /ˈkɒmbətənt/ n. 战斗人员
31
weapon /ˈwepən/ n. 武器，兵器
31
* ammunition /ˌæmjʊˈnɪʃ(ə)n/ n. 弹药
31
stability /stəˈbɪlɪti/ n. 稳固，稳定
31
on standby 待命
31
* professionalism /prəˈfeʃ(ə)nəlɪz(ə)m/
n. 专业水准；专业素质；职业精神
31
academic /ækəˈdemɪk/ adj. 学术的
32
* aggression /əˈɡreʃ(ə)n/ n. 侵略
32
* intellectual /ɪntəˈlektʃʊəl/ adj. 智力的，脑力的 32
115
Words and expressions
** associated /əˈsəuʃieɪtɪd/ adj. 联合的
32
** rough /rʌf/ adj. 简单的；粗糙的
32
** sardine /sɑːˈdiːn/ n. 沙丁鱼
32
** dire /ˈdaɪə/ adj. 极其严重的
32
** disrupt /dɪsˈrʌpt/ v. 扰乱
32
** daunting /ˈdɔːntɪŋ/ adj. 吓人的，使人气馁的
32
** fortify /ˈfɔːtɪfaɪ/ v. 激励，加强
32
emerge /ɪˈmɜːdʒ/ v. 出现
32
** shirk /ʃɜːk/ v. 逃避
32
** invader /ɪnˈveɪdə/ n. 侵略者，侵略军
32
** depict /dɪˈpɪkt/ v. 描述，描写
33
** peer /pɪə/ n. 同龄人；同辈
33
** misty /ˈmɪsti/ adj. 多雾的
33
** breeze /briːz/ n. 微风
33
** crowning /ˈkraʊnɪŋ/ adj. 使圆满的，使完美的 33
** glory /ˈɡlɔːri/ n. 辉煌的成就；荣耀的事
33
** prominent /ˈprɒmɪnənt/ adj. 著名的，杰出的
33
** dedication /ˌdedɪˈkeɪʃ(ə)n/ n. 奉献
33
representative /reprɪˈzentətɪv/ n. 代表
33
** commemorate /kəˈmeməreɪt/ v. 庆祝，为……
举行纪念活动
33
** anniversary /ˌænɪˈvɜːs(ə)ri/ n. 周年纪念日
33
** reaffirm /riːəˈfɜːm/ v. 重申，再次确定
33
** collective /kəˈlektɪv/ adj. 集体的；共同的
33
** blueprint /ˈbluːprɪnt/ n. 蓝图
33
sum /sʌm/ n. 金额，款项
35
grain /ɡreɪn/ n. 谷物，粮食
35
relevant /ˈreləv(ə)nt/ adj. 有关的，切题的
36
UNIT 4
artificial /ˌɑːtɪˈfɪʃ(ə)l/ adj. 人造的，人工的
38
artificial intelligence 人工智能
38
** humanity /hjuːˈmænɪtɪ/ n. 人类
38
assistant /əˈsɪst(ə)nt/ n. 助手，助理
38
** susceptible /səˈseptəb(ə)l/ adj. 易受影响的
38
victim /ˈvɪktɪm/ n. 受害者
39
potentially /pəˈtenʃ(ə)li/ adv. 潜在地
39
** automation /ɔːtəˈmeɪʃ(ə)n/ n. 自动化
39
capacity /kəˈpæsɪti/ n. 能力，才能
39
analyse /ˈæn(ə)laɪz/ v. 分析
39
** leap /liːp/ n. 剧变
39
** regulate /ˈreɡjʊleɪt/ v. 控制，管理
39
illegal /ɪˈliːɡ(ə)l/ adj. 非法的，违法的
39
immoral /ɪˈmɒrəl/ adj. 不道德的，道德败坏的 39
client /ˈklaɪənt/ n. 客户，客人，顾客
41
cite /saɪt/ v. 引用，引述
41
assess /əˈses/ v. 评价，评定
41
bank on 依靠，指望
43
** horizon /həˈraɪz(ə)n/ n. 地平线
43
on the horizon 将要发生
43
** reckon /ˈrekən/ v. 认为，以为
43
cell /sel/ n. 细胞
43
Words and expressions
116
bound /baʊnd/ adj. 可能的
43
be bound to 很有可能，肯定会
43
cycle /ˈsaɪk(ə)l/ n. 自行车
43
demand /dɪˈmɑːnd/ n. 需要，需求
43
** crater /ˈkreɪtə/ n. （物体坠落、炸弹爆炸等
在地上造成的）坑
44
** agile /ˈædʒaɪl/ adj. 敏捷的，灵活的
44
** slope /sləʊp/ v. 倾斜，成斜坡
44
** hop /hɒp/ n. 跳跃
44
** squeak /skwiːk/ v. 发出吱吱声
44
** tendon /ˈtendən/ n. 腱
44
** wavelength /ˈweɪvleŋθ/ n. 波长
44
mechanical /mɪˈkænɪk(ə)l/ adj. 机械的
45
** imitation /ˌɪmɪˈteɪʃ(ə)n/ n. 仿制品
45
** mutt /mʌt/ n. 杂种狗
45
** frown /fraʊn/ v. 皱眉
45
** positronic /ˌpɒzɪˈtrɒnɪk/ adj. 正电子的
45
tightly /ˈtaɪtli/ adv. 紧紧地
45
desperate /ˈdesp(ə)rət/ adj. 拼命的，绝望的
45
clue /kluː/ n. 线索，提示
46
faulty /ˈfɔːlti/ adj. 有故障的，有缺陷的
47
consistent /kənˈsɪst(ə)nt/ adj. 一贯的，一致的 47
