英语
上册
八年级
义务教育教科书
英语
上册
八年级
义务教育教科书
主 编：赵美娟
分册主编：顾琦一
编 者（按姓氏拼音排列）：
蔡裕方 邵葵 姚彬 张正菲 郑国玉
亲爱的同学：
你好！
春去秋来，我们迎来了新学年，开始了八年级的英语学习！
八年级教材分上下两册，每册各8 个单元。每个单元始于核心问题（Key question)，
从准备活动（Getting ready），到阅读与思辨（Reading and critical thinking）、语
法（Grammaring）、听说（Listening and speaking）和写作（Writing），再到项目
（Project）活动，完成对核心问题的回答，帮助大家建构起对单元主题的深层认知。
八年级教材中既有与七年级相关联的话题，例如文化习俗、学会学习、坚强勇敢、
环境保护等，也有一些新的话题，例如保护濒危动物、理想职业、伟大人物、交流沟通、
抗击疫病、志愿活动、艺术与工艺品、音乐世界、数据安全、科技生活等。围绕这些话题，
教材秉持英语学习活动观，设计了理解、发现、表达、拓展等不同类型的活动，利用文字、
图片、音频等不同媒介，引领你深入学习相关主题。希望你能从中获得积极的学习体验，
成为意义探究的主体和积极主动的知识建构者。
八年级教材中的语篇类型有报刊文章、访谈、故事、传记、播客等，希望你在学习
不同的文体特征、内容结构和语言特点的同时，认真领会语篇传递的文化意涵和价值意义，
从基于语篇的学习走向深入语篇和超越语篇的学习。
教材将语音、词汇、语法知识融于语言实践活动之中，创设情景，让你在语境
中理解与运用相关知识。教材还提供了听、说、读、写的微技能（Subskill）和青少
年素养知识（Teen skill），帮助你掌握有效的学习方法，开展合作学习。文化链接
（Culture link）介绍了鸳鸯的象征意义、甲骨文、诺贝尔奖、遗忘曲线、国际志愿者日、
古罗马的信息加密方式、机器人三大定律等中外文化事项和文化活动，帮助你认识世界
文化的丰富与多样，提高文化意识。
建议你在开始单元学习前，先仔细阅读本单元的学习任务（Tasks）和学习目标
（Objectives），了解学习重点和难点，更好地规划自己的学习。在完成单元学习后，利
用自我评价表（Self-assessment）反思自己的学习，了解自己的进步和不足，及时调整，
提高学习效率，成为善学者、乐学者。
祝你在英语学习上取得新的进步！
致同学
Map of the Book
S
p
e
a
1
Animal
protection
P2
2
Dream
jobs
P20
3
Be strong,
be brave
P38
4
In the
neighbour-
hood
P56
Unit
Preparing
Understanding
Getting ready
Reading
Listening
Pronunciation
Describing animals
Culture link:
Cultural meaning
of the yuan-yang
The beaver: A
conservation
success story
(Expository essay)
Subskill:
Identifying
reasons
The balance of
ecosystem
Subskill:
Identifying the
main topic
of a podcast
Will we see
them again?
Loss of plosion
Jobs of the future
Dana Daring, a
dinosaur detective
(Interview)
Subskill:
Identifying an
interview’s
theme
Girl astronaut
aims for Mars
Subskill:
Deciding the
speaker’s
attitude
How to become
a standout
footballer
Intonation of
tag questions
Describing
emotions
Move to the
back, Rosa Parks
(Story)
Subskill:
Understanding
the causal chain
Culture link:
Rosa Parks Day
A news report
Subskill:
Listening for
numbers in a
news
report
Rosa Parks
Sense groups
and pausing I
Describing neigh-
bourhoods
A fresh start
(Story)
Subskill:
Analysing the
plot
Culture link:
The importance
of neighbours
Hear it from
locals
Subskill:
Listening for
details
Neighbour-
hoods
Sentence
stress III
k
i
n
g
Discovering
Producing
Extending
Vocabulary
Grammaring
Speaking
Writing
Critical
thinking
Project
Describing animals
Protecting animals
Suffix: -ful
Articles: a/an
and the
Talking with a
guide
A narrative
essay about a
trip
Subskill:
Using
sequencing
words
Evaluating animal
protection
methods by
analysing
reasons and
results
Making a
poster
Teen skill:
Making
decisions
within a group
Jobs
Describing jobs and
qualities needed
Prefix: astro-
Adverbial
clauses: as soon
as, since and
until
Talking about
your dream
job
Subskill:
Starting a
conversation
An expository
essay about a
dream job
Subskill:
Using different
adjectives
Culture link:
Hua Tuo
Developing a
correct attitude
towards jobs
through
evaluating
Making a vlog
Teen skill:
Dividing job
roles in a team
Emotions and
feelings
Being/Becoming
strong and brave
Suffix: -ed
would like and
would rather
How I dealt
with ...
A diary entry
Subskill:
Describing
emotions
Giving opinions
about historical
people by
analysing their
brave actions
Preparing a
group report
Teen skill:
Making
yourself clear
in a report
Describing a
neighbourhood
Public services in the
neighbourhood
Conversion of nouns
and verbs
Infinitives as
objects
Presenting an
ideal neigh-
bourhood
Subskill:
Taking turns
during conver-
sations
A speech about
the neighbour-
hood
Subskill:
Using a three-
part structure
Predicting
people’s actions
by analysing
what has
happened
Making a
leaflet
Teen skill:
Improving
collaboration
Map of the Book
S p e a k i n g
5
Culture
and
customs
P74
6
Great
minds
P92
7
Means of
communi-
cation
P110
8
Fighting
pandemics
P128
Unit
Preparing
Understanding
Getting ready
Reading
Listening
Pronunciation
Exploring
culture and
customs
Looking for lucky
birds in the sky
(Expository essay)
Subskill:
Making inferences
An introduction
of English
afternoon tea
Subskill:
Identifying the
topic of a radio
programme
Diwali in New
York
Sense groups
and pausing II
Great people
and their
achievements
Culture link:
The Nobel
Prize
Tu Youyou: The
Nobel Prize journey
(Biography)
Subskill:
Understanding
sequence
Florence
Nightingale’s
story
Subskill:
Listening for
details
Abraham
Lincoln’s story
Weak forms I
Old news
Love for mail
(Personal essay)
Subskill:
Skimming
Different ways
to communi-
cate in daily
life
Subskill:
Listening for
details
Culture link:
Jiaguwen
The entire history
of world
communication
Weak forms II
What is a
pandemic?
The small pox
vaccine: The story
of a medical
breakthrough
(Historical narrative)
Subskill:
Understanding
pronoun references
Easing stress
during the
pandemic
Subskill:
Listening for
key points
Wear it well:
mask
Sentence
stress IV
Pronunciation P146
Vocabulary in units P150
Grammar terms P160
Appendices
Discovering
Producing
Extending
Vocabulary
Grammaring
Speaking
Writing
Critical
thinking
Project
Culture and
customs
Keeping
traditional
culture and
customs alive
Conversion of
adjectives and
adverbs
Object clauses Introducing
traditional
Chinese
culture and
customs
An opinion essay
about keeping
the traditional
culture and customs
alive
Subskill:
Expressing opinions
by using different
structures
Culture link:
Beijing Opera
Evaluating
cultural beliefs
by analysing
the logic behind
them
Giving an oral
presentation
Teen skill:
Doing a project
together
Great minds
Achievements
and influence
Suffix: -ment
-ing as object
Introducing a
great person
Subskill:
Sharing
interesting
stories
A summary of a
given text
Subskill:
Leaving out less
important
information
Generalising
from case
studies
Making a profile
Teen skill:
Surfing the
internet
effectively and
safely
Means of
communication
Communica-
tion
Prefix: com-
Compound
indefinite
pronouns:
some/any +
nouns
Introducing
your favourite
means of
communica-
tion
A personal email
about future means
of communication
Subskill:
Writing an email in
a proper format
Explaining by
offering reasons
and supporting
details
Carrying out a
questionnaire
survey
Teen skill:
Preparing for an
oral report
together
Describing
pandemics
Easing stress
during
pandemics
Prefix: mis-
Reflexive
pronouns: -self
and -selves
Giving health
advice
Subskill:
Supporting
ideas with
details
An expository essay
about a hero
Subskill:
Explaining with
specific examples
Evaluating a
scientist by
analysing how
he achieved
something
Making a poster
Teen skill:
Researching
information and
deciding what to
include
Culture link:
Xiangnang
Animal
protection
1
Unit
What can we do
to help animals in
danger?
Key Question
Tasks
Objectives
read a magazine article about the beaver
listen to a podcast about ecosystem balance
learn about endangered and extinct animals
talk about animals
make a poster about one endangered animal
write a narrative essay about a trip to a zoo
learn some words about animal protection
practise leaving out sounds like /p/, /b/, /t/, /d/,
and /k/ when speaking
study the use of a(n) and the
can narrate an experience of enjoying
animals using sequencing words
can get a deep understanding of
why animals are becoming extinct
and how to protect them
can communicate about reasons
and ways to protect endangered
animals
can describe animals, their situa-
tions, and protection methods
4
Unit 1
Getting ready
A
Read the mini-texts and complete the
table with animal names. An example
is given.
Complete the sentence and answer
the question.
wing
band
Honeybee
Habitat: gardens and the countryside
Description: The honeybee is an insect. It has got a
golden yellow body with brown bands. It has six legs
and two pairs of wings. It makes honey and is very
helpful to plants.
Dodo
Habitat: an island
Description: This was a large, flightless bird that once
lived on one island in the Indian Ocean. Its wings were
small. It had blue-grey feathers, a large head, and a 23-cm
bill. It weighed about 23 kilogrammes.
1 Bats are
but are
always mistaken as
.
2 Can you think of any other
animals that are very likely to be
put in a wrong class?
Class
Animal
bird
mammal
beaver
insect
reptile
Describing animals
Getting ready
A
A1
A2
Beaver
Habitat: freshwater ecosystems
Description: Beavers are large animals that can
weigh up to 70 pounds. They have a thick and furry
brown coat, a big paddle-like tail, and hand-like feet
that help them swim. Their front teeth are sharp and
strong. They like to build their homes in areas with a
mix of trees and open water.
paddle-like tail
sharp teeth
bill
feather
hand-like feet
5
Animal protection
A
2
. Like most ducks, males (or
boys) are more 3
than females
(or girls). Males are many colours: red,
brown, orange, green, etc. Females usually
have grey and brown 4
. They
have the ability to 5
eggs.
The sea lion is a 6
that lives
in different coastal areas around the world.
It has 7
feet and a paddle-like
8
. Both are 9
when it
swims. It has about 34 to 38 10
.
Complete the passage with
the words in the box.
The yuan-yang or mandarin duck is a
beautiful water bird. It has a small head,
two strong 1
, and a short
colourful helpful feathers
hand-like tail (x2) teeth
mammal wings lay
Snake
Habitat: deserts, forests, grasslands,
and waterways
Description: Snakes are legless
reptiles found worldwide, in different
environments. They have scales, and
some are dangerous. They eat insects,
mice, birds, fish, etc.
Listen to the description of an
animal and fill in the blanks.
1 Name of the animal:
2 Length:
(metres)
3 Weight:
(tons)
4 Habitat:
A3
A4
Suffix: -ful
We can add the suffix -ful, meaning
“full of”, to nouns to form adjectives,
e.g. colourful, beautiful, and helpful.
Yes, it is.
No, it isn’t.
Yes and no.
Yes!
A5
I know—a
mandarin duck!
Is it a mammal?
Is it a bird?
Is it colourful?
Work in pairs. Student A, think of
an animal. Student B, ask yes-no
questions to guess the animal.
Mandarin ducks
Sea lion
Culture link
Yuan-yang is the Chinese name for the
mandarin duck, where yuan refers to the
beautiful male bird and yang the female
one. In China the pair of birds was once
the symbol of the love between a pair of
brothers, friends, and a couple.
scale
6
Unit 1
Reading and critical thinking
B
5
10
25
30
35
40
15
20
The beaver:
The beaver:
A conservation
success story
6
Unit 1
Some scientists say that one species dies out every
seven minutes. What can we do to stop this from
happening? Let’s meet a species that was once at
risk of extinction and find it out.
Reading and critical thinking
B
Beavers are large animals. They
can weigh up to 70 pounds. Most of
them live in North America and Europe.
Beavers are usually found near water
in the wild. Their hand-like front feet
make them wonderful swimmers.
In the past, humans hunted beavers
for their fur and meat, and beaver
trading was a way to make money. As
more and more people liked beaver fur,
hunting them became more and more
widespread. Humans also destroyed
beavers’ homes for reasons like building
roads or protecting buildings.
