英语
下册
七年级
义务教育教科书
英语
下册
七年级
义务教育教科书
主 编：赵美娟
分册主编：刘金凤
编 者（按姓氏拼音排列）：
曹彦 李秀萍 毛彬彬 邱颖 王玲
亲爱的同学：
你好！
首先，祝贺你开启初中阶段的学习旅程！
经过小学阶段的英语学习，你已经掌握了英语的基础知识，提高了对英语学习的兴
趣，一定渴望再接再厉，更上一层楼。
本套教材为你准备了丰富的学习资源，将帮助你继续发展语言能力、培育文化意识、
提升思维品质、提高学习能力。
七年级教材分上下两册，围绕校园生活、结交朋友、健康生活、日常运动、观光游览、
发明与发明家、气候变化、节庆活动、学会成长、自然奇观、网络社交、工程奇迹、体
育精神、作家与作品、认识自我、成功之路等话题，带领你进入“人与自我”“人与自然”“人
与社会”主题范畴，通过理解、发现、表达、拓展等不同类型的活动，进一步夯实语音、
词汇、语法基础，发展读、听、看、说、写技能，增长跨学科知识，提高跨文化沟通能力。
两册教材各有8 个单元，每个单元紧扣核心问题（Key question），从准备活动
（Getting ready）开始，借助读、听、说活动，引入主题； 然后通过阅读与思辨（Reading
and critical thinking），语法（Grammaring），听说（Listening and speaking）以及
写作（Writing），利用文字、图片、音频等不同媒介，引领你深入学习相关主题； 最后，
通过完成项目（Project）活动，你可以回答核心问题。
伴随着不同的学习活动，教材介绍了构词法知识，提供了听、说、读、写的微技能
（Subskill）与青少年素养（Teen skill）的讲解和练习，有助于你掌握有效的学习方法，
强化合作学习能力。每个单元最后列出了关键词汇（Key words to use）和趣味知识
（Cool things to know），以方便你总结与单元主题相关的词汇和有趣事例。
每个单元设有文化链接（Culture link），简要介绍太极拳、高山流水、二十四节气、
张掖与丝绸之路、炸鱼与薯条、表情符号、奥运会等与单元主题相关的文化知识，助力
你提高文化敏感性，学会理解并尊重多元文化。
为帮助你更好地了解学习内容、反思学习情况、提高自主学习意识，每个单元前都
列出了本单元的学习目标（Objectives）和学习任务（Tasks），单元后安排了自我评价
表（Self-assessment）。
初中是外语学习的关键阶段，希望本套教材陪伴你在英语学习的旅程上不断进步！
致同学
Map of the Book
S
p
e
a
1
Learning
to be
P2
2
Wonders
of nature
P20
3
Social net-
working
P38
4
Epic engi-
neering
P56
Unit
Preparing
Understanding
Getting
ready
Reading
Listening
Pronunciation
Describing
personal
goals
Growing deep, growing
strong (Letter)
Subskill:
Scanning
Growing up to be a
responsible person
Subskill:
Listening for exam-
ples
How birds
learn to fly
/kw/ /tn/ /tw/
/vn/ /ʃən/ /Zən/
Describing
natural
wonders
Rainbows on the hills
(Magazine article)
Subskill:
Identifying text purpose
Culture link:
Zhangye and the Silk
Road
The Great Barrier
Reef
Subskilll:
Using intonation
to understand the
speaker's feelings
Landforms
/sp/ /st/ /sk/ /str/
/skw/
Describ-
ing social
networking
Water balloon toss: my
favourite! (Blog)
Subskill:
Identifying the purpose
of reading
Teenagers Today
Subskill:
Identifying the text
type
The rings of
responsibility
Intonation I
Describing
engineer-
ing works
and chal-
lenges
An epic road (Article)
Subskill:
Finding definitions
Culture link:
The history of railways
Great projects in
China
Subskill:
Identifying the text
type
Clever
engineering
Sentence stress I
k
i
n
g
Discovering
Producing
Extending
Vocabulary
Grammaring
Speaking
Writing
Critical
thinking
Project
Describing per-
sonal goals
Taking action
Phrasal verbs
will and be
going to
Plans for the
future
Subskill:
Expressing inter-
est in ideas we
hear
Culture link:
Sayings about
the importance
of taking action
A letter to my
future self
Subskill:
Writing a topic
sentence
Making a connec-
tion between the
plants' new pots
and the challenges
in your life
Creating a time
box
Describing natural
wonders
Expressing
amazement
Abbreviation
Comparatives
and superla-
tives
Experiences with
different land-
forms
A description of
nature
Subskill:
Using persua-
sive language
Analysing persua-
sive language to
identify facts and
opinions
Creating a video
Social networking
Screen-life
balance
Differences
between British
and American
English
Alternative
questions
Indefinite
pronouns
Sharing your
rings of respon-
sibility
Text messages
Subskill:
Using a friendly
tone in invita-
tions
Culture link:
The language of
emojis
Analysing online
behaviour and
giving advice
Doing a survey
Teen skill:
Deciding on
roles in a group
work
Describing engi-
neering works
Dealing with chal-
lenges
across, along,
over, and through
although and
though
Talking about
the Grand Canal
in China
Subskill:
Checking under-
standing
A description of
an engineering
wonder
Subskill:
Using an outline
Creating tips
for a trip on the
Qinghai–Xizang
Railway by
analysing the
challenges and
possible solutions
Making a build-
ing plan
Teen skill:
Giving praise
Map of the Book
5
Sports and
sportsman-
ship
P74
6
Writers and
their mas-
terpieces
P92
7
Who we
are
P110
8
Road to
success
P128
Unit
Preparing
Understanding
Getting
ready
Reading
Listening
Pronunciation
Getting
to know
sportsman-
ship
Badminton star Laura
Sárosi shines bright (Spe-
cial report)
Subskill:
Using tables to group
information
Culture link:
The Olympic Games
Favourite sports
stars
Subskill:
Listening for rea-
sons
Becoming
a gaming
superhero
Sentence stress II
Describing
classic
books
Charlotte's Web (Novel)
Subskill:
Scanning
Secrets to enjoying
classics
Subskill:
Listening for key
phrases
Discovering
the great
writers
Pronunciation
of the
Describing
personal
identity
What should I do?
(Email)
Subskill:
Using tables to group
information
Culture link:
Identity problem
How birth order
shapes you
Subskill:
Listening for details
The one and
only you
Intonation II
Describing
achieve-
ments
Sink or swim (Story)
Subskill:
Analysing internal
monologue
What is success?
Subskill:
Listening for opin-
ions
The key to
success
Intonation III
Pronunciation P146
Vocabulary in units P150
Grammar terms P158
Appendices
Producing
Extending
Discovering
Vocabulary
Grammaring
Speaking
Writing
Critical
thinking
Project
Learning about
sportsmanship
Being a good
sport
suffix: -ship
Present con-
tinuous
Life lessons
learned from
sports
A news report
Subskill:
Using action
verbs
Evaluating
the effects of an
act of kindness
Designing a
game
Teen skill:
Practising
self-reflection
Talking about
classics
Enjoying classics
Suffix: -ous
have to,
had better,
needn't, used
to
Culture link:
Journey as
a common
literary theme
My favourite
writer
My favourite
classic character
Subskill:
Using examples
to support ideas
Analysing the
reasons for the
characters' differ-
ent opinions
Designing a
book cover
Teen skill:
Thinking from
other people’s
viewpoint
Describing
identity
Recognising
differences
suffix: -ity or -ty
ever, have
been, have
gone
Factors that
make us who we
are
Subskill:
Expressing
agreement and
disagreement
A description of
yourself
Subskill:
Using mind
maps to devel-
op writing
Analysing the
experience of
dealing with an
identity problem
Forming a club
Teen skill:
Showing interest
Describing suc-
cess and failure
Making an effort
to succeed
Describing
achievements
every day and
everyday
Past continu-
ous: was/were
doing
when and
while
Key factors to
success
Subskill:
Asking for ideas
and examples
A story
Subskill:
Using a timeline
Analysing and
reflecting on one’s
mindset facing
challenges
Making a poster
Teen skill:
Offering feed-
back
Culture link:
The Chinese
word for success
Learning
to be
1
Unit
What kind of
person do you
want to be?
Key Question
Tasks
Objectives
read a letter about growing from changes
listen to a speech about being responsible
find out how birds learn to fly
talk about plans for the future
create a time box
write a letter to your future self
learn some words about setting goals
practise the pronunciation of /kw/ /tn/
/tw/ /vn/ /S@n/ /Z@n/
use will and be going to
can describe your goals with a
clear topic sentence
can understand what helps one
to become a better person
can communicate about future
plans
can describe personal goals
4
Unit 1
Getting ready
A
As the new year begins, we feel the need to
make changes in our lives. Read the mini-texts
and match the pictures with what Linlin and
Zihao have planned to do in this new term.
A1
Complete the chart with the changes and reasons why Linlin and Zihao want to
make each change.
A2
Describing personal goals
Getting ready
A
Phrasal verbs
A phrasal verb is made up of a verb
and one or more prepositions or
adverbs. Some phrasal verbs are
separable, e.g. tidy sth up = tidy up
sth. Some phrasal verbs cannot be
separated, e.g. get along with.
a
d
e
f
b
c
Changes
Reasons
Write a short essay every week.
Hope to improve English grades.
5
Learning to be
A
I’m going to read more books this
term. I’ll read for at least 20 minutes
every day.
That’s a nice goal!
Work in pairs. Discuss with your
partner what changes you would like
to make in this new term.
A5
What changes are you thinking
about?
That’s a great idea! Reading more
can help with our studies. For me,
I’ll be more friendly and helpful to
others. I want to get along with my
classmates.
A
Complete the sentences that talk about
changes with the expressions from the
mini-texts.
A3
1 “My friends and I have
to start our own
band next summer. We have
for ourselves that
we will create at least three songs
together. I can sing, but I
can’t play an instrument,
so I’m taking a class to
learn the guitar. It’s so
much fun!”
Listen to a conversation and choose
the correct answers.
1 What is Jack’s goal for the new year?
a To join the football team.
b To build a football team.
2 Why does he want to make this
change?
a To develop his skills.
b To make more friends.
3 How will Jack achieve his goal?
a He’ll go to football training regularly.
b He’ll learn to be a good team player.
A4
Linlin
I’ve set a goal to write a short
essay every week. I hope to
improve my English and get good
grades.
I want to get along with my
classmates. I will cooperate with
others in group projects and
listen carefully to their ideas and
feelings.
I’m going to learn to dance. I’d
like to have some fun and keep a
balance between life and study.
Zihao
I want to be good at public
speaking. I will learn to express
myself clearly and explain with
examples.
I am going to read regularly and I
have made a plan to spend about
half an hour a day reading. I really
want to read more.
I can help more with housework.
I will do the cleaning and tidy up
my room every week.
2 “I want to ____________ between life
and study, so I joined the chess club
this year. I find chess interesting but
difficult, so I keep learning from others.
Happily, I ____________ others and I’m
making some new friends!”
6
Reading and critical thinking
B
Unit 1
Growing deep, growing
Growing deep, growing
strong
strong
We always make changes to become the
person we want to be. Sometimes, unhappy
changes may happen to us. How can we face
change? Read this letter to find out.
6
Unit 1
Reading and critical thinking
B
6
Unit 1
15 February
Hi Brad,
Sorry to hear that you were worried about giving a public speech for the
first time next week. I’m going to share a story and hope it will help you
feel better.
Last spring, my mother and I were working together in the garden. When
she saw some plants in small pots, she said, “We will dig them out and
move them to bigger pots.”
“Won’t it hurt them? I think it is safe for them to stay where they are.” I
was worried.
My mother dug a plant out. “It won’t hurt them,” she said. “Life in the new
pot will be difficult. To survive, the roots will grow bigger and stronger.
Stronger roots will make a stronger plant.”
And now, the plants grow very well in their new, big pots.
Often, when change comes my way, I feel like those little plants—I feel like
I have been dug up and turned upside down. I am going to worry. Won’t this
change be hard for me? Won’t it be good if I stay where I am? Then I will
remember my mother’s words: That’s how the roots grow deep and strong.
How did you like my story? Please let me know when you write back.
Best wishes,
Linda
7
B
Learning to be
B
Subskill
Scanning
Put the pictures in the correct order. Then retell Linda’s story about the plants
in your own words.
B3
Comprehension
Answer the questions.
1 Who sent this letter?
2 What was Brad worried about?
3 What did Linda’s mother do with the plants?
4 Why was Linda worried about the plants?
5 Did the plants survive in their new pots?
6 Why did Linda say that she felt like those plants?
B1
Choose the correct answers.
1 Why did Linda write this letter?
a To ask Brad for gardening advice.
b To share her own worries with Brad.
c To share a life lesson and encourage Brad.
2 What did Linda learn from her mother’s words about the plants?
a It’s best to leave plants to grow in small pots.
b Change can be difficult but it leads to growth.
c Plants need a lot of sunlight to grow well.
B2
→
→
→
a
c
b
d
8
Reading and critical thinking
B
Unit 1
B5 Complete the report about a public speaking experience with the words and
expression in the box.
I was seriously 1
about giving my first public speech.
My stomach felt 2
as I stood in front of the crowd. I could
hardly hear my own words as I began. But the crowd fell silent. Then I
remembered the advice my friend had 3
, so I spoke slowly
but clearly. I could see people nodding and I found myself enjoying
this new experience. I realised that taking on challenges doesn’t
4
me. Instead, it helps me to 5
and know what
I can do.
Reading and critical thinking
B
8
Word work
B4 Write the words from the text according to their meanings. Then complete the
sentences with their correct forms.
1
continue to live
2
happen towards someone
3
want something to happen
4
uncover (something underground) by moving earth, soil,
or sand
5
tell other people your ideas, feelings, or experiences
a I do
everything goes well.
b Are you surprised at the
of the little plant after the big storm?
c The children love to
around in the sand to find hidden
treasures.
d Would you like to
your experience with the rest of the group?
e You can get through whatever
, whatever happens.
upside down hurt share grow worried
9
B
Learning to be
B
Critical thinking
9
1 Understand. What do you think is Brad’s “new pot”? Tick and
explain your choice.
start a new hobby
live in another city
take part in a new activity
learn something new
deal with a problem
make new friends
2 Apply. Have you ever been in a situation similar to Brad's? Share
your experience of growing strong in a “new pot”.
EXAMPLE
When I studied in a new school, I felt like being moved into a
new pot. I had no friends there. To make some new friends,
I joined a drama club. I also talked to my parents about my
worries. ...
9
Grammaring
C
10
Unit 1
Grammaring
C
will and be going to
Study the blue parts and answer the questions.
C1
1 I’m going to share a story.
2 We will dig them out and move them to bigger pots.
3 Life in the new pot will be difficult for the plant.
4 I am going to worry.
Complete the sentences using will or be going to.
C2
1 After I graduate from high school, I’m going to attend (I; attend) medical
school and become a doctor. I have always wanted to be a doctor.
2 I have borrowed a book from the library. This weekend,
(I; stay) at home and start reading it.
3 Just a moment.
(I; help) you with that maths problem.
4 A: I don’t know how to do this project.
B: It’s OK. We are a team.
(we; work) together to solve the problem.
Q1 Is sharing a story a planned action?
Q2 When did the mother decide to move the plants?
Q3 Does the speaker believe that life in the new pot will be difficult?
Q4 Is the speaker pretty sure about her future worries?
• We use will to talk about a new decision. When we have already decided to do
something, we use be going to.
• We use both will and be going to for future happenings.
• When we say something will happen, we think something is likely to happen.
• We use be going to to predict something that we think is certain to happen.
Grammar highlights
C
11
Learning to be
C
Choose the sentences that are more common. If both are very common, tick
the third choice.
C4
11
Match the sentence parts.
C3
1 Why don’t you come and visit the
museum with us?
2 He looks very tired.
3 I’m sorry I made you so disappointed.
4 The book is thick.
5 Let’s ask our teacher for help.
6 The sports meeting starts in five
minutes and it takes 15 minutes to
get there.
a I think he’s going to fall
asleep.
b He’ll give us some useful
advice.
c I’m not going to finish it
tonight.
d You’ll enjoy it.
e We’re going to be late.
f I won’t do it again.
1
Are you going to play basketball after school today?
Will you play basketball after school today?
Both sentences are very common.
2
Let’s ask Jack how to solve this problem. He’s going to know.
Let’s ask Jack how to solve this problem. He’ll know.
Both sentences are very common.
3
I’m going to need your help in the garden tomorrow.
I’ll need your help in the garden tomorrow.
Both sentences are very common.
4
If she doesn’t start working harder, she’s going to fail the test.
If she doesn’t start working harder, she’ll fail the test.
Both sentences are very common.
5 A: I forgot to wear a T-shirt. I can’t go to football training after school.
B: Don’t worry.
(I; lend) you one.
6 A: Has Dandan decided what changes to make in this new term?
B: Yes. Everything is planned. First,
(she; join) the drama club.
Second,
(she; learn) to play volleyball.
Listening and speaking
D
12
Unit 1
Growing up to be a responsible
person
What do you think it means to be a
responsible person? Tick and explain.
Listen and choose the best answers.
1 What is the main idea of this speech?
a Why being responsible is important. b What it means to be responsible.
c How we can become responsible.
2 How many examples are given by the speaker?
a Three. b Four. c Five.
Listen again and put examples into the table.
D1
D2
D3
Subskill
Listening for examples
Speakers often give an example to
make their ideas clearer and easier
to understand. Words that give an
example: for example, like, such as.
Taking care of yourself
Being helpful to others
In pairs, ask and answer the questions.
Do you think you are a responsible person? Can you give some examples to show
that you are or you are not?
How birds learn to fly
D4
Listen and put the descriptions in the correct order.
a The bird leaves the nest.
c The bird flaps wings.
D5
b The bird spreads wings.
d The bird falls off the branch.
_____ → _____ → _____ → _____
a Finish your
homework.
d Be careful
when
cycling.
b Help with
housework.
e Return
library books
on time.
c Take care of
your pets.
f Say sorry
when you
are wrong.
D
13
Learning to be
Plans for the future
What are your goals for the near and far future? What will you do to achieve
them? Complete the chart. Then discuss your goals and plans with your partner.
D8
Discuss the question.
How does this material get your attention and
make you think? Think about the background
music, the speaker’s voice, and the pictures.
D7
Listen and make a connection between how a bird learns to fly and how we
learn to grow.
D6
Goals
Plans
Be good at public
speaking.
1. Join the public speaking club.
2. Study the great speakers.
3. Practise speaking in front of the mirror.
EXAMPLE
A: My goal is to be good at public speaking.
B: What are you going to do to achieve your
goal?
A: I’m going to join the public speaking club.
I’ll learn from others and study the great
speakers. I’ll also practise regularly. Every
weekend I’ll practise speaking in front of
the mirror.
B: Great! I'm sure you can do it!
( see p146 )
Pronunciation
/kw/ /tn/ /tw/ /vn/
/S@n/ /Z@n/
Subskill
Expressing interest in ideas we hear
During a conversation or informal discussion, it’s
important to let other people know that we are
interested in what they are saying. We can give
our opinions, e.g. Great! That’s fantastic! We can
also ask follow-up questions, e.g. What are you
going to do? Why do you want to do this?
Culture link
“A journey of a thousand miles
begins with the first step.” That’s a
popular saying in China. It tells us
that big goals can be achieved if we
start with a small action and keep
moving forward. There is a similar
English saying that highlights the
importance of taking action, “Actions
speak louder than words.”
The bird learns to fly
1
Falls off the branch.
2
Leaves the nest.
3
Flies high.
4
Spreads wings and flaps.
We learn to grow
a
Reach new goals.
b
Experience challenges.
c
Keep trying.
d
Step out of our comfort zones.
Writing
E
14
Unit 1
How do you see yourself in ten years’ time?
Where will you be? What will you be doing?
Do you become the person you want to be?
How will you make that happen? Write a
letter to your future self.
A letter to my future self
14
Subskill
Writing a topic sentence
A topic sentence is often the first
sentence of a paragraph. It tells
the reader what the paragraph will
be about in a clear and direct way.
18 February, 2025
Dear future me,
Biology is my favourite subject at school,
and I have a great interest in learning about how our bodies work. Also,
the experience of helping out at the community centre shows me the joy
of caring for others. I want to become a doctor so that I can help more
people and make a real difference. I really hope that you, my future self,
will make this dream come true. Keep doing your best!
Best wishes,
Yuxuan
1
1 Study a model.
Study a model. Read the letter and complete the three tasks.
1 The letter needs a topic sentence. Tick the one that can be used as a topic
sentence.
a How is everything going?
b This letter will help you remember the past.
c It must be very exciting to travel around the world!
d Hope you are getting closer to your dream of becoming a doctor!
e My love of science and helping others is shaping my dream of
becoming a doctor.
E
15
Learning to be
2
2 Think. In the letter to your future self, you can set goals, imagine what the
future will be like, or express your hopes. Name your topic and write your
topic sentence.
1 Name the topic.
2 State the letter’s main idea.
3 Write your topic sentence.
3
3 Write. Write your letter to your future self.
4
4 Check. Read your letter and answer the questions.
1 Did you write a clear topic sentence?
2 Did you support your topic sentence with details?
5
5 Peer review.
Peer review. Exchange your letter with your classmate. Answer the questions.
1 Does the letter include a clear topic sentence and supporting details?
2 Does he or she write to his or her future self?
3 Do you find the letter interesting? Why or why not?
15
• Topic: change
• Main idea: can help you grow
• Topic sentence:
.