UNIT 5
** lotus /ˈləʊtəs/ n. 莲花，荷花
50
** termite /ˈtɜːmaɪt/ n. 白蚁
50
** mound /maʊnd/ n. 土堆，土丘
50
** algae /ˈældʒiː/ n. 藻类（植物）
50
take… for granted 认为……理所当然
50
pine cone 松果，松球
50
** tile /taɪl/ n. 瓦片
50
architect /ˈɑːkɪtekt/ n. 建筑师
50
** mimic /ˈmɪmɪk/ v. 模仿
50
** waterfront /ˈwɔːtəfrʌnt/ n. 滨水地区
51
** promenade /ˌprɒməˈnɑːd/ n. 滨海步行道
51
** plumbing /ˈplʌmɪŋ/ n. 管道系统
51
superb /sjuːˈpɜːb/ adj. 极好的，出色的
51
** biomimicry /ˌbaɪəʊˈmɪmɪkri/ n. 仿生学
51
** dioxide /daɪˈɒksaɪd/ n. 二氧化物
51
** convert /kənˈvɜːt/ v. 使转变；使转换
51
frontier /ˈfrʌntɪə/ n. （学科的）知识前沿
52
pond /pɒnd/ n. 池塘
53
sow /səʊ/ v. 播（种）
53
wisdom /ˈwɪzdəm/ n. 智慧
53
seek solutions to 寻求解决方法
54
take inspiration from 从……中获取灵感
54
employ /ɪmˈplɔɪ/ v. 使用，运用
54
bat /bæt/ n. 蝙蝠
54
** echo-location /ˌekəʊləʊˈkeɪʃ(ə)n/ n. 回声定位 54
** radar /ˈreɪdɑː/ n. 雷达
54
** swimsuit /ˈswɪmsuːt/ n. 游泳衣
54
** dragonfly /ˈdræɡənflaɪ/ n. 蜻蜓
54
117
Words and expressions
* drone /drəʊn/ n. 无人驾驶飞机
54
* spider /ˈspaɪdə/ n. 蜘蛛
54
physician /fɪˈzɪʃ(ə)n/ n. 医生
55
* superficially /ˌsuːpəˈfɪʃ(ə)li/ adv. 表面（上）地 56
bow /baʊ/ v. 鞠躬
56
rural /ˈrʊərəl/ adj. 农村的，乡村的
56
decent /ˈdiːs(ə)nt/ adj. 可接受的，相当好的
57
cottage /ˈkɒtɪdʒ/ n. 乡村小屋
57
* deliberately /dɪˈlɪb(ə)rɪtli/ adv. 不慌不忙地，
从容不迫地
57
withdraw /wɪðˈdrɔː/ v. 退出
57
domestic /dəˈmestɪk/ adj. 驯养的；家养的
57
depressive /dɪˈpresɪv/ adj. 抑郁的
57
* reluctant /rɪˈlʌktənt/ adj. 不情愿的；勉强的
57
* depart /dɪˈpɑːt/ v. 离开
57
* lane /leɪn/ n. （乡间的）小路
57
* atop /əˈtɒp/ prep. 在……顶上
57
* mulberry /ˈmʌlb(ə)ri/ n. 桑葚；桑树
57
purity /ˈpjʊərɪti/ n. 纯洁；洁净
57
resign /rɪˈzaɪn/ v. 使自己顺从于（做）某事；
安于
57
botanical /bəˈtænɪk(ə)l/ adj. 植物（学）的
57
reject /rɪˈdʒekt/ v. 拒绝接受
57
ease /iːz/ n. 舒适，悠闲
57
at ease with 不拘束，放松
57
attain /əˈteɪn/ v. 得到，获得
57
* fulfilment /fʊlˈfɪlmənt/ n. 满足（感）
57
evaluate /ɪˈvæljueɪt/ v. 评估，评价
58
UNIT 6
weekly /ˈwiːkli/ adj. 一周一次的，每周的
62
inspector /ɪnˈspektə/ n. 检查员，巡视员
62
insist /ɪnˈsɪst/ v. 坚称，坚决认为
62
* secrecy /ˈsiːkrəsi/ n. 保密，秘密状态
62
shaving /ˈʃeɪvɪŋ/ n. 刮胡子
63
* flush /flʌʃ/ v. （使）发红
63
* plum /plʌm/ n. 李子；梅子
63
* faintly /ˈfeɪntli/ adv. 微弱地；模糊地
63
* dispose /dɪˈspəʊz/ v. 排列，布置
63
* sparkle /ˈspɑːk(ə)l/ n. 闪耀，闪光
63
prospect /ˈprɒspekt/ n. 开阔的景观，景色
63
* redden /ˈredn/ v. （使）变红
63
* glare /ɡleə/ n. 刺眼的强光
63
* flake /fleɪk/ n. 小薄片
63
bend /bend/ v. 变弯曲
63
* weathercock /ˈweðəkɒk/ n. （公鸡形）风标
63
church /tʃɜːtʃ/ n. 教堂
63
rhyme /raɪm/ n. 儿歌，童谣
63
* alabaster /ˈæləbɑːstə/ n. 雪花石膏
63
* goose /ɡuːs/ n. 鹅
63
* feather /ˈfeðə/ n. 羽毛
63
innocent /ˈɪnəs(ə)nt/ adj. 天真无邪的
64
Words and expressions
118
enhance /ɪnˈhɑːns/ v. 改进；增强
64
* bloom /bluːm/ v. 开花
66
* charm /tʃɑːm/ n. 魅力，魔力
66
* bleak /bliːk/ adj. 阴冷的；阴郁的
66
* fade /feɪd/ v. 逐渐消失；褪色
66
* orchard /ˈɔːtʃəd/ n. 果园
66
* cluster /ˈklʌstə/ n. 串，丛，簇
66
wheat /wiːt/ n. 小麦
66