The beaver population fell quickly as
a result of these human activities. People
were not aware of how important beavers
were for the environment. Beavers are
called “ecosystem engineers”. They help
ecosystems by storing water, improving
water quality, creating wildlife habitats,
etc. This is now a well-known fact.
In recent years, laws were made to
protect beavers in many countries. For
example, in the United States, beavers
are protected by the Endangered
Species Act. In the early 2000s, beavers
began building homes in Alhambra
Creek in Martinez, California, and
people were excited about their return.
It was a great success.
In short, beavers are important for
nature. Although they were hunted and
their habitats were destroyed in the
past, efforts have been made to protect
them and their habitats. These efforts
have led to good results. It is important
to continue educating people on the
benefits of beavers and to protect this
species and the environment.
7
Animal protection
B
Comprehension
Match headings a–e with paragraphs
1–5 in the article.
( ) a What can we do to continue our protection of beavers?
( ) b What did people do to beavers in the past?
( ) c What are beavers like and where are they found?
( ) d Why are beavers important for the environment?
( ) e How do people protect beavers in recent years?
Answer the questions.
1 Where do beavers live?
2 What facts in the text show that beavers are good swimmers?
3 Why did the beaver population fall in a short time?
4 Why did Americans create the Endangered Species Act?
5 Why does the writer say that the conservation of beavers is a success story?
6 What is the purpose of writing this article?
Complete the outline of the text and then retell the text based on the outline.
B2
B3
Subskill
Identifying reasons
Identifying reasons means finding out why an
action happens. The reason may come before
or after it. To identify reasons, we should pay
attention to words like because (of), for (reasons
like), as, as a result (of), verb infinitives.
B1
How the situation
of beavers changed
(Paragraphs 2–4)
Conclusion
(Paragraph 5)
Appearance of beavers
• 1 ______________ animals
• weigh up to 2 ____________
• 3 ______________ front feet
What humans did in the past
• 4 ______________________
• destroyed beavers’ homes
What was the effect
• 5 ___________
_____________
What was the effect
• beavers returned
What humans did in recent years
• 6 ______________________
• It is important to 7 ____________________ and
to protect this species and the environment.
Introduction
(Paragraph 1)
8
Unit 1
Reading and critical thinking
B
Word work
Endangered animals are those that are in danger of disappearing forever.
They are 1
for different reasons. Many of these animals live
2
, where they face many serious troubles such as 3
,
climate change, and habitat loss. It's necessary to protect these animals as they
are 4
extinction, which would 5
bad results for the
ecosystem.
in the wild die out at risk of human activity lead to
B4
B5
B6
Write the words from the text. Use the meanings and the first letters to help you.
Complete the summary of the text with the correct forms of the words you wrote
in B4.
Complete the passage about endangered animals with the correct forms of the
words in the box.
Reading and critical thinking
B
1 c
avoiding loss, waste, or harm
2 h
to try to catch or kill an animal for food, sport, etc.
3 p
to keep someone or something safe from injury, harm, or loss
4 p
all the people or animals of a kind or group who live in one
country, area, or place
5 e
all the living and nonliving things in an area and their interactions
6 w
animals and plants that grow independently of people, usually
in natural conditions
7 h
living places or environment
In the past, humans were not aware of the importance of beavers.
They were 1
a lot for their fur and meat. Their 2
were
destroyed by humans for different reasons too. So the beaver 3
fell
quickly. However, in recent years humans have realised beavers are important
to the 4
, providing benefits to humans. 5
efforts
have been made to 6
them. The efforts have been successful
and beavers have returned. We should continue educating people on the
importance of protecting 7
and their habitats.
9
Animal protection
B
Critical thinking
9
1 Understand. Find examples of human activities in the text that
led to the fall in beaver numbers.
e.g. hunting
2 Analyse. Explain the reason(s) and result(s) of each human
activity you’ve found. An example is given.
EXAMPLE
Human activity: hunting
Reason(s) for this activity: People hunted beavers for their meat
and fur. Beaver trading was a way to make money. Humans
were not aware of the importance of beavers.
Result(s) of this activity: The beaver population fell quickly.
3 Evaluate. What efforts to protect
beavers are mentioned in this text?
Do they bring good results?
What else can we do to protect
beavers and their habitats?
Grammaring
C
10
Unit 1
Articles: a/an and the
Study the blue parts and answer the questions.
C1
Grammaring
C
a/an+ singular noun
Used the first time we introduce something or
someone.
e.g. 1
Used as an example of a class of animals or things.
e.g. 2
Used as one.
e.g. 3
the
+ singular noun
Used for a class of animals or things.
e.g. 4
+ singular noun
+ plural noun
+ uncountable
noun
Used when we mention the object again, or when it
is unique (i.e., one-of-a-kind), or when it is clear to us.
e.g. 5
6
7
Ø
+ plural noun
+ uncountable
noun
Used for a class of animals or things.
e.g. 8
9
1 The honeybee is an insect.
2 It has got a golden yellow body.
3 It makes honey.
4 Beavers are large animals.
5 The beaver population fell quickly as a result of these human activities.
6 It is important to continue educating people on the benefits of beavers.
Definite article: the
1. We can use the before any type of nouns.
2. We use the when it is clear which person(s)
or thing(s) we mean.
Grammar highlights
Q1 Which article do we use before insect, a or an?
Q2 What types of nouns can go without articles?
Indefinite article: a/an
1. We use a/an before a singular noun.
2. We usually use an before a/e/i/o/u.
3. We use a/an to talk about a person or
thing for the first time.
Complete the table with sentences from A and B.
C2
C
11
Animal protection
Circle the correct answer.
1 The eagle is a / an / / unusual bird. It’s at the top of the food chain.
2 The / / / An butterfly is a common insect.
3 The hen isn’t a / the / / mammal. It is a / the / / bird.
4 The / A / / emperor penguins mainly live in the / / Antarctic.
5 I saw a / an / the giraffe in the zoo. The / A / / giraffe was large. It was an / the
African giraffe.
Complete the sentences with a, an,
the, or /.
Complete the passage about a place with a, an, the, or /.
C3
C4
C5
Blue Whales
The blue whale is 1
largest
animal in 2
world.
Blue whales can reach 3
length of 98ft (29.9m), longer
than 4
two school buses
back to back!
They are 5
loudest animals
on Earth and are even louder than
6
big airplane.
C
Dolphins
The largest dolphin can grow to
be over 30 feet long. 7
smallest is just five feet long.
Most dolphins live in 8
ocean. They are 9
beautiful swimmers.
They can reach speeds of more
than 18 miles 10
hour.
11
dolphins mainly eat
fish.
C
From zoos, to wildlife parks, to city farms, there are many places for
1
animal-lovers to visit in the UK.
One of 2
most exciting places is “Crocodiles of the World” near
Oxford. Here, you can see 150 crocodiles and other reptiles. It was 3
idea of Shaun Foggelt, or “The Croc Man”. Shaun had 4
collection of
crocodiles at his home, but there wasn’t space for all of them. He didn’t want to
give 5
crocodiles to other people so he decided to start 6
zoo.
Now, Shaun helps to protect 7
crocodiles and teach other people
about them. 8
visitors can look at them and help to feed them.
(You must be careful, of course!) You can also donate 9
money to
10
organisation.
Listening and speaking
D
12
Unit 1
The balance of ecosystem
Tick the effect(s) of the extinction of one species on humans.
no effect on us
fewer animals in the zoo
broken food chain
no colour in the world
no pets at home
imbalance between humans and ecosystems
D1
Will we see them again?
Answer the questions.
Do you know any endangered or
extinct animals? What are they?
Listen and answer the questions.
1 What is mainly talked about?
2 Number the pictures according to the
order in which they are mentioned.
D7
D6
D4
D2
D3
D5
Listen and choose.
The main topic of the podcast is how to
.
a keep the balance of the ecosystem
b reuse plastic bottles
c give money to help endangered animals
Listen again and read the statements. Write T (true) or F (false), and correct
the false ones.
1 Scientists are not sure what will happen if one species disappears.
2 The food chain breaks if one species disappears.
3 Kids may help raise animals in the zoo by giving money.
4 Only adults can do something for the Earth and its creatures.
5 The podcast talks about four ways to protect the ecosystem.
Listen for a third time and complete the sentences.
1 We can help protect endangered species and their
this way.
2 We need to
for the animals to protect them.
3 We hope to make a big
by taking the steps suggested in the podcast.
Discuss the question in pairs.
What can we do to keep the balance of ecosystems?
Subskill
Identifying the main topic
of a podcast
A podcast may cover several topics.
We can usually—but not always—
find the topics at the beginning of
a podcast. However, a podcast may
focus on only one topic. This is the
main topic of the podcast.
D
13
Animal protection
Listen again and complete the table.
Discuss the question in pairs.
What other reasons for the extinction of dinosaurs can you think of?
Talking with a guide
Role-play a conversation between a tour guide and a visitor.
You are visiting the Great National Zoo. You are
interested in many kinds of animals, so you ask
the guide to show you around.
D8
D9
D10
( see p146 )
Pronunciation
Loss of plosion
Example:
Visitor: Wow! So many animals. Is it possible for you to show me around?
Guide: I’ll be glad to.
Visitor: Can I have a look at the tigers first?
Guide: Certainly, they are over there.
Visitor: Thanks! Would you please tell me something about the tigers?
Guide: ... And next to the tigers are sea turtles.
Visitor: Oh, why is there only one sea turtle in such a big area?
Guide: Because ...
Visitor: So, what can we do to protect the endangered sea animals like the sea
turtle?
...
Animals
Cause(s)
Effect(s)
Tigers
The tiger has long been
for its nicely
patterned
and
also because of
.
Tiger numbers have
by
about
percent and some
species are already
.
Short-faced
bears
Due to poaching and
...
Short-faced bears
about
11 thousand years ago ...
Writing
E
14
Unit 1
An amazing trip
We went on a school trip to an Ocean Park last week. We had a good time
there.
First of all, we came to see several sea animals and learned about their
habitats. Then we saw some sea turtles. After that, we visited the Shark Bay
to enjoy colourful fish and sharks. Next, we got to the Undersea Tunnel and
walked under the water! There were many species like sea
horses and sea stars. Finally, we visited the Deep Sea
Hall to see the angelfish.
This trip amazed us with the wonders of the
underwater world. It encouraged us to protect sea
animals.
An amazing trip
Write a narrative essay about a trip.
Events mentioned
Sequencing words used
coming to see several sea animals and
learning about sea animals’ habitats
first of all
then
after that
getting to the Undersea Tunnel
visiting the Deep Sea Hall
Study a model. Complete the table with the information from the essay.
14
Unit 1
Subskill
Using sequencing words
We use sequencing words or phrases to
describe the order of events, e.g. first of all,
next, finally, to make it easier for the reader
to understand the timeline of actions.
1
E
15
Animal protection
Things I did/saw
Sequencing words I can use
Think. Choose a place that you visited. Make notes about what you did or
the things you saw in time order.
Write. Write your essay. Cover the things you wrote in Step 2, using the
sequencing words. Pay attention to the articles you use.
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 How many events or things does the writer include in the essay?
2 Does the writer use articles and sequencing words correctly?
Check. Read your own writing. Answer the questions.
1 Did you use a/an and the correctly?
2 Did you use sequencing words to introduce the places you visited or the
things you saw?
e.g. First of all, ... / Then ...
2
3
4
5
15
Animal protection
Project
F
16
Unit 1
Task: Make a poster about one once-
endangered species. A model is given.
What can we do to help
animals in danger?
Project
F
16
Unit 1
Giant pandas were
once endangered for
many reasons: habitat
reduction, a shortage
of food, low birth
rate, low survival rate
for baby pandas, and
hunting. But the main reason was disappearing habitat.
To help them, China has made laws to punish
hunters and smugglers, and tried hard to protect their
habitat and breed them in shelters. And the population
has grown. On 5 September 2016 giant pandas were
removed from the list of endangered species.
Year
Panda population
1988
1,114
2003
1,596
2024
near 1,900
Giant Panda
Habitat: remote, mountainous
bamboo forests in central China
Appearance: black and white
Food: mainly bamboo and
sometimes other plants, fish, birds,
or small mammals as well
Population (in the wild in China)
change:
F
17
Animal protection
F
17
Animal protection
Study the poster to find out what information it includes.
1
Study the poster again to find out what makes this poster clear and
attractive.
2
Peer review. Listen to the presentations of your classmates and answer the
questions.
8
Work in pairs and choose a class of animals to research. Read the
tips in the TEEN SKILL box and practise saying
the useful expressions with your classmate.
3
Work alone. Research the class of
animals you chose and make notes.
Include the information in Step 1.
4
Work in pairs. Exchange your notes
and decide what information you’ll
include on your poster.
5
Create your poster and prepare to
talk about it.