3 The topic sentence shows the topic and the main idea the paragraph will
be about. Read the example and write a topic sentence.
EXAMPLE
• Topic: stepping out of your comfort zone
• Main idea: benefits
• Topic sentence: There are a number of benefits to stepping out of your
comfort zone and challenging yourself.
2 Tick the picture that shows the structure of this model letter.
Project
F
16
Unit 1
Project
F
16
Unit 1
Task: Create a time box for your future self. You
will open it ten years later. Think about what you
are going to put in the box. Here are the things in
Yuxuan’s time box.
What kind of
person do you
want to be?
You are going to laugh after
reading it! It’s for you!
Be close to the people you
love.
I know you can be whatever
you want to be!
It’s a note from a stranger whom
I had helped. Helping others
always makes me happy.
Remember your dream
of becoming a doctor?
I’m studying really hard
now.
You have a heart of gold.
F
17
Learning to be
F
17
Look at the things in Yuxuan’s time box and the words he left. Answer the
questions.
1
Put the things collected in your time box. Keep it in a safe place. Ask an adult
to help you if necessary. Then wait for the special day to open it!
5
Make a list of the things you want to show to your future self. Write a
description for each object. Answer the questions.
3
Design your time box. The time box must last for a long time. So, it can’t be
damaged by water. Tick the useful materials for making a time box.
4
Work in groups. Discuss what kind of person you want to be in the future. Talk
about your dreams and goals.
2
Learning to be
1 What is his dream?
2 What kind of person do you think he is?
3 Why do you think he chose those things?
1 Did you include a letter to your future self?
2 Have you made your goals clear?
18
Self-assessment
Unit 1
Self-assessment
18
A. identify the topic sentence and supporting
sentences
B. talk about future plans by using will and be
going to
C. ask and answer questions about future plans
D. understand old sayings about the importance
of taking action
E. make a connection between the text and
yourself
F. work together with others to create a time box
How well I can do these
19
Learning to be
19
Key words to use
Describing personal goals
cooperate with
get along with
get good grades
help with housework
keep a balance
read regularly
set goals
survive
tidy up
Taking action
be responsible
learn from others
make changes
practise
step out of the comfort zone
take on challenges
Cool things to know
Learning to be
comfort zone
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Wonders
of nature
2
Unit
What makes
natural wonders
amazing?
Key Question
Tasks
Objectives
read a travel guide to Zhangye Geopark
listen to a conversation about the Great Barrier
Reef
learn about landforms
discuss experiences with different landforms
create a video recommending a place to be
added to the Natural Wonders of the World
write about a natural wonder you have visited
or plan to visit
learn new words about natural wonders
practise the pronunciation of /sp/ /st/ /sk/ /str/
/skw/
use comparatives and superlatives
can introduce a natural wonder
using persuasive language
can find out what makes natural
wonders beautiful
can discuss experiences with
nature and make a recommen-
dation
can describe the features of natu-
ral wonders
22
Unit 2
Getting ready
A
Read the definitions. Then match the pictures with the Seven Natural Wonders
of the World.
A1
Describing natural wonders
1 Parícutin Volcano
2 The Grand Canyon
3 The Guanabara Bay
4 The Northern Lights
A bay is a part of the sea. It has land on three sides.
A canyon is a narrow, deep space cut by a river through rocks.
A waterfall forms when a river falls down from a high place.
A volcano is a mountain with a hole in the top that sometimes sends out hot rocks.
Getting ready
A
It looks like a huge
opening in the ground.
It is 445 km long, 24 km
wide, and more than 1
km deep!
It is not just one
colourful coral reef.
It’s almost 3,000 of
them!
a
b
c
d
e
It is the world’s largest
natural bay. Its name
comes from the local
language and means
“a bay like a sea”.
Imagine a waterfall so
powerful that it sounds
like thunder! That’s
the world’s largest
waterfall. It’s in Africa.
At over 8,848 m
high, it is the highest
mountain on Earth—
and one of the most
dangerous to climb,
but that doesn’t stop
explorers!
5 Mosi-oa-Tunya Falls
6 Mount Qomolangma
7 The Great Barrier Reef
23
Wonders of nature
A
I want to see the dancing Northern
Lights. It’s like magic up in the sky!
How about you?
Listen to a short introduction to
the Seven Natural Wonders and
write T (true) or F (false).
A2
Work in pairs and discuss which
of the Seven Natural Wonders you
would like to visit.
A4
Which of the Seven Natural Wonders
would you like to visit?
The place I would most like to visit
is the Grand Canyon because ...
1 There is a widely accepted list
of the Seven Natural Wonders
of the World.
2 The list is made to encourage
people to discover the beauty
of nature.
3 The only way to enjoy the
Seven Natural Wonders is to
visit them.
amazing imagine natural view
A Have you ever thought about why
natural wonders are so 1
?
B Yes! One reason is their great sizes.
For example, the Guanabara Bay is
larger than any other 2
bay.
A That’s right! I think another reason
is that they show the Earth’s power.
3
Parícutin grew from a plain
into a 424-metre-high volcano in two
years!
B Certainly! They also have special
features. Visiting the Grand Canyon
is like looking into the Earth’s history
book.
A And they offer wonderful 4
.
The Northern Lights can paint the sky
with magical colours.
B Yes, these natural wonders remind us
of the beauty of our planet.
A
f
g
They are lights of amazing shapes
and colours that dance in the sky.
People can have the best view of
them in the Arctic.
It is the only volcano that humans
have ever seen form. It appeared
in a plain and grew into a new
volcano in just two years!
Complete the conversation about
natural wonders with the correct
forms of the words in the box.
A3
24
Reading and critical thinking
B
Unit 2
Rainbows on the hills
What information would you expect to find in a travel guide to a natural
wonder? Write what you think, then read to check.
24
Unit 2
Reading and critical thinking
B
5
10
15
You are a nature lover? Then you must visit Zhangye Geopark in China! It’s
recognised by UNESCO as one of the best geoparks in the world. Here, you can see
the beauty of the rainbow hills.
They are low hills that look like waves and have many different colours, just
like a rainbow! There is little grass growing on the land. When you see the hills from
above, it’s like you’re looking at rainbows painted on the ground.
You may wonder how these colourful hills came to be. Millions of years ago,
this area was under a lake. Over time, rivers brought in sand and stones with different
kinds of metal elements. These were left in layers on the bottom of the lake. Some
layers were red, some yellow, and others turned purple or blue. Later, as the climate
became colder and drier, the lake dried up. Then, something amazing happened!
The underground land began to rise up and push against each other. The layers of
sandstone were lifted higher and higher. Through years of wind, sun, and rain, they
formed the colourful hills we see today.
June to September is the most wonderful time to visit. The mornings and
evenings are cooler than the hot days, giving you the perfect weather to enjoy the
sunrises and sunsets. Sunshine after a summer rain will make the colours even
brighter and more beautiful.
25
B
Wonders of nature
B
Are the sentences true or false, or is the information not given in the passage?
Circle T (true), F (false), or NG (not given). Correct the false sentences.
B3
→
→
→
1 The rainbow hills in Zhangye Geopark are high mountains.
T
F NG
2 When seen from above, the hills look as if rainbows have
been painted on the ground.
T
F NG
3 Sand and stones formed layers of rock at the bottom of the lake. T
F NG
4 Spring is the best time to visit Zhangye Geopark.
T
F NG
5 It is better to watch the sunrise or sunset on cloudy days.
T
F NG
6 The rainbow hills attract a large number of tourists and
scientists from around the world.
T
F NG
a
b
c
d
Comprehension
What is the writer’s purpose? Tick and explain.
a To persuade and encourage readers to visit Zhangye Geopark.
b To share the facts about how the rainbow hills were formed.
c To make readers amazed at how the rainbow hills were created.
B1
Put the pictures in the correct order and explain in your own words how the
rainbow hills were formed.
B2
Culture link
Zhangye holds a special place in history
because it was an important stop on the
ancient Silk Road. The Silk Road connected
Asia with Europe. It carried goods and ideas
between Rome and China. Silk went west,
gold and silver went east.
Subskill
Identifying text purpose
The purpose of a text is what the writer wants to achieve.
Analyse the language and think about: Where is the text from?
Who is it for? Was it written to explain, describe, or persuade?
For example, words like must and should often show that the
writer is persuading, or trying to make us believe something.
26
Reading and critical thinking
B
Unit 2
Word work
B4 Complete the sentences with the correct forms of the words in the box.
B5 Complete the diary with the correct
forms of the words from B4.
1 If you drop a stone into a calm lake, it will make lots of
that move away.
2 If the sun shines after the rain, it can create a pretty
in the sky.
3 If the wind
against the sandstone over time, it changes its shape.
4 If water collects in a lower part of the Earth’s surface, it will
a lake.
5 If you build a sand town at the beach, you can use different
of
sand to create towers and walls.
6 If you explore the
of the
mountains, you may discover
hidden waterfalls.
My trip to Zhangye UNESCO Global Geopark was like entering an
amazing world of colourful hills. The hills looked like big 1
in different colours. They form a 2
on the ground! I have
learned that these hills were 3
a long, long time ago when
there was a big lake. 4
of sand and stones stayed at the
5
, and over time they became hills as the underground land
6
against each other. I visited the geopark in the summer,
so the mornings and evenings were nice and cool, and I saw the hills
shining under the bright sun. It was like a dream come true!
Thursday, 21 August
Sunny
bottom form layer push rainbow wave
Reading and critical thinking
B
26
Abbreviation
To abbreviate a word or sentence, letters
are dropped or only the first letter of each
word is used. For example, the United
Nations Educational, Scientific and Cultural
Organization is abbreviated as UNESCO.
27
B
Wonders of nature
B
Critical thinking
27
1 Recall. Read the idea map and tick the information that is included in the
text.
2 Understand. A fact is something we can prove to be true. For example:
“At over 8,848 m high, Mount Qomolangma is the highest mountain
on Earth.” An opinion is what someone thinks or believes. For example:
“Mount Qomolangma is one of the most dangerous mountains to
climb.” Are the following sentences facts or opinions? Write F (for facts)
or O (for opinions) and explain.
_____ 1 Nature lovers can see the rainbow hills in Zhangye Geopark.
_____ 2 Zhangye Geopark is one of the best geoparks in the world.
_____ 3 The rainbow hills were formed over millions of years.
_____ 4 The formation of the rainbow hills is truly amazing.
_____ 5 The best time to visit the rainbow hills is June to September.
_____ 6 Sunshine after a summer rain makes the rainbow hills a
perfect view.
3 Analyse. Does the writer like the rainbow hills?
How do you know? Give reasons for your opinion.
EXAMPLE
I think the writer loves the place because he or she uses positive
language such as “amazing”, “wonderful”, and “perfect” to describe
the rainbow hills. The writer also highlights that Zhangye Geopark is
recognised by UNESCO as one of the best geoparks in the world.
27
presenting a natural wonder
what the place is,
where it is
what it looks like
the best time to visit
what visitors say
about it
what visitors can
do there
how it was formed
Grammaring
C
28
Unit 2
Grammaring
C
a The layers of sandstone were lifted higher and higher.
b The Sahara Desert is the world’s largest desert.
c The climate became colder and drier.
d The Great Barrier Reef is the biggest coral reef system in the world.
e Sunshine after a summer rain will make the colours even more beautiful.
f Zhangye Geopark is one of the best geoparks in the world.
g The Grand Canyon’s beauty and size make it one of the most easily
recognisable natural wonders on Earth.
Comparatives and superlatives
Study the blue parts and answer the questions.
C1
1 The mornings and evenings are cooler than the hot days.
2 The mornings and evenings are the coolest times.
3 June to September is the most wonderful time to visit.
4 June to September is a better time to visit than the other months.
1 For one-syllable words: add -er/-est
high →
→ highest
2 For one-syllable words ending in -e: add
large →
→ largest
3 For words ending in -y: drop
and add
dry → drier →
4 For one-syllable words ending in vowel + consonant: double the
consonant and add
big →
→ biggest
Read the sentences and complete the rules. Add examples
of comparative and superlative forms.
C2
Q1 Which sentences compare two things?
Q2 Which sentences compare three or more things?
-er and more ... are comparative forms. To compare two things, we use the
comparatives with than. To compare three or more things, we use the with the
superlatives. The superlative form is -est or most .... In general, we use -est for short
words and most ... for longer words.
Grammar highlights
C
29
Wonders of nature
C
Circle the correct words to complete the sentences.
C3
Complete the passage about the Li River with the correct forms of the given
words.
C5
The Li River is one of 1
(famous) attractions in China. It is seen
as one of the world’s top ten watery wonders. It is known for some of the
2
(green) hills, 3
(clear) water, and strangest rocks that you
have ever seen. 4
(good) time to visit is during autumn when the trees
and plants have beautiful colours. Travelling along the Li River during this season
offers 5
(amazing) views than you can imagine.
Read the table and write three sentences comparing the four oceans on Earth.
C4
Ocean
Surface Area (square
kilometres)
Average Depth
(metres)
The Pacific Ocean
about 165.2 million
about 4,282
The Atlantic Ocean
about 106.4 million
about 3,926
The Indian Ocean
about 70.6 million
about 3,963
The Arctic Ocean
about 14 million
about 1,205
Example
The Pacific Ocean is the largest ocean in the world. It is larger than the other
oceans. It is deeper than the Atlantic Ocean.
1 I want to visit Huangguoshu Falls someday. It looks really / more beautiful.
2 The Grand Canyon is amazing. But right now it is crowded / more crowded
than last year.
3 The Nile is longer / the longest river in the world. It can take months to travel
from one end to the other.
4 Mount Emei is nice / nicer. But Mount Taishan sounds more interesting / the
most interesting to me.
5 The Yangtze River is the third longer / longest river in the world.
29
Wonders of nature
5 For words with two or more syllables: add
beautiful → more beautiful →
6 Some words are irregular:
good → better → best
7 For adverbs ending in -ly: add
easily →
→ most easily
Listening and speaking
D
30
Unit 2
The Great Barrier Reef
Listen and choose the best answer.
What is the most likely relationship between
the two speakers?
a Teacher and student.
b Tour guide and tourist.
c Mother and son.
Listen again and complete the chart.
Answer the questions.
1 Which of the woman’s words surprises the man most?
2 How do you think we should look after the Great Barrier Reef?
Landforms
Listen and pay attention to the pictures. Tick the landforms you have seen.
D1
D2
D3
D4
Subskill
Using intonation to understand
the speaker’s feelings
Volcano
Hills
Island
Ocean
River
Mountains
Waterfall
Plain
1
about the Great
Barrier Reef
It is made up of thousands of smaller reefs.
You can see the reef from 2
.
It is home to about 3
kinds of coral.
Global warming makes some of the coral reefs
appear 4
.
D
31
Wonders of nature
Experiences with different landforms
What kind of landforms are you familiar with? Work in pairs and discuss
your experiences with different landforms. Use the questions to help you.
• What’s the longest river you’ve ever seen?
• What’s the highest mountain you’ve ever climbed?
• What’s the largest lake you’ve ever been to in a boat?
• What’s the prettiest forest you’ve ever taken a photo of?
• What’s the most amazing place you’ve ever walked through?
D7
Listen and choose the best answers.
1 You may learn about landforms on the ___________ Channel on TV.
a News b Discovery c Film d Sports
2 Which of the following statements is NOT true?
a A mountain rises very high above the land around it.
b Volcanoes can create mountains as well as islands.
c An island must be a small piece of land separated by water.
d A plain is a very large area of flat land without hills.
D5
Answer the question.
Documentaries use a lot of bird’s eye view shots. Why do you think the video
makers did this?
D6
( see p146 )
Pronunciation
/sp/ /st/ /sk/ /str/ /skw/
Writing
E
32
Unit 2
Write about a place of
natural beauty.
Facts
Opinions
Mount Huangshan is in Anhui.
There are mountains and clouds.
You can see sunrises and sunsets there.
A description of nature
32
Subskill
Using persuasive language
We often write about a natural wonder to encourage
the reader to visit it. When we write persuasively,
we use positive language, interesting facts, feelings,
and descriptive adjectives to persuade the reader to
agree with our opinion or take action.
1
1 Study a model.
A wonderful mountain
Mount Huangshan in Anhui is one of the most
famous mountains in China, and one of the most
visited. The Welcoming Pine welcomes millions of
travellers every year. There are rocky mountains
higher than the clouds and with more shapes
than you can imagine. Sunrises and sunsets paint
the sea of clouds with bright colours, turning the
landscape into a fantastic work of art. The best
time to visit Mount Huangshan is any time of the
year. Different seasons bring different attractions.
As a popular Chinese saying goes, “After climbing
Mount Huangshan, a trip to any other mountain
would not be worth it.”
1 Answer the questions.
1 What are the attractions of Mount Huangshan?
2 When is the best time to visit the place?
3 Where would you find this kind of text?
4 Does the writer like Mount Huangshan? How do you know?
2 The model text is full of language that expresses the writer’s opinions.
Complete the table and find out how to write a persuasive description.
Tips: We use comparatives and superlatives to show how special a place is. We
use adjectives, verbs, and nouns that express a
(positive / negative)
opinion. We describe with details in order to create a picture in the reader’s mind.
E
33
Wonders of nature
2
2 Think. Think of a natural wonder that you have visited or you would like to
visit. Answer the questions.
1 Where is it?
2 What attracts you to this place?
3 What does it look like?
4 What can you see or do there?
5 When is a good time to go there?
6 What do other travellers say about this place?
3
3 Write. Write your description using persuasive language. Use the model and
the tips from Step 1 to help you.
4
4 Check. Read your description and answer the questions.
1 Did you include the information listed in Step 2?
2 Did you use descriptive adjectives effectively?
3 Did you express your opinion with any persuasive language?
5
5 Peer review.
Peer review. Exchange your description with your classmate. Answer the
questions.
1 Is the description clear and well-organised?
2 Does he or she use descriptive adjectives?
3 Does he or she use any persuasive language?
4 Does the description encourage you to visit the place? Why or why not?
33
3 Look at the sentences and complete the tips for how to write persuasively.
1 Add
.
2 Improve
.
3 Improve
. Add words, phrases or sentences.
Sunsets and sunrises give colours to the clouds.
à Sunsets and sunrises give bright colours to the clouds.
Sunsets and sunrises give bright colours to the clouds.
à Sunsets and sunrises give bright colours to the sea of clouds.
Sunsets and sunrises give bright colours to the sea of clouds.
à Sunsets and sunrises paint the sea of clouds with bright colours,
turning the landscape into a fantastic work of art.
Project
F
34
Unit 2
Task: Create a video to recommend a place
to be named a new Natural Wonder of the
World. A model video script is given.
What makes
natural wonders
amazing?
Project
F
34
Unit 2
Yueya Spring: A hidden treasure
in the desert
Video script:
Scene
Action
Voice-over
1
Show the title of
the video.
Music in.
Hello everyone! Today we are very happy to
introduce to you a place that should be
named a new Natural Wonder of the World.
That is the wonderful Yueya Spring, a lake
in the shape of a new moon in China’s Gobi
Desert.
2
Show a video of
Yueya Spring.
... Isn’t it beautiful?
You may be wondering how Yueya Spring
can remain in the middle of the sand hills—
for thousands of years, in fact.
3
Show pictures
explaining the
formation of Yueya
Spring.
The fact is that the geographic features
around it, especially the Mingsha Mountain,
keep it from being covered by sand in the
desert. And the groundwater keeps it from
drying up. That’s what makes the Spring
special.
4
Show the text
“Vote for Yueya
Spring” on the
screen. Music out.
And for this reason, we believe that Yueya
Spring is the best choice and should be
added to the Natural Wonders of the
World.
F
35
Wonders of nature
F
35
Record your words. Then edit your video. Use the questions to help you.
Share your video with other groups and ask for advice. Improve your video.
Prepare a script that outlines the key points you want to cover in the video.
Organise the information clearly. Make sure you have explained the place’s
special features and the reasons why it should be named a World Natural
Wonder.
4
Study the model video script. Match descriptions a–d with scenes 1–4.
1
5
6
Wonders of nature
Work in groups. Choose a place that you believe should be recognised as
a Natural Wonder of the World. Consider its special features, beauty, and
importance.
Research and collect detailed information about the place, including its natural
features, historical and cultural value, and any recognition.
2
3
Yueya Spring
A hidden treasure in the desert
_____ a how special the place is
_____ b a short introduction, saying what the video is for
_____ c a conclusion, summarising what has been said
_____ d what the place is, where it is, basic facts about it
1 What kind of visuals can be added to the video to make it more interesting?
Such as a map, a picture, or a short video?
2 What kind of background music can be used?
36
Self-assessment
Unit 2
Self-assessment
36
A. identify the purpose of the writer
B. talk about natural wonders using comparatives
and superlatives
C. write about a natural wonder using persuasive
language
D. understand the historical and cultural value of
a natural wonder
E. identify facts and opinions in persuasive texts
F. collect useful information through the internet
How well I can do these
37
Wonders of nature
37
Key words to use
Describing natural wonders
area
attract
beauty
best view
be home to
be made up of
climate
feature
form
imagine
landform
look like
power
recognise
shape
size
sound like
underground
Expressing amazement
amazing
attractive
bright
fantastic
huge
perfect
popular
powerful
special
wonderful
Cool things to know
Wonders of nature
UNESCO Global Geoparks (UGGp)
are special places that have unusual
and interesting land formations,
landscapes, history, and culture.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
geopark
Social
networking
3
Unit
How can we use
social networks
wisely?