* pile /paɪl/ v. 堆放，摞起
66
gentle /ˈdʒentl/ adj. 轻柔的；温和的
66
sweep /swiːp/ v. 吹过，掠过
66
* tinge /tɪndʒ/ v. 着淡色于……
66
* wagon /ˈwæɡən/ n. 四轮运货车
66
* reap /riːp/ v. 收割（庄稼）
66
ban /bæn/ v. 禁止，取缔
68
* puzzled /ˈpʌz(ə)ld/ adj. 困惑的，无法理解的
68
* backyard /ˌbækˈjɑːd/ n. 后院
68
* moribund /ˈmɒrɪbʌnd/ adj. 垂死的，
奄奄一息的
68
* tremble /ˈtremb(ə)l/ v. 颤抖，发抖
68
* throb /θrɒb/ v. 生机勃勃；热闹
68
chorus /ˈkɔːrəs/ n. 合唱曲
68
* robin /ˈrɒbɪn/ n. 知更鸟
68
* catbird /ˈkætbɜːd/ n. 猫鹊
68
* dove /dʌv/ n. 鸽子
68
* jay /dʒeɪ/ n. 松鸦
68
* wren /ren/ n. 鹪鹩（一种褐色小鸟）
68
* marsh /mɑːʃ/ n. 沼泽，湿地
68
* fable /ˈfeɪb(ə)l/ n. 寓言
68
* alert /əˈlɜːt/ v. 提醒，使（某人）意识到
68
* knowingly /ˈnəʊɪŋli/ adv. 故意地
68
gypsy moth 舞毒蛾
68
dozen /ˈdʌz(ə)n/ number 一打；许多
69
thorough /ˈθʌrə/ adj. 仔细的；缜密的
69
precise /prɪˈsaɪs/ adj. 精确的；一丝不苟的
69
launch /lɔːntʃ/ n. 推出，发起
69
* posthumous /ˈpɒstjʊməs/ adj. 死后获得的
69
* marine /məˈriːn/ adj. 海洋的
69
reputation /ˌrepjʊˈteɪʃ(ə)n/ n. 名誉，名望
69
elegance /ˈelɪɡəns/ n. 优美；简洁
69
passionate /ˈpæʃ(ə)nət/ adj. 具有强烈信念的
69
diamond /ˈdaɪəmənd/ n. 钻石
71
119
Vocabulary
A
academic /ækəˈdemɪk/ adj. 学术的
32
accent /ˈæks(ə)nt/ n. 口音
9
* acclaim /əˈkleɪm/ n. 表扬，赞赏
19
acknowledge /əkˈnɒlɪdʒ/ v. 承认（某事属实或
某情况存在）
3
* aggression /əˈɡreʃ(ə)n/ n. 侵略
32
* agile /ˈædʒaɪl/ adj. 敏捷的，灵活的
44
* alabaster /ˈæləbɑːstə/ n. 雪花石膏
63
* alert /əˈlɜːt/ v. 提醒，使（某人）意识到
68
* algae /ˈældʒiː/ n. 藻类（植物）
50
* allied /ˈælaɪd/ adj. （第二次世界大战）同盟国的 26
ambitious /æmˈbɪʃəs/ adj. 宏大的，艰巨的
23
* ammunition /ˌæmjʊˈnɪʃ(ə)n/ n. 弹药
31
* amongst /əˈmʌŋst/ prep. 在……当中
（= among）
27
analyse /ˈæn(ə)laɪz/ v. 分析
39
analysis /əˈnælɪsɪs/ n. 分析
23
* anniversary /ˌænɪˈvɜːs(ə)ri/ n. 周年纪念日
33
* anthropologist /ˌænθrəˈpɒlədʒɪst/ n. 人类学家 15
antique /ˌænˈtiːk/ n. 古董，古玩，古物
20
* apt /æpt/ adj. 适当的，恰当的
21
architect /ˈɑːkɪtekt/ n. 建筑师
50
architecture /ˈɑːkɪtektʃə/ n. 建筑风格，
建筑设计
23
artificial /ˌɑːtɪˈfɪʃ(ə)l/ adj. 人造的，人工的
38
artificial intelligence 人工智能
38
* artisan /ˌɑːtɪˈzæn/ n. 工匠，手艺人
21
assess /əˈses/ v. 评价，评定
41
assistant /əˈsɪst(ə)nt/ n. 助手，助理
38
associate /əˈsəʊʃieɪt/ v. 与……有关
23
* associated /əˈsəuʃieɪtɪd/ adj. 联合的
32
assumption /əˈsʌmpʃ(ə)n/ n. 假定，假设
5
at ease with 不拘束，放松
57
* atomic /əˈtɒmɪk/ adj. 原子能的；核能的
19
* atop /əˈtɒp/ prep. 在……顶上
57
attain /əˈteɪn/ v. 得到，获得
57
* automation /ɔːtəˈmeɪʃ(ə)n/ n. 自动化
39
B
back down 退让；认输
19
* backyard /ˌbækˈjɑːd/ n. 后院
68
ban /bæn/ v. 禁止，取缔
68
bank on 依靠，指望
43
barely /ˈbeəli/ adv. 勉强才能
27
bark /bɑːk/ v. （狗）吠叫
21
bat /bæt/ n. 蝙蝠
54
be bound to 很有可能，肯定会
43
* beast /biːst/ n. （尤指体型庞大或危险的）野兽
7
bend /bend/ v. 变弯曲
63
* biomimicry /ˌbaɪəʊˈmɪmɪkri/ n. 仿生学
51
* bizarre /bɪˈzɑː/ adj. 古怪的；奇异的
3
Vocabulary
Vocabulary
120
* bleak /bliːk/ adj. 阴冷的；阴郁的
66
* bloom /bluːm/ v. 开花
66
* blueprint /ˈbluːprɪnt/ n. 蓝图
33
bomb /bɒm/ v. 轰炸
30