6
Orally present your poster to the class. Remember to organise your
presentation into clear parts, and plan a phrase to introduce each part.
e.g. Now let’s look at its population.
7
Making decisions within a group
Tips
• Listen to others and ask questions.
• Make decisions together.
Useful expressions
• That’s a good idea.
• Yes, that sounds good!
• What do you think, (Li Hua)?
• Why do you think (this mammal)
is important?
• Why don’t we choose (the shark)?
• Do we all agree?
• So we’ve decided that ...
TEEN SKILL
1 Is the presentation clear and interesting?
2 Will the ideas lead us to success in helping the animal?
18
Unit 1
Self-assessment
18
Unit 1
Self-assessment
A. identify the reasons, the main topic, and the
cause-effect relationship in different texts
B. communicate about reasons and ways about
animal protection using articles a(n) and the
correctly
C. write a narrative essay using sequencing words
D. understand the cultural meaning of one animal
in China
E. evaluate something by analysing its advantages
and disadvantages
F. gather useful information through listening to
others and researching online
How well I can do these
19
Animal protection
19
Animal protection
Key words to use
Describing animals
bamboo
band
bat
countryside
dangerous
desert
golden
grey
habitat
honey
insect
island
large
lay eggs
make honey
mountainous forest
ocean
pound
population
shark
species
tooth
weight
whale
wild
wing
Protecting animals
at risk of
balance
birth
die out
environment
hunt
in danger
protect
punish
survive
Cool things to know
dodo
The bird has disappeared from
the Earth forever.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Dream
jobs
2
Unit
What is your dream
job and what will
you do to land your
dream job?
Key Question
Tasks
Objectives
read an article about a dinosaur detective
listen to a monologue about a girl’s dream job
learn about how a footballer works for his
dream job
talk about dream jobs
make a vlog that introduces a dream job
write about one’s dream job
learn some words about jobs
practise using intonations in tag questions
learn to use as soon as, until, and since
can describe one’s dream job using
different adjectives
can get a basic understanding of
different jobs and how to work for
one’s dream job
can communicate about dream jobs
and how to land them
can describe jobs and what people
do in different jobs
22
Unit 2
Getting ready
A
Bioprinting Expert
Yes! No, thanks!
A bioprinting expert uses 3D printing technology to create
living body parts for medical and research purposes. Not only
patients but also scientists in the medical field can get a lot from
this work. This job is challenging but is really meaningful for
human beings. You need to have a lot of knowledge about the
human body and be skilled in bioprinting if you want to excel in
this job.
b
Read the mini-texts about three jobs in the future, and tell if you want to do
them by ticking “Yes!” or “No, thanks!” above each mini-text.
Complete the table and answer the questions.
Job
What people do
What quality/qualities is/are needed
design and develop VR
experiences
Bioprinting
Expert
Time
Manager
organised, careful, and good at doing
several tasks at the same time
Getting ready
A
A1
A2
Jobs of the future
A VR experience designer designs and develops VR
experiences for games, education, art and so on. People can
experience different realities without stepping out of their homes
by using these products. It sounds really exciting, doesn’t it?
To be a VR experience designer, you should be creative enough
to come up with different ideas and understand people’s needs,
feelings, and interests.
VR Experience Designer
Yes! No, thanks!
a
23
Dream jobs
A
Time Manager
Yes! No, thanks!
A time manager has the task to
help organisations or people focus
on important things, make their
work easier, and get rid of things
that slow them down. A time
manager needs to be organised,
careful, and good at doing several
tasks at the same time. In short,
they play an important role in
improving how an organisation or a
person uses time. Sounds amazing,
doesn’t it?
c
Complete the passage with the words
in the box.
At the present time, many students have
dream jobs such as becoming an engineer,
a game designer, or a computer 1
.
To do these jobs, students must learn
different subject skills, and many schools
around the world carry out the 2
course STEAM to help them. “S” stands
for science; “T” means 3
; “E”
is engineering; “A” refers to 4
;
“M” is maths. The purpose of this kind of
mixed course is to provide career-focused
5
and hands-on 6
for
future jobs.
Describe and guess. Student
A, describe a job. Student B, ask
questions to guess the job.
experience scientist technology
challenging art education
A
A4
A5
Is this a teaching job?
Is this job “doctor”?
Nurse!
This job is very tiring, but it can help
people a lot.
No, these are the people who work
in hospitals.
No, they work together with doctors.
Yes!
Listen and write T (true) or F (false).
1 Digital artists use paint brushes to
create artwork.
2 Xiao Feng enjoys improving her work
until it matches the design in her mind.
3 Xiao Feng believes that being talented
and creative in art is important for a
digital artist.
A3
What is your dream job?
What do people do in this job?
What quality is / qualities are needed to
do this job?
24
Reading and critical thinking
B
Unit 2
5
10
25
30
15
20
24
Unit 2
Are you interested in dinosaurs? Do you know
how dinosaur bones come into being? Let’s
meet Dana Daring, a dinosaur detective!
Reading and critical thinking
B
40
45
35
metal frame
Dana Daring,
Dana Daring,
a dinosaur detective
a dinosaur detective
Interviewer: Hi, could you please
introduce yourself and tell us what you
do?
Dana Daring: My name is Dana Daring,
and I work in the museum laboratory
with bones. To be more exact, I work
with dinosaur bones.
Interviewer: That sounds interesting.
Can you tell us a little more about your
job?
Dana Daring: Sure! My job begins as
soon as fossilised dinosaur bones arrive
at the museum. These bones are usually
found by scientists in the field, and it's
up to my team and me to work out how
to piece the bones together.
Interviewer: That sounds like a lot
of work. Can you walk us through the
process?
Dana Daring: Of course! The first step
is to dig the bones out of the rocks and
clean them off. We use special tools and
chemicals to remove the rocks without
causing any damage to the bones. We
don’t stop until every bone is clean. As
we work, we study the bones and try to
decide how big the dinosaur was, how
it moved, and what it ate. As soon as
we have a better understanding of the
bones, we fit them together in a complete
skeleton. To support the bones, we use
a metal frame. If any bones are missing,
we make new ones with materials like
plastic.
Interviewer: I can see you really enjoy
your job a lot. For you, there’s no better
job than this, is there?
Dana Daring: There’s none. It’s
interesting, and it gives a sense of
achievement! In fact, studying dinosaurs
has been my dream job since I was little.
Not only can I help people learn more
about dinosaurs, but I also enjoy my own
favourite creatures while working!
Interviewer: Thanks so much for
sharing with us, Dana!
Dana Daring: Thank you for having
me!
25
B
Dream jobs
Interview Sheet
Name of the interviewee:
Work process:
Workplace:
Work tools:
Feelings towards the job:
Notes about other important things:
Workmates:
Job:
B
This interview starts with a simple greeting and then a short self-
introduction of Dana Daring.
To help the interview run smoothly, the interviewer asks the following
questions to change topics:
1
2
3
At the end of the interview, the interviewer thanks Dana for taking the
interview.
Comprehension
Answer the questions.
1 Arrange the topics in order
according to the interview.
a. specific process of the work
b. detailed description of the job
c. conclusion of the interview by showing thanks to Dana
d. feelings towards the job
e. basic information about the interviewee and her job
1
2
3
4
5
2 What’s the theme of this interview?
Complete the interview sheet for the interviewer.
B2
Subskill
Identifying an interview’s theme
In an interview, speakers, especially
the interviewer, often change topics
to keep the conversation going. Each
topic discussed supports and explains
the interview’s theme. We can identify
the interview’s theme by analysing and
summarising what is discussed about
these topics.
B1
Complete the passage with the questions from the text.
B3
26
Unit 2
Reading and critical thinking
B
Word work
Many people want to have a dream job. 1
each person
to decide what their dream job is based on their interests. You also need
to 2
the company you are going to work for and the role you
will play. 3
you start working in your dream job, you will feel
4
because you are doing something that you truly love. A
dream job gives you a purpose and a reason to wake up each day with
excitement. It's not just about making money; but it's about feeling satisfied
and happy with what you do. I hope you can find a dream job that you
5
one day!
be proud of
have an understanding of
as soon as
sense of achievement
it’s up to
B4
B5
Complete the sentences. Use the meanings in brackets to help you.
Complete the paragraph about dream jobs with the correct forms of the words
in the box.
Reading and critical thinking
B
1 Dana Daring is a
. (a person whose job is to
discover information about dinosaurs)
2 Dana’s job is too big for one person, so she has a
to work
with her. (a number of people working together)
3 Dana and her workmates fit the bones together to make a
skeleton. (with all the parts)
4 To
the bones , Dana and her workmates use a metal frame.
(hold ... in position)
5 Dana Daring has a
of achievement when studying the
dinosaurs. (feeling)
6 Dana feels happy as she can help others learn about her
creatures. (most enjoyable)
27
B
Critical thinking
27
1 Recall. Describe what Dana does in her job.
EXAMPLE
The first step is to dig the bones out of the rocks and clean them
off ...
2 Analyse. Find the sentences in this interview that show Dana’s
love for this job.
EXAMPLE
Dana Daring: In fact, studying dinosaurs has been my dream job
since I was little. Not only can I help people learn more about
dinosaurs, but I also enjoy my own favourite creatures while
working!
3 Evaluate. What do you think of Dana’s job? Would you work as
a dinosaur detective too? Why or why not?
EXAMPLE
I think her job is rather boring, and I won't work as a dinosaur
detective in the future. I am not interested in exploring dinosaurs,
and I don't like to spend days in labs, either.
Dream jobs
Grammaring
C
28
Unit 2
Adverbial clauses: as soon as, since and until
Study the blue parts and underline the event that happens first.
1 I keep improving my work until it matches the design I want.
2 My job begins as soon as fossilised dinosaur bones arrive at the museum.
3 We don't stop until every bone is clean.
4 Studying dinosaurs has been my dream job since I was little.
C1
Grammaring
C
C2 Combine the sentences using the words in brackets. You may need to change
the order of the sentence halves.
1 My mum lands her dream job. We’ll celebrate her success. (as soon as)
2 They worked. All the other workmates went home. (until)
3 I have always had this dream. I was a little girl. (since)
1. We use as soon as, until, since to introduce time clauses.
as soon as = quickly after the time that
until = up to the time that
since = from the time in the past when
2. We use not ... until when the verb in the main clause talks about a short action.
For example:
I won’t give up until I become a policewoman.
3. When the time clause begins with since, we use the present perfect in the main
clause. For example:
I’ve worked hard since I started, aiming to reach my dreams one step at a time.
4. We use the present tense to talk about the future in time clauses beginning with
as soon as or until. For example:
I want to do a job that I’ve always dreamed about and really love as soon as I
graduate from college.
I’ll study hard until I’m ready to go after my dream job!
Grammar highlights
C
29
Dream jobs
C
C4
C3
Complete the conversation with as soon as, since, in no time, once, and until.
Chen Hua:
Hey, have you finished your history project?
Li Lin:
Not yet. I've been working on it 1
yesterday, but
there's still a lot left to do. It isn't that easy, is it?
Chen Hua:
Don't worry, I can help you. 2
I finish my maths
homework, I'll come over to your place and we can work on it
together.
Li Lin:
That would be great! Thanks for offering your help. How soon will
you come?
Chen Hua:
Well, I have a few more problems to solve, so it might take me
around 30 minutes. But I'll be there 3
I'm done.
Li Lin:
Great! I'll keep working on the research part 4
you arrive.
We need to get it done tomorrow, so we can't waste any time.
Chen Hua:
Of course! We'll work on it 5
it's perfect. 6
we're done, we can take a break and have some snacks.
Li Lin:
Sounds like a plan. Let's try as hard as we can and make sure it's the
best history project ever!
Chen Hua:
Sure! With both of us working
together, we'll finish it 7
.
I can't wait to see the end result.
Complete the speech of a boy with as soon as, since, and until.
My dream job is to become a professional basketball player
when I grow up. I know that it’s not going to be easy, but I'm
willing to work hard 1
I achieve my goal. To become a
professional basketball player, every day I practise shooting the
ball and running 2
I get up in the morning. I also watch
videos of basketball games and analyse the moves of different
players. I have watched almost a hundred games 3
last
year. I believe I can make my dream come true.
Listening and speaking
D
30
Unit 2
Girl astronaut aims for Mars
Answer the questions.
1 Look at the pictures. What do you think of these jobs?
2 If one wants to be an astronaut, what does
one need to do?
Listen and choose.
The monologue is about how a teenage girl
.
a makes friends on her blog
b fights for her dream job
c learns from her coach
d makes her own website
Listen again and answer the questions.
1 Which word(s) CANNOT be used to
describe the speaker's attitude towards
becoming an astronaut?
a confident b excited c determined d cold
2 What words can be used to describe the speaker’s tone, which supports your
choice in question 1?
a energetic and excited
b flat and calm
c doubtful and nervous
d cold and tired
3 What has Abby done to land her dream job?
Discuss the questions in pairs.