Key Question
Tasks
Objectives
read a blog post with comments
listen to a teenager’s ideas on social networking
get to know the rings of responsibility
talk about online responsibilities
do a survey about students’ social networking
behaviour
write text messages to invite friends to an offline
activity
learn some words about social networking
practise intonation in alternative questions
use alternative questions and indefinite
pronouns
can invite friends by text messages
can understand how to network
on social media
can communicate about online
behaviour and responsibilities
can exchange ideas and
information about social
networking
40
Unit 3
Getting ready
A
The coach shot a video of Jack
scoring the winning goal and shared
it on social networks.
d
In the morning, Jack received a
message from his teammate.
b
a
Later that night, Jack wrote a blog post.
Many people posted comments.
e
Later on, his coach sent him an email
reminding him to be on time.
Match the pictures with the types of social networking.
A1
Read the mini-texts and answer the questions.
A2
1 What did Jack do online?
2 How did social networking help spread the news of the game?
Describing social networking
Getting ready
A
1 posting on a video-sharing app
2 receiving an email
3 posting on a blog
4 chatting over a video call
5 chatting on a messaging app
6 following an online map
41
Social networking
A
In the afternoon, Jack followed an
online map to reach Sunshine Field.
f
The next day, Jack’s grandparents
congratulated him over a video chat.
c
Listen and identify the types of
social networking.
A3
Complete the conversation with the
correct forms of the words in the box.
A4
receive send shoot share post
My father often uses
online maps. They show
the way clearly. They also
tell him what other people
think about a place.
1
2
3
Work in pairs. Talk about social
networks you and your family often
use. Tell why you and your family use
them.
A5
A
At weekends, I chat with my friends
over video calls. It’s really convenient.
We can see and hear each other.
Have you heard about the book
sale this weekend? The library
1
emails to people who
have attended book sales before.
Did you 2
one about it?
That’s perfect! We can 4
about the sale on the internet to get
more people to come.
Great idea! Let’s make sure everyone
knows about the sale.
Yes, and I’m going to 3
the news with my friends.
Why not 5
a video of
some of the books on sale?
42
Unit 3
Reading and critical thinking
B
42
Unit 3
Jessica blogged about her weekend activity, the water balloon toss. Let’s read her blog post
and find out how it went.
Reading and critical thinking
B
Water balloon toss: my favourite!
Yesterday was a fantastic day in the park! I played a
game called “water balloon toss” with my friends. In
this game, you must throw a water balloon to someone
without breaking it. When Linda threw a water balloon
to me, my heart raced, and I thought, “Can I catch it or
not?” Then something splashed on my face. Oops! I
was all wet, but it was so much fun.
Check out my photos!
Wow!!! That sounds like a great time! It reminds me of the egg drop challenge
I did with my classmates. We each made something to protect an egg and
dropped it from the third floor. I put my egg inside a toy bear. Do you think it
broke or survived?
Do you do anything fun at weekends? Share in the comments!
I love watching old movies with friends. Some are a little boring, but some are
soooo good. We like finding hidden treasures. Tell me if you know any! BTW,
nice photos! You look so happy.
Follow this blog
Coolbear 17 minutes ago
Thinker01 15 minutes ago
Jessica
Last updated: 20 March
3
Cool! I love exploring online maps. I read people’s comments and learn
interesting facts about new places. I explore a new city every weekend. I
haven’t explored many in south China. Should I try Zhuhai or Shantou next?
Rick 13 minutes ago
1
2
43
Social networking
B
Comprehension
Tick who may read Jessica’s blog
post and give your reasons.
B1
Subskill
Identifying the purpose of reading
When we read something, we should
ask ourselves why we read it and what
we hope to get from it. It helps us to
read more effectively and get a deeper
understanding.
B
Answer the questions.
1 How did Jessica show her excitement about the game?
2 Did Coolbear enjoy the egg drop challenge?
3 Why does Rick read comments on the maps?
4 How did people show interest and support for Jessica’s post?
5 Which do you think is better for exploring new places, travelling online or offline?
Why?
B2
Cool idea!!! Go to Shantou!
Catlover 3 minutes ago
Fun game! I’ll try it with my friends.
Catlover 1 minute ago
Leo
Bob
Gina
Jenny
I’m looking for new ideas or ways to have fun.
I enjoy outdoor activities, games, and fun experiences.
Write a comment to Coolbear, Thinker01 or Rick.
B3
3 minutes ago
I like serious topics.
I prefer news or information about what’s happening in the world.
44
Unit 3
Reading and critical thinking
B
Word work
B4 Complete the comments with the
correct forms of the words in the box.
Reading and critical thinking
B
44
Subskill
Differences between British and
American English
There are some differences in spelling,
vocabulary, and grammar between British
and American English. In British English, we
write colour and metre, but in American
English, it’s color and meter. Football is soccer
in American English, and we say at weekends
instead of on weekends in British English.
check explore fantastic
online remind
Thank you for sharing the 1
moment with us!
Coco 30 minutes ago
I love camping! Putting up tents is really fun! But remember to
2
the weather before camping or you’ll be all wet!
I like your game! I tried 3
English classes yesterday!
And I enjoyed it!
Going on a nature walk with my dog always 4
me how much
I love spending time outdoors. It’s truly enjoyable to 5
new
places together.
Banana 25 minutes ago
Xinxin 19 minutes ago
iamyoda 12 minutes ago
3
5
B5 Complete the passage about screen-life balance with the words from B4.
Finding a balance between screen time and other activities in life is
important. It is 1
to 2
new interests. And taking
3
courses helps with your studies. But don’t forget to have fun offline,
too! For example, you can go for a hike, 4
out the plants in nature,
and race your friends to the top of a hill. Enjoying the outdoors is great for your
health. 5
yourself to keep a good balance so you can get the best of
both screen life and real life!
45
Social networking
B
Critical thinking
45
1 Recall. What did people in the text do online? Make a list.
2 Analyse. Analyse the online behaviour of people in the text. Can
you find some examples of good social behaviour?
EXAMPLE
Catlover didn’t use a real name on the internet.
3 Create. Write a list of your top
three tips for young people who
use social networks.
Online activities
• Ask for advice,
Tips!
1.
2.
3.
Grammaring
C
46
Unit 3
Grammaring
C
Mostly a — You don’t use the internet much.
Mostly b — You need a screen-life balance.
Alternative questions
Compare the questions and tick alternative questions.
C1
Help Jessica design a quiz about screen life.
C2
1 Do you prefer
?
a reading paper books
b reading online
2 Would you rather
?
a go hiking
b play video games
3 Which do you enjoy more, playing sports or killing time online?
a playing sports
b
4 Do you like talking with friends in person or on social networks?
a
b
5
?
a
b
We ask an alternative question when we give a choice of two or more
answers in the question. We use or to separate the answer choices.
Grammar highlights
1 Can I catch it or not?
2 Why do people use social networks?
3 Do you do anything fun at weekends?
4 Do you think it broke or survived?
5 Should I try Zhuhai or Shantou next?
6 Did Coolbear enjoy the egg drop challenge?
C
47
Social networking
Indefinite pronouns
Complete the speech about good screen habits with the indefinite pronouns
from C3.
C4
C
Study the blue parts and find out what they refer to.
C3
1 All of you are so happy.
2 Tell me if you know any!
3 Did you receive one about it?
4 We can see and hear each other.
5 I haven’t explored many in south China.
6 Some are a little boring, but some are soooo good.
Hi everyone! I think social networking
is a fun way to stay in touch with friends
and family, but it can have some problems.
1
of them is that we might spend
too much time looking at screens.
But don’t worry! There are good habits that we can develop while using
social networks. For example, it’s important to take breaks from screens and
do something we enjoy. We should also be kind to each 2
on social
networks. And 3
of us should think before sharing something
online. Good screen habits help us stay healthy and happy. Tell me if you know
4
?
We use indefinite pronouns such as all, any, one, other, many,
and some when we don’t know or don’t need to state the exact
person or thing we are talking about.
Grammar highlights
Listening and speaking
D
48
Unit 3
Teenagers Today
Listen to identify the text type
and give your reasons.
a a discussion
b a chat
c an interview
Listen again and tick the questions Lucy asked.
1 Do you spend much time on social networking?
2 Do you like chatting with friends online or offline?
3 How do you make sure you have that balance?
4 Do you have any advice for other kids who use social networking apps?
5 What offline activities do you like best?
Listen for a third time and complete the chart.
Answer the question.
Do you agree with Alex’s ideas on social
networking? Why or why not?
The rings of responsibility
Answer the questions.
1 What do you often post on social networks?
2 Do you think twice before you post?
Listen and fill in the blanks to show the rings of responsibility.
D1
D2
D3
D4
D5
D6
Subskill
Identifying the text type
While listening, pay attention to the
number of speakers, the topic, and
the language used to identify the
text type. This will help us predict
and understand the material more
effectively.
Alex’s ideas
about social
networking
Opinion
• Have a 1
between online and offline activities.
Strategies
• Limit 2
and take breaks to do other things.
• Talk to parents about 3
and make sure it’s
safe.
4
• Do not spend too much time online.
• Explore 5
offline.
1 _______
2 _______
3 _______
D
49
Social networking
( see p147 )
Pronunciation
Intonation I
Cause
Effect
Solutions
What we 1
,
2
, and 3
online.
Ripple
effect
• 4
before you act.
• Use the rings of responsibility
as your 5
.
Listen and complete the chart.
D7
Sharing your rings of responsibility
Work in pairs. Talk about online responsibilities
and make a list. Introduce them to your classmates.
D8
EXAMPLE
A: What online responsibilities do you have
to yourself?
B: I seldom use social networks on school
days because I need to focus on studying.
A: That’s a good point. Anything else?
B: Well, I don’t share photos of friends
without asking because ...
Useful expressions
• That’s a good point.
• That’s wise.
• I can’t agree more.
• It’s important to ...
Me
Friends
1. I don’t share photos of friends without asking.
2.
3.
Others
1. I don’t say mean things to others online.
2.
3.
1.
2.
3.
Writing
E
50
Unit 3
Write text messages to invite
your friends to take part in an
offline activity together.
Text messages
50
Subskill
Using a friendly tone in invitations
When making invitations, we use friendly language and
provide details such as time, place, and transportation.
When accepting, we show excitement and thanks. When
refusing, we politely refuse with reasons.
1
1 Study a model. Read the text messages and complete the three tasks.
Tigers Go Go Go (4)
Greeting
Activity
Inviting
Accepting
Thanks
Inviting
Refusing
Reason
Linda
Me, too! Count me in!
Jack
@Jane @Linda Great! See you then.
Jack
@Frank Can you come?
Jack
Call cancelled by caller.
Jack
@ALL Hi, there!
Guess what? This Saturday afternoon, there’s a super cool
Technology Fair downtown! They’ll have all the latest
phones, pads , and laptops with really fun apps. Would you
like to come with me? I’m sure we’ll have a great time! We can
meet at the school gate at 1.30 p.m. and catch there.
Jane
I’d love to. Thanks for asking! I can’t wait!
Frank
Sorry, I can’t. It’s my sister’s and we’re going to have
a party. Lots to prepare, you know! Sorry! Maybe next time.
Jack
No problem. Enjoy the party! See you on Monday!
Place, time &
transportation
1 Match the emojis with the meanings.
a birthday b sad c bus d excited e thanks f joining in
7.30 PM
E
51
Social networking
2
2 Think. Decide on an offline activity you want to do and make notes for your invitation.
Your invitation must include the following four parts:
1 Greeting.
2 Inviting your friends.
3 Setting a meeting time and place.
4 Suggesting means of transportation.
3
3 Write. Write your invitation and use emojis if possible. Use the model to help you.
4
4 Check. Read your invitation and answer the questions.
1 Did you use any emojis?
2 Did you use language for inviting?
3 Did you include the four parts in Step 2?
5
5 Peer review.
Peer review. Exchange your invitation with your classmate. Answer the questions.
1 Does he or she include the four parts in Step 2?
2 What expressions does he or she use to invite?
3 What emojis does he or she use? What are their meanings?
Write a reply to the invitation and check.
1 Did you give thanks and show interest after accepting the invitation?
2 Did you say sorry and give a reason after refusing the invitation?
Inviting
Accepting
Refusing
2 Answer the questions.
1. Who will go to the Technology Fair?
2. When and where will they meet?
3. How will they go there?
4. Why can’t Frank go with his friends?
Culture link
Emojis are small digital pictures
that we use to express feelings and
ideas in text messages and social
media posts. When we talk with
someone face to face, we use body
language such as smiling, laughing,
or nodding to show how we feel. But
body language gets lost in written
texts. And that’s where emojis come
in—they add feelings to online
messages. From a simple happy face
to a heart
, emojis speak a
language that almost everyone can
understand.
1.
4.
2.
5.
3.
6.
3 Complete the table with expressions to make, accept, or refuse an
invitation.
Project
F
52
Unit 3
Task: Do a survey to find out about
students’ online behaviour in your
school. A model is given.
How can we use social
networks wisely?
Project
F
52
Unit 3
Screen Time Survey in Sunshine School
Most students spend less than 1 hour on social
networks in a week. 25 per cent spend 1–3 hours. Only a
few students spend more than 3 hours on social networking.
This is great news because too much screen time can be
harmful. We suggest that you limit your screen time. This
way, you will have more time to do something fun like
playing outside, reading a book, or spending time with your
family and friends.
SCREEN TIME
SURVEY
Questions!
1 Do you use social networks?
Yes
No
2 How many hours a week do
you spend on social networks?
less than 1 hour
1–3 hours
more than 3 hours
3 Give some advice to those
who spend too much time on
social networks.
F
53
Social networking
F
53
Social networking
Look at the students’ survey in the model project. Answer the questions.
Work in groups. Choose one of the following topics or any other topic you like.
Discuss and create at least three
questions for your survey. Remember
to include different question types.
Invite students in your school to take
part in the survey on social networks.
Write a short survey report and answer
the questions.
1
2
3
4
5
Present the results of your survey to the class.
6
1 What’s the topic of the survey?
2 Find an example of each question type a–c.
a a Yes/No question b a question with some choices c an open question
3 How do the students present their results?
a a report with a pie chart b a report with a bar chart
1 How do you stay safe online?
2 Do you have good screen habits?
3 How do you keep a screen-life balance?
1 Did you use a pie chart?
2 Did you use similar expressions in blue?
Deciding on roles in a group work
Tips
Make a to-do list.
Decide who can do each thing.
Check how the project goes.
Help each other and work together.
TEEN SKILL
Useful expressions
What are the things to do?
Why don’t we each ...?
I can make the pie chart.
How’s ... going?
We can do this part together.
54
Unit 3
Self-assessment
Self-assessment
54
Unit 3
A. identify the purpose of reading social media
posts
B. communicate about online behaviour and
responsibilities
C. use a friendly tone in sending and replying to
an invitation
D. understand the language of emojis
E. analyse someone’s online behaviour and give
advice
F. play a role in a team and work together on a
project
How well I can do these
55
Social networking
55
Social networking
Key words to use
Social networking
app
chat
check
comment
explore
follow
message
online
post
receive
screen
send
share
shoot
video call
website
Screen-life balance
camp
fantastic
invite
limit screen time
moment
nature
offline
outdoor
take breaks
throw
Cool things to know
The ripple effect is sometimes called the
“Domino Effect”. Just like knocking down
one domino sets
off a chain
reaction, one
action can lead to
many others!
ripple effect
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Epic
engineering
4
Unit
How can we
overcome big
challenges of
engineering?
Key Question
Tasks
Objectives
read an article about the Qinghai–Xizang Railway
listen to a radio programme about the Grand Canal
study an example of clever engineering
talk about the Grand Canal
make a building plan based on a map
write a short description of Dujiangyan
learn some words about engineering works and
ways to overcome challenges
practise sentence stress
use although and though
can present an example of epic
engineering by using an outline
can get a deeper understanding of
what epic engineering is
can communicate on engineering
works and ways to overcome
challenges
can describe engineering works,
the challenges of building them,
and the solutions
58
Unit 4
Getting ready
A
across, along, over, and through
Read the definitions and match them
with the pictures.
A1
1 A railway is a road for trains to travel
on.
2 A bridge is a building over a river or
road. People or traffic can cross on it.
3 A dam is a special wall across a river
to stop the water.
4 A thrill ride is like a train that runs
with lots of ups and downs in a
park.
5 A canal is a long water passage
created by people, for boats to
travel along.
1 Building a thrill ride
The biggest challenge is to make sure
of its safety. Engineers have to design
seat belts. They also think about how
fast it goes, so that it’s fun but not too
dangerous for people to take a ride.
2
It’s not easy to complete. It needs lots
of big rocks and earth, and it may hurt
the animals and plants in the river, but
it helps us take care of our water and
gives us energy!
3
The work can connect people and
places, but building a safe track is a big
Miss Ding is introducing engineering
works to kids. Match the headings with
the descriptions.
A2
Describing engineering works and challenges
Getting ready
A
a
d
b
a Building a bridge
b Building a railway
c Building a dam
d Building a canal
c
59
Epic engineering
A
Listen to a dialogue and complete the
summary.
A3
A
f
challenge. Sometimes there are rivers and
mountains in the way. It’s also important
to protect the environment and animals.
Engineers have built passages under the
road for animals to cross.
4
Engineers have to make sure it’s strong
enough for cars and people to cross. They
also need to choose the right material.
Engineers work hard and create wonders,
even though there are many challenges.
Those examples of epic engineering are
not just big; they often push people’s
limits. They are a mix of creativity, science,
and hard work!
The kid and the engineer are talking
about building 1
. Though
it is a big 2
, it is fun because
engineers try to 3
ways to
help 4
people and places. To
cross mountains and rivers, they build
5
and tunnels. They also
add rocks to make the ground strong
enough. It’s not an easy job!
complete challenges engineering protect
Complete the passage with the words
in the box.
A4
The Great Wall of China, about
21,000 km long, is an example of epic
1
. It took around 2,000 years
to 2
. Workers faced many
3
, such as lifting heavy stones
up hills. They invented clever ways and
used special tools. Even today, engineers
work hard to 4
the old Wall.
A dam is a wall built to stop the
river water.
Yes, it’s hard to build because engineers
must choose a good location.
Work in pairs. Student A chooses a card
and asks questions. Student B answers.
A5
I’ve got Card A. What is a dam?
Is it hard to build? Why?
?
A
D
E
F
C
B
e
60
Unit 4
Reading and critical thinking
B
5
10
25
20
30
35
15
An epic road
An epic road
The railway itself is a world
wonder. Work began in 1958, and
it took over 50 years to complete.
Although it was a difficult task, Chinese
engineers and workers did their best to
overcome the challenges.
The biggest challenge was
permafrost—a type of frozen ground
that remains at or below 0˚C for at least
two years. Most of the railway is built
on it. The ground can break easily if it
gets too warm. Though the engineers
were not familiar with this problem,
they invented ways to solve it. They
built walls to block the sun. This could
keep the ground colder and stronger. In
some places, the railway is built above
ground, like long bridges.
Another challenge was to protect
the plants, rivers and animals along
the line. The Qinghai–Xizang Railway
passes through Kekexili and Qiangtang,
places with many wild animals. The
engineers built 25 special passages just
for animals. Now the animals can cross
the railway without danger.
Also, the air in the high mountains
is thin, and the oxygen (O2) level is low.
Passengers may feel sick. Engineers
designed trains that can give passengers
more oxygen.
Although there were epic challenges,
Chinese engineers made history. Today,
the Qinghai–Xizang Railway travels
for 1,956 km across green rivers, along
snowy mountains, by blue lakes, and
through amazing deserts. It is an epic
road.
60
Unit 4
The Qinghai–Xizang Railway connects Xining and
Lhasa, the capital cities of Qinghai and Xizang. It ended
Xizang’s no-railway history and set a new record for the
world’s highest railway. How did engineers deal with the
challenges? Let’s find out.
Reading and critical thinking
B
61
Epic engineering
B
Comprehension
Tick where you can read the text.
B1
B
Read and find out the challenges and solutions.
B2
Answer the questions. Underline the key words in the text that
support your answers.
1 What is permafrost and why is it a challenge for building railways?
2 What can we see when we take the Qinghai–Xizang Railway?
3 Why is the Qinghai–Xizang Railway called an “epic road”?
B3
magazines
cartoons
novels
dictionaries
Challenges
To solve the problem of permafrost,
To 3
,
To solve the problem of 4
,
Solutions
1
.
2
.
engineers built 25 special passages,
like bridges, just for animals.
5
.
Subskill
Finding definitions
Sometimes writers use words that
readers may not be familiar with.
They will then give definitions or
explanations of the new words. The
definitions may be shown by quotation
marks “ ”, parentheses (), or a dash —.
When we find a new word, we should
read carefully to see if the writer has
explained its meaning.
62
Unit 4
Reading and critical thinking
B
B5
Word work
B4 Choose the correct answers.
Complete the passage about the Gotthard Base Tunnel with the correct forms
of the words from B4.
Reading and critical thinking
B
1 If you connect two things, you
.
a join them together
b cut them into pieces
2 Engineers can
.
a build bridges
b write stories
3 Building a bridge
the wide river is a challenge for the engineers.
a over
b along
4 The hall is full of people. But there is another passage to
.
a go through
b read on
5 Protect your eyes from the sun.
your sunglasses.
a Put on
b Take off
62
Culture link
The history of railways dates back to the early
19th century. The first public railway, the Stockton
and Darlington Railway, opened in England in 1825.
This marked the beginning of the railway age. China’s
first railway was built in 1876, and now China has the
largest high-speed rail network in the world. Railways
connect cities and even countries. They have greatly
developed trade and tourism.