* bookish /ˈbʊkɪʃ/ adj. 好读书的，书呆子气的
7
boost /buːst/ v. 促进，推动
2
boost one’s confidence 增加某人的信心
2
botanical /bəˈtænɪk(ə)l/ adj. 植物（学）的
57
bother /ˈbɒðə/ v. （使）苦恼
3
bound /baʊnd/ adj. 可能的
43
bow /baʊ/ v. 鞠躬
56
break new ground 开辟新的领域；有新发现
19
* breeze /briːz/ n. 微风
33
by trial and error 反复试验（以得出最佳结果）17
C
capacity /kəˈpæsɪti/ n. 能力，才能
39
* catbird /ˈkætbɜːd/ n. 猫鹊
68
celebrity /sɪˈlebrɪti/ n. 名人，明星
15
cell /sel/ n. 细胞
43
* charm /tʃɑːm/ n. 魅力，魔力
66
chorus /ˈkɔːrəs/ n. 合唱曲
68
church /tʃɜːtʃ/ n. 教堂
63
cite /saɪt/ v. 引用，引述
41
client /ˈklaɪənt/ n. 客户，客人，顾客
41
clue /kluː/ n. 线索，提示
46
* cluster /ˈklʌstə/ n. 串，丛，簇
66
* coarse /kɔːs/ adj. 粗的，粗糙的
9
* coastline /ˈkəʊstlaɪn/ n. 海岸线
27
* code-name /ˈkəʊdˌneɪm/ v. 起代号为
26
* collective /kəˈlektɪv/ adj. 集体的；共同的
33
* combatant /ˈkɒmbətənt/ n. 战斗人员
31
* commander /kəˈmɑːndə/ n. 指挥官，长官
26
* commemorate /kəˈmeməreɪt/ v. 庆祝，为……
举行纪念活动
33
* compassion /kəmˈpæʃ(ə)n/ n. 怜悯；同情
8
comprehension /ˌkɒmprɪˈhenʃ(ə)n/ n. 理解（力） 8
comprise /kəmˈpraɪz/ v. 包括，由……构成
23
* condemn /kənˈdem/ v. 迫使（某人）处于不幸的
境地
27
consistent /kənˈsɪst(ə)nt/ adj. 一贯的，一致的 47
* convert /kənˈvɜːt/ v. 使转变；使转换
51
cottage /ˈkɒtɪdʒ/ n. 乡村小屋
57
* courtyard /ˈkɔːtjɑːd/ n. 庭院，院子
20
* coward /ˈkaʊəd/ n. 胆小鬼；懦夫
7
* craft /krɑːft/ n. （某一行业所需的）技能
15
* craftsmanship /ˈkrɑːftsmənʃɪp/ n. 手艺；工艺；
技艺
18
* crater /ˈkreɪtə/ n. （物体坠落、炸弹爆炸等
在地上造成的）坑
44
* crimson /ˈkrɪmz(ə)n/ adj. 深红色的
20
121
Vocabulary
* crowning /ˈkraʊnɪŋ/ adj. 使圆满的，使完美的 33
cycle /ˈsaɪk(ə)l/ n. 自行车
43
D
* daunting /ˈdɔːntɪŋ/ adj. 吓人的，使人气馁的
32
decent /ˈdiːs(ə)nt/ adj. 可接受的，相当好的
57
* dedication /ˌdedɪˈkeɪʃ(ə)n/ n. 奉献
33
* defect /dɪˈfekt/ n. 缺点，缺陷，毛病
8
* deliberately /dɪˈlɪb(ə)rɪtli/ adv. 不慌不忙地，
从容不迫地
57
demand /dɪˈmɑːnd/ n. 需要，需求
43
* depart /dɪˈpɑːt/ v. 离开
57
* depict /dɪˈpɪkt/ v. 描述，描写
33
depressive /dɪˈpresɪv/ adj. 抑郁的
57
desperate /ˈdesp(ə)rət/ adj. 拼命的，绝望的
45
* dew /djuː/ n. 露水
9
diamond /ˈdaɪəmənd/ n. 钻石
71
* dioxide /daɪˈɒksaɪd/ n. 二氧化物
51
* dire /ˈdaɪə/ adj. 极其严重的
32
* disarm /dɪsˈɑːm/ v. 解除武装
31
* dispose /dɪˈspəʊz/ v. 排列，布置
63
* disrupt /dɪsˈrʌpt/ v. 扰乱
32
domestic /dəˈmestɪk/ adj. 驯养的；家养的
57
dominate /ˈdɒmɪneɪt/ v. 支配，控制，主宰
23
dormitory /ˈdɔːmɪt(ə)ri/ n. 寝室
3
* dove /dʌv/ n. 鸽子
68
* downtrodden /ˈdaʊnˌtrɒdn/ adj. 被践踏的，
受压迫的，遭蹂躏的
9
dozen /ˈdʌz(ə)n/ number 一打；许多
69
* dragonfly /ˈdræɡənflaɪ/ n. 蜻蜓
54
* drone /drəʊn/ n. 无人驾驶飞机
54
* drown /draʊn/ v. （使）淹死
27
E
ease /iːz/ n. 舒适，悠闲
57
* echo-location /ˌekəʊləʊˈkeɪʃ(ə)n/ n. 回声定位 54
elegance /ˈelɪɡəns/ n. 优美；简洁
69
emerge /ɪˈmɜːdʒ/ v. 出现
32
employ /ɪmˈplɔɪ/ v. 使用，运用
54
enhance /ɪnˈhɑːns/ v. 改进；增强
64
* enlarge /ɪnˈlɑːdʒ/ v. （使）增大，扩大
2
* envoy /ˈenvɔɪ/ n. 使者，使节
21
essay /ˈeseɪ/ n. 短文，论说文
23
evaluate /ɪˈvæljueɪt/ v. 评估，评价
58
* exaggeration /ɪɡˌzædʒəˈreɪʃ(ə)n/ n. 夸大，夸张 21