What kind of girl is Abby? Do you think her dream will come true one day?
D1
D2
D3
D4
How to become a standout footballer
Answer the question.
Do you know any footballers and the stories behind their success?
D5
Prefix: astro-
We often add astro- to the
beginning of some words to
create new words related to
the study of stars, space, or
the universe.
Subskill
Deciding the speaker’s attitude
The speaker’s tones can be positive,
negative, formal, informal, cheerful,
energetic, friendly, etc. We can
decide a speaker’s attitude by paying
attention to his/her tone. For example,
a confident tone may show a sense of
confidence and certainty.
D
31
Dream jobs
Listen to Part 1 and answer the questions.
1 What do you think Spencer will talk about?
2 Why did Spencer make the vlog? Explain why you think so.
D6
Discuss the question in pairs.
What other solutions could help Spencer solve his problems?
D8
Listen to Part 2 and complete the table.
D7
Talking about your dream job
Talk with your classmates about
your dream job. What problems
might you meet when working
towards the dream? And how will
you go after this dream job?
Useful expressions
• Hey, do you know ...? It’s really cool.
• Guess what? I learned that ... Isn’t it amazing?
• You won’t believe this! ...
• I discovered something amazing: ... What do you think about that?
D9
Subskill
Starting a conversation
Sharing an exciting or interesting fact
can be an effective way to start a
conversation. In this way, we can catch
the other person’s attention and make
them curious to learn more.
Problem
Solution
Result
When Spencer was
thirteen or fourteen years
old, he was a very sensitive
and 1
player.
He was always
2
he would
mess up in games.
His dream was to become
a great football player,
but he was 3
trouble completing a single
pass and performing a
quality touch.
He found the
courage to admit
he had a problem
and that something
needed to
4
.
He found a mentor,
who was a former
5
, to
help him master his
mind.
His mind power
and self-confidence
6
.
He became more
determined as a
player to
7
get
the better of him
and to
8
in
what he was doing
well.
( see p146 )
Pronunciation
Intonation of tag questions
Writing
E
32
Unit 2
I have always wanted to be a doctor like Hua Tuo since I was little. I think
this job is not only interesting and exciting but also rewarding and satisfying as
I can help people in need.
A doctor has different roles, responsibilities, and qualities. For example,
doctors must be caring, kind, and skilled in treating patients, performing
operations, and providing medical service and care. They also need to work
well with others, nurses, for example. Therefore, they need to be patient and
understanding.
In order to make my dream come true, I will need to study hard for many
years, but it will all be worth it because I will be able to help others. I will also
need to volunteer at hospitals to get experience.
My dream job
Think. Think about your dream job. Answer the questions.
1 What is your dream job?
2 Why is it your dream job?
3 What qualities are needed in this job?
4 What will you do for your dream job?
5 What adjectives can you use when answering the above questions?
32
Subskill
Using different adjectives
When describing a dream job, use
different adjectives to highlight
its special characteristics. This will
persuade readers that it is your
dream job.
What is the dream job?
doctor
How is this job?
What qualities are needed in the job?
Study a model. Complete the table with the adjectives the writer uses.
1
2
A dream job
Your school held an event to explore jobs.
After that, you began to think about the
dream job you want to do in the future.
Write an expository essay about your
dream job.
E
33
Dream jobs
Write. Write your essay. Cover your answers to the questions in Step 2. Try
to use different adjectives to highlight the special characteristics of your
dream job. Use some adverbial clauses when necessary.
3
Check. Read your own writing. Answer the questions.
1 Did you cover the basic characteristics about a dream job?
2 Did you use different adjectives when describing your dream job and the
qualities it requires?
3 Did you use any adverbial clauses?
4
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 What’s the writer’s dream job?
2 Does the writer explain clearly about his/her dream job?
3 Does the writer use different adjectives when describing his/her dream job
and the qualities it requires? What are they?
4 Does the writer use adverbial clauses correctly?
5
Culture link
Hua Tuo (c. 140 CE
–208 CE) was a famous
doctor in China in the
Eastern Han dynasty.
He was known for his
great medical skills and
achievements in traditional
Chinese medicine. Chinese people even use the
expression “Hua Tuo reborn” ( 华佗再世) to
describe a doctor who has excellent medical skills
like Hua Tuo.
Project
F
34
Unit 2
Project
F
34
Unit 2
What is your dream job
and what will you do to
land your dream job?
Task: Make a vlog to introduce your
dream job. A model vlog production
brief is given.
Read the following production brief of a vlog.
1
Purpose
to present the audience Alyssa’s dream job and what she
has done for her job
Title
Alyssa’s underwater world
Target audience
teenagers
Content guideline
self-introduction
interesting daily activities
dream job
Technical tools
camera, worksheet, microphone
Job roles
reporter/narrator, script writer, actors/actresses,
cinematographer
F
35
Dream jobs
F
35
Plan ahead. Discuss and decide
the vlog title, the topics to be
covered, and the audience
of your vlog. Divide roles
among the group members for
creating the vlog.
2
Prepare. Prepare for the filming by writing the script, practising performing, and
getting tools. When you write the script, you should use different adjectives to
describe the job, tell interesting and meaningful things you’ve done for the job.
3
Share your vlog with others. Once you’ve filmed and edited your vlog, it’s time
to share it. You can share it with your classmates, friends, and family. You can
also upload it to a trustworthy video-sharing website.
6
Film the vlog. When recording, the actor(s)/actress(es) should use their
storytelling skills to connect with the audience, e.g. using proper facial
expressions and body language.
4
Edit the vlog. Add text and music if possible.
5
Dream jobs
The vlog title:
Our audience: classmates
Topic(s) to be covered:
Tools we need (how to get each) (who): a camera
( borrow ) ( )
( ) ( )
( ) ( )
( ) ( )
Who writes the script:
Who plays the narrator:
Who presents the dream job:
Who records the presentation:
Who edits the video:
Dividing job roles in a team
Tips
• Understand each other’s strengths.
• Have every member decide roles together.
Useful expressions
• We need a narrator, a presenter, a ...
• What job role would you prefer to play?
• I am good at writing. I can be a script writer.
TEEN SKILL
36
Self-assessment
Unit 2
36
36
Self-assessment
A. identify an interview’s theme by analysing its
topics, decide the speakers’ attitude according
to their tones, and start a conversation
B. communicate about a dream job and how to
prepare for it using adverbial clauses
C. use different adjectives when describing
D. learn about teenagers’ different attitudes
towards jobs and Hua Tuo, a well-known
Chinese doctor in history
E. form a complete understanding of the
character’s attitude and feelings through
analysing the tone and vocabulary used in
an article
F. use modern information technology, collect
and process information
How well I can do these
37
Dream jobs
37
Key words to use
Jobs
astronaut
bioprinting expert
designer
detective
digital artist
engineer
footballer
research
time manager
vlogger
Describing jobs and qualities needed
ability
achievement
amazing
be good at
challenging
confidence
courage
creative
curious
enjoy
excel
exciting
laboratory
meaningful
medicine
museum
patient
perform
pleasure
professional
sense of achievement
sensitive
special
STEAM
technology
Dream jobs
Cool things to know
astronaut
To become an astronaut, you need
a strong educational background in
STEM subjects.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Be strong,
be brave
3
Unit
How can we
become strong
and brave?
Key Question
Tasks
Objectives
read a story about Rosa Parks
listen to a news report about a grandmother
who goes paragliding
learn more about Rosa Parks
talk about negative emotions and how to
deal with them
prepare an oral report on brave and strong
people
write a diary entry about dealing with an
emotional problem
learn some words about emotions
practise pausing according to sense groups
study the use of would like and would rather
can tell a story of dealing with an
emotional problem using
descriptive language
can get a deep understanding of
what is bravery and strength, and
how to become brave and strong
can talk about stories of brave
people and personal experiences
can describe emotions and give
simple suggestions to others about
solving emotional problems
40
Unit 3
Getting ready
A
c
Before the night of the sports meeting, Li
Ming could hardly get to sleep and he was
really worried about a lot of things. What
if he falls behind other athletes? What if
something goes wrong? He kept thinking ...
Tong Tong has always treated Xiao Mei as her
best friend. Tong Tong shares interesting things
with Xiao Mei, and sometimes she puts Xiao
Mei’s needs before her own. However, Xiao Mei
is sometimes unfriendly with Tong Tong, and she
even laughs at her in front of other classmates.
This has made Tong Tong deeply disappointed.
a
Lu Qian thinks she worked really hard
on maths this term, but when she saw
the report card, she was truly sad. She
began to doubt herself, “Am I the least
talented person in maths? Can I even
graduate from junior high school?”
b
Read the mini-texts and fill in the
blanks with words describing each
person’s negative feeling.
Tong Tong
1
Lu Qian
2
Li Ming
3
Wang Lei
4
Describing emotions
Getting ready
A
A1
A2 Listen, complete the table, and
answer the question.
Mei Lin’s problem
Mum’s words
She 1
her English exam
and was feeling
down.
It’s normal to feel
2
.
You can find
more help and
study
3
.
I am always here
for you.
What does Mei Lin plan to do to solve
her problem?
41
Be strong, be brave
A
Since she was a little kid,
Wang Lei has been afraid
of dogs, big or small. As
soon as she sees a dog, she
tries to run away from it.
d
Complete the passage with
the words in the box.
Before giving the public speech
on stage, I felt really 1
boring worried afraid
disappointed interesting
A
A3
Suffix: -ed
The adjective suffix -ed is added to nouns or
verbs to form adjectives. These adjectives
describe the state or characteristic of a person,
thing, or situation, e.g. an interested boy.
A4 Work in pairs. Student A, talk about
one of your negative feelings and why
you have it. Student B, give advice
according to A’s description.
about how it would go. I was also
2
of making mistakes and
that my speech might be 3
. I
kept wondering whether my teachers
and parents would be 4
in me
if I made some mistakes. Therefore, I
practised my speech many times. After
the address, they all said that I did a
good job and they found my speech
5
.
What happened?
Oh, you should never give up.
I would like you to face your
problem bravely ...
I am feeling down recently.
What can I do?
I tried hard to catch up with
others in maths, but I just can’t.
I really want to give up.
42
Reading and critical thinking
B
Unit 3
Can you think of any moment when you saw or
heard of something unfair? What was it? What did
you do? Let’s find out what a woman in the US did
years ago.
5
10
30
35
40
15
20
Move to the back,
Move to the back,
Rosa Parks
Rosa Parks
It was a cold winter’s evening on
1 December 1955, when Rosa Parks
stood on a crowded Montgomery,
Alabama, street corner waiting for the
bus to take her home.
As soon as the bus arrived, Rosa
walked up the steps, found an empty
seat in the first row of the “coloured
section”, behind the “white section”,
and sat down. The bus started rolling.
At the next stop, the “whites only”
seats filled up, and a white man was left
standing.
The bus driver called out, “Let me
have those front seats!” Rosa sat there,
but she would rather not have. She
thought about how unfair the segregation
laws were. She was tired of being pushed
around and giving in because of the
colour of her skin. At that moment Rosa
made up her mind. No! She would not
give in. She would not get up and move
to the back of the bus. Whatever might
happen to her this day, she decided it
was time to do something.
She sat quietly while the driver
called the police, and then she was
arrested. This was an important moment
in the civil rights movement. It changed
the US forever. Led by Martin Luther
King Jr, black people refused to ride
buses in Montgomery for 381 days.
They showed America that it was not a
fair country. Nine years later, in 1964,
segregation was not allowed in public
places.
Many people call Rosa the mother
of the civil rights movement. She led
by example, showing that a little act of
bravery can create dramatic change.
42
Unit 3
Reading and critical thinking
B
25
43
B
Be strong, be brave
Subskill
Understanding the
causal chain
The causal chain within a text
refers to the series of cause and
effect relationships, i.e. Event A
causes Event B, which causes
Event C, ...
B
In the US, black
people were
treated unfairly.
Rosa Parks was
asked to __________
her seat to a white.
Rosa Parks ________
to move to the back
of the bus.
Rosa Parks was
________________.
Led by __________
black people refused
to take buses.
The unfair laws
in the US were
__________.
Comprehension
Put the events in the time order.
A Black people refused to ride buses.
B Unfair treatment of different races is not allowed in the US.
C Rosa Parks refused to move to the back.
D The police took Rosa Parks away and kept her.
1
2
3
4
Answer the questions.
1 When and where did the story take place?
2 Where did Rosa Parks sit at first?
3 Why was Rosa Parks asked to move to the back?
4 Why did Rosa Parks refuse to move to the back?
5 Why was Rosa Parks called the mother of civil
rights movement?