Do you know what a tunnel is? It is an
underground 1
that goes through a
hill or under a river. The Gotthard Base Tunnel
is the world’s longest and deepest tunnel. It
2
Switzerland and Italy. It was a big
3
because it goes through the Alps.
The 4
had to find out how to dig
through the hard rock safely and 5
the environment. Now the tunnel helps to
reduce traffic and keep the mountains beautiful.
63
Epic engineering
B
Critical thinking
63
1. Recall. What are some of the challenges that the engineers had to
overcome in building the Qinghai–Xizang Railway?
2. Evaluate. Think carefully about the challenges travellers may face
when taking the Qinghai–Xizang Railway, such as low O2 levels, bad
weather, and long journey. Find out reasons and possible solutions.
EXAMPLE
Challenge: Low O2 levels can make some passengers feel sick.
Reasons: The Qinghai–Xizang Railway holds the record for being the
highest railway in the world. It goes very high up in the mountains.
The air there is thin and the O2 level is low.
Possible solutions: Drink lots of water. Don’t jump or run. Take
medicine.
3. Create. Imagine your friend is planning
a trip on the Qinghai–Xizang Railway.
Write at least three tips for a great trip
and explain why each tip is important.
Tips
Take some medicine.
Take a camera.
…
…
Reasons
Low O2 levels can make some passengers
feel sick.
The view is beautiful. The Qinghai–Xizang
Railway travels across green rivers, along
snowy mountains, by blue lakes, and
through amazing deserts.
Grammaring
C
64
Unit 4
although and though
Find sentences you have read that use although or though, and write them here.
C1
Grammaring
C
1
2
3
4
5
Use although or though to connect the two parts of the sentences.
C2
a they faced many difficulties
b the dam was built a long time ago
c it takes a long time to build a park
d the material was expensive
e the weather was challenging
f they didn’t get any help from abroad
1 The workers managed to complete the project on time, although/though they
faced many difficulties.
2
, it will give us a nice place to play and relax.
3
, it is still used to stop floods.
4 The engineers at home managed to build the bridge,
.
5 The workers continued to work on the site,
.
6
, the scientists decided to use it.
Both although and though express the idea of contrast. They can be put before or
after the main clause. For example:
[main clause]
He failed to solve the problem although/though he tried hard.
[main clause]
Although/Though he tried hard, he failed to solve the problem.
Though is used more often than although in speech. And we often use even with
though (but not with although). For example:
Even though he tried hard, he failed to solve the problem.
Grammar highlights
C
65
Epic engineering
Use although or though to create sentences based on Bobby’s story.
C3
Bobby then visits other engineers. Work in pairs and act out the dialogue by
using although or though.
C4
Example
Bobby:
What are you doing?
Engineer: We are digging through the hard rock to build a tunnel.
Bobby:
Is it difficult?
Engineer: Yes. Although/Though it is challenging, we can use modern machines
to help us.
Bobby is a curious little robot. He is exploring an engineering lab when
he comes across Max. Max is working on a machine that can turn sunlight
into heat. He explains, “It is challenging, but we never give up. We work
hard until we invent clever new ways to solve a problem.”
Bobby then meets Sansan. She is building a model bridge. Curious,
Bobby asks, “Isn’t it boring?” Sansan replies, “It can be boring. But it’s fun
to use maths to plan and design everything.”
Bobby learns that hard work can make anything possible.
C
Example
1 Although it is challenging to invent a machine that can turn sunlight into heat,
Max never gives up.
2
3
4
Listening and speaking
D
66
Unit 4
Great projects in China
Listen to identify the text type
and give your reasons.
a a travel ad
b a documentary
c a news report
d a short story
Listen again and choose the best answers.
1 People built the Grand Canal to
.
a go fishing and boating b transport goods across the country
c stop floods
d help boats go up and down
2 It was not likely that people used
when they built the canal.
a b c d
Discuss the question in pairs.
Do you think the Grand Canal is a good example of epic engineering? Why or
why not?
Clever engineering
Listen and choose the best answer.
What does this material explain?
a Why engineers invented locks.
b How a lock works.
c Why canals are important.
d How a boat turns around.
Listen and match the parts in the picture
with their names.
D1
D2
D3
D4
D5
Subskill
Identifying the text type
1 paddle
2 underground pipe
3 top gate
A
B
C
D
67
Epic engineering
( see p147 )
Pronunciation
Sentence Stress I
Steps:
→
→
→
How do we help a boat move up a hill? Put the four pictures in the correct order.
Then use first, second, next, and finally to describe the steps.
D6
a
b
c
d
Talking about the Grand Canal in China
Read the dialogue and find out how to
check understanding.
D7
Subskill
Checking understanding
We can ask questions to make sure we
have understood the idea clearly.
Questions:
• When did people build it?
• Why did people build it?
• How did people build it?
• How many parts is it made up of?
• Why do people like it now?
Useful expressions
• Do you mean ...? / What do you
mean by ...?
• Could you explain ... for me?
• So, you mean that ...? I understood
that ... Is this correct?
• So, your point is ...? You just
explained why ..., correct?
Work in pairs. Talk with your
partner about the Grand Canal in
China. Use the questions to help you.
D8
A: We need to make sure that the bridge
can support the weight of heavy trucks.
B: Do you mean we need to make sure the bridge can stand much weight?
A: Exactly. We don’t want to see the bridge break down under the weight of
heavy trucks.
Open the top gates and the
boat goes on.
Open the gates and let the
boat in.
Open the paddles to let the
water out of the lock.
Close the gates, open the top
paddles, and let water go back
into the lock.
Writing
E
68
Unit 4
① The Qinghai–Xizang Railway is a world wonder. It took over 50 years
to complete. Although it was difficult, Chinese engineers did their best to
overcome the challenges.
②
. Engineers built walls to block the sun. They also built
some parts of the railway above ground.
③
. To solve the problem, the engineers built 25 special
passages for them. Now the animals can cross the railway without danger.
④ The Qinghai–Xizang Railway ends Xizang’s no-railway history. It is an epic road.
Write a short description of Dujiangyan in Chengdu,
a great example of epic engineering still in use today.
A description of an engineering wonder
68
Subskill
Using an outline
An outline is like a map for
writing. It helps us organise
ideas in a text. Before
writing, draw an outline to
see how we can connect all
the details to support the
topic sentences.
1
1 Study a model. Read and complete the two tasks.
2
2 Think. Study the table and pictures about Dujiangyan. Write proper topic
sentences and supporting details.
Dujiangyan, an engineering wonder
Basic
information
in Chengdu, China
had a history of over 2,000 years
Li Bing designed it
three parts: Yuzui, Feishayan, and Baopingkou
1 Choose the correct topic sentences for Paragraphs 2 and 3.
a One big problem was the cold weather.
b The biggest challenge was permafrost.
c Animals are in danger.
d Another challenge was to protect the animals.
e Permafrost was a kind of frozen ground.
2 Complete the outline of the model with the expressions in the box.
Introduction Topic sentence Supporting details Conclusion
1
6
2
4
3
5
E
69
Epic engineering
3
3 Write. Write about Dujiangyan with the given information, using the model
to help you.
4
4 Check. Read your writing and answer the questions.
1 Did you use an outline?
2 Did you write effective topic sentences and give supporting details?
5
5 Peer review.
Peer review. Exchange your writing with your classmate. Answer the questions.
1 Does he or she write effective topic sentences with supporting details?
2 What changes would you like to make to your writing?
Topic sentence 1:
.
Supporting details:
.
Topic sentence 2:
.
Supporting details:
.
Challenges
and
solutions
Floods in rainy seasons:
• use Yuzui and Feishayan / keep water from entering the inner river
• clear sands
Not enough water in dry seasons:
• use Yuzui and Feishayan / let water in
• use Baopingkou / guide water into dry farms
...
Importance
• improve the life of local people
• show the wisdom of Chinese people
Project
F
70
Unit 4
Task: Make a building plan. Your school has organised
an event called “Little Planners, Better Life”. You
are going to create an engineering project based on
the map. You have to choose a suitable site, identify
possible challenges, provide solutions, and prepare a
presentation. There are two models.
How can we
overcome big
challenges of
engineering?
Project
F
70
Unit 4
1
power station
3
4
5
2
railway station
7
6
We’d like to build a railway
station at Site 2. Although the site
is far away from the city centre,
there are houses and office buildings
nearby. So we have to deal with
the problem of noise pollution. We
plan to plant trees and build sound-
blocking walls to reduce train noise.
We plan to build a power
station at Site 1. The place is at
the upper part of the river and is
not packed with many buildings.
So we can use water and wind to
produce electricity. Studying the
weather report will help us decide
the location of the power station!
Little Planners, Better Life
F
71
Epic engineering
F
71
Epic engineering
Work in groups. Study the map and decide what kind of engineering project
you want to build. Search the internet to gather information about the suitable
location, possible challenges and solutions.
Exchange and analyse the information you have collected within the group.
Discuss the possible challenges and solutions to reach an agreement.
Leaders give tasks to each group
member. Each person will be
responsible for a specific part of the
presentation.
Present your project to the class.
Listen to the presentation of each
group and do peer checks.
Giving praise
Tips
Don’t be afraid to praise.
Give praise from the heart.
Be exact.
Praise in public.
Useful expressions
Well done! / Great job!
Your idea is really good! I really like it.
I love the way you solved the problem—
you’re so creative.
I’m so thankful for you in this project—
we couldn’t have done it without you!
TEEN SKILL
1
2
3
4
5
6
Possible challenges
Possible solutions
We’d like to build
at Site
because
.
Checklist
Their presentation includes the challenges
and possible solutions.
Their presentation is clear and attractive.
72
Unit 4
Self-assessment
Self-assessment
72
Unit 4
A. identify the text type, the topic, challenges and
solutions in different texts
B. communicate on engineering works by using
words about overcoming challenges and
although or though
C. describe an engineering wonder by using an
outline with effective topic sentences and
supporting details
D. understand the history of railways
E. create tips for a trip on the Qinghai–Xizang
Railway by analysing the challenges and
possible solutions
F. organise information in the form of tables or
mind maps
How well I can do these
73
Epic engineering
73
Epic engineering
Key words to use
Describing engineering works
amazing
connect
lift
material
passage
railway
Dealing with challenges
block the sun
control the rivers
energy
invent ways
oxygen levels
protect the environment
reduce noise
terrible weather
use tools
Cool things to know
The word “canal”
comes from the old
French word chanel,
which means
“channel”.
canal
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Sports and
sportsmanship
5
Unit
How do we
understand
sportsmanship?
Key Question
Tasks
Objectives
read an article about a badminton player who
gave fair play a new meaning
listen to an interview about favourite sports stars
learn what it means to be a good sport
talk about favourite sports stars
design a game for developing good
sportsmanship skills
write a news report on a sports event
learn some words about good sportsmanship
practise logical stress
use the present continuous tense
can describe good sportsmanship
using action words
can get a deep understanding of
what good sportsmanship is
can communicate on good
sportsmanship
can explain what sportsmanship
is and how to show good
sportsmanship
76
Unit 5
Getting ready
A
At the end of a game, players
from both teams congratulate
each other.
1
Support and cheer for
teammates, even if they make
mistakes.
3
Respect the judge’s words.
2
Read the pictures and mini-texts. Fill in the blanks with the expressions from
the box.
A1
Getting to know sportsmanship
Getting ready
A
a Helping others
b Encouraging teammates
c Shaking hands
d Following rules
a Don’t argue with the judges
b Don’t push other players on purpose
c Don’t say dirty words or laugh at other players
d Don’t cheat or break the rules
Read and complete the passage about sportsmanship
in basketball with the expressions from the box.
A2
suffix: -ship
The suffix -ship is added to a noun to
show the state of having something, like
friendship, or the skill or ability as someone,
like sportsmanship and leadership.
77
Sports and sportsmanship
A
Offer help to a teammate or an
opponent who is hurt during
the game.
4
unexpected situation respect advantage
Complete the report of a table tennis
match with the words in the box.
A4
Pair work. Talk with your partner
about examples of good sportsmanship.
A5
A
It’s the table tennis final.
Alex is leading 10–9 against
Steven. He’s enjoying a(n)
1
. Oh, a(n) 2
comes
up! Steven drops his bat by accident and
misses. Alex wins! Wait! Alex asks for
another round. He lets Steven try again.
That’s amazing! It’s real sportsmanship.
Alex teaches us to always show 3
and support for other players.
Listen and tick all the correct answers.
A3
Good sportsmanship is also about how
we treat others and deal with challenges
outside of sports. For example, on group
projects, it means
.
a winning a prize
b listening to others carefully
c expressing ourselves
d accepting others’ advice
e showing teamwork and support
For me, I think good
sportsmanship means offering
congratulations.
What do you think sportsmanship is?
Can you think of an example?
... is a shining example of ...
Sportsmanship in Basketball
Hey everyone! As your basketball
coach, I’d like to talk about something
really important: sportsmanship. In
basketball, sportsmanship means being
a good winner and loser, treating your
teammates, opponents, and judges with
respect, and following the rules. When
we have good sportsmanship, the game
is more fun for everyone. Let’s talk about
some things we shouldn’t do:
1
. Instead, let’s
encourage and support each other.
2
. They make
the decisions, and we should respect
them.
3
. Sportsmanship
means playing fair and being honest.
4
. Let’s play fair
and avoid hurting others.
OK. Let’s make it a game of respect,
fairness, and fun. Are you ready?
78
Reading and critical thinking
B
Unit 5
The competition was important for Sárosi, ranked 69th in the world. If she won, she
could go to the Olympics. It was her dream for years! In this game, Sárosi faced a
strong opponent, Karin Schnaase, who ranked 29th. It was a big challenge for her,
but she gave her best efforts and fought hard.
During the game, something unexpected happened. Schnaase’s shoe broke and
she didn’t have a spare. The rules don’t allow a player to rush to the locker room
to find another pair. If she couldn’t find a new one, she had to give up the match.
This was a good chance for Sárosi to win easily. But instead of taking advantage
of the situation, Sárosi ran to her bag, took out her spare shoes, and gave them
to Schnaase. She wanted her opponent to keep playing. Sárosi’s act of kindness
surprised everyone watching. The game went on. Sárosi lost the match and
couldn’t go to the Olympics.
“The German Federation is going to recommend Laura Sárosi for the Fair Play
Award,” MTI, a news agency reported. “By treating others with respect and showing
kindness, Sárosi is winning everyone’s respect.” Although Sárosi didn’t win the
match, she is a real winner for her good sportsmanship. She is a true sports hero!
In the world of sports, there are exciting competitions and moving stories that
teach us about sportsmanship. During the Badminton European Championship
in 2016, Laura Sárosi faced several challenges. How did she deal with them? Did
she win the competition in the end?
Badminton star Laura Sárosi shines bright
5 May, 2016
78
Unit 5
Reading and critical thinking
B
5
10
15
79
B
Sports and sportsmanship
Subskill
Using tables to group information
Tables help us organise and understand information.
We can use tables to break down what we have read,
group the key information, and show the relationships
among important ideas.
B
Tick the best answers and give your reasons.
B2
Answer the questions. Underline the key details in the text that support your
ideas.
1 Can we take the sentence “Sárosi ran to her
bag, took out her spare shoes” away from the
text? Why?
2 What does the title “Badminton star Laura
Sárosi shines bright” mean?
3 If you were Schnaase, what would you say to
Sárosi after the match?
B3
Challenges
Actions
Result
Importance of
winning the
competition
2
.
4
.
1
.
Unexpected thing:
Schnaase’s shoe
broke
3
.
a a special report
b an interview
c a story
Comprehension
Complete the table.
B1
Possible readers
Text type
a sports lovers
b badminton fans
c news reporters
80
Reading and critical thinking
B
Unit 5
B5 Complete the passage about athletes preparing for the Olympic Games with
the words from B4.
Reading and critical thinking
B
80
It is late April. Athletes from all over the world are
preparing for the Summer Olympics. They are working
hard to improve their skills for the 1
ahead.
In the Olympic Games, athletes come together to give
their best 2
and push their limits. They work
in teams and treat their opponents with respect and
kindness. Sometimes, they give up taking 3
.
They become 4
in people’s hearts.
B4 Find the words in the text and tick the possible definitions.
1 competition (n.)
a a situation in which people try to be more successful
b an event in which people compete to find out who is the best
2 effort (n.)
a an act of trying to do something when it is difficult to do
b the energy that you need to do something
3 advantage (n.)
a something that helps you to be more successful than others
b a quality of something that makes it better or more useful
4 hero (n.)
a the main character in a book, film, play, etc.
b a person who is admired for doing something brave or good
competition effort advantage hero
Culture link
The Olympic Games are a big sports event. The first Olympics
were held in Olympia, Greece, in 776 BCE. It was a festival in
honour of Zeus. In 1894, the first modern Olympics took place in
Athens. Since then, the Olympics have brought together people
from different countries. Liu Changchun was the first Chinese
athlete to take part in the Olympic Games in 1932. With “Faster,
Higher, Stronger—Together”, the Olympic Games encourage
athletes to do their best, play fair, and unite together.
Word work
81
B
Sports and sportsmanship
B
Critical thinking
81
1 Recall. Describe the unexpected thing that happened during the
match and how Sárosi dealt with it.
2 Evaluate. Discuss the effect of Laura Sárosi’s act of kindness.
EXAMPLE
3 Create. Design a sports hero poster of Laura Sárosi. It must include
her achievements, character, and act of sportsmanship.
EXAMPLE
The match went on.
Laura Sárosi
Achievements:
• Ranked 69th in the world in 2016
• …
Character:
• Kind
• …
Act of Sportsmanship:
• Sárosi gave up the chance of an easy
win.
• …
cause
effect
Sárosi lost the match.
Grammaring
C
82
Unit 5
Study the blue parts and answer the questions.
a It’s the table tennis final. Alex is leading 10-9 against Steven. He is enjoying an
advantage.
b It is late April. Athletes from all over the world are preparing for the Summer
Olympics.
c Thanks to the coach and a lot of hard work, the girls’ volleyball skills are
improving quickly.
C1
Grammaring
C
Complete this report on a football match using the words in the present
continuous tense.
C2
cheer come hold lie wait
Only one minute is left and the score is still 1:1. Who will win this football match?
Oh no, the goalkeeper Jack from Class 5 hurts his leg. He 1
on
the ground. Football is full of unexpected moments and things can change in a
second.
The ball 2
to Dongdong from Class 9. Everyone
3
for him to shoot. Just one kick and his team will
win. But wait, he 4
the ball in his hands. He gives
up shooting.
Everyone 5
for him. This moment is more
exciting than any win!
Present continuous
We use the present continuous (am/is/are+-ing) to describe an action that is going
on at the moment of speaking, as in a live report, or an action that lasts only for a
short time. We can also use the present continuous to talk about something that is
changing or developing.
Grammar highlights
Q1 Is Alex’s action going on or finished at the moment the reporter speaks?
Q2 Will the athletes continue to prepare after the Summer Olympics?
Q3 Will the girls’ volleyball skills keep developing?
C
83
Sports and sportsmanship
C
Rewrite the passage about Lulu and her friends’ sporting habits, correcting any
mistakes that you can find.
C3
83
Act as a reporter to retell the story by using the present continuous tense.
C4
In a bicycle race in 2015, Esteban’s bicycle broke down when he was only
300 metres away from the finish line. He did not give up. Instead, he carried
his bicycle and ran rapidly towards the finish line. His competitor, Navarro, soon
caught up. However, Navarro just followed behind Esteban. When they crossed
the finish line, people cheered for both riders.
We are at the exciting bicycle race right
now. Let’s see how the race is going.
Oh no! Esteban’s bicycle breaks down! ...
Look! He is carrying his bicycle and running
towards the finish line! ...
EXAMPLE
Lulu and her friends are playing sports in the park every weekend. Lulu
is a volleyball fan, and her love has spread to the whole group. The girls
often practising passing and blocking together. Sometimes, they are having
friendly matches. They always show good sportsmanship by cheering
each other on. Look, they play volleyball now. Lulu passes the ball to her
teammate Xixi. Xixi misses. Yet, all the others encourage her. They have a
great time at the moment. Lulu and her friends also play
basketball or go swimming at weekdays. They are wanting
to get better at the games by practising more.
How many mistakes can you find in the passage?
Mistakes:
Listening and speaking
D
84
Unit 5
Favourite sports stars
Tick the information that may be mentioned.
a What the sports star does.
b When the sports star was born.
c Why the sports star plays the sport.
d What we can learn from the sports star.
Listen and match the speakers with their favourite sports stars.
Listen again and complete the cards.
D1
D2
D3
Alex
Lang Ping
Charlie
Su Bingtian
Emily
Yao Ming
Steven
Subskill
Listening for reasons
Giving reasons is important when
people are discussing what they like
or don’t like. Listening for words
and expressions like “because”,
“that’s because” helps us identify
the reasons for something.
Talk about your favourite sports star and what you have learned from him or her.
D4
My favourite sports star
name: Lang Ping
sport: volleyball
reasons:
• led the Chinese women’s volleyball team to 1
• taught the importance of 2
My favourite sports star
name: Yao Ming
sport: basketball
reasons:
• 6
to improve his basketball skills
• 7
to others
My favourite sports star
name: Su Bingtian
sport: track and field
reasons:
• 3
and achieved 4
• showed 5
to others
D
85
Sports and sportsmanship
( see pp147–148 )
Pronunciation
Sentence Stress II
Compare your actions with the tips. Talk about what you have done well and
what you haven’t. Give some examples.