* exclaim /ɪkˈskleɪm/ v. （因惊讶、愤怒或兴奋而）
呼喊，惊叫
8
* execution /ˌeksɪˈkjuːʃ(ə)n/ n. （尤指依法的）处死 8
* expression /ɪkˈspreʃ(ə)n/ n. 表情；神色
9
* exquisite /ɪkˈskwɪzɪt/ adj. 精美的，精致的
9
Vocabulary
122
F
** fable /ˈfeɪb(ə)l/ n. 寓言
68
** fade /feɪd/ v. 逐渐消失；褪色
66
** faintly /ˈfeɪntli/ adv. 微弱地；模糊地
63
** faraway /ˈfɑːrəweɪ/ adj. 遥远的
15
** fascination /ˌfæsɪˈneɪʃ(ə)n/ n. 着迷，迷恋
15
fashion /ˈfæʃ(ə)n/ n. 时尚
15
faulty /ˈfɔːlti/ adj. 有故障的，有缺陷的
47
** feather /ˈfeðə/ n. 羽毛
63
finding /ˈfaɪndɪŋ/ n. 研究的结果；发现
6
** flake /fleɪk/ n. 小薄片
63
** flap /flæp/ v. 振（翼），扑动（翅膀）
21
** flush /flʌʃ/ v. （使）发红
63
** fortify /ˈfɔːtɪfaɪ/ v. 激励，加强
32
** freckle /ˈfrek(ə)l/ n. （尤指脸上的）雀斑，斑点
2
friction /ˈfrɪkʃ(ə)n/ n. 冲突，摩擦
31
** frightful /ˈfraɪtf(ə)l/ adj. 可怕的
7
from head to toe 从头到脚
3
frontier /ˈfrʌntɪə/ n. （学科的）知识前沿
52
** frown /fraʊn/ v. 皱眉
45
** fulfilment /fʊlˈfɪlmənt/ n. 满足（感）
57
G
gentle /ˈdʒentl/ adj. 轻柔的；温和的
66
** gigantic /dʒaɪˈɡæntɪk/ adj. 巨大的，庞大的
21
** glare /ɡleə/ n. 刺眼的强光
63
** glory /ˈɡlɔːri/ n. 辉煌的成就；荣耀的事
33
** goose /ɡuːs/ n. 鹅
63
** graceful /ˈɡreɪsf(ə)l/ adj. 优美的，优雅的
8
grain /ɡreɪn/ n. 谷物，粮食
35
grocery /ˈɡrəʊs(ə)ri/ n. 食品杂货店
15
grocery store 超级市场
15
** gunfire /ˈɡʌnfaɪə/ n. 炮火
27
gypsy moth 舞毒蛾
68
H
** harsh /hɑːʃ/ adj. 恶劣的，艰苦的，严峻的
19
** heartbreaking /ˈhɑːtˌbreɪkɪŋ/ adj. 令人悲伤的
9
** heartfelt /ˈhɑːtfelt/ adj. 衷心的，诚挚的
8
** hop /hɒp/ n. 跳跃
44
** horizon /həˈraɪz(ə)n/ n. 地平线
43
** horror /ˈhɒrə/ n. 惊恐
27
** humanity /hjuːˈmænɪtɪ/ n. 人类
38
** hunched /hʌntʃt/ adj. 弓身的，弓背的
8
hydrogen /ˈhaɪdrədʒ(ə)n/ n. 氢
19
I
identical /aɪˈdentɪk(ə)l/ adj. 完全相同的；
非常相似的
3
illegal /ɪˈliːɡ(ə)l/ adj. 非法的，违法的
39
** imitation /ˌɪmɪˈteɪʃ(ə)n/ n. 仿制品
45
** immense /ɪˈmens/ adj. 巨大的
9
123
Vocabulary
immoral /ɪˈmɒrəl/ adj. 不道德的，道德败坏的 39
innocent /ˈɪnəs(ə)nt/ adj. 天真无邪的
64
insist /ɪnˈsɪst/ v. 坚称，坚决认为
62
inspector /ɪnˈspektə/ n. 检查员，巡视员
62
* intellectual /ɪntəˈlektʃʊəl/ adj. 智力的，脑力的 32
* intently /ɪnˈtentli/ adv. 专心地；一心一意地
9
* intricate /ˈɪntrɪkət/ adj. 错综复杂的
21
* invader /ɪnˈveɪdə/ n. 侵略者，侵略军
32
J
* jawline /ˈdʒɔːlaɪn/ n. 下巴的形状
2
* jay /dʒeɪ/ n. 松鸦
68
jet propulsion 喷气推进
19
K
* kidnap /ˈkɪdnæp/ v. 绑架；劫持
8
* knowingly /ˈnəʊɪŋli/ adv. 故意地
68
L
* landing /ˈlændɪŋ/ n. （军队的）登陆
26
* lane /leɪn/ n. （乡间的）小路
57
launch /lɔːntʃ/ n. 推出，发起
69
* leap /liːp/ n. 剧变
39
* lens /lenz/ n. （照相机、摄像机的）镜头
14
liberate /ˈlɪbəreɪt/ v. 解放（城市、国家等）
27
* lipstick /ˈlɪpˌstɪk/ n. 唇膏，口红
3
* lotus /ˈləʊtəs/ n. 莲花，荷花
50
* loyal /ˈlɔɪəl/ adj. 忠贞的，忠实的，忠诚的
7
M
* makeover /ˈmeɪkəʊvə/ n. （以新衣服、新发型等
进行的）打扮，装扮
3
* marine /məˈriːn/ adj. 海洋的
69
* marsh /mɑːʃ/ n. 沼泽，湿地
68
maximum /ˈmæksɪməm/ n. 最大量，最大值
21
mechanical /mɪˈkænɪk(ə)l/ adj. 机械的
45
* melancholy /ˈmelənk(ə)li/ n. 忧郁，无名的伤感 8
* melody /ˈmelədi/ n. 歌曲；曲调
21
memorial /məˈmɔːriəl/ adj. 纪念的，追悼的
27
* metaphor /ˈmetəfə/ n. 隐喻，暗喻