6 What kind of woman do you think Rosa Parks was?
Complete the diagram to understand the causal chain within the text.
B2
B3
B1
Culture link
In the US, Rosa Parks Day is celebrated on 4 February in the states of
California and Missouri, and 1 December in Ohio and Oregon. It is a day that
honours the life of Rosa Parks and her influence on the civil rights movement.
There is even a Rosa Parks Museum in Montgomery, Alabama. It stands where
Parks was arrested for refusing to give up her seat on a city bus.
44
Unit 3
Reading and critical thinking
B
Word work
Do you want to have greater strength and courage? Are you 1
feeling unconfident and doubting yourself? If your answer is “yes”, it's time for you
to change. 2
against your fears and 3
let them control
you. Don’t 4
to the strong wish to get away from your difficulties.
5
the perfect moment. Instead, create it yourself. By facing difficult
situations head-on, you will unlock the hidden strength within, and become a
stronger and braver person.
give in wait no longer for (be) tired of stand up refuse to
B4
B5
B6
Write the words from the text. Use the meanings and the first letters to help you.
Complete the summary of the text with the correct forms of the words you wrote
in B4.
Complete the passage with the correct forms of the words in the box.
Reading and critical thinking
B
Rosa Parks was a brave woman who 1
to give up her seat
to a white on a bus. At that time, segregation laws said that black people
had to sit in a separate area at the back of the bus. They were also treated
unfairly in other places. But Rosa was 2
of being pushed around
like this. One day she stayed in her seat instead of giving it to a white man
on a bus, and then she was 3
. Her act inspired others to fight
against segregation too. Thanks to her 4
, things slowly began to
5
. Today, we remember Rosa Parks as a hero who helped make the
world a better and 6
place.
1 b
a quality of spirit that enables you to face danger or pain
without showing fear
2 a
to take sb to a police station and keep him/her there
3 c
to become different
4 t
feeling that you are bored with, having enough of
5 f
treating a group of people in the same way
6 r
to say no to things you don’t want to do
45
B
Critical thinking
45
Be strong, be brave
1 Recall. Introduce to people around you who Rosa Parks was,
and what she did.
Example
Rosa Parks was a ... woman ... She ... her seat ...
2 Evaluate. Some people say that Rosa Parks was “sitting down to
stand up”. How do you understand this? If you were Rosa Parks,
would you give your seat to the white man? Why / Why not?
Example
The phrase “sitting down to stand up” suggests that Parks'
remaining seated was actually a brave and powerful act against
the unfair laws. I would not give my seat to the white man,
because I think the laws were really unfair.
3 Create. Think of other people in history who have shown
bravery and strength to bring about positive changes. Choose
one person who inspires you and share with the class.
Grammaring
C
46
Unit 3
Grammaring
C
would like and would rather
Study the blue parts and answer the questions.
1 I would like you to face your problem bravely.
2 And I would like to read more English graded readers.
3 Rosa sat there, but she would rather not have.
C1
C2 Complete the sentences with would like or would rather.
1 After a day’s hard work, he was really tired. He
stay at home
than go out.
2 I
more books to help me learn more about how to get strong in
mind and body.
3 I
to take a walk along the lake tonight with my friend to talk
about my worries.
4 He
take actions right away than wait for others to solve the
problems.
5 The teacher
them to explore the story about how a young girl
overcame challenges.
Q1 What forms of verbs do we use after would like, would rather, do, to
do, or doing?
Q2 Compare sentence 1 and sentence 2. What follows would like in each
sentence?
1. We use would like to say politely what we want, especially when we make offers
and requests. For example:
I’d like a drink which can make me strong.
Can you buy a book for Ellie? She’d like a novel about a strong-willed girl.
Mum, would you like to tell me a story about a brave PLA officer since it’s PLA Day
today?
Her mother would like her to solve the problem bravely.
2. We use would rather to express a preference for one thing over another. For
example:
I would rather care more about my own opinions than worry too much about what
others say.
I would rather not avoid difficult situations as they help me develop spiritual strength.
Would you rather solve the problem by yourself?
Grammar highlights
C
47
Be strong, be brave
C
C4
C5
C3
Complete the passage with the correct forms of like, would like, and would
rather.
Tom is a brave boy. He 1
trying new things. This term, he
2
to join the football team at school. However his parents
3
him to focus on his study first. Tom tells his parents he
4
a chance to prepare for his future job—he wants to be a
football player when he grows up. Finally, his parents agree with him after a
heartfelt discussion.
His best friend, Jim, hopes to be as brave as Tom. Jim 5
try skating than play football. But he is afraid of getting hurt. Tom says, “Trying
new things is fun. Be brave, just have a try!” But Jim says, “I'd love to, but I
6
keep safe than take risks.”
Change the five sentences into negative ones, using not.
1 I would like to face challenges with courage in difficult times.
2 Some people would rather find help when facing difficulties than solve all
problems independently.
3 His mother would like him to be true to himself in any situation.
4 He would rather risk his safety to help the child in danger.
5 I would like a strong and brave friend who can encourage me in difficult times.
Complete the conversation with would like and would rather.
Teacher: Hi there, is everything okay? You seem unhappy. What
happened?
Chen Liang: I had an argument with my friend on the group
project. I 1
to make a poster for the project but she said
she 2
make a vlog than make a poster. Then we had a
fight.
Teacher: I can understand how you feel. I 3
you to talk
to your friend about what happened.
47
Be strong, be brave
Listening and speaking
D
48
Unit 3
Rosa Parks
Answer the question.
Why was Rosa Parks arrested by the police?
D5
D3
D1
D2
D4
Answer the questions.
1 Look at the pictures. What sports are they?
2 Would you try any of these sports? Why / why not?
Listen and choose.
What can be the best title for the news report?
a It’s never too late to learn.
b Grandma tries paragliding.
c How to get ready for paragliding.
Listen again and complete the sentences.
1 An old lady goes paragliding at the age of
.
2 The old lady experiences paragliding at a height of
metres.
3 The old lady was nervous and she stood quietly for about
seconds and practised deep breathing.
4 The whole flight lasted for more than
minutes.
Discuss the questions in pairs.
1 Which word(s) would you use to describe the old lady? Why?
2 Were there any moments when you felt nervous or afraid? When was that?
How did you free yourself of such feelings?
Subskill
Listening for numbers in a
news report
When we listen for numbers in
a news report, we can read the
information before and after the
numbers needed before listening,
stay focused and take notes of the
numbers while listening.
A news report
D
49
Be strong, be brave
How I dealt with ...
Talk about some moments when you had some
negative emotions and how you dealt with these emotions.
Listen again and answer the questions.
1 When Rosa Parks answered “No” and “You may do that”, what do you think
she felt? Why do you think so?
2 What do “you” and “us” in the sentence “Why do you want to push us around?”
refer to?
3 In the sentence “The law is the law.”, what does “the law” refer to? Why does
the man say so?
Listen and find out who says the following sentences. Put the letters a, b,
and c in the right blank.
a If you don’t give me that seat, I’m gonna have you arrested.
b The law is the law. Lady, you are under arrest.
c Why do you want to push us around?
Rosa Parks
The bus driver
The police officer
D7
D6
Discuss the questions in pairs.
What was Rosa Parks probably thinking about while sitting on the bus and
waiting for the police to come? What made her remain in her seat?
D8
Useful expressions
• I feel stressed/nervous/angry/disappointed/worried when ...
• I take a deep breath.
• I relax and let my anger/worry/fear/nervousness go.
• I talk to my parents/friends/teachers ...
• I think of ways to change/improve.
• I focus on my breathing / a happy experience / an interesting story when
feeling ...
• I start writing a diary entry ...
D9
Pronunciation
Sense groups
and pausing I
( see p146 )
Writing
E
50
Unit 3
The writer’s
emotions
The writer’s physical feelings and reactions
disappointed
The score on the paper hit me like a blow to the stomach.
1
2
Tears welled up in my eyes.
Study a model. Complete the table with the details of the writer’s physical
feelings and reactions to find out how the writer brings the reader a deep
understanding of his/her emotional state. An example is given.
50
Subskill
Describing emotions
We usually describe how the body feels or reacts
to certain emotions to create a clear and detailed
experience for the reader, e.g. The score on the
paper hit me like a heavy blow to the stomach.
This sentence about how the writer physically felt
tells us about the writer’s disappointment in a
clear and detailed way.
1
A diary entry
Write a diary entry about how you
dealt with an emotional problem.
16 October 2023
Monday
9 p.m.
Dear Diary,
Today was awful. I learned that I failed my physics test.
The score on the paper hit me like a heavy blow to the
stomach. I couldn’t look up to face my teacher. Tears welled
up in my eyes. But then, Xu Le passed me a note. It read:
“Failure is not the opposite of success; it's a stepping stone
to success.”
Yes. I won’t give in to this failure. I spent the evening analysing
my mistakes and thinking of ways to improve. I believe next
time I will succeed.
Until tomorrow, Diary.
Chen Liang
date
day
time
opening
writer's
name
E
51
Be strong, be brave
Think. What happened to you? What kind of emotion did you have? What
did you see, hear, and sense at that time? How did your body react to it?
2
Check. Read your own writing. Answer the questions.
1 Did I use past tense to describe what happened?
2 Did I describe my emotion(s) by writing about my physical feelings and
reactions?
4
Reflect.
Reflect. Think carefully and answer: Do I still feel the same way after
writing it down? Would I solve a similar problem in a better way next time?
5
Write. Write your diary entry. Try to make a clear and detailed description
of your emotion by describing your physical feelings and reactions.
3
[date]
[day]
[time]
Dear Diary,
was
. I
.
Until tomorrow, Diary.
[sign your name here]
Project
F
52
Unit 3
Task: Prepare a group report on some brave
and strong people around you. A model is
given.
How can we
become strong
and brave?
Project
F
52
Unit 3
Form groups of four or five. Complete the table with the people’s names
and their problems mentioned in this unit. Find out whether they have
solved their problem(s). If the answer is Yes, check the box under Y; if
Not, check the box under N; if it is not mentioned in the unit, check the
box under NM.
1
Vote within your group for the one that you think is the bravest and
strongest person from the table in Step 1. Then discuss: What is bravery
and what is strength?
2
Tell stories about strong and brave people around you within your group.
Each group member should offer one person and give examples to show
why you think this person is strong and brave.
3
Name
Problem(s)
Is/Are the problem(s) solved?
Y
N
NM
F
53
Be strong, be brave
F
53
Orally present your report to the whole class.
7
Listen to a model report. And then prepare for your own oral report in
class. Include the following in your report:
4
Entitle your report: “People around us—how they became brave and strong”.
Vote for one group member to present your group report to the class.
5
The presenter should read
the tip in the TEEN SKILL
box and practise saying
the useful expressions
when presenting your oral
report. The other group
members should listen to
the report and review.
6
Be strong, be brave
1 what is bravery and what is strength
2 how to become brave and strong
3 stories about the people your group decides to share
Making yourself clear in a report
Tip
• Use clear and short language.
Useful expressions
• In my report I’ll focus on three main points.
• Let me start by ...
• Next, I’d like to address the problem of ...
• Finally, I’d like to share with you the story of ...
• I’d just like to finish my report with the words
of a famous scientist/writer ...
TEEN SKILL
54
Self-assessment
Unit 3
54
Self-assessment
A. listen for numbers, analyse implied information,
and understand the causal chain in different
texts
B. talk about stories of brave and strong people
using would like and would rather
C. write a diary entry about dealing with an
emotional problem using descriptive language
D. learn about Rosa Parks and segregation in
American history
E. give opinions about what historical people did
by analysing their actions
F. organise learning materials by using a table and
summarise based on what’s learned
How well I can do these
55
Be strong, be brave
55
Be strong, be brave
Key words to use
Emotions and feelings
afraid
anger
boring
certain
disappointed
doubt
excited
fear
interesting
nervous
nervousness
pain
positive
proud
relax
stressed
surprise
understanding
wondering
worried
Being/Becoming strong and brave
brave
bravery
challenge
courage
face danger
give in to
practise deep breathing
run away from
stand up
strong
try new things
Cool things to know
segregation
in the US
People were unfairly treated and
kept apart because of their skin
colour.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
In the
neighbourhood
4
Unit
What can we
do to make our
neighbourhood a
better place?
Key Question
Tasks
Objectives
read a story about a boy learning to start anew
in a new neighbourhood
listen to a radio interview about lives in different
New York neighbourhoods
learn about basic characteristics of neighbour-
hoods
present an ideal neighbourhood
make a leaflet about teens’ roles in neigh-
bourhoods
write a speech about neighbourhood safety
learn some words about neighbourhoods
practise stressing words when speaking
study the use of verb infinitives as objects
can prepare for a speech using a
three-part structure
can get a deep understanding of
what ideal neighbourhoods are like
can communicate about the
ideal neighbourhood and teens’
roles in neighbourhoods
can describe neighbourhoods
58
Unit 4
Getting ready
A
Read the mini-texts and complete the table.