D7
Life lessons learned from sports
Talk about why sports is important and what we can get from sports.
D8
Useful expressions
• From ..., I have learned an important life lesson ...
• Everyone wants to win, but ...
• To be a hero is not just about winning ...
• Although it is challenging, ...
1 Review the sports stars and the examples of good sportsmanship we have
learned. Think about how to deal with unexpected moments and difficulties.
2 Give examples to explain what sportsmanship you have learned both in sports
and in everyday life.
3 Share your ideas with classmates and listen to their ideas.
Listen and complete the map with the tips.
D6
Becoming a gaming superhero
Listen and choose the best answer.
What does this material mainly talk about?
a Tips for dealing with losing.
b Reasons why people want to win games.
c Tips for being a good sport.
d Reasons why people don’t want to play with bad losers.
D5
How to become a gaming superhero
finish a game
opinion: It is OK to win or lose.
a. Don’t have a big reaction to a small
problem.
b. Help clean up the game.
d. Say something nice.
c. Don’t talk about the winning. Just
move on and do something new.
action(s): 1
action(s): 2
action(s): 3
win
lose
Tips
Writing
E
86
Unit 5
Write a news report about
a moment that shows good
sportsmanship.
A news report
86
2 Answer the questions.
1 What makes up a news report?
2 Why did the reporter include Lisa’s words? Can you add Sarah’s words?
3 Do you like the conclusion of this news report? Why or why not?
2
2 Think.
1 Recall your own experience in school sports events. Group the action verbs
into the groups “before a sports event”, “during a sports event”, and “after
a sports event”. You can add your own action verbs.
1
1 Study a model.
1 Tick the action verbs that suit the situation. Explain your choices.
a passed by Sarah
b stopped running
c laughed at Sarah
d reached out her hand
e sped up
f helped Sarah up
86
Unit 5
Subskill
Using action verbs
An action verb is a verb that expresses an action (like
jump, run, push). Using action verbs effectively in news
reports can help create a clear image. They can also help
the reader clearly understand what we are reporting.
In the 13th school sports meeting, Sarah
and Lisa showed true sportsmanship.
Both talented runners, Sarah and Lisa
took part in the 200-metre race. However,
something unexpected happened. Sarah suddenly lost her
balance and fell to the ground. Her knees hurt badly. Lisa, a few
steps behind, 1
, 2
, and
3
. They continued the race together and crossed
the finish line side by side. The crowd cheered for Sarah and Lisa
all the way.
“I just wanted to help her!” Lisa said after the race. She knew
Sarah wished to finish the race. So they supported each other
and gave their best effort. And they won everyone’s respect!
They win the hearts of everyone
Wu Binbin. 13 April, 2025
headline
reporter & date
introduction
body
interviews &
conclusion
E
87
Sports and sportsmanship
Showing support:
In the basketball match, the player passed the ball to
a teammate and encouraged him to shoot.
Giving one’s best effort:
Respecting one’s opponents:
Being able to accept losing:
2 Write sentences using action verbs to describe acts that show good
sportsmanship.
3
3 Write. Write about an unforgettable moment of good sportsmanship, using
the model to help you.
4
4 Check. Read your writing and answer the questions.
1 Did you use proper action verbs to show sportsmanship?
2 Did you write in the form of a news report?
3 Did you include words from people who are in the story?
4 Is there any unnecessary information?
5 Is any necessary information missing?
5
5 Peer review.
Peer review. Exchange your report with your classmate. Answer the questions.
1 Does he or she write in the form of a news report?
2 Does he or she write about an unforgettable sports moment using action
verbs?
encourage teammates
introduce each other
cross the finish line
pass the ball
raise arms
speed up
shake hands
jump high
score a goal
congratulate on success
kick off
give praise
Before a sports event
During a sports event
After a sports event
Project
F
88
Unit 5
Task: Design a game for your school “Sportsmanship
Challenge Stations”. The game will be played in the
gym or playground and must focus on developing
sportsmanship. You can design a game such as “Fair
Play: Relay Race”, “Teamwork: Tug-of-War” and so
on. A model is given.
How do we
understand
sportsmanship?
Project
F
88
Unit 5
Purpose
Steps
To work together as a team and show good sportsmanship.
1 Set up: Find a place in the playground. Get a strong rope for the game.
2 Teams: Divide into two teams and make sure the way to divide is fair.
3 Rules: Explain the game’s rules. Remember, it’s about teamwork, not
just strength.
4 Game time: Start pulling the rope and try to bring it to your side.
1 Positive communication: Talk nicely with your teammates. Encourage
each other.
2 Cooperation, not competition: Remember, the goal is to work together,
not just beat the other team.
3 Respect: Treat your opponents with respect. Shake hands before and
after the game.
4 Teamwork matters: It’s not just about one person.
Sportsmanship tips
Teamwork: Tug-of-War
Teamwork: Tug-of-War
F
89
Sports and sportsmanship
F
89
Work in groups. Discuss what kind
of Sportsmanship Challenge Stations
you want to build. Search the internet
to gather information and decide the
purpose, steps and sportsmanship tips.
Work in groups. Reflect
on one’s own behaviour
in sports and discuss good
sportsmanship tips.
Practising self-reflection
Tips
Reflect on both the good and the
not-so-good.
Ask yourself questions.
Think about what you can do.
Be positive.
Useful expressions
I know how to work well with
others in sports.
I need to control myself during
games.
I can be more understanding.
I will say nice things to others
more often.
TEEN SKILL
1
2
Work in groups. Leaders give tasks to each group member. Each person will
be responsible for a specific part of the plan.
3
Stick the plan to the school notice board.
4
Read the plan of each group and do peer checks.
5
Sports and sportsmanship
We’d like to design a game called
.
Purpose
Steps
Sportsmanship tips
Checklist
Their plan includes purpose, steps and
sportsmanship tips.
Their plan can help improve good sportsmanship.
90
Self-assessment
Unit 5
Self-assessment
90
A. identify the topics of good sportsmanship in
different texts
B. communicate on good sportsmanship skills by
using the present continuous tense
C. write a news report about a special sports
moment by using action verbs
D. understand the history of the Olympic Games
E. create a sports hero poster
F. summarise the key information by using tables
or mind maps
How well I can do these
91
Sports and sportsmanship
91
Sports and sportsmanship
Key words to use
Learning about sportsmanship
accept decisions
congratulate
encourage teammates
offer help
support and cheer
teamwork matters
treat others with respect
Being a good sport
Be a wise winner.
Don’t argue with the judges.
Don’t cheat or break the rules.
Don’t have a big reaction to a small problem.
Don’t laugh at other players.
Don’t push other players on purpose.
Cool things to know
Fair play is a way of behaving or of
treating others that is honest and fair. In
sports, playing fair means taking turns,
letting everyone play, helping one another,
working together, being nice to each
other, and following the rules.
fair play
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Writers
and their
masterpieces
6
Unit
How do we enjoy
classics?
Key Question
Tasks
Objectives
read a part from Charlotte’s Web
listen to a speech on reading classics
learn about E.B. White and his works
talk about favourite writers
design a book cover
write an essay on a favourite classic
character
learn some words about classic books
practise the pronunciation of the
use have to, had better, needn’t, and used to
can write about a character
using supporting examples
can get a deeper understanding
of the benefits of reading classics
can communicate on reasons for
reading classics
can describe what classic
books are
94
Unit 6
Getting ready
A
Match the titles of the books with the names of their writers.
A1
Complete the sentences about classic books with the words from the mini-texts.
A2
Describing classic books
Getting ready
A
1 Gulliver’s Travels
2 All Men Are Brothers
3 The Adventures of Tom Sawyer
a Shi Nai’an
b Mark Twain
c Jonathan Swift
1 They are usually a writer’s
.
2 They stay
for a long time.
3 They may have well-known
.
4 They usually have
events.
Wu Song is one of the well-
known characters in the novel.
He is strong and honest. He
saves many lives and helps
lots of people. The story of him
fighting a tiger with nothing
but his hands is truly amazing.
My friends and I really like this
brave hero.
Sphinx
A masterpiece by Mark Twain,
the book was first published in
1876 and has stayed popular for
many years. Twain used to live in
a small town by the Mississippi
River. His story has a similar
setting and offers everything a
child could want: a wide river
and an island for games.
Archie
95
Writers and their masterpieces
A
Really? Why is he so funny?
Sounds interesting. I’ll give it a try!
Listen and complete the
sentences.
A3
Complete the speech with the correct
forms of the words in the box.
A4
Work in pairs. Talk about which
book you would recommend.
A5
A
I have read The Adventures of Tom
Sawyer recently, and I find the main
character Tom so funny!
He gets other kids to do his work
by making it enjoyable ...
1 Characters in a story can be
or
. For
example, the main character in the
book Charlotte’s Web is a pig.
2 A setting is the
or
where the action of a
story takes place.
3 The
that happen in a
story are called the plot. The plot of
Gulliver’s Travels is about Gulliver’s
journeys to four strange lands.
setting character plot skill lesson
“Classic books are treasures. They
have been loved for a long time because
they show what it is like to be human
and teach important life 1
.
One of my favourite stories is the Harry
Potter books. It has a 2
in
a world of magic and wonder. The main
3
in the story are brave, clever,
and kind. The exciting 4
of
Harry and his friends fighting the dark
forces never fails to draw me in. Reading
classics helps improve my language
5
. We had better read more
classic books, but we needn’t look up
every new word.”
I follow Gulliver to strange
places on his travels. He is
attacked by tiny people in
Lilliput where he appears as
a giant. Funny enough, when
he comes across giants in
Brobdingnag, he becomes a
tiny man. The events of this
novel are so imaginative.
Lollipop
96
Unit 6
Reading and critical thinking
B
96
Unit 6
Charlotte’s Web is a classic children’s novel
written by E.B. White. The story is about a pig
named Wilbur and his dear friend Charlotte,
a spider. The following passage tells how
Charlotte introduces herself when they first
meet at the farm. Read the story and find out
what the two characters are like.
Reading and critical thinking
B
Charlotte
Charlotte’s Web
s Web
5
10
15
20
“You mean you eat flies?”
“Certainly. I have to live, don’t I?”
“Why, yes, of course.” said Wilbur.
“Do they taste good?”
“Delicious. I don’t really eat them.
I drink them. Their blood is tasty.”
“Please don’t say that!” Wilbur was
shocked.
“Why not? It’s true, and I have to
say what is true. A spider has to live
somehow, and I happen to be a fly
catcher. I can build a web and catch
flies. All spiders in my family are fly
catchers—for thousands of years we
spiders have been catching flies and
other insects.”
“It’s a terrible family you come
from,” said Wilbur. He was sad because
his new friend was a blood-drinking
killer.
“That might be true,” Charlotte
agreed. “But it’s also a clever family.
Don’t you think my fly-catching web is
clever?”
“It’s terrible,” replied Wilbur. He
couldn’t change his mind.
“Well, you can’t talk,” said
Charlotte. “The farmer brings you food.
Nobody feeds me. I must make my own
living. I must be quick and clever, or I
shall go hungry. I have to think things
out, catch what I can, take what comes.
And somebody must kill the insects, or
there will be too many of them. They
will eat everything!”
“Really? I wouldn’t want that to
happen. Perhaps your web is a good
thing after all.”
The goose listened to their
conversation and laughed. “There are a
lot of things Wilbur doesn’t know about
life,” she thought.
25
30
35
40
97
Writers and their masterpieces
B
Complete the table. Think about the characteristics of Charlotte and Wilbur
and find key details from the text to support your ideas.
B3
Comprehension
Choose the main idea of the story.
a Wilbur is surprised to learn that Charlotte’s family catch and eat insects.
b Charlotte explains to Wilbur why she needs to catch insects for food.
c The goose listens to the conversation and thinks about what they are saying.
B1
Answer the questions.
1 Why does Charlotte eat flies?
2 How does Wilbur feel when he finds out that Charlotte drinks the blood of flies?
3 Why does Charlotte think her family is clever?
4 Why does Charlotte believe that somebody must kill the insects?
5 Why do you think the goose finds the conversation between Wilbur and
Charlotte funny?
B2
Subskill
Scanning
Characteristics
Key details
honest
curious
kind
clever
She says what is 1
.
He asks questions to know more about
his new friend, Charlotte.
He is 3
and sad when he
hears that Charlotte drinks flies’ blood.
She knows how to make a living with her
web. She makes Wilbur 2
his
mind.
98
Unit 6
Reading and critical thinking
B
Word work
change one’s mind delicious shock make one’s living happen
B4
B5
Match the word or expression with its meaning. Then complete the description
of Charlotte with the correct forms of the expression and words.
Complete Wilbur’s report with the
correct forms of the words and
expressions in the box.
Reading and critical thinking
B
Charlotte is a clever spider who has a(n) 1
mind. Unlike
Wilbur, she has nobody to 2
her. That means, she has to make
her 3
living. In order to survive, she needs to 4
solutions to life problems. Skillfully, she builds webs and catches 5
,
like flies, in her webs to drink their blood.
1 feed
a to consider or plan something carefully
2 insect
b a small animal, such as a fly or ant, that has six
legs and sometimes wings
3 think out
c to give food to eat and grow
4 own
d fast in thinking, learning, or understanding
5 quick
e of or belonging to oneself
98
“Charlotte told me that she drank the blood of insects like it was a
1
drink. I was greatly 2
! How could someone do that?
That’s crazy! But she said that spiders had been catching insects for thousands of
years. It’s just the way she 3
. Still, I couldn’t believe it. Then she told
me that somebody had to kill the insects, or they would eat everything. I never
thought of that. I wouldn’t want that 4
. Maybe Charlotte’s web is a
clever thing. It catches flies and helps keep the balance of nature. I guess I have
5
about spiders after all. They are not as bad as I thought before.”
Suffix: -ous
The suffix -ous is used to form adjectives
from nouns. For example, “courageous”
means “having courage”.
99
Writers and their masterpieces
B
Critical thinking
Charlotte
Wilbur
Who they are
She is a spider. She was
born to be a fly catcher.
How they live
She must make her
own living.
The way they see the world
It is natural to kill the
insects.
1 Recall. Which sentences are Wilbur’s words, and which are Charlotte’s?
Put them into the correct box.
a “Please don’t say that!”
b “It’s a terrible family you come from.”
c “But it’s also a clever family.”
d “Don’t you think my fly-catching web is clever?”
e “Your web? It’s terrible.”
f “I have to live, don’t I?”
g “Somebody must kill the insects.”
2 Analyse. Why do Wilbur and Charlotte think differently about catching
flies? Complete the table to analyse the reasons for their different
opinions.
3 Evaluate. At the end of the story, Wilbur agrees that perhaps Charlotte’s
web is a good thing. What makes him change his mind? Do you think
Charlotte’s words are persuasive? Give your opinion with reasons.
EXAMPLE
I think Charlotte has made me believe that it is
necessary to kill the insects. She makes me see
the possible harm of too many insects.
Grammaring
C
100
Unit 6
have to, had better, needn’t, used to
Study the blue parts and answer the questions.
C1
Grammaring
C
Positive
Negative
Question
I have to leave now.
I don’t have to leave now.
Do you have to leave now?
I had better stay here.
I had better not stay here.
Had I better stay here?
Complete the sentences with the correct
forms of have to.
C2
Read the situations and complete the sentences with the correct forms of had
better. Choose a verb from the box.
C3
1 In Journey to the West, Monkey King
go through 81 difficulties
before he got to the West.
2 To get the main idea of The Secret Garden,
you
read from word to word.
3 — Does Peter
finish
reading All Men Are Brothers this week?
— No, he needn’t do that. He can break it
up into several parts if it’s too difficult.
1 Your brother finds it difficult to understand classic books. He thinks they
are boring.
1 Twain used to live in a small town by the Mississippi River.
2 We had better read more classic books, but we needn’t look up every new word.
3 I have to think things out, catch what I can, take what comes.
We use have to to show something is necessary or required. We use had better
(’d better) to express strong advice.
Grammar highlights
Q1 Did Twain live in the small town all his life?
Q2 Is it necessary to look up every new word?
Q3 Is it necessary for Charlotte to live all by herself or does she have other choices?
Culture link
Journey is a common theme
in classic books. It can be a journey
where characters travel to new
places and overcome challenges
along the way, like in Journey to
the West or The Adventures of Tom
Sawyer. It can also be a journey
of self-discovery, where characters
learn and grow, like
in The Secret Garden.
try rush give up
We use used to do to talk about a past situation that is no longer true. The negative
form is didn’t use to do.
We use needn’t do to say it is not necessary to do something.
C
101
Writers and their masterpieces
Write sentences about your reading habits. Begin with I used to or I didn’t use to.
C4
Complete the interview with Lu Xun by using have to,
had better, needn’t, or used to.
C5
C
1 I used to read adventure stories, but now I prefer history books.
2
3 I didn’t use to read every night before bedtime, but I do now.
4
Interviewer: Hello, Mr Lu Xun! I’m so excited to talk to
you. Do you think kids 1
read
a lot of books?
Lu Xun:
Hello, young friend! I believe reading is important for learning
about the world, but you 2
feel pressured to read a
lot. It’s more important to enjoy what you read.
Interviewer: That’s good to know! What kind of books did you like when you
were young?
Lu Xun:
Well, I 3
enjoy stories about ancient heroes when I was
a child. They had a big influence on my writing later in life.
Interviewer: That’s interesting! Do you have any advice for young readers like me?
Lu Xun:
My advice is that you 4
read widely, not just books
but essays, too. Stay open-minded and curious. Also, keep a reading
notebook.
Interviewer: I will, Mr Lu Xun! Your advice is really helpful!
You say: You
on classics so easily. Start with
books that interest you.
2 You and your classmate are both reading a thick book for a project, and
your classmate wants to read it all in one night.
You say: We
. It’s better to read the book a bit
each day to understand it well.
3 Zhenzhen tells you that your friend David reads simple books with lots of
pictures. He doesn’t want to challenge himself.
You say to Zhenzhen: He
some books with more
words. It will help him grow as a reader.
Listening and speaking
D
102
Unit 6
Secrets to enjoying classics
Look at the title and tick who might be giving this speech. Explain your choice.
a a librarian
b a book lover
c an English teacher
d a reading club member
Listen and choose the
best answer.
Which is the main idea that the speaker summarises?
a Reading classics is a difficult but enjoyable adventure.
b Following tips can make reading classics more enjoyable.
c Drawing pictures in books brings a better reading experience.
d Teachers and parents can help with understanding a story.
Listen again. Complete the sentences and then give tips to the correct person.
D1
D2
D3
Subskill
Listening for key phrases
Listening for key phrases can help us follow the speech and
understand when the topic changes. For example, phrases
like “in short” or “to summarise” mean the speaker will give
a quick summary. Phrases such as “by the way” or “speaking
of” mean the speaker will talk about something different.
Discuss the question in pairs.
Which tip is the most useful to you? Why?
D4
Tip 1
Tip 2
Tip 3
Tip 4
1
books with pictures.
Break the book into 2
.
3
each chapter with a
parent or teacher.
Try fun activities, such as drawing,
4
scenes, or
5
up your own stories.
a
b
c
I find it hard to understand
the plot and character.
I find long books
challenging.
I’m not feeling connected
to the story.
Follow tip(s) ____.
Follow tip(s) ____.
Follow tip(s) ____.
D
103
Writers and their masterpieces
Listen and tick the information mentioned in this material. Then use the table
to group information.
a What E.B. White once did.
b What E.B. White was like.
c Where the idea for the book
Charlotte’s Web came from.
d When E.B. White died.
e What we can learn from E.B. White.
f What his most famous children’s books are.
g When he wrote his most important works.
h What we can learn from Charlotte’s Web.
D6
My favourite writer
Work in pairs. Talk about your favourite writer and give your reasons.
D7
EXAMPLE
A: Of all the writers, Lu Xun is the one I admire the most. He was an important
writer and thinker at the turn of the century. In the 1900s, China was
changing a lot. Lu Xun wrote stories about these changes. His famous works
include The Diary of a Madman and The True Story of Ah Q.
B: I have read his book Zhao Hua Xi Shi several times. His words always make me
think.
A: True. People like his books because they are food for thought ...
Discovering the great writers
Look at the photo of E.B. White and
answer the questions.
How much do you know about E.B. White?
What kind of man do you think he was?
D5
Introducing a great writer
Background information: d
Important experience:
Famous works:
Lasting influence:
(see p148)
Pronunciation
Pronunciation of the
Writing
E
104
Unit 6
Write an essay to introduce your favourite
character from a classic book.
My favourite classic character
What is the character’s name?
What is the character?
How does the character look?
What are the character’s
characteristics?
What does the character do?
How do they act?
What makes the character
behave the way they do?
What is the character’s
relationship with the other
characters?
What kind of role does the
character play in the story?
My favourite classic character
104
Subskill
Using examples to support ideas
When we write an essay, we can use
examples to support our ideas. We
should choose examples that are
directly to the point we are making.
And be specific.
1
1 Study a model.
1 Tick the information mentioned in the model.
introduction
example 1
example 2
idea 1
idea 2
idea 3
example 4
conclusion
example 3
The spider Charlotte from Charlotte’s Web is my
favourite character. She is so kind. She makes friends
with Wilbur, the loneliest pig on the farm. She gets
along well with almost every animal. She is so wise
that she teaches Wilbur many important life lessons.
She is also very creative for she comes up with a
perfect plan to save Wilbur’s life. Although Charlotte
is small, she has great wisdom and kindness. She is a
character that touches my heart.