21
* mimic /ˈmɪmɪk/ v. 模仿
50
* misjudge /ˌmɪsˈdʒʌdʒ/ v. 对（人或情况）判断
错误
2
* misty /ˈmɪsti/ adj. 多雾的
33
* modest /ˈmɒdɪst/ adj. 谦虚的，谦逊的
21
* monster /ˈmɒnstə/ n. 怪物
9
* monstrous /ˈmɒnstrəs/ adj. 丑陋的；骇人的
7
* moribund /ˈmɒrɪbʌnd/ adj. 垂死的，
奄奄一息的
68
motive /ˈməʊtɪv/ n. （尤指隐藏的）动机，原因，
目的
10
* mound /maʊnd/ n. 土堆，土丘
50
Vocabulary
124
** mulberry /ˈmʌlb(ə)ri/ n. 桑葚；桑树
57
** mutt /mʌt/ n. 杂种狗
45
N
** narcissist /nɑːˈsɪsɪst/ n. 自我陶醉者
2
** nonetheless /ˌnʌnðəˈles/ adv. 然而，但是；
尽管如此，虽然如此
21
novelist /ˈnɒv(ə)lɪst/ n. 小说家
8
O
objective /əbˈdʒektɪv/ n. 目的，目标
27
** obsessive /əbˈsesɪv/ adj. 痴迷的，迷恋的；
过度的（含贬义）
2
on standby 待命
31
on the horizon 将要发生
43
** orchard /ˈɔːtʃəd/ n. 果园
66
outstanding /aʊtˈstændɪŋ/ adj. 杰出的，优秀的 27
** outward /ˈaʊtwəd/ adj. 外表的，表面的
7
** overlook /ˌəʊvəˈlʊk/ v. 忽视，忽略
3
P
** painstaking /ˈpeɪnzˌteɪkɪŋ/ adj. 小心的；费尽
心思的；精心的
21
** parachute /ˈpærəʃuːt/ n. 降落伞
27
passionate /ˈpæʃ(ə)nət/ adj. 具有强烈信念的
69
** peacekeeper /ˈpiːsˌkiːpə/ n. 维和人员
31
** peacekeeping /ˈpiːsˌkiːpɪŋ/ n. 维持和平
（的行动）
31
** pebble /ˈpeb(ə)l/ n. 卵石，小圆石，砾石
9
** peer /pɪə/ n. 同龄人；同辈
33
physician /fɪˈzɪʃ(ə)n/ n. 医生
55
** pile /paɪl/ v. 堆放，摞起
66
pill /pɪl/ n. 药丸，药片
3
pine cone 松果，松球
50
** plum /plʌm/ n. 李子；梅子
63
** plumbing /ˈplʌmɪŋ/ n. 管道系统
51
polish /ˈpɒlɪʃ/ v. 擦亮，擦光
21
pond /pɒnd/ n. 池塘
53
pose /pəʊz/ v. （使）摆好姿势
14
** positronic /ˌpɒzɪˈtrɒnɪk/ adj. 正电子的
45
** posthumous /ˈpɒstjʊməs/ adj. 死后获得的
69
potentially /pəˈtenʃ(ə)li/ adv. 潜在地
39
precious /ˈpreʃəs/ adj. 珍稀的；贵重的
20
precise /prɪˈsaɪs/ adj. 精确的；一丝不苟的
69
** predicament /prɪˈdɪkəmənt/ n. 尴尬的处境
8
preserve /prɪˈzɜːv/ v. 维护，保护；保存
21
pretend /prɪˈtend/ v. 假装，装作
2
** professionalism /prəˈfeʃ(ə)nəlɪz(ə)m/
n. 专业水准；专业素质；职业精神
31
** profound /prəˈfaʊnd/ adj. （感情）强烈的，
深切的
9
** promenade /ˌprɒməˈnɑːd/ n. 滨海步行道
51
125
Vocabulary
* prominent /ˈprɒmɪnənt/ adj. 著名的，杰出的
33
propulsion /prəˈpʌlʃ(ə)n/ n. （车辆等的）推进力 19
prospect /ˈprɒspekt/ n. 开阔的景观，景色
63
* prosperous /ˈprɒsp(ə)rəs/ adj. 富裕的，繁荣的，
兴旺的，发达的
19
psychology /saɪˈkɒlədʒi/ n. 心理，心理过程
6
purity /ˈpjʊərɪti/ n. 纯洁；洁净
57
* puzzled /ˈpʌz(ə)ld/ adj. 困惑的，无法理解的
68
R
* radar /ˈreɪdɑː/ n. 雷达
54
* reaffirm /riːəˈfɜːm/ v. 重申，再次确定
33
* reap /riːp/ v. 收割（庄稼）
66
recall /rɪˈkɔːl/ v. 回想，回忆起
27
* reckon /ˈrekən/ v. 认为，以为
43
* redden /ˈredn/ v. （使）变红
63
* regulate /ˈreɡjʊleɪt/ v. 控制，管理
39
reject /rɪˈdʒekt/ v. 拒绝接受
57
relevant /ˈreləv(ə)nt/ adj. 有关的，切题的
36
* reluctant /rɪˈlʌktənt/ adj. 不情愿的；勉强的
57
* repay /rɪˈpeɪ/ v. 报答
9
representative /reprɪˈzentətɪv/ n. 代表
33
* repulsive /rɪˈpʌlsɪv/ adj. 令人厌恶的
8
reputation /ˌrepjʊˈteɪʃ(ə)n/ n. 名誉，名望
69
* resemble /rɪˈzemb(ə)l/ v. 像；与……类似，
与……相似
9
resign /rɪˈzaɪn/ v. 使自己顺从于（做）某事；
安于
57
restoration /ˌrestəˈreɪʃ(ə)n/ n. （旧建筑或旧家具
等的）修复，整修
20
rhyme /raɪm/ n. 儿歌，童谣
63