Describing neighbourhoods
Getting ready
A
A1
Neighbourhood
Public services
Activities
Shanghai Xintiandi
Neighbourhood
restaurants, hotels, __________
shopping, __________,
doing some reading
Oak Park
__________, buses, a train
station, a neighbourhood centre,
sports fields
dances, ______________
Brent Cross
Neighbourhood
Brent Cross Shopping Centre,
parks, the underground
hanging out, taking the
underground
Oak Park, US
Ruddy: I live in Oak Park, a village
near the city of Chicago. The famous
writer Ernest Hemingway was born
and grew up here. And the village
has a museum for him.
Our neighbourhood is green and
lively. There is a network of buses, a
train station, a neighbourhood centre,
and sports fields. People living
here are friendly. We often have
activities like dances and gardening
competitions in the village.
Shanghai Xintiandi
Neighbourhood, China
Li Le: I live in the Shanghai Xintiandi
Neighbourhood. Our neighbourhood
is in the centre of the city and it is a
modern place with plenty of public
services, including restaurants, hotels,
and health clubs. We kids are never
worried about where to go for the
weekend. There are great places for
us to have fun together. We can go
shopping, watch movies, or do some
reading in a coffee shop.
59
In the neighbourhood
A
Complete the description about a
Mexican neighourhood with the words
in the box.
I live in a neighbourhood called “La
Sierra”. I 1
my neighbourhood
because it is very quiet and clean, and
my neighbours are nice and 2
.
There’s a big 3
two blocks from
my house. We can buy everything we
need in our daily lives there. There’s a
4
close by, too.
In winter, my neighbourhood is not
very cold because there are mountains
5
it. But when it is hot, my house
is cool and I don’t need an air conditioner.
I like running and I take part in the
running 6
of my neighbourhood.
We have many open places. When I want
to skate, I can just do it in front of my
house. That’s my favourite 7
.
friendly around club shopping centre
gas station activity like
A3
A2 Listen to the conversation. Put the
four places A to D in the boxes before
their names. The red spot (•) on the
map is where the speakers are.
A4 Work in pairs. Talk about your
neighbourhood with the guiding
questions.
1 What’s the name of your neighbourhood?
2 Is your neighbourhood big or small?
3 Is it quiet or busy?
4 What public services are there in your
neighbourhood?
5 What do you like to do in your
neighbourhood?
Kirk: Hi, I’m Kirk. I live in the
Brent Cross Neighbourhood in
London. It is well known for Brent
Cross Shopping Centre, one of
the oldest and largest shopping
centres in the UK. It’s also home
to a number of parks. I like to
hang out with my friends on the
weekend. Sometimes we take the
underground to the city centre and
other parts of London.
Brent Cross Neighbourhood, UK
Garden Street
A
D
B
C
East Road
May Road
(you are here)
the coffee shop
the library
the supermarket
the basketball court
A
60
Reading and critical thinking
B
Unit 4
5
10
30
40
15
20
60
Unit 4
Reading and critical thinking
B
A fresh start
A fresh start
Getting used to living in a new neighbourhood
can be a hard experience. Benjamin has just
moved into a new house. Look at the pictures on
this page and guess what has happened to him.
Then read the story to check.
It was the first day we moved into
our new building on a new street. I
broke Grandma’s bowl, the one Mum
loved best, when I was trying to get a
clean plate from the packed boxes.
Mum was very shocked. “Why
couldn’t you wait for me to unpack? I
can’t believe you broke this,” she cried.
“Well, I can’t believe we have to
live here now! And you didn’t even
meet me after my first day at the new
school!” I said quietly. I tried to match
the pieces, but this bowl would never
look the same again.
I went downstairs to throw out the
pieces as Mum told me to. At the hall, I
met Mr Sato, our new neighbour.
“Are you sure you want to throw
that out?” he asked, pointing at the
bowl.
“It’s broken,” I looked down at the
ground. “This is all my fault.”
“Things break, Benjamin. That isn’t
anyone’s fault. Besides, this is a simple
repair. Come, I’ll show you how to do
that.”
In their apartment, Mrs Sato made
me a sandwich. Mr Sato spread the
broken pieces out like a jigsaw puzzle
and began to rebuild the bowl with
a special paint. I helped to find each
match. When our puzzle was complete,
the bowl was together again. That
taught me a valuable lesson of never
giving up.
“This needs to dry. Come back on
Saturday, and we’ll finish it,” Mr Sato
smiled. “Now you can make a fresh
start, just like this bowl, and create
connections with your neighbours.”
“Yes, thanks for your help,” I
nodded my head.
25
35
61
B
In the neighbourhood
Subskill
Analysing the plot
Plot refers to a set of events within a story.
They are organised according to cause and
effect. To analyse the plot, we analyse its five
main elements—beginning, rising action,
climax, falling action, and ending.
B
Comprehension
Choose the correct answer.
What is the main idea of the story?
a Moving to a new building can be challenging, but with the right neighbours, it
can become an exciting experience.
b Benjamin’s mum was unhappy about the broken bowl, but Mr Sato helped
him repair it, teaching him the value of fresh starts.
c Benjamin broke his grandma’s bowl and was worried about his mum’s
reaction.
d Mr Sato’s special skill helped Benjamin create an unusual piece of art from the
broken bowl.
Answer the questions.
1 What happened to Benjamin on his first day in the new house?
2 When and where did Benjamin meet Mr Sato?
3 What did Mrs Sato do for Benjamin?
4 How did Mr Sato and Benjamin rebuild the bowl?
5 Would Benjamin’s experience of repairing the bowl help him fit in the new
neighbourhood? Why or why not?
Complete the plot diagram to see
how the writer tells the story.
B2
B3
B1
Setting
Time: The first day of moving
into the new neighbourhood
Place: In the new
neighbourhood
Climax
3 Benjamin went downstairs to
and met
4
2
1 Benjamin broke the bowl.
5
Beginning
Rising action
Falling action
Ending
62
Unit 4
Reading and critical thinking
B
Word work
On Saturday, I 1
Mr Sato’s apartment, where the bowl was waiting
for its final change. Together, we carefully put the finishing touches on the bowl.
As I held the “new” bowl in my hands, I understood what it meant to me. It
wasn’t just a 2
object—it was a reminder that mistakes happen but
can be fixed.
With the bowl as a symbol of my own 3
, I started on a journey to
accept our new neighbourhood and 4
both neighbours and classmates.
As days turned into weeks, I began to fall in love with our new neighbourhood,
finding support and kindness from those around me.
And whenever I saw that bowl, I would remember Mr Sato’s
words: “Things break, Benjamin. That isn’t anyone’s fault.” It was
5
in understanding life, one that would stay with me in
my life, reminding me to support not only others but also myself.
valuable lesson return to create connections with fresh start repair
B4
B6
B5
Write the words from the text.
Use the meanings and the first
letters to help you.
Complete the last part of the story with the correct forms of the words in the box.
Complete the passage with the correct forms of the words in B4.
Reading and critical thinking
B
This is a story about a boy named Benjamin who moves to a new place.
On their first day in a new 1
of a new 2
, Benjamin
accidentally 3
his mother’s favourite bowl. Feeling bad, he runs
into Mr Sato, their kind 4
, in the 5
hall. Mr Sato offers to
help 6
the bowl, and together they fix it using a special paint. This
experience allows Benjamin to start 7
in the new neighbourhood.
1 b
something that has a roof and walls, like a house or school
2 n
a person who lives next to you or near you
3 n
a district or an area of a town; the people who live there
4 a
a set of rooms for living in, usually on one floor of a building
5 b
to separate into two or more parts as a result of force
6 r
an act of repairing something
7 a
in a new or different and usually more positive way
Conversion of nouns and verbs
Conversion is when a word changes its type in a
sentence without adding anything to it. For example,
many English words are both nouns and verbs. Their
reason for doing it is still a puzzle to me. (puzzle n. a
question that is difficult to understand or answer) Her
reply puzzled me. (puzzle v. to make sb think hard)
63
B
Critical thinking
63
In the neighbourhood
1 Understand. What is the problem in this story? How is the
problem solved?
2 Analyse. When Benjamin broke the bowl, his mum and Mr Sato
behaved differently. Explain why they behaved like that and
how they influenced Benjamin.
EXAMPLE
Benjamin’s mum was shocked and unhappy when she saw the
broken bowl. She said it was his mistake.
This is understandable because the bowl was important to her,
and she was probably tired from moving and unpacking.
Mum’s reaction was understandable, but it made Benjamin even
more angry and less willing to accept the changes brought by
the move.
3 Create. At the end of the story, Benjamin started his journey
of accepting his new neighborhood. What could he do to help
his mum? Do you also have a story about your neighbours to
share? Tell it to your classmates.
Culture link
Neighbours play an important role in our lives, offering
us a sense of community and support. There are sayings in
different cultures about neighbours. For example:
A near neighbour is better than a distant relative. (China)
Better a good neighbour than a distant friend. (Spain)
A good neighbour is a found treasure. (UK)
A neighbour's joy is our joy; a neighbour's sorrow is our
sorrow. (US)
All of them stress the importance of getting along with
our neighbours, because that makes our lives better.
Grammaring
C
64
Unit 4
Grammaring
C
Infinitives as objects
Study the blue parts and answer the questions.
C1
C2 Complete the conversation with the correct forms of the words in the box.
1 I like to hang out with my friends.
2 We kids are never worried about where to go for the weekend.
3 Are you sure you want to throw that out?
4 Come, I’ll show you how to do that.
hear be do keep talk
Jane: Excuse me, I am your neighbour from downstairs. I just want 1
with you about the noise from your apartment.
Luke: Oh, I’m sorry 2
that. What is troubling you?
Jane: Well, it’s been very loud. Could you please keep the noise down?
Luke: I see. I will try 3
more careful in the future.
Jane: Thank you, that would be great.
Luke: By the way, how do you manage 4
quiet in your apartment?
Jane: Well, I never have parties late at night.
If I do, I choose 5
it in a club.
Luke: Thanks for your advice.
Jane: No problem, that’s what neighbours are for.
Q1 What types of words are used before infinitives?
Q2 What’s the role of the infinitive in each sentence?
1. An infinitive (e.g. to do) can be used as the object of another verb.
2. Verbs that can take an infinitive as object include:
(1) agree, decide, expect, manage, promise, refuse, wish … + to do
(2) ask, show, teach + sb + wh- + to do
For example:
She likes to organise the kids in the neighbourhood to do some chores for the
elders on Labour Day.
He showed me how to be a warm-hearted and supportive neighbour.
I find it important to keep a good relationship with my neighbours.
Grammar highlights
C
65
In the neighbourhood
C
C4
C3
Complete the passage with the correct forms of the verbs in brackets.
Many schools in Zhejiang are carrying out a project called “Ten Thousand
Students into Neighbourhoods”. They ask their students 1
(take) part
in neighbourhood activities during holidays. Students help 2
(keep)
their neighbourhood clean, stop bad behaviours, and learn 3
(care) for
the old.
Wang Mei is one of these students. There was a noisy dog in her building.
None of the neighbours wanted 4
(make) the dog’s owner angry, and
they didn’t know what 5
(say). Wang Mei decided 6
(talk)
to the owner. It’s quieter now because the owner has started 7
(take)
care of her dog.
“The kids enjoy 8
(do) the work,” said Mr Liu, a worker from a
neighbourhood in Hangzhou.
Complete the passage with the correct forms of the words in the box.
hold activities offer help have a good time share
grow fruits and vegetables count on each other
bring the neighbourhood together
I live in a small and special neighbourhood. Everyone knows each other’s
name and always 1
in times of need—neighbours are friends and
friends are family. We often 2
in the neighbourhood centre such as
parties because we hope to come together to 3
.
One of the most special parts of our neighbourhood is our shared garden.
We have a large piece of land and we have decided to 4
together.
When it comes to the right time, we are ready 5
the produce. Such an
activity not only improves healthy eating but also 6
.
Whenever anyone needs help, whether it’s with yard work or something else,
neighbours are always there to lend a hand. We are lucky to know that we can
7
.
Listening and speaking
D
66
Unit 4
Neighbourhoods
Tick five basic characteristics you think a neighbourhood should have and
explain why.
1 a safe environment
2 an identifiable centre and edge
3 a limited size
4 convenient to get anywhere by bus
5 a network of walkable streets
6 best sites for civic services
7 outdoor markets
8 different building types and prices
D5
D1 Answer the questions.
1 What is the relationship
between neighborhoods
and cities, and how do
boroughs fit into this
relationship?
Listen and choose.