My favourite classic character
E
105
Writers and their masterpieces
My favourite classic character is ________.
characteristics
examples
2 Adjectives of quality are words that tell us about the kind or qualities of a
character. Circle the adjectives that show the writer’s opinion of Charlotte.
kind lonely wise important creative perfect small
3 What are the other characteristics of Charlotte? Write examples to support
the ideas.
a Charlotte is honest. She
.
b Charlotte is clever. She
.
c Charlotte is
. She
.
2
2 Think. Decide who your favourite classic character is and write an essay.
Before you write, think about which aspects of the character you will cover.
Then, complete the following table.
3
3 Write. Write your essay, using the model and the table from Step 2 to help you.
4
4 Check. Read your writing and answer the questions.
1 Did you give a topic sentence and a concluding sentence?
2 Did you describe the character with adjectives of quality?
3 Did you give examples to support your ideas?
5
5 Peer review.
Peer review. Exchange your writing with your classmate. Answer the questions.
1 Does he or she use the simple present tense?
2 Does he or she give a topic sentence and a concluding sentence?
3 How many aspects of the character does he or she include?
4 Does he or she give enough supporting details?
5 Does the description make you want to read the book?
Project
F
106
Unit 6
How do we
enjoy classics?
Project
F
106
Unit 6
Task: Design a front cover for your favourite
classic book or a book you have recently read.
The book cover design should give the reader a
clear idea of what the book is about. It should
also be eye-catching so that the reader will want
to pick up the book and read. A model is given.
F
107
Writers and their masterpieces
F
107
Writers and their masterpieces
Study the model design and tick the usual features of a front cover.
Work in groups. Decide on the book and
collect necessary information.
Discuss and write down your idea for
the design. Here is the reason why the
designers of the model book cover
chose the picture of a submarine, a ship
that travels underwater.
1
2
3
Peer review. Then have a class vote: Which is the best design?
6
Use drawing materials or digital tools to create your book cover design.
4
Present your book cover design to the class.
5
Thinking from other people’s
viewpoint
Tips
Put yourself in other people’s shoes.
Think differently.
Ask yourself questions.
Useful expressions
Which part touches me deeply?
Will my classmates find the setting
familiar as I think?
How might others connect with the
book in different ways?
How can I get others interested in
the book?
TEEN SKILL
a a title that clearly stands out
b the writer’s name in a smaller size
c a picture that helps the reader understand the book
d a short summary of the book
e the price of the book
“We think the submarine makes one think about exploring the unknown.
Submarines had hardly been invented when Verne wrote his book. His
submarine was so creative that it gave inventors the idea to improve real
submarines. That’s super cool!”
EXAMPLE
108
Unit 6
Self-assessment
Self-assessment
108
Unit 6
A. identify key information in different texts
B. express opinions on favourite books
C. write an essay using supporting examples
D. understand journey as a common theme in
classics
E. evaluate different opinions by analysing the
reasons
F. think from the point of view of other people
How well I can do these
109
Writers and their masterpieces
109
Writers and their masterpieces
Key words to use
Talking about classics
character
characteristic
classic
culture
event
fantastic
imaginative
literature
masterpiece
novel
plot
setting
treasure
writer
Enjoying classics
adventure
brave
courageous
curious
enjoy
explore
recommend
Cool things to know
A theme in a piece of writing, a talk,
or a discussion is an important idea or
subject that runs through it.
theme
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Who
we are
7
Unit
What makes us
different and
beautiful?
Key Question
Tasks
Objectives
read an email about cultural identity problem
listen to a podcast about how birth order shapes
personality
find out why we need to celebrate our uniqueness
discuss what plays an important role in shaping
identity
make a presentation on celebrating differences
and recognising unique talents
write a self-description
learn some words about personal identity
practise the rising intonation
use ever, have been, and have gone
can describe yourself by using
mind maps
can understand what shapes
personal identity
can communicate on the factors
that shape personal identity
can describe personal identity
112
Unit 7
Getting ready
A
Complete the explanation of what identity is with the words in the box.
A1
play come look like do belong to
Write and draw the missing piece of Zhang Qi’s identity pizza chart according
to the explanation in A1.
A2
Describing personal identity
Getting ready
A
My identity is made up of all the things I 1
and dislike;
what I 2
like; the dream job I would like to 3
;
where I 4
from; the hobbies and talents that I have; the role I
5
in the family; the group that I 6
; and much more.
Suffix: -ity or -ty
The suffix -ity or -ty is added to an adjective to form a noun that means
the state or quality described by the adjective. For example, personality
means “the quality that makes a person different from other people”,
and honesty is “the quality of being honest”.
I enjoy chatting with
my friends.
There are four members
in my family. They are
my father, my mother,
my sister, and me.
I’m Chinese.
My hobby is listening
to popular songs.
I dream to
become a doctor
in the future.
113
Who we are
A
My friends say I’m a(n) ... person and
I’m always ...
Match the descriptions with the four
personality types and think about
which type you are.
A3
Listen to a dialogue and complete
the summary.
Personality types help us better
understand ourselves and others,
but they are not 1
. Take
Zhang Qi for example. He is super
2
because he can always
3
smart ideas to solve
problems. People enjoy chatting with
him because he is 4
and
outgoing. He can also make clear
plans and work hard to 5
his dream of becoming a doctor.
A4
Work in pairs. Complete the
sentences so that they are true for you.
Ask your partner about their sentences.
A5
A
I consider myself to be ..., but not ...
I think I’m the ... type but I can be ...
sometimes.
1 the caring type
3 the organised type
2 the creative type
4 the responsible type
I am about 165 cm tall.
I have big eyes and short
black hair.
When we say the word “me,”
we probably feel pretty
clear about what that means
because it is our identity.
Zhang Qi is talking about
himself with the help of his
identity pizza chart.
Sarah is your friend
who never breaks
her promises. She is
always there for you
when you need help
with life and your
studies.
Alex likes to think
outside the box
and come up
with solutions to
problems. He always
has fun ideas for
school projects.
Tim is good at getting
things done. He is
always confident and
likes to take the lead
and organise things.
Peter is warm and
thoughtful. He cares
about other people’s
feelings and is always
willing to help.
Type A
Type B
Type C
Type D
114
Unit 7
Reading and critical thinking
B
114
Unit 7
The radio programme Teenagers Today helps
young people with school and life problems. Let’s
read an email from a 12-year-old girl and find out
what her trouble is.
Reading and critical thinking
B
Dear Sir or Madam,
I am from Chiloé Island, which is in my home country of Chile. It is a place
where everyone knows your name, and people are always friendly. Have
you ever been to a place like that? If your answer is yes, you know how
special it is.
I have lived in America for one year. I went to a school in New Jersey. I
have just returned home to Chiloé Island, and I feel like a different person.
In America, everything and everyone was different. The people came from
different backgrounds. I wanted to be friends with the people there, so I
changed how I spoke. I learned to speak and behave like the others around
me. Sadly, when I learned to be American, I forgot how to be Chilean.
After returning home, I have been to places I used to go to, and I have
visited my family and friends who I missed. However, I have felt out of
place. I have felt like I am not so friendly and happy anymore. I have felt
like I am between two countries. Some of my friends have even made fun
of me. They have said, “You sound so American!”
What should I do?
Looking forward to receiving your advice.
Yours sincerely,
Amanda
Subject: Need advice Monday 27/05/2025
from Amanda
What should I do?
What should I do?
115
Who we are
B
Subskill
Using tables to group
information
B
Complete the table to analyse Amanda’s experience with an identity problem.
B2
Answer the questions.
1 What did Amanda’s friends in Chile say when she returned home?
2 Why did Amanda feel out of place in her hometown Chiloé Island?
3 What may Teenagers Today advise Amanda?
B3
Situations
Problems
Solutions
She went from an island
in Chile to a school in the
United States.
She returned home to
Chiloé Island.
a asked Teenagers Today for some advice
b went to school in New Jersey
c lived happily and had a lot of friends
d made friends with people from different backgrounds
e returned home and visited some of her old friends
f grew up on Chiloé Island
2025
2023
2024
d
Comprehension
Complete the timeline with the events.
B1
116
Unit 7
Reading and critical thinking
B
Word work
background different trouble make fun of out of place
B4
B5
Complete the sentences with the words from the text.
Complete the passage with the correct forms of the words and expressions in the
box.
Reading and critical thinking
B
1 The way that you
is the way that you do and say things.
2 Your
is the thing that you are worried about.
3 Your
is the details of your family, education, and experiences.
4 If you
someone who is no longer with you, you feel sad and
wish that they were still with you.
5 If you
to something, you will be excited and pleased about
something that is going to happen.
116
Culture link
An identity problem happens at a time when some change
makes you feel uncertain about who you are and where you belong.
It happens to everyone as their personality develops. Positive results
can come from questioning what you like about yourself and what
you want out of life.
Xiao Jiang’s father is from southwest China and he loves spicy food. Xiao
Jiang’s mother, however, comes from the east and she likes sweet dishes. At first,
they had 1
finding common ground with their meals. They used
to feel 2
at the dinner table and sometimes 3
each
other about their eating habits. But they learned to accept their 4
.
Xiao Jiang’s father learned to cook the dishes that his mother loved. And his
mother began to try dishes with onions and peppers. They respect each other’s
5
and preferences and like trying new foods together. Xiao Jiang is
proud of his parents and enjoys their family meals very much.
117
Who we are
B
Critical thinking
1. Understand. Identify the changes Amanda made to fit in and the
influence on her sense of identity.
2. Evaluate. A few days later, Teenagers Today emailed back and
asked Amanda to think about and evaluate her experience.
Help her complete the chart to rebuild her sense of self.
3. Create. Have you ever experienced moments when you felt
caught between two worlds or like you didn’t fully belong? How
did these moments change your feelings and sense of self?
Share how you dealt with an identity problem.
EXAMPLE
I felt very nervous when I entered the classroom on the first day of
middle school. The classroom seemed larger than any I had been in
before, and the rows of desks were filled with unfamiliar faces. ...
Changes
Influence
• She learned to speak like
the Americans around
her.
• She sounded less Chilean to friends
and family.
what I have learned
from the new experience
what I like about the
changes
what I valued
in the past
what I can do
for others
The unique
ME!
Grammaring
C
118
Unit 7
ever, have been, have gone
Study the blue parts and answer the questions.
C1
Grammaring
C
Match questions 1–4 with answers a–d.
C2
Study the blue parts and answer the questions.
C3
1 Have you ever played the piano?
2 Have you ever been on a thrill ride?
3 Have you ever visited your
parent’s birthplace?
4 Have you ever performed on stage or
in front of a large group of people?
1 Have you ever read any classic books?
2 Have you ever had the same experience as Amanda?
3 Have you ever been to a place different from your hometown?
4 Have you ever joined a school club?
Have you ever joined a school club?
time from the past until now
now
past
a No, never. But I enjoy watching others
go on them and seeing their faces.
b Yes, I spent the summer holiday
there last year. It was so much fun.
c No, I haven’t. I have never learned to
play an instrument.
d Yes, I have. I acted in a school
play as a bear three years ago.
Ever means “at any time in your life”. We use ever in questions about experiences
up to the present. It goes with the present perfect tense.
Grammar highlights
Q1 Are the sentences about things in the past or now?
Q2 Are the sentences questions or statements?
1
2
Where is Amanda? I haven’t
seen her for weeks.
Amanda has changed a lot.
Where has she been?
She has gone to New Jersey.
She will be back during holidays.
She has been to New Jersey.
C
119
Who we are
Complete the quiz based on the information provided.
C4
Complete the conversations with the correct forms of the verbs in brackets.
C5
C
1 You meet your good friend Anna on the first day of school after the summer
holiday. What will you say?
2 Your classmate Jack is still training in the basketball club. What will you tell the
teacher?
3 Your favourite subject is art and you like to visit art museums. What will you
say to a new friend?
1 A:
you ever
(take) up a new hobby?
B: Yes, I
(paint) for the past two months.
A: That’s fantastic! It’s great to try new things, isn’t it?
2 A:
you ever
(lose) touch with an old friend?
B: Yes, I have. It happened a few years ago when my family moved to a different city.
A: That must have been difficult. Did you ever reconnect with your friend?
3 A:
you ever
(return) to your primary school?
B: Yes, I have. I
(be) there twice and I found it really strange.
A: Why?
B: Well, everything looked so familiar but small. I realise how much I
(change) since I left.
Hello, Anna. Where
on holiday?
Jack
the school basketball gym. He will be back soon.
I
many art museums in China. I wish to visit museums
in Italy some day.
1
2
3
If someone has gone to a place, it means he/she is there now and hasn’t returned.
If someone has been to a place, it means he/she was at the place at some time in
the past and now has returned.
Grammar highlights
Q1 Where was Amanda when the first conversation was held?
Q2 Where was Amanda when the second conversation was held?
Listening and speaking
D
120
Unit 7
How birth order shapes you
Answer the questions.
1 What is your role in your family?
2 How would you describe yourself? What kind of person are you?
Listen and match the descriptions with the family roles:
the oldest, the middle, the youngest, and the only child.
Listen again and choose the best answer.
Which statement would the speaker NOT agree with?
a Big brothers and sisters are likely to become leaders in a group.
b Kids in the middle can be very good at making friends.
c The youngest ones have a strong will to win or be the best.
d The only child is thoughtful and always willing to please others.
Discuss the question in pairs.
Do you think that birth order really has an effect on who you are?
D1
D2
D3
D4
Subskill
Listening for details
1 They can be self-centred:
2 They often take the lead:
3 They are very competitive:
4 They like to make others happy:
The one and only you
Listen and match the pictures with the words of the song.
D5
“The way you talk, the
way you walk, are your
specific features.”
“So let’s all dance and
have some fun ’cause you
are the one and only, only
one of you.”
“The things that
make you so unique
I think are pretty
cool.”
D
121
Who we are
( see pp148–149 )
Pronunciation
Intonation II
Rewrite a part of the song to reflect people’s unique qualities or experiences.
Share your rewritten song within a group.
D7
Listen and choose the best answer.
Which message does this song pass on?
a Being kind and respecting others.
b Accepting and celebrating differences.
c Trying new things and having fun.
d Expressing ourselves through creativity.
D6
Factors that make us who we are
Discuss with your partner what is
important in shaping your identity. Consider
factors such as personal background,
living environment, life experiences,
education, and personal choices.
D8
Subskill
Expressing agreement and
disagreement
Sharing whether you agree or disagree
helps others understand your thoughts.
It is always a good idea to explain your
reasons for agreement and disagreement.
Useful expressions
Agreement
• I think so.
• That’s right/true!
• Yes, I agree (with you)!
• I couldn’t agree with you more!
• You are right. That’s a good point.
Disagreement
• I don’t think so.
• I’m afraid I don’t agree.
• I completely disagree.
• I’m not sure about it.
EXAMPLE
A: What do you think is the most important factor in shaping who you are?
B: For me, … is the most important. It certainly has a strong effect on … because …
A: I agree with you. But I think … also plays an important role because …
B: Hmm, that’s an interesting point. Actually, …
Writing
E
122
Unit 7
As we grow, we discover what makes us special.
Write a description of yourself to show your
unique qualities, strengths, and personality.
A description of yourself
122
Subskill
Using mind maps to
develop writing
Using mind maps in writing can
help with planning and organising
ideas. It also encourages us to be
more creative.
1
1 Study a model. Read and complete the two tasks.
1 Look at the start of Nana’s mind map and complete it.
2 Write the order in which details a–e appear in Nana’s description of her
personal identity.
a a fun fact
b a description of her appearance and personality
c a short introduction about herself
d her hobbies and interests
e a short conclusion
This is me!
I’m Nana, a 13-year-old from Shanghai. You’ll recognise me by my
long dark hair and round glasses. I’m friendly and always willing to help
others because I believe kindness can make a difference. I belong to a
family of music lovers—my dad plays the guitar and my mum sings like a
superstar. Maybe that’s where my talent for the piano comes from. Music
is my special way of expressing my feelings. Oh, guess what?
I can do a cool magic trick with cards! It’s my secret
superpower that never fails to amaze my friends.
I really love being myself and am proud of all the
things that make me who I am.
E
123
Who we are
2
2 Think.
1 Complete the passage about how to create a mind map.
3
3 Write. Write a description of yourself, using the model to help you.
4
4 Check. Read your description of yourself and answer the questions.
1 Was your description clear and well-organised?
2 Did you cover different aspects of your identity?
3 Did you use personality adjectives?
5
5 Peer review.
Peer review. Exchange your writing with your classmate. Answer the
questions.
1 Does he or she provide a clear picture of his/her identity?
2 Does he or she show what makes him/her unique and special?
3 Do you find the description interesting?
2 Think about what makes you special and what you would like to share
about your appearance, personality, hobbies, life experiences, and any
other interesting facts. Use a mind map to help organise your ideas.
• Write your title in a box in the 1
and draw lines out from
the box.
• At the end of each line, write a 2
related to the main title in
a circle. Then draw lines out from the circle.
• At the end of each line, write a key 3
, phrase or idea related
to the topic.
• Continue to develop the mind map by adding more topics and key words
or phrases.
• You can use different colours for each topic and use pictures 4
words/phrases. Using bigger writing for the topics and smaller writing for
the key words/phrases can help.
Project
F
124
Unit 7
Task: Form a club with your classmates who like
the same things as you. Make a presentation
about your group, including what you all enjoy
and what is special about each member. A model
is given.
What makes
us different
and beautiful?
Project
F
124
Unit 7
Club name: The Guitar Talents
Introduction: Hello, everyone! We are “The Guitar Talents”. Our
club is made up of boys and girls who share a love for the guitar.
We come from different backgrounds and our musical styles are
shaped by different musical influences.
Member moments: Let each member of our club share their
personal musical journey.
...
To our joy, we discovered we have a lot in common!
• We all have a favourite type of music.
• We all love exploring different playing styles.
• We all have performed in front of an audience.
Conclusion: As you can see, we
celebrate our differences and value
our unique talents. We are proud
of ourselves for the progress we’ve
made and the skills we’ve developed.
If you are interested, come and
join us!
F
125
Who we are
F
125
Who we are
Design a list of open-ended questions to find people in your class who has the
same ability, interest, and life experience as you. For example, a group member
of “The Guitar Talents” has prepared these questions.
Move around the classroom and
talk to your classmates. Ask them to
answer the questions on your list.
Take notes of the answers and
try to find out the similarities and
differences between you and your
classmates.
Invite classmates who have many things in common to form a club with
you. Name your club. For example, you can form a club in which all the
members share an interest in taking photos and you can name your club “The
Moments Catchers”.
Talk with your group members. Try to find out each person’s uniqueness.
1
2
3
4
5
Make a presentation of your club in class.
6
1 What is your favourite song?
2 What instrument do you enjoy playing most?
3 Is there a special musical artist and band that you admire?
4 Who influences your musical journey?
5 Have you ever faced any challenges while learning music?
6 Have you ever performed in front of others?
EXAMPLE
Suxi has an eye for detail. She is good at presenting the beauty of
small subjects like flowers and insects. Pengpeng has a talent for
making people feel comfortable in front of the camera.
Showing interest
Tips
Listen carefully.
Use positive body language.
Ask open-ended questions.
Useful expressions
What do you like about ...?
How do you feel about ...?
Can you tell me more about ...?
Can you describe with more details about ...?
TEEN SKILL
126
Unit 7
Self-assessment
Self-assessment
126
Unit 7
A. organise information by using timelines or
tables
B. express agreement and disagreement about
the factors that shape identity
C. write a description of yourself by using a mind
map
D. understand identity problems in personal
growth
E. analyse the experience of dealing with an
identity problem
F. engage in communication by asking open-
ended questions
How well I can do these
127
Who we are
127
Who we are
Key words to use
Describing identity
background
belong to
birthplace
family role
habit
hobby
hometown
identity problem
life experience
out of place
personality
sense of self
talent
type
Recognising differences
accept
celebrate
common ground
confident
organised
outgoing
proud
respect
shape
take the lead
thoughtful
unique
Cool things to know
The word “identity” is made up of two
parts: “idem” and “ity”. “Idem” is a Latin
word that means “same”, and the suffix
“-ity” turns a word into a noun. So, when
we put them together, “identity” means
“the state of being the same”. ... Later,
“identity” began to describe “the
sameness of a person or thing at all
times; the fact that a person or thing is
itself and not something else”.
identity
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Road to
success
8
Unit
What does it take
to succeed?
Key Question
Tasks
Objectives
read a story about a swimming race
listen to teenagers talking about their
understanding of success
learn about grit as a key factor in success
talk about factors that lead to success
make a poster about a successful person
write a story about how to face challenges
and achieve success
learn some words about success
practise the falling intonation
use the past continuous tense with when and
while
can describe a successful
experience
can reflect on how to face
challenges on the road to success
can communicate about the
factors that lead to success
can exchange ideas and
information on success
To-do list this term
Learn to cook at least
2 traditional foods
Win a prize in the water rocket
competition
Make the football team
Visit the Space Museum
Finish reading Charlotte’s Web
Limit screen time (an hour a week)
Take part in more offline activities
and make more friends
Do more exercise
Try hard not to make the same mistakes
Get good grades in maths and science
BE HAPPY EVERY DAY!
1. Watch videos and
make notes
2. Discuss and
improve the design
3. Work harder on
maths and science
NEVER GIVE UP!
6:30–6:45 every day
jump rope
8:00–8:30 Saturday
running
18:00–20:00 Sunday
football
130
Unit 8
Getting ready
A
Look at the noticeboard from
Xiaoming’s bedroom. Check what
he has achieved this term.
A1
Read the board again and answer the
questions.