* righteous /ˈraɪtʃəs/ adj. 正派的，正直的
7
* robin /ˈrɒbɪn/ n. 知更鸟
68
* roommate /ˈruːmˌmeɪt/ n. （尤指大学里的）室友 3
* rough /rʌf/ adj. 简单的；粗糙的
32
rural /ˈrʊərəl/ adj. 农村的，乡村的
56
S
* sardine /sɑːˈdiːn/ n. 沙丁鱼
32
* savage /ˈsævɪdʒ/ adj. 野蛮的
9
saving /ˈseɪvɪŋ/ n. 积蓄
5
* secrecy /ˈsiːkrəsi/ n. 保密，秘密状态
62
* sedately /sɪˈdeɪtli/ adv. 安静地；慢悠悠地
21
seek solutions to 寻求解决方法
54
self-critical /ˌself ˈkrɪtɪk(ə)l/ adj. 自我批评的，
自我批判的
2
shaving /ˈʃeɪvɪŋ/ n. 刮胡子
63
* shirk /ʃɜːk/ v. 逃避
32
* shun /ʃʌn/ v. （故意）避开，躲开
19
* skinny /ˈskɪni/ adj. 极瘦的，皮包骨的
3
* slope /sləʊp/ v. 倾斜，成斜坡
44
* solemn /ˈsɒləm/ adj. 严肃的，庄重的
27
Vocabulary
126
sow /səʊ/ v. 播（种）
53
* sparkle /ˈspɑːk(ə)l/ n. 闪耀，闪光
63
* spider /ˈspaɪdə/ n. 蜘蛛
54
* spin /spɪn/ v. 将（棉花、羊毛等）纺成（线），
纺（线）
21
* spotlight /ˈspɒtlaɪt/ n. 聚光灯；媒体的关注
19
* squeak /skwiːk/ v. 发出吱吱声
44
stability /stəˈbɪlɪti/ n. 稳固，稳定
31
* stereotype /ˈsteriətaɪp/ n. 模式化的思想
3
sum /sʌm/ n. 金额，款项
35
superb /sjuːˈpɜːb/ adj. 极好的，出色的
51
* superficially /ˌsuːpəˈfɪʃ(ə)li/ adv. 表面（上）地 56
* supreme /sʊˈpriːm/ adj. 最高的
26
* susceptible /səˈseptəb(ə)l/ adj. 易受影响的
38
sweep /swiːp/ v. 吹过，掠过
66
* swimsuit /ˈswɪmsuːt/ n. 游泳衣
54
* syllable /ˈsɪləb(ə)l/ n. 音节
9
T
take inspiration from 从……中获取灵感
54
take… for granted 认为……理所当然
50
tank /tæŋk/ n. 坦克
27
* tenderness /ˈtendənɪs/ n. 柔情
9
* tendon /ˈtendən/ n. 腱
44
* termite /ˈtɜːmaɪt/ n. 白蚁
50
the cutting edge (of sth) （某事物发展的）
尖端，最前沿
19
think outside the box 不拘一格地思考，
跳出框框思考
19
thorough /ˈθʌrə/ adj. 仔细的；缜密的
69
* throb /θrɒb/ v. 生机勃勃；热闹
68
* tide /taɪd/ n. 潮水
26
tightly /ˈtaɪtli/ adv. 紧紧地
45
* tile /taɪl/ n. 瓦片
50
* timeless /ˈtaɪmləs/ adj. 永恒的，恒久的；
永不过时的
21
* timepiece /ˈtaɪmpiːs/ n. 计时器；钟；表
20
* timid /ˈtɪmɪd/ adj. 胆小的，胆怯的
7
* tinge /tɪndʒ/ v. 着淡色于……
66
* torture /ˈtɔːtʃə/ v. 拷打，拷问
8
* tremble /ˈtremb(ə)l/ v. 颤抖，发抖
68
trial /ˈtraɪəl/ n. 试验
17
* troop /truːp/ n. 部队；军队
26
U
uncomplicated /ʌnˈkɒmplɪkeɪtɪd/ adj. 不复杂的，
简单的；单纯的
15
uniform /ˈjuːnɪfɔːm/ n. 制服
29
* utter /ˈʌtə/ v. （尤指吃力地）发出（声音）
9
127
Vocabulary
V
victim /ˈvɪktɪm/ n. 受害者
39
violence /ˈvaɪələns/ n. 暴力
27
violent /ˈvaɪələnt/ adj. 狂暴的，凶暴的
25
W
* wagon /ˈwæɡən/ n. 四轮运货车
66
* waterfront /ˈwɔːtəfrʌnt/ n. 滨水地区
51
* wavelength /ˈweɪvleŋθ/ n. 波长
44
weapon /ˈwepən/ n. 武器，兵器
31
* weary /ˈwɪəri/ v. （使）非常疲倦
27
* weathercock /ˈweðəkɒk/ n. （公鸡形）风标
63
weekly /ˈwiːkli/ adj. 一周一次的，每周的
62
welfare /ˈwelfeə/ n. 帮助；福利
5
wheat /wiːt/ n. 小麦
66
* whilst /waɪlst/ conj. 而（用于强调两种情况、
活动等之间的差别）
9
wisdom /ˈwɪzdəm/ n. 智慧
53
withdraw /wɪðˈdrɔː/ v. 退出
57
* workplace /ˈwɜːkpleɪs/ n. 工作场所
20
* workshop /ˈwɜːkʃɒp/ n. 车间，工场
21
* wren /ren/ n. 鹪鹩（一种褐色小鸟）
68
* wretch /retʃ/ n. 可怜的人
8
Names and places
128
NAMES
Dr Hart /hɑːt/ 哈特博士
2
Jade /dʒeɪd/ 杰德
2
Anthony /ˈæntəni/ 安东尼
3
Tess Holliday /tes ˈhɒlɪdeɪ/ 特丝·霍利迪
3
Jane Eyre /dʒeɪn eə/ 简·爱