The interview is mainly about
.
a what a neighbourhood is like in New York
b how people feel about living in Brooklyn
c why people choose to live in New York
d how many neighbourhoods Brooklyn has
Listen again and complete
the diagram.
Discuss the questions in pairs.
Which neighbourhood among the above three do you prefer to live in? Why?
D2
D3
D4
Hear it from locals
Subskill
Listening for details
2 Match the two pictures with their names.
a a basketball arena
b a ferry stop
Neighbourhood:
Williamsburg
Living place: in an old apartment
Working place: in ______
Great Places: rooftop bars,
cool movie theatres, fun shops
Living place: in a ______
apartment
Working place: in an office
Great places: ______, a ferry stop
Living place: in a brownstone
Working place: in ______
Great places: ______, a park,
the basketball arena
The radio interview
Benjamin Parker
Alexander James
Isabella Grace
Neighbourhood:
______
Neighbourhood:
Prospect Heights
D
67
In the neighbourhood
Presenting an ideal neighbourhood
Work in pairs. Design an ideal neighbourhood by drawing a map of it. Use
the guiding questions to help you. Present your design to the whole class.
Listen again and add more details to the diagram in D6.
Listen and write the characteristics (on the list in D5) mentioned in blanks 1
to 5 in the diagram.
D7
D6
Discuss the question in pairs.
How many characteristics does your neighbourhood have?
D8
Useful expressions
• Where is it?
• What characteristics does it have and why?
• What great places does it offer?
• Let’s take turns sharing our thoughts.
• I’d like to hear your thoughts on this.
• I’d like to add something here: …
• Could you please hold that thought
for a moment?
• In response to what you just said …
• Here is …
• We’d like (to) …
• Our ideal neighbourhood has …
characteristics. First ...
• There are some great places to go.
• There are many cool things to do.
• We both think …
D9
( see p147 )
Pronunciation
Sentence stress III
3
2
4
1 an
identifiable
centre and
edge
5
to satisfy people’s
to walk from centre to
edge in
to know when you’ve
arrived at
a neighbourhood
public buildings and
gathering places
Subskill
Taking turns during conversations
Taking turns during conversations allows
each person to have a chance to speak,
and actively listen to others. It’s to show
respect for others and encourage good
communication.
Writing
E
68
Unit 4
A speech about the neighbourhood
Your neighbourhood will hold a speech
competition on how to make your neighborhood
a safer place. Now you are writing your speech.
68
Subskill
Using a three-part structure
To write a clear and persuasive
speech, we can use a three-
part structure, which includes:
introduction, body, and
conclusion.
Study a model. Analyse the structure of the speech and complete the outline
table.
1
Ladies and gentlemen,
I’d like to address this problem—the streets at
night are too dark and it may cause accidents.
Here’s what we can do.
First, we can add more lights. This will help people clearly see where
they’re going.
Second, we should make sure there are no objects blocking the
sidewalks. This will make it safer for everyone to walk around.
Besides, it’s important to carry flashlights when walking at night, so
drivers can see us better.
Let’s work together to make our neighborhood safer!
Thank you.
Parts of the
speech
Content of each part
Introduction
Purpose of the speech: _______________________—the streets
at night are too dark.
Body
First point: _________________________________
Second point: Making sure there are no objects blocking the
sidewalks.
Third point: _________________________________
Conclusion
Call to action: _______________________________
E
69
In the neighbourhood
Think. Suppose you find one safety problem your neighbourhood is facing.
You are going to deliver a speech about it. Create an outline like the one in
Step 1.
Problems in the neighbourhood
• There are no fences or warning signs around the lake.
• People and cars are not separated.
• Dog owners walk their dogs without tying them up.
• Outdoor advertising boards are not properly fastened.
• Most of the time, the doors of the fire stairs are not shut.
• …
2
Check. Read your own writing. Answer the questions.
1 Did you make your speech clear and persuasive by using a three-part
structure?
2 Did you offer supporting details for each of your points?
3 Did you use infinitives correctly?
4
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 What problem does the writer address in the speech? Can he/she
persuade you if you are in the same neighbourhood?
2 Can the speech be divided into three parts? How many points of view are
there in the second part?
3 Does the writer use infinitives as objects in some sentences?
5
Write. Write your speech, using a three-part structure and offering details
for each of your points of view in the body part. Try to use infinitives as
objects in some sentences.
3
Project
F
70
Unit 4
Task: Make a leaflet about what teens
can do to make their neighbourhood a
better place. A model is given.
What can we
do to make our
neighbourhood
a better place?
Project
F
70
Unit 4
Roles teens can play to make the
neighbourhood a better place
A volunteer
Actively take part in
volunteering work, such
as cleaning up public
spaces or helping in local
organisations.
A problem finder and/or
solver
Help to improve safety in the
neighbourhood by reporting
problems and following the
safety guidelines.
A friendly neighbour
Create a positive
relationship by greeting
neighbours, organising
community activities, and
showing respect to others.
F
71
In the neighbourhood
F
71
Study the leaflet to find out what it focuses on and what makes it clear and
attractive.
e.g. It focuses on teens’ roles in making their neighbourhood better.
1
Work alone. Write down your ideas about what role you can play to make your
neighbourhood a better place.
2
3
In the neighbourhood
Create your leaflet and prepare to
present it as a team.
4
Orally present your leaflet to the
class. Remember to organise your
presentation into clear parts, and
plan a phrase to introduce each
part. e.g. Now let’s share our ideas
about what role teens can play to
make our neighbourhood a better
place …
5
Work in groups and exchange your ideas. Collect the best ideas that can be
included in the leaflet and think about the pictures you need to communicate
your ideas or make the leaflet attractive. Read the tips in the TEEN SKILL box
and practise saying the useful expressions with your group members.
Improving collaboration
Tips
• Find a common ground when
necessary.
• Respect others’ opinions.
Useful expressions
• Let's find a middle ground ...
• Can we meet halfway on this?
• I see the value in your idea, and I
suggest ...
• I respect your opinion on this matter.
• Thank you for sharing your thoughts
on this problem.
TEEN SKILL
72
Self-assessment
Unit 4
72
72
Self-assessment
A. understand texts by analysing the plot of a
story, and get detailed information from texts
by reading questions and subtitles
B. share ideas by taking turns in conversation
C. write a three-part speech
D. understand how different cultures understand
the importance of neighbourhoods
E. predict people’s actions based on the analysis
of what has happened
F. cooperate with others by effectively
communicating ideas through finding common
ground, showing respect, and using pictures
How well I can do these
73
In the neighbourhood
73
In the neighbourhood
Key words to use
Describing a neighbourhood
accident
activity
apartment
block
bridge
building
centre
convenient
edge
large
lively
modern
safety
village
Public services in the neighbourhood
bank
basketball court
book store
coffee shop
community
ferry stop
gas station
go shopping
hall
hang out
health club
hospital
hotel
movie
museum
restaurant
shopping centre
sports field
theatre
underground
Cool things to know
A near neighbour
is better than a
distant relative.
The Chinese saying tells about
the importance of our neighbours
when we are in need of help.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Culture and
customs
5
Unit
What can we do to
learn and develop
our traditional
culture and customs?
Key Question
Tasks
Objectives
read an expository essay about cultural beliefs
about magpies and crows
listen to a radio programme about the English
afternoon tea party
learn about Diwali in New York
introduce a traditional Chinese cultural practice
or custom
give an oral presentation about what to do to
develop traditional Chinese culture and customs
write an essay about keeping traditional
Chinese culture and customs alive
learn some words about culture and customs
practise pausing according to sense groups
study the use of object clauses
can express opinions on keeping
traditional Chinese culture and
customs alive, using different
structures
can get a deep understanding of
how culture and customs influence
the way people look at the world
and live their lives
can communicate about reasons
and ways to learn and develop
traditional Chinese culture and
customs
can describe cultural practices and
customs in different cultures, their
meanings, and purposes
76
Unit 5
Getting ready
A
Country: China
Description: It’s said that the Chinese window paper-cuts, or
window flowers, appeared in the 6th century. Chinese people
have created them to show beautiful things and express good
wishes. And it’s a tradition for Chinese families to use window
paper-cuts for big festivals.
Country: France
Description: Greeting or saying
goodbye to friends and family by
kissing on the cheek is perhaps the
most common French gesture. La bise
is more an air kiss; the lips do not
touch the skin, although the cheeks
can touch. Interestingly, you can find
that several
cultures share
this custom of
kissing.
Country: US
Description: In
many countries,
people don’t tip,
or only leave a
small tip when
the food is
especially good. But tipping
is rather a must at most restaurants
in America. In fact, customers are
expected to leave between 10–20
percent of the bill as tips. This
encourages restaurants to provide
better service.
Exploring culture and customs
Getting ready
A
Read the mini-texts and complete the table.
A1
Country/Countries
Culture/Custom
Purpose/Meaning
China
La bise
to encourage restaurants to
provide better service
Kenya and Tanzania
Window paper-cut
Tipping in the US
La bise
a
c
b
77
Culture and customs
A
Country: Kenya and Tanzania
Description: The Maasai
culture of East Africa is known
for their special customs and
way of life. Maasai people have
no writing but a rich tradition
of storytelling. Through oral
stories of music, dance, and
life pictures, elders pass down
their history, cultural values,
and knowledge.
A
Complete the passage with the words in
the box.
China is a tea nation. Chinese tea-
making culture includes 1
skills
in planting tea, making tea by hand, and
2
tea. There are mainly six
kinds of tea and over 2,000 tea products
3
the country. Green tea is the
most 4
, as it’s good for health.
“I don’t know if each Chinese family
does this. But it’s a 5
for my
family to 6
tea with each other
and have fun together at weekends,” a
tea lover said.
popular greet share (x2)
special around custom
A3
A4 Work in pairs. Talk about an
interesting culture or custom. Use the
guiding questions to help you.
1 Can you tell me where the culture or
custom is from?
2 What do people usually do according
to the culture or custom?
3 Why do you think it’s interesting?
A2 Listen, complete the passage, and
answer the question.
Storytelling of the
Maasai culture
d
Hot pot, with its rich history, dates
back over 1
years. It is both
a dish and a(n) 2
. People sit
around the pot and 3
their
own meat, seafood, and vegetables in
the boiling soup. Hot pot is especially
4
with young people in China
and other Asian countries. And it’s
believed that the 5
hot pot is
in Chongqing.
Why do the local people in Chongqing
love hot pot so much?
78
Reading and critical thinking
B
Unit 5
5
10
35
40
15
20
78
Unit 5
Reading and critical thinking
B
30
25
Looking for lucky birds
Looking for lucky birds
in the sky
in the sky
A British writer once said that culture is a way of dealing
with the world by defining it in detail. Culture influences
the way people look at the world. Look at the pictures on
this page. Do you know what birds
they are? How do people usually
feel when seeing them? Read
the text and check your ideas.
Magpies are everywhere across
the world and often share the common
meaning of luck in different cultures.
In the UK, there is a poem about what
seeing a different number of magpies
means.
One for sorrow.
Two for joy.
Three for a girl.
Four for a boy.
Five for silver.
Six for gold.
Seven for a secret, never to
be told.
Three and four are usually believed
to show the sex of a soon-to-be-born
child or possible success in finding
true love. Five and six suggest that
the person is likely to soon become
wealthy. Seven means a secret will be
successfully kept. They are all positive,
except for seeing just one bird. Seeing
one magpie is thought to be unlucky.
However, there are still ways to shake
it off. By simply saluting the bird or
saying “Good morning, Mr Magpie,
how is your wife?”, you can get good
luck back again.
In China, there is a saying: The
singing of a magpie brings good luck and
happiness, while that of a crow brings
bad luck and misery. This saying suggests
that magpies are signs of good luck,
while crows are bad luck. In the UK,
crows are also seen as bad signs by many
people. In TV shows and films from
these two countries, if a group of crows
are shown crying, that is to introduce an
air of misery or death. A group of crows
is also called a “murder”, reminding us of
the cultural beliefs about the bird.
79
B
Culture and customs
B
Comprehension
Match each paragraph with its main idea.
Paragraph 1
a explanation of the poem
Paragraph 2
b introducing the main topic
of the text
Paragraph 3
c an English poem about the
beliefs about magpies
Paragraph 4
d the common beliefs about
crows in China and the UK
Answer the questions.
1 What does seeing five and six magpies mean in the UK?
2 How can a person avoid bad luck if he or she sees only one magpie?
3 What does the Chinese saying in the last paragraph suggest?
4 Why are crying crows used in TV shows or films?
5 Why is “one magpie” or “a group of crows” often seen as a bad sign?
6 How does the writer feel about the cultural beliefs about magpies and crows?
Complete the table with the information based on the text.