A2
Describing achievements
a explore something new
b win a prize
c be part of a team
d get fit
e improve some subjects
f make more friends
1 What is Xiaoming’s dream?
2 Which ones on the list have to do
with his dream?
3 Did he give up after he failed in the
water rocket competition?
My Hero
Gui Haichao is my hero! He
works hard and has finally
succeeded in achieving his
goal of entering space. I
dream one day I can become
a great scientist and go to
space, just like him!
131
Road to success
A
I improved my maths grades.
Don’t worry. We can learn from our
mistakes and do better next term.
Complete Xiaoming’s report with the
correct forms of the words in the box.
A4
Work in pairs. Talk about what you
have achieved or failed in this term?
A5
What have you achieved this term?
Great! I’m happy for you! For me,
I learned to play the piano but
struggled with my science project.
mistake succeed improve
achieve win
“This term has been full of ups and
downs. I’m proud to 1
some of the goals on my to-do list.
First, I’ve 2
my grades
in all subjects. And I learned how to
make zongzi and jiaozi. I visited the
Space Museum on Children’s Day.
It was an amazing experience. I also
3
in making the football
team. I keep exercising every day to get
fit. However, it was a pity that I didn’t
4
in the water rocket
competition. I now understand I need
to be more open and friendly to make
friends. It’s important to learn from my
5
and keep trying next
term.”
Listen to Xiaoming talking about
one of his failures and complete the
table.
A3
Talking about failures
feelings
He felt 1
actions
• Ask teachers 2 .
• Watch 3
courses.
• 4 his rocket
design.
every day and everyday
We use every day as an adverb. It means “each
day”. We use everyday as an adjective to
describe something we see or use daily.
132
Reading and critical thinking
B
Unit 8
Sink or swim
Sink or swim
In a swimming race, everyone wants
to win, but sometimes winning means
more than coming in first place. In this
story, Jiajia learns an important lesson
about success. Let’s read and find out.
5
10
25
30
35
15
20
132
Unit 8
Reading and critical thinking
B
The one-hundred breaststroke was
announced. My heart pounded in my
ears. 1
I took a deep breath.
“You can do it, Jiajia!” My coach
smiled and encouraged me as I walked
to the starting blocks.
Just swim your race. My body tensed
up like a spring while I was waiting. The
bell rang. I sprung forwards, diving into
the water, and kicked. Then my head
broke free of the water.
Pull. Breathe. Kick. 2
I kept my eyes focused on the black line
in front of me.
Pull. Breathe. Kick. I hit the end
of the pool, and my first turn. My legs
started to burn, but I kept kicking and
counting strokes.
Pull. Breathe. Kick. My lungs were
burning while I was pushing forwards.
Just one length to go. 3
Then everything fell apart. My legs
turned heavy. I could hardly move. My
arms were on fire, and I couldn’t breathe.
4
I gritted my teeth and
pushed myself forwards, focusing on the
black line till it broke and the wall came
into view.
When I reached the line, there was
no one else left in the pool. I had finished
last.
When Mum found me, I was sitting
outside alone. “I’m so proud of you,” she
said.
“I failed.”
“Yeah.” She nodded. “But you did
it, right?”
I bit my lip. “I guess I did. I swam
my race. And I think I won.”
133
B
Road to success
Choose one scene and write the internal monologue of Jiajia. Share with your
partner and explain Jiajia’s thoughts and feelings.
Scene 1: When Mum found me, I was sitting outside alone.
Scene 2: I bit my lip.
B3
Answer the questions.
1 Who encouraged Jiajia before the race?
2 What challenges did Jiajia meet during the race?
3 How did Jiajia reach the finish line?
4 Why did her mum feel proud of her?
5 Why is the title “Sink or swim”?
6 Do you think winning is the only measure of success? Why or why not?
B2
Comprehension
Put the internal monologues a–d in
the correct places 1–4 and explain
Jiajia’s unspoken thoughts and
feelings.
a I’m doing it! Almost there!
b Just count strokes.
c Can I make it?
d It’s not over yet! Stay
focused!
B1
B
Subskill
Analysing internal
monologue
Internal monologue is a character’s
inner voice. It expresses the
character’s unspoken thoughts
and feelings. It is usually written in
italics and without quotation marks
(“ ”). Analysing it helps us better
understand the character’s actions
and personality.
134
Unit 8
Reading and critical thinking
B
Word work
B4 Complete the sentences with the words from the text.
Reading and critical thinking
B
134
B5 Complete Jiajia’s mother’s blog with the correct forms of the words from B4.
Today was the big race day for my daughter Jiajia. While sitting
in the stands, I smiled and waved to 1
Jiajia every time
she looked my way. You can do it, dear. The race began and she
swam like a fish. Everything was going well when she suddenly
slowed down. My heart was in my mouth. Come on, Jiajia! With each
stroke, she pushed 2
with difficulty. I felt both worried
and 3
, knowing how hard she fought. When she finally
4
the finish line, I almost cried out. Yes, she 5
to
win, but she didn’t give up. “And that’s
what truly matters,” I told Jiajia. She
thought for a while and then nodded,
“I guess I did.” At that moment, I knew
she had won in her own way.
9 June | Keren’s blog
Unit 8
1 Jiajia was worried that she might
the maths test, so she studied
hard.
2 Although Leo didn’t win the race, he was
of the effort he put in.
3 Linlin’s hard work and practice allowed her to
her goal.
4 Don’t let failure hold you back. Use it as a stepping stone to move
to success.
5 Jiajia’s parents always
her to keep trying, whether she succeeds or
faces challenges.
B
Critical thinking
1 Understand. A fixed mindset believes abilities are fixed. A growth
mindset believes abilities can be developed through effort. To put it
simply, it is the difference between “I can’t do it.” and “I can’t do it yet.”
Group the sentences into “fixed mindset” or “growth mindset”.
a “I failed the test. What a
shame! I’ll never make it.”
b “I don’t want to take on new
challenges. I will certainly
make a fool of myself.”
c “I struggled with reading,
but I know if I keep reading
books, my skills will improve.”
d “I didn’t win the game, but I
will practise more to become
a better player.”
2 Analyse. Does Jiajia have a fixed mindset or
a growth mindset? Why do you think so?
EXAMPLE
I think Jiajia has a
mindset because ...
B
135
Road to success
e “I’m not good at making
friends, so I’ll just stay by
myself.”
f “Making mistakes is a part of
learning, and each mistake
helps me grow.”
g “I’ll never be a good writer; I
just don’t have that talent.”
h “I haven’t learned to swim,
but with swimming lessons
and practice, I’ll become a
swimmer.”
Grammaring
C
136
Unit 8
Past continuous: was/were doing
Study the blue parts and the timeline. Then tell what tense is used and why.
C1
Grammaring
C
Complete the diary with the correct forms of the given verbs.
C3
Last night, Xiaoming read the story “Sink or swim”. He started reading at
20:00 and finished at 20:15. So, at 20:10 he was reading. Were his parents
reading, too? No, they weren’t. They were doing the housework together. After
reading, Xiaoming shared the story with his family.
Choose the correct options.
C2
1 We watched / were watching when our swimming team won first place.
2 I went / was going to an invention competition while I was staying in
Guangzhou.
3 It rained / was raining heavily outside while she was practising public speaking
in front of the mirror.
20:00
20:10
20:15
he started
reading
he was
reading
he finished
reading
We use the past continuous to describe actions in progress in the past. I was doing
something means I was in the middle of doing it at a certain time.
The past continuous can also show that an action was in progress for some time,
not just for a moment. e.g. We were doing the science project all morning.
Grammar highlights
Tuesday, 1 July Sunny
Haohao was hoping to improve his maths grade from a C to a B.
When I called him last weekend, he 1
(practise) on past
exam papers. He wanted to be better prepared for the next exam. In
fact, he was working hard all term. He 2
(check) his class
notes and textbook every day. Whenever he 3
(have) a
maths problem, he asked his classmates for help. Often, during the
C
137
Road to success
when and while
Study the blue parts and answer the questions.
C4
Circle when or while and complete the passage with the correct forms of the
given words.
C5
C
1 How many actions are there in each sentence: one or two?
2 Which action is a long, continuous action? Which action is a short, single action?
3 Which tense do we use for the long, continuous action? Which tense do we use
for the short, single action?
4 What is the difference between the use of “when” and “while”?
Jiajia really wanted to learn how to swim when she was 8, but she was
scared of the water. One sunny day, Jiajia 1
(join) her friends for
swimming lessons. When she saw her friends having fun in the pool, she felt
left out. She knew she had to overcome her fear. Her heart was beating fast
2 (when/while) she slowly stepped into the water. She practised really hard. While
she 3
(learn), her fear started to disappear little by little. And Jiajia
4
(feel) so happy and free 5 (when/while) she was swimming. From
that day on, Jiajia 6
(understand) that facing fears brings happiness
and success.
Generally, we use while with a continuous, background action and when with a
short, single action. So, we can say: While I was waiting outside alone, my mum
found me. or When my mum found me, I was waiting outside alone.
Grammar highlights
a My body tensed up like a spring while I was waiting.
b My lungs were burning while I was pushing forwards.
c When Mum found me, I was sitting outside alone.
break, I would see that our teacher 4
(explain) difficult
maths ideas to him. Sometimes, when I spoke to him, he was slow to
answer. He said he 5
(do) maths exercises in his head at
that time. With such hard work, I believe he will get good grades.
Listening and speaking
D
138
Unit 8
What is success?
Circle the things that you think can
describe success.
a being famous
b being happy
c being respected
d having a lot of money
e doing what you want to do
f having good relationships
g achieving goals or dreams
h others:
Listen and find out how the speakers understand success.
Use words from D1 to help you.
Discuss the question in pairs.
Do you think being famous or rich means success? Why or why not?
The key to success
Talk about the pictures.
1 What happened to the boy?
2 Do you think the boy succeeded in riding his bike at last?
D1
D2
D3
D4
Subskill
Listening for opinions
Speakers often use words and expressions
like I think, to me, personally, or in
my opinion before giving their ideas.
Recognising these signals will help us
become more prepared for the speaker’s
thoughts.
Linda
Frank
Mark
Jane
D
139
Road to success
( see p149 )
Pronunciation
Intonation III
Listen and check the topic of this material.
a Being smart and fast.
b Grit and its importance.
c Learning to ride a bike.
d Overcoming fear and challenges.
Listen and complete the chart.
Share your experience in pairs.
How did grit help you to learn something?
D5
D6
D7
Key factors to success
Work in pairs. Look at the picture and talk
about the key factors that lead to success.
D8
Useful expressions
• Do you have any (more)
ideas?
• Can you give another
example?
• What else can we come
up with?
• Are there any other ideas/
examples we can add?
Subskill
Asking for ideas and
examples
We often have to ask for ideas and
examples when we are discussing
a topic with other people. This is
because the goal is to get as many
ideas as possible. So, it is very useful
to ask our speaking partners to
share their ideas and examples.
Learning to ride with 1
• Not fully riding the 2
time or even the 3
time.
• Keep 4
again and again
until you’re riding.
• 5
down when learning
to ride.
• Never let the experience or
6
keep you from rising
and trying again.
Grit
Failure
Persistence
Resilience
Writing
E
140
Unit 8
Have you experienced any failure or difficulty?
How did you feel? How did you deal with it?
What helped you reach success? Describe your
experience in a timeline.
A story
Subskill
Using a timeline
Using a timeline in writing
helps organise events in order.
It helps make the story clear
and easy to follow.
1
1 Study a model.
1 Complete the story with the time expressions in the box and think up more.
1
, I played my first soccer match.
Although I tried my best, I fell down while I was
running and missed the goal. It made me feel
really sad, but I didn’t let it bring me down.
2
, I walked onto the field
with courage and talked to my coach and
teammates. They offered me great advice
and showed me how to improve my skills.
3
, I practised a lot and worked hard
to get better at playing and being part of the
team.
And you know what? 4
, all that
hard work paid off! I couldn’t be prouder. I
never gave up, and it led me to a fantastic win
5
.
in the end
last month
yesterday
from then on
the very next morning
Introduction
(Failure + Feelings)
Body
(Ways + Actions)
Conclusion
(Result + Lesson)
2 Answer the questions.
1 What happened in Jack’s first soccer match?
2 How did Jack feel after that?
3 What did Jack do after his failure?
4 What lesson can we learn from the story?
E
141
Road to success
2
2 Think. Recall your own experience and divide the information into three
paragraphs. Use a timeline to help you organise.
3
3 Write. Write your story, using the model to help you.
4
4 Check. Read your story and answer the questions.
1 Did you include three paragraphs?
2 Did you use the past simple and past continuous?
3 Did you use time expressions to show the correct order of events in the
story?
5
5 Peer review.
Peer review. Exchange your story with your classmate. Answer the questions.
1 Does he or she use the past simple and past continuous?
2 What did he or she do to achieve success?
3 What time expressions does he or she use?
4 What lesson have you learned from the story?
couldn’t make a public speech / didn’t pass the exam /
was afraid of doing projects in a group ...
felt sad/upset/down/disappointed ...
Time expressions
Events
asked for advice / set new goals / worked harder /
practised more ...
turned to my teacher for help / made a plan to
exercise every day / wrote more often / improved and
tested my design ...
all that hard work paid off / won my race / achieved
my goal / succeeded in ...
never give up / keep trying / every problem has a
solution / believe in oneself ...
Failure + Feelings
Ways + Actions
Result + Lesson
Project
F
142
Unit 8
Task: Make a poster to introduce a successful
person. A model is given.
What does it
take to succeed?
Project
F
142
Unit 8
Factors to success:
• Love for swimming
• The spirit of never giving up
• Support from her family and coach
Challenges:
• Failure of the first try
• Terrible weather
• Long-distance swimming
Other achievements:
• Olympic champion
• World record holder
“I’m not sure I’ll
make it, but I
will try my best.”
Gertrude Ederle
Born in New York City in 1905
First woman to swim across
the English Channel
(two hours quicker than the men’s record)
Queen of the Waves
Queen of the Waves
F
143
Road to success
F
143
Read the model. What information does the poster have?
1
Work together to create a poster
about the person.
4
Peer review. Listen and answer the
questions.
7
Share it with another group.
What changes do other
students suggest you make?
5
Present the poster to the class.
6
Work in groups. Choose a successful person and collect information on the
internet.
2
• Take notes about some facts and information.
• Try to find photos and other pictures like maps.
Organise the information, using
the key words to help you.
3
• Basic information
• Factors to success
• Challenges
• Achievements
• Efforts
Road to success
1 What information do you get
about the person?
2 Why is this a good example of a
successful person?
Offering feedback
Tips
Focus on strength.
Give specific suggestions.
Useful expressions
I really like the part about ...
I really like how you ...
How about / Why not ...?
It may be helpful to ...
Have you considered ...?
TEEN SKILL
Culture link
The Chinese word for success
is chenggong. As cheng means
“achieve, or complete” and gong
means “work, or effort”, the word
means achieving something you
have been working hard for or
reaching a goal you have set. The
word reminds us that success is
not just about the outcome but
also about the effort. With hard
work and a clear goal, we can
achieve what we dream of.
144
Self-assessment
Unit 8
Self-assessment
144
A. identify the internal monologue of characters
B. communicate about the factors that lead to
success
C. organise information in a story by using a
timeline
D. understand the meaning of the Chinese word
for success
E. analyse and reflect on a person’s mindset when
facing challenges
F. offer useful feedback to a teammate while
doing a project
How well I can do these
145
Road to success
145
Key words to use
Describing success and failure
achieve
challenge
competition
fail
goal
improve
mistake
pity
succeed
ups and downs
win
Making an effort to succeed
ask for advice
ask for help
face failure/difficulty
keep trying
learn from
never give up
overcome/face fear
practise more/harder
try one’s best
work hard
Describing achievements
be part of a team
get fit
hard work pay off
improve study
lead to success
learn something new
make more friends
win a prize
Cool things to know
Road to success
Mindset is a particular way of thinking.
e.g. A new mindset
is needed if the
team is ever to be
successful again.
mindset
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
146
146
Pronunciation
单元语音练习
Unit 1 /kw/ /tn/ /tw/ /vn/ /ʃən/ /Zən/
1
Listen and imitate. Pay attention to the purple letters and then write down
their pronunciations.
EXAMPLE /kw/ queen
quick
quiet
quite
quality
❶ / /
Britain
mountain badminton button
cotton
❷ / /
twenty twelve
between
twins
twig
❸ / /
seven
eleven
even
oven
given
❹ / /
action
station
attention
communication imagination
❺ / /
vision
decision
conclusion
invasion
television
2
Read after the recording and mark (') the word stress.
EXAMPLE 'nation
❶ between
require
attention
earthquake
conclusion
❷ seven
action
question
mutton
twenty
Unit 2 /sp/ /st/ /sk/ /str/ /skw/
1
Listen and imitate. Pay attention to the purple letters and then write down
their pronunciations.
EXAMPLE /sp/
space
speak
sport
spend
special
❶ / /
star
stand
stop
story
stay
❷ / /
skirt
ski
sky
skin
skip
❸ / /
street
strange
straight
stress
strawberry
❹ / /
square
squeeze
squirrel
squash
squeak
2 Read aloud.
She is smart but speaks slowly. She likes eating special dark chocolates. Her skin is
like snow. In summer, she goes swimming every day. In winter, she goes skiing. She
is really a sports lover.
147
147
Unit 3 Intonation I
1
Listen and pay attention to the intonation of the alternative questions.
Mark ( or ) as in the following example.
EXAMPLE Do you enjoy playing sports or killing time online?
❶ Do you prefer reading paper books or reading online?
❷ Do you like talking with friends in person or on social networks?
❸ Do you usually spend your free time outdoors or indoors?
❹ Would you rather go hiking or playing video games?
In alternative questions, we use _________ (rising /
falling) tone in the first choice while _________ (rising / falling) tone in the
second choice.
2 Read after the recording.
Unit 4 Sentence stress I
1
Listen and pay attention to the stressed words. Mark (') as in the following
example.
EXAMPLE 'Building a 'safe 'track is a 'big 'challenge.
❶ Engineers have built passages for animals to cross.
❷ It’s important to protect the environment and animals.
❸ Engineers invent ways and work hard to make these amazing wonders.
❹ Brave workers face many challenges such as terrible weather and heavy stones.
In normal speech, we put stress on words that carry
important information such as nouns, verbs, numerals, adjectives and _________
(prepositions / adverbs).
2 Read after the recording.
Unit 5 Sentence stress II
1
Listen and pay attention to the logical stress.
❶ True sportsmanship is not just about winning the game, but about respect,
fair play, and support both on and off the field.
❷ Sportsmanship means playing by the rules and being kind.
Working out the rules.
Working out the rules.
148
❸ Sportsmanship is more important than winning or losing.
Logical stress is usually put on words or phrases that are
(important / unimportant) and convey the key information.
2 Read aloud and circle the word or words that are stressed.
❶ Being a sportsman is about having fun, being fair, and showing good manners.
❷ Winning is great, but being a good sport is even more important.
❸ A sportsman is someone who cares about others and shows good
sportsmanship.
Unit 6 Pronunciation of the
1
Listen and pay attention to the pronunciation of the.
❶ They have a fun adventure under the sea and see many sea animals.
❷ He learns to see the ocean in a new way.
❸ They become part of a battle between Captain Nemo and the armies of the
world.
“The” is pronounced as /ðə/ before words that begin
with a
(consonant / vowel) sound, while it is pronounced as /ðI/ or /
ði:/ before words that begin with a
(consonant / vowel) sound.
2 Read after the recording.
❶ Something must kill the insects, or there will be too many of them.
❷ We read the storybook, turning the pages to follow the adventures of the main
character.
❸ He learns about the importance of true friendship and that even the smallest
creatures can make a big difference.
Unit 7 Intonation II
1
Listen and pay attention to the intonation. Mark ( or ) as in the following
example.
EXAMPLE
A: Hi! I’m John. Nice to meet you.
B: Hi John, I’m Anna. Nice to meet you, too.
A: Are you in the 7th grade?
Working out the rules.
Working out the rules.
149
B: Yes, I am. How about you?
A: Same here! So, what do you like to do for fun?
B: I love reading books. I’m a huge fan of the Harry Potter books and I have
finished reading the seven books.
A: Wow, that’s cool! I’ve only watched the films. Have you read any good books
recently?
B: Yes, I have just finished reading Charlotte’s Web. It is really touching.
When we ask Yes or No questions, we let our voice
(rise / fall) at the end. For most other types of questions, we let
our voice
(rise / fall) at the end. Sometimes we make our voice
(rise / fall) to express surprise or other feelings such as happiness.
2 Read after the recording.
Unit 8 Intonation III
1
Listen and pay attention to the intonation. Mark ( or ) as in the
following example.
EXAMPLE Never give up!
❶ Why did you call so many times?
❷ I have just failed the test.
❸ Don’t be too hard on yourself.
❹ What a day!
When we ask wh- questions, make statements,
encourage someone or complain, our voices usually
(go up / go
down) at the end of the sentences.
2 Read after the recording.
Working out the rules.
Working out the rules.