7
Victor Hugo /ˈvɪktə ˈhjuːɡəʊ/ 维克多·雨果
8
Quasimodo /ˌkwɑːziˈməʊdəʊ/ 卡西莫多
8
Esmeralda /ˌezməˈrældə/ 埃斯梅拉达
8
Dorian Gray /ˈdɔːriən ɡreɪ/ 多里安·格雷
11
Lord Wotton /lɔːd ˈwɒt(ə)n/ 沃顿勋爵
11
Anton Pavlovich Chekhov /ˈæntən ˈpævləvɪtʃ
ˈtʃekɒf/ 安东·巴甫洛维奇·契诃夫
12
Frank Lloyd Wright /fræŋk lɔɪd raɪt/ 弗兰克·
劳埃德·赖特
13
Johannes Brahms /dʒəʊˈhænɪs ˈbrɑːmz/ 约翰内
斯·布拉姆斯
13
Bill Cunningham /bɪl ˈkʌnihæm/ 比尔·坎宁安14
Ruth Bancroft /ruːθ ˈbæŋkrɒːft/ 鲁丝·班克罗
夫特
17
Ivy /ˈaɪvi/ 艾薇
24
Eisenhower /ˈaɪz(ə)nhaʊə/ 艾森豪威尔
26
Laurence Binyon /ˈlɒr(ə)ns bɪnjən/ 劳伦斯·
比尼恩
27
Steven Spielberg /ˈstiːv(ə)n ˈspiːlbɜːɡ/ 史蒂文·
斯皮尔伯格
29
John Miller /dʒɒn ˈmɪlə/ 约翰·米勒
29
Tom Hanks /tɒm hæŋks/ 汤姆·汉克斯
29
Matt Damon /mæt deɪmən/ 马特·达蒙
29
Alan Turing /ˈælən ˈtjʊərɪŋ/ 艾伦·图灵
38
John McCarthy /dʒɒn məˈkɑːθi/ 约翰·麦卡锡38
Shakey /ʃeɪkiː/ 谢克
38
Stephen Hawking /ˈstiːv(ə)n ˈhɔːkɪŋ/ 斯蒂芬·
霍金
38
Bobby /ˈbɒbɪ/ 博比
41
Benny /ˈbeni/ 本尼
41
Robutt /ˈrəʊbʌt/ 罗布
44
Isaac Asimov /ˈaɪzək ˈæzɪmɒf/ 艾萨克·阿西
莫夫
45
Carolyn /ˈkær(ə)lɪn/ 卡罗琳
47
Julius /ˈdʒuːliəs/ 尤利乌斯
47
William Wordsworth /ˈwɪljəm ˈwɜːdzwəθ/
威廉·华兹华斯
49
Ralph Waldo Emerson /rælf ˈwɔːldəʊ ˈeməs(ə)n/
拉尔夫·沃尔多·爱默生
49
Mick Pearce /mɪk pɪəs/ 米克·皮尔斯
51
Henry David Thoreau /ˈhenri ˈdeɪvɪd ˈθɔːrəʊ/
亨利·大卫·梭罗
56
Emily Dickinson /ˈemɪli ˈdɪkɪns(ə)n/ 埃米莉·
狄更生
61
John Boynton Priestley /dʒɒn ˈbɔɪntʌn ˈpriːstli/
约翰·博因顿·普里斯特利
62
129
Names and places
Robert Lynd /ˈrɒbət ˈlɪnd/ 罗伯特·林德
62
Woodhouse /ˈwʊdhaʊs/ 伍德豪斯
62
Hans Andersen /hæns ˈændəs(ə)n/ 汉斯·
安徒生
63
Samuel Coleridge /ˈsæmjʊəl ˈkəʊl(ə)rɪdʒ/ 塞缪
尔·柯尔律治
65
Charles Dickens /tʃɑːlz ˈdɪkɪnz/ 查尔斯·
狄更斯
66
Robert Macfarlane /ˈrɒbət məkˈfɑːlən/ 罗伯特·
麦克法兰
67
Rachel Carson /ˈreɪtʃ(ə)l ˈkɑːsən/ 蕾切尔·卡森 68
E.E. Cummings /ˈkʌmɪŋz/ E.E. 卡明斯
71
Jane Taylor /ˈteɪlə/ 简·泰勒
71
A.A. Milne /mɪln/ A.A. 米尔恩
71
PLACES
Notre-Dame Cathedral /ˌnəutrə ˈdɑːm kəˈθiːdr(ə)l/
巴黎圣母院大教堂
8
Manhattan /mænˈhæt(ə)n/ 曼哈顿（美国纽约的
一个区）
14
Bronx /brɒŋks/ 布朗克斯（美国纽约的一个区） 14
Normandy /ˈnɔːməndi/ 诺曼底（法国地区名）
26
Omaha /ˈəʊməhɑː/ Beach 奥马哈海滩
27
Seine /ˈseɪn/ 塞纳河
27
Eastgate /ˈiːstɡeɪt/ Centre 伊斯特盖特中心
51
Harare /həˈrɑːri/ 哈拉雷（津巴布韦首都）
51
Hamburg /ˈhæmbɜːɡ/ 汉堡（德国城市）
51
Lingering Garden 留园
53
Walden /ˈwɔːld(ə)n/ 瓦尔登湖
56
Yorkshire /ˈjɔːkʃə/ 约克郡（英国郡名）
62
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，对本
套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。
本套教材在修订过程中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。
本套教材的修订也得到了英方编审专家和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，
Chris Rose，Robert Gott，Sharon Dalgleish，Paul Mason，Melanie
Guile，Geraldine Rudge。本册第一单元马旭女士的照片由中央电视台《面
对面》栏目张士峰先生、王扬先生提供。他们的支持保证了本套教材的语
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《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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