150
Vocabulary in units
Getting ready
personal /'p:s@n@l/ adj. 个人的
goal /gəUl/ n. 目标
set /set/ v. 安排；确定；决定
essay /'eseI/ n. 文章，短文
grade /greId/ n. 成绩；评分
cooperate /kəU'ɒpəreIt/ v. 合作；
协作
carefully /'keəfəli/ adv. 仔细地
feeling /'fi:lIŋ/ n. 想法；看法
balance /'b{ləns/ n. 均衡；平衡
life /laIf/ n. 生活
express /Ik'spres/ v. 表达（自己的
思想感情）
myself /maI'self/ pron. 我自己
clearly /'klIəli/ adv. 明白地；清晰地
regularly /'regjələli/ adv. 有规律地
plan /pl{n/ n.（详细）规划，方案
housework /'haUsw:k/ n. 家务劳动
get along with（与……）和睦相处，
关系良好
Reading
public /'pblIk/ adj. 公开的
speech /spi:tʃ/ n. 演说；发言
share /ʃeə(r)/ v. 向（某人）诉说，
分享（想法、消息等）
hope /həUp/ v. 希望，期望
*
*
pot /pɒt/ n. 陶盆；陶罐
dig /dIg/ v. 掘出
worried /'wrid/ adj. 担心的；担忧
的；发愁的
survive /sə'vaIv/ v. 生存；存活
grow /grəU/ v. （使）生长，发育
root /ru:t/ n. 根；根茎
if /If/ conj. 如果；倘若
deep /di:p/ adv. 深深地 adj. 深的
dig out 挖掘出
upside down 颠倒；倒转
come one’s way 意外落在某人头上
Listening and speaking
responsible /rI'spɒnsəbl/ adj. 可信
任的；可信赖的；可靠的
person /'p:sn/ n. 人；个人
main /meIn/ adj. 主要的；最重要的
become /bI'km/ v. 变得；成为
example /Ig'zɑ:mpl/ n. 实例；例证
fall /fɔ:l/ n. & v. 落下；跌落
leave /li:v/ v. 离开（某人或某处）
nest /nest/ n. 鸟巢；鸟窝
wing /wIŋ/ n. 翅膀，翼
flap /fl{p/ v. 振（翅）
branch /brɑ:ntʃ/ n. 树枝
comfort zone n. 舒适区（尤指自我
放松、不追求更高成就的状态）
*
*
*
*
Unit 1
【注：标注* 的为《义务教育英语课程标准（2022 年版）》词汇表中未作要求的词汇】
151
Unit 2
Getting ready
wonder /'wndə(r)/ n. 奇迹；奇观
v. 想知道；好奇
huge /hju:dZ/ adj. 巨大的
opening /'@Up@nIŋ/ n. 孔；洞；缺口
than /ðən; ð{n/ prep. （比较数量、
距离等）多于，小于，少于
coral /'kɒrəl/ n. 珊瑚
language /'l{ŋgwIdZ/ n. 语言
imagine /I'm{dZIn/ v. 想象；设想
waterfall /'wɔ:təfɔ:l/ n. 瀑布
powerful /'paUəfl/ adj. 强大的
sound /saUnd/ v. 听起来好像
thunder /'θndə(r)/ n. 雷；雷声
high /haI/ adj. 高的；有某高度的
climb /klaIm/ v. 攀登；爬
explorer /Ik'splɔ:rə(r)/ n. 探险者；
勘探者；考察者
human /'hju:mən/ n. 人
form /fɔ:m/ v. （使）出现，产生
appear /ə'pIə(r)/ v. 出现；显得，
看来
Africa /'{frIkə/ n. 非洲
Reading
rainbow /'reInbəU/ n. 虹；彩虹
lover /'lvə(r)/ n. 爱好者；热爱者
recognise /'rekəgnaIz/ v. 认可，承
认；认识，识别出
beauty /'bjuIti/ n. 美；美丽
low /ləU/ adj. 低的；矮的；近地面的
wave /weIv/ n. 波浪；波涛
*
above /ə'bv/ adv. 在（或向）上面；
在（或向）较高处
paint /peInt/ v. 用颜料画 n. 颜料
million /'mIljən/ num. 一百万
sand /s{nd/ n. 沙
stone /stəUn/ n. 石块
metal /'metl/ n. 金属
element /'elImənt/ n. 元素
layer /'leI@(r); leə(r)/ n. 层；表层
bottom /'bɒtəm/ n. 底；底部
purple /'p:pl/ adj. 紫色的
later /'leItə(r)/ adv. 后来；以后
underground /"ndə'graUnd/ adj.
地下的；地面以下的
push /pUʃ/ v. 推动
against /ə'genst; ə'geInst/ prep. 逆
着；与……相反
sandstone /'s{ndstəUn/ n. 砂岩
through /θru:/ prep. 因为；由于
perfect /'p:fIkt/ adj. 最佳的
enjoy /In'dZɔI/ v. 享受……的乐趣；
欣赏
sunrise /'snraIz/ n. 朝霞
sunset /'snset/ n. 晚霞
sunshine /'snʃaIn/ n. 阳光；日光
even /'i:vn/ adv. （用以加强比较）
甚至更加，愈发
dry up 干涸
rise up 上升
Zhangye Geopark /'dZi:@UpA:k/ 张
掖丹霞地质公园
UNESCO /ju:'neskəU/ abbr. 联合
国教科文组织
*
*
*
*
152
Listening and speaking
likely /'laIkli/ adj. 可能的
relationship /rI'leIS@nSIp/ n. 关系
tourist /'tU@rIst/ n. 观光者；游客
thousand /'TaUz@nd/ n. 许许多多；
数以千计
reef /ri:f/ n. 礁；礁脉
landform /'l{ndfɔ:m/ n. 地貌
volcano /vɒl'keInəU/ n. 火山
island /'aIlənd/ n. 岛
*
*
*
ocean /'əUʃn/ n. 大海；海洋
plain /pleIn/ n. 平原
channel /'tʃ{nl/ n. 电视台
news /nju:z/ n. 新闻
discovery /dI'skvəri/ n. 发现
piece /pi:s/ n. 片；块
separate /'sep@rIt/ v. 隔开 adj. 单
独的，分开的
flat /fl{t/ adj. 平坦的
shot /ʃɒt/ n. （电影中的）镜头
*
*
Unit 3
Getting ready
social networking n. 网络社交
receive /rI'si:v/ v. 接到；收到
message /'mesIdZ/ n. 信息
coach /kəUtʃ/ n. 教练
send /send/ v. 发送
remind /rI'maInd/ v. 提醒；使想起
online /"ɒn'laIn/ adj. 在线的；联网
的 adv. 在线地；联网地
follow /'fɒləU/ v. 遵循（建议、指示
等）；（在社交网络上）关注，跟进
reach /ri:tʃ/ v. 到达；抵达
shoot /ʃu:t/ v. 拍摄；摄影
post /pəUst/ n. 帖子；博文 v.（在
网站上）发布（信息）
comment /'kɒment/ n. 评论
congratulate /kən'gr{tʃuleIt/ v. 向
（某人）道贺；祝贺
chat /tʃ{t/ n. & v. 闲聊；聊天
later on 后来；随后
*
*
*
Reading
balloon /bə'lu:n/ n. 气球
toss /tɒs/ n. 扔，抛，掷
fantastic /f{n't{stIk/ adj. 极好的
throw /θrəU/ v. 投，掷，抛，扔
race /reIs/ v. （心脏）急速跳动；（头
脑）快速转动
splash /spl{ʃ/ v. 泼洒；溅落
wet /wet/ adj. 湿的；潮湿的
drop /drɒp/ n. 下落 v. 使落下
inside /"In'saId/ prep. 在（或向）
……里
movie /'mu:vi/ n. 电影
boring /'bɔ:rIŋ/ adj. 无趣的
hidden /'hIdn/ adj. 隐藏的
south /saUθ/ adj. 南方的；向南的；
南部的
check out 察看，观察（有趣或有
吸引力的人或事物）
*
*
153
Listening and speaking
interview /'Intəvju:/ n. 采访，访谈
offline /"ɒf'laIn/ adv. 离线地；未联
网地 adj. 离线的
advice /əd'vaIs/ n. 劝告；建议
app /{p/ n. （下载到智能手机或平
板电脑等设备上使用的）应用软件
*
strategy /'str{tədZi/ n. 策略
agree /ə'gri:/ v. 同意；赞成
ring /rIŋ/ n. 环（状物）
responsibility /rI"spɒnsə'bIləti/ n.
责任
ripple effect 连锁反应
solution /sə'lu:ʃn/ n. 解决办法
*
*
Unit 4
Getting ready
epic /'epIk/ adj. 宏伟的；壮观的
engineering /"endZI'nIərIŋ/ n. 工程
canal /kə'n{l/ n. 运河；灌溉渠
railway /'reIlweI/ n. 铁路；铁道
passage /'p{sIdZ/ n. 通道；走廊
complete /k@m'pli:t/ v. 完成；结束
Reading
itself /It'self/ pron. （用以强调某
动物、某事物等）本身
although /O:l'ð@U/ conj. 虽然；尽管；
即使
task /tɑ:sk/ n. （尤指艰巨或令人
厌烦的）任务，工作
overcome /"əUvə'km/ v. 克服
permafrost /'p:məfrɒst/ n. （寒带）
永久冻土
type /taIp/ n. 类型；种类
remain /rI'meIn/ v. 仍然是；保持
不变
below /bI'ləU/ prep. （数量）少于；
（标准）低于
though /ðəU/ conj. 虽然；尽管；即使
*
*
*
*
*
familiar /fə'mIliə(r)/ adj. 通晓的；熟
悉的
block /blɒk/ v. 挡住（光线）
part /pɑ:t/ n. 片段；部分
wild /waIld/ adj. 自然生长的；野生的
oxygen /'ɒksIdZən/ n. 氧；氧气
passenger /'p{sIndZə(r)/ n. 乘客；
旅客
desert /'dezət/ n. 沙漠；荒漠；荒原
instead of 代替；作为……的替换
Listening and speaking
ad /{d/ n. 广告；启事
documentary /"dɒkjU'ment@ri/ n.
纪录片
report /rI'pɔ:t/ n. & v. 报道
flood /fld/ n. 洪水；水灾
lock /lɒk/ n. （运河或河流的）船闸
paddle /'p{dl/ n. 进/ 出水阀门
pipe /paIp/ n. 管子；管道
gate /geIt/ n. 闸门；阀门
the Grand Canal /ðə gr{nd kə'n{l/
（京杭）大运河
*
*
*
*
*
154
Unit 5
Getting ready
sportsmanship /'spO:tsm@nSIp/ n.
体育精神
shake /SeIk/ v. 握手
rule /ru:l/ n. 规则；规章；条例
respect /rI'spekt/ v. 遵守 n. 尊敬；
敬意；尊重
judge /dZdZ/ n. 裁判员；评判员
encourage /In'krIdZ/ v. 鼓励；支持
support /sə'pɔ:t/ v. 支持；鼓励
mistake /mI'steIk/ n. 错误，失误
offer /'ɒfə(r)/ v. 提供；给予
teammate /'ti:mmeIt/ n. 队友
opponent /ə'pəUnənt/ n. 对手
even if 即使；纵然；虽然
Reading
star /stɑ:(r)/ n. 明星；体坛高手
shine /ʃaIn/ v. 闪光；出色
bright /braIt/ adv. 光亮地；明亮地
rank /r{ŋk/ v. 把……分等级；属
于某等级
face /feIs/ v. 面临
effort /'efət/ n. 努力；艰难的尝试
unexpected /"nIk'spektId/ adj. 出
乎意料的；始料不及的
spare /speə(r)/ adj. 备用的；空闲的
allow /ə'laU/ v. 允许；准许
rush /rʃ/ v. 迅速移动；急促
locker room /'lɒkə ru:m/ n. 更衣室，
衣物间
match /m{tʃ/ n. 比赛；竞赛
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chance /tʃɑ:ns/ n. （尤指希望发生
的事的）可能性
advantage /əd'vɑ:ntIdZ/ n. 有利条
件；优势
situation /"sItʃu'eIʃn/ n. 情况；形
势；局面
kindness /'kaIndnəs/ n. 仁慈；体贴
federation /"fedə'reIʃn/ n. （俱乐
部、工会等的）联合会
fair play /"feə 'pleI/ n. 按规则比赛；
公平办事
news agency /'nju:z 'eIdZənsi/ n.
通讯社
treat /tri:t/ v. 对待；看待
real /'ri:əl/ adj. 真正的；名副其实的
European /"jUərə'pi:ən/ adj. 欧洲的
German /'dZ:mən/ adj. 德国的
the Olympics /ə'lImpIks/ (the
Olympic Games) 奥林匹克运动会
Listening and speaking
reason /'ri:zn/ n. 原因；理由
lead /li:d/ v. 率领；处于领先地位
n. 范例；榜样
importance /Im'pɔ:tns/ n. 重要性
achieve /ə'tʃi:v/ v. 实现；（尤指经
过努力）达到
superhero /'su:pəhIərəU/ n. 超级英雄
mainly /'meInli/ adv. 主要地
action /'{kʃn/ n. 行动
reaction /ri'{kʃn/ n. 反应；回应
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155
Unit 6
Getting ready
classic /'kl{sIk/ adj. 经典的
masterpiece /'mɑ:stəpi:s/ n. 代表
作；杰作；名著
publish /'pblIʃ/ v. 出版；发行
setting /'setIŋ/ n. （戏剧、小说等的）
情节背景
character /'k{rəktə(r)/ n. （书籍、
戏剧或电影中的）人物，角色
novel /'nɒvl/ n. （长篇）小说
fight /faIt/ v. 搏斗；打斗
attack /@'t{k/ v. 袭击；攻击
tiny /'taIni/ adj. 极（微）小的
giant /'dZaIənt/ n. 巨人
event /I'vent/ n. 事件
imaginative /I"m{dZI'neItIv/ adj.
富于想象力的
plot /plɒt/ n. 故事情节；布局
used to （用于过去持续或经常发
生的事）曾经
The Adventures of Tom Sawyer
/tɒm 'sO:j@/ 《汤姆·索耶历险记》
Mark Twain /mA:k 'tweIn/ 马克·
吐温
the Mississippi River /ðə "mIs@'sIpi
'rIvə(r)/ 密西西比河
All Men Are Brothers 《水浒传》
Gulliver’s Travels /"glIv@z 'tr{v@lz/
《格列佛游记》
Jonathan Swift /'dZɒn@T@n swIft/
乔纳森·斯威夫特
Reading
web /web/ n. 蜘蛛网
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certainly /'s:tnli/ adv. 无疑；肯定
blood /bld/ n. 血
tasty /'teIsti/ adj. 美味的；可口的
shock /ʃɒk/ v. 使震惊；使惊愕
spider /'spaIdə(r)/ n. 蜘蛛
happen /'h{pən/ v. 碰巧；恰好
catcher /'k{tʃə(r)/ n. 捕捉者
build /bIld/ v. 建造；制造
insect /'Insekt/ n. 昆虫
terrible /'terəbl/ adj. 非常讨厌的；
令人极不快的；可怕的
might /maIt/ modal v. 可能
reply /rI'plaI/ v. 回答；答复
feed /fi:d/ v. 给（人或动物）食物；
喂养；饲养
own /əUn/ adj. （用于强调）自己的，
本人的
living /'lIvIŋ/ n. 生计；谋生；收入
quick /kwIk/ adj. 敏捷的
perhaps /pə'h{ps/ adv. 大概；也许
goose /gu:s/ n. 鹅
conversation /"kɒnvə'seIʃn/ n. （非
正式）交谈，谈话
of course （强调所说的话属实或正
确）当然
change one’s mind 改变决定（或看
法、主意）
you can’t talk （用以表示自己同样
不对时不要批评别人）亏你还有脸
说别人
after all 毕竟；终归
E.B. White E.B. 怀特
Charlotte’s Web /'SA:l@ts web/《夏
洛的网》
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156
Listening and speaking
librarian /laI'breəriən/ n. 图书馆馆
长；图书管理员
member /'membə(r)/ n. 成员；会员
summarise /'sməraIz/ v. 总结；概
括；概述
chapter /'tʃ{ptə(r)/ n. （书的）章，
篇，回
*
scene /si:n/ n. 场面；片段；镜头
die /daI/ v. 死；死亡；凋谢
background /'b{kgraUnd/ n. （事
态发展等的）背景
lasting /'lA:stIŋ/ adj. 持久的
influence /'Influəns/ n. 影响；作用
*
Unit 7
Getting ready
identity /aI'dentəti/ n. 身份
hobby /'hɒbi/ n. 业余爱好
probably /'prɒbəbli/ adv. 几乎肯
定；很可能；大概
pretty /'prIti/ adv. 颇；相当
caring /'ke@rIŋ/ adj. 关心他人的
creative /kri'eItIv/ adj. 有创造力的
Reading
sir /s:(r)/ n. （对不认识的男性的
称呼或对男性的尊称）先生
madam /'m{dəm/ n. 夫人；女士
behave /bI'heIv/ v. 表现
miss /mIs/ v. 怀念；思念
out of place 格格不入的
make fun of 嘲弄；取笑；拿……
开玩笑
America /@'merIk@/ n. 美国（简称）
*
Listening and speaking
birth /b:θ/ n. 出生；诞生；分娩
order /'ɔ:də(r)/ n. 顺序；次序
shape /ʃeIp/ v. 决定……的形成；
影响……的发展
describe /dI'skraIb/ v. 描述；形容
self-centred /"self 'sentəd/ adj. 自
我中心的；只考虑自己的
competitive /kəm'petətIv/ adj. 努
力竞争的；一心求胜的
willing /'wIlIŋ/ adj. 愿意的；乐意的
please /pli:z/ v. 使满意；使愉快
specific /spə'sIfIk/ adj. 特有的；独
特的
feature /'fi:tʃə(r)/ n. 特色；特点
unique /ju:'ni:k/ adj. 独一无二的
'cause /k@z/ conj. 因为
accept /ək'sept/ v. 接纳
difference /'dIfrəns/ n. 差别；差异
creativity /"kri:eI'tIvəti/ n. 创造力
actually /'{ktʃuəli/ adv. （在口语
中用于强调事实）的确，真实地，
事实上
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157
Unit 8
Getting ready
achievement /@'tSi:vm@nt/ n. 成就；
成绩
term /t:m/ n. 学期（尤用于英国，
学校一年分三个学期）
rocket /'rɒkIt/ n. 火箭
space /speIs/ n. 外层空间；太空
museum /mju'zi:əm/ n. 博物馆
limit /'lImIt/ v. 限制；限定
screen /skri:n/ n. 屏幕；荧屏
note /nəUt/ n. 笔记；记录
discuss /dI'sks/ v. 讨论；商量
jump rope /'dZmp rəUp/ n. 跳绳
succeed /sək'si:d/ v. 达到目的；实
现目标；做成
enter /'entə(r)/ v. 进入
scientist /'saIəntIst/ n. 科学家
Reading
sink /sIŋk/ v. 下沉；沉没
breaststroke /'breststrəUk/ n. 蛙泳
announce /ə'naUns/ v. （尤指通过
广播）通知
pound /paUnd/ v. （心脏）狂跳，
怦怦地跳
tense /tens/ v. （使肌肉）绷紧
spring /sprIŋ/ n. 弹簧；发条 v. 跳；
跃；蹦
while /waIl/ conj. 在……期间；
当……的时候
bell /bel/ n. 铃（声）；钟（声）
ring /rIŋ/ v. （使）鸣响，响铃
forwards /'fɔ:wədz/ adv. 向前
kick /kIk/ v. 踢蹬；踢（腿）
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*
*
*
*
*
pull /pUl/ v. 划动
breathe /bri:ð/ v. 呼吸
focus /'fəUkəs/ v. 集中（注意力）
pool /pu:l/ n. 游泳池
count /kaUnt/ v. 数数
stroke /strəUk/ n. 划水动作
lung /lŋ/ n. 肺
length /leŋθ/ n. 泳程；长度
hardly /'hɑ:dli/ adv. 几乎不
grit /grIt/ v. 咬紧 n. 勇气；毅力
tooth /tu:T/ n. 牙；齿
till /tIl/ conj. (=until) 到……时；直
到……为止
outside /"aUt'saId/ adv. 在外面；向
外面
alone /ə'ləUn/ adv. 独自
fail /feIl/ v. 失败；未能（做到）
nod /nɒd/ v. 点头
bite /baIt/ v. 咬
lip /lIp/ n. 嘴唇
success /sək'ses/ n. 成功
sink or swim 不自救，必沉沦；自
己努力，以求生存
in front of 在……前面
fall apart 破裂；崩溃
Listening and speaking
smart /smɑ:t/ adj. 聪明的；机敏的；
精明的
fear /fIə(r)/ n. 害怕；惧怕；担忧
persistence /pə'sIstəns/ n. 坚持；
锲而不舍
resilience /rI'zIliəns/ n. 快速恢复的
能力；适应力
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158
Unit 2
comparatives and superlatives 比较级与最高级
Unit 3
alternative questions 选择疑问句
indefinite pronouns 不定代词
Unit 5
present continuous tense 现在进行时
Unit 7
present perfect tense 现在完成时
Unit 8
past continuous tense 过去进行时
Grammar terms
后 记
本套教材以《义务教育英语课程标准（2022 年版）》为依据编写。为保证教材
与课程标准的契合度，便于一线教学使用，有效发挥教材培根铸魂、启智增慧的作用，
所有参与本套教材编写的人员精心设计、反复打磨。在此，特别感谢编写团队的辛勤
付出，没有他们的努力与奉献，本套教材不可能顺利问世。
本套教材编写过程中得到了教育主管部门的悉心指导和英语教育领域专家学者的
大力支持，在形成初稿后的教材试用试教过程中，许多教研员和一线教师为教材的编
写和修改提供了宝贵的意见建议，在此一并表示衷心的感谢！
本册教材供九年义务教育七年级第二学期使用。
热忱欢迎广大教师和同学在教材使用过程中指出教材的不足之处，以便我们及时
修订完善。
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