B2
B3
B1
Rhetorical device
Example
Purpose
using quotes
• a poem in the UK
• to make the text fun to read
• to make readers better
understand how cultures see
magpies
•
• to introduce another cultural
belief
making comparisons
• beliefs about
crows in China
and in the UK
•
giving examples
•
•
Subskill
Making inferences
When reading, we often
make guesses or inferences
about things that are not
directly stated in the text.
We do this by thinking
about what the writer
writes, how they write it,
and what we already know
about the subject. This
helps us understand more
about the text.
80
Unit 5
Reading and critical thinking
B
Word work
Certain objects or events serve as signs of cultural beliefs. They 1
bring good or bad luck to people who own, or even see them. Some 2
in
different cultures, which have similar beliefs and traditions connected with them.
For example, four-leaf clovers are thought to 3
to those who find them,
while seeing black cats means bad luck. People also believe some practices help
4
bad luck and 5
, like saluting a magpie when you see it. In
many places across the world people 6
say “touch wood” or “knock on
wood” in order to avoid bad luck or continue to have good luck.
be likely to share common meaning be believed to
shake off bring good luck get good luck back
B4
B6
Write the words from the text. Use
the meanings and the first letters
to help you.
Complete the passage about cultural beliefs with the correct forms of the
words in the box.
Reading and critical thinking
B
B5 Complete the summary of the text with the correct forms of the words you
wrote in B4.
Magpies share the 1
meaning of luck in many cultures. In the
UK, a poem 2
that seeing one magpie is unlucky. But you can get
good luck back by 3
saluting it or greeting it. In China, magpies
mean luck and happiness, 4
crows bring bad luck. In the UK, crows
are also seen as bad 5
. TV shows and films often use crying crows
to show 6
or death is 7
to happen.
1 s
a thing that shows something may happen
2 w
compared with the fact that; but
3 s
to state something in an indirect way
4 s
in an easy way
5 m
great pain of the mind or body
6 c
belonging to or shared by two or more people or things
7 l
probable or expected
Conversion of adjectives and adverbs
Conversion is the word formation process
in which a word changes its part of speech
without adding any affixes. For example,
some words like fast, slow, can be used
both as an adjective and an adverb.
Culture and customs
81
B
Critical thinking
81
1 Understand. Find out cultural meanings of seeing different
numbers of magpies in the UK.
e.g. Seeing one magpie means bad luck while two means good
luck.
2 Analyse. Examine the cultural beliefs about magpies and crows
mentioned in the text. Find out why people have them. An
example is given.
EXAMPLE
Cultural beliefs about seeing one magpie: One for sorrow. To
shake it off, people should salute it or say “Good morning, Mr
Magpie, how is your wife?”
Possible reason: Magpies usually live in pairs or in groups, so
one magpie is thought to be single or lonely. By saluting it or
greeting its wife, people show respect and politeness, meaning it
is not alone but lives happily in groups or with its family.
3 Evaluate. In every culture, there are certain objects or events
that are signs of good luck or bad luck. Can you tell some and
explain how the ideas that go with them make sense? Do they
really bring people good luck or bad luck? What do you think of
them?
Grammaring
C
82
Unit 5
Grammaring
C
Object clauses
Study the blue parts and answer the questions.
C1
C2 Complete the conversation with if/whether, what, when, how, and why.
1 Interestingly, you can find that several cultures share this custom of kissing.
2 There is a poem about what seeing a different number of magpies means.
3 Five and six suggest that the person is likely to soon become wealthy.
4 Seven means a secret will be successfully kept.
Alex: I do all things with my left hand.
Mary: Then you must be careful when you travel to some countries.
Alex: Can you tell me 1
(I should be careful)?
Mary: Because some people there think the left hand is dirty.
Alex: I wonder 2
they eat pancakes. We need both of our hands.
Mary: They only use the right hand to eat.
Q1 Is the blue part the subject or the object of each sentence?
Q2 What words do we use to introduce object clauses in the above sentences?
What other words can we use?
Q3 What kind of words do object clauses usually follow?
Object clauses are dependent clauses that act as objects in a sentence. They are
often introduced by that, if or wh-words. They can be used after verbs as follows:
Grammar highlights
add admit agree answer believe decide explain feel hear hope
learn mention promise remember repeat say suggest tell think
ask know wonder
ask forget remember know tell wonder
+ that
+ if/whether
+ wh-
Note that an object clause is structured as a statement, not as a question.
For example, it is wrong to say: I don’t know where can I put the special object for
the traditional ceremony. ()
Instead, we should say: I don’t know where I can put the special object for the
traditional ceremony. ()
C
83
Culture and customs
C
C4 Complete the notes to share what you know, don’t know, and want to know
about Japanese culture and customs.
C3 Complete the passage with that or wh- words.
Alex: Do you know 3
they can use the left hand to shake hands?
Mary: I’m afraid not. You never know 4
will happen if you use your
left hand for shaking hands.
Alex: May I ask 5
I can use my left hand there?
Mary: I really have no idea.
It is important to remember 1
you should never wear shoes
indoors in Japan. Do you want to know 2
?
If you go to Japan, you will find 3
most Japanese floors are
covered with tatami. Tatami is difficult to clean. So it’s not hard to understand
4
it is impolite to enter with shoes on, isn’t it? Make sure 5
you take them off at the door and wear indoor shoes instead.
No one knows for sure 6
the Japanese
started this no-shoe-inside culture. But we all know
7
Japan is a wet country with sea around.
In the past, the road got dirty when it rained. It was
believed 8
the dirty shoes might bring
unclean things inside.
I know
I don’t know
I want to know
Listening and speaking
D
84
Unit 5
An Indian festival in New York
Listen to Part 1 and predict.
What are Mickela Mallozzi and her friends doing today?
D5
D3
D1
D2
D4
Answer the questions.
1 How do English people usually drink tea?
2 What snack do the English eat with
afternoon tea?
Listen and choose.
The radio programme is mainly about
.
a why English people enjoy afternoon tea
b when English afternoon tea culture started
c how many kinds of tea parties there are in England
d what we need to do for an English afternoon tea party
Listen again and complete the diagram.
Discuss the questions in pairs.
1 What kind of things are a must if we want to prepare for English afternoon tea?
2 Why do English people love afternoon tea?
Subskill
Identifying the topic
of a radio programme
Many hosts or hostesses of
radio or online programmes
will introduce the topic(s) at
the beginning. Listen closely to
what they say and take notes.
An introduction of English afternoon tea
Preparations for an English tea party
tea
1
scones
Use the best
teapot and
2
.
Make mini
ones so that
they're easier
to eat.
Add
3
and sugar to it.
Add fillings
like ham,
cheese, and
4
.
It's a most
traditional
5
in England.
D
85
Culture and customs
Introducing traditional Chinese culture and customs
Speak up. Think about one traditional Chinese culture or custom that you
believe best stands for China and share in
groups. Here are some choices.
Listen to the whole recording again and tick the right answers.
1 Why do some people call parts of Queens in New York “Little India”?
There are some ancient Indian buildings there.
There are many Indian Americans living there.
2 Why do people celebrate the festival in New York?
To share Indian culture with the city.
To show respect for American culture.
D8
D9
Listen to Part 2 and check your answer to the question in D5.
D6
Listen to the whole recording and complete the table.
D7
An Indian festival in New York
Setting
Queens, an area of New York
People
1
American
Places and
objects
• Restaurants and foods
• Shops and goods
Activities
• 2
in the street
• have a special meal: tandoori 3
, goat curry, and
4
• go to an Indian 5
shop and get some burfi
Chinese calligraphy
Giving hongbao
Dragon boat race
Eating mooncakes
Chinese culture
&
customs
Useful expressions
• I totally agree that …
• It’s said that the history of …
can date back …
• It is believed that …
• People believe that ...
• It suggests …
• It means …
• That’s why I think … can be
the symbol of …
Pronunciation
Sense groups
and pausing II
( see p147 )
Writing
E
86
Unit 5
Keeping the traditional
culture and customs alive
You’re writing an opinion essay for
a column in your school English
newspaper about which traditional
Chinese cultural practice or custom
should be taught at school and
explain why.
Paragraph
Opinion
Supporting detail
Structure
1
Beijing Opera should be
taught at school.
I’ve become a
huge fan of it.
... I totally agree
that …
2
Beijing Opera is an
amazing art.
/
It allows young people to
…
/
/
such as bravery
and honesty
3
/
Subskill
Expressing opinions by using different
structures
When giving opinions, we can use different
structures to make the writing more lively,
highlight important information, and therefore
get the reader interested, e.g. I think/believe/
feel (that) ..., I (don't) agree that ..., in my
opinion/view, I strongly believe, I couldn’t
agree/disagree more that/with ..., I am totally
against ..., I (completely) agree that/with ...
Study a model. Find in each paragraph how the writer expresses his/her
opinions and support them with details.
1
As a teenager, I used to dislike opera. But since my friend introduced
Beijing Opera to me, I’ve become a huge fan of it. And I totally
agree that it should be taught at school. Here are my reasons.
To begin with, Beijing Opera is an amazing art with its special
dances, costumes, and painted faces. Besides, it allows young
people to connect with traditional Chinese culture and improve
their understanding of history. Lastly, Beijing Opera, in my view,
teaches important values such as bravery and honesty.
All in all, I believe that learning Beijing Opera at school is
important for keeping our traditions alive for future generations.
Why should we learn Beijing Opera?
E
87
Culture and customs
Paragraph
Opinion
Supporting detail
Structure to be used
1
2
3
Think. Choose a traditional Chinese cultural practice or custom that you
believe needs to be kept alive and taught at school. Complete the table.
2
Check. Read your own writing. Answer the questions.
1 Did you use different structures to express your opinions?
e.g. I think … / In my opinion, …
2 Did you use any object clauses in your speech and did you use them
correctly?
4
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 How many reasons does the writer give when expressing his/her opinion?
2 Does the writer use different structures to express his/her opinions? What
are they?
3 Does the writer use object clauses in some sentences?
5
Write. Write your essay, using the table in Step 2 to help you. Try to use
object clauses in some of your sentences.
3
Culture link
Around 200 years ago, Beijing Opera began in Beijing. In Beijing Opera,
there are four main roles: sheng, dan, jing, and chou. The sheng role is for
male characters. They use special moves to show their bravery and strength.
The dan role is for female characters of all ages. They dress beautifully. The
jing role wears painted faces and makes big movements to show power.
The chou role is for funny characters. They wear special makeup and do silly
actions. Together, these roles create a lively Beijing Opera.
Project
F
88
Unit 5
Project
F
88
Unit 5
Task: Give an oral presentation about
what we can do to develop our
traditional culture and customs.
What can we do to
learn and develop our
traditional culture and
customs?
Form groups and assign roles
according to your interests
and abilities. Make sure each
member has his/her role to do
the project together. You can
also give a name for your group.
Read the tip in the TEEN SKILL
box and practise saying the
useful expressions with your
group members. Here is a card
to help you set up your group.
1
Doing a project together
Tip
• Assign roles and responsibilities
based on interests and abilities.
Useful expressions
• Your role will be ...
• You will be responsible for ...
• I would like you to take the lead
on ...
• Can you take on the task of ...?
• I think you would be great at ...
• Would you be willing to take on
the role of ...?
• Your main focus will be ...
TEEN SKILL
To learn and develop our traditional culture and customs
The culture/custom
Group name:
Group leader:
Group members
Surveyor(s):
Data analyst(s):
Writer(s):
Photographer(s):
Presenter(s):
…
F
89
Culture and customs
F
89
Culture and customs
Make a survey about the methods your classmates use to learn traditional
culture and customs, analyse the data you collect, and then complete the table.
2
Give an oral presentation about what we can do to learn and develop our
traditional culture and customs.
5
Research what you can do to develop this traditional culture or custom.
4
Introduce one traditional culture or custom in your hometown you’ve learned
about using one of the methods in Step 2.
3
Method of
learning
Number of
students
Examples of “What is learned”
travelling
bowing as a form of greeting and
showing respect in Japan
Method of developing
learning and sharing knowledge with others
90
Self-assessment
Unit 5
90
A. make inferences, identify the topic(s), and
predict the main idea of different texts
B. communicate about reasons and ways to learn
and develop traditional culture and customs
using object clauses
C. write an essay to express opinions about
keeping traditional culture and customs alive
using different structures
D. understand Beijing Opera and cultural beliefs
about certain things or events in different
cultures
E. evaluate cultural beliefs by analysing how they
make sense
F. learn from others about ways of learning to
improve my own study competence
How well I can do these
91
Culture and customs
91
Culture and customs
Key words to use
Culture and customs
afternoon tea party
air kiss
Beijing Opera
cultural belief
cultural value
custom
dress beautifully
English afternoon tea
English breakfast tea bag
festival
green tea
greeting
hot pot
painted face
paper-cut
tipping
tradition
Keeping traditional culture and customs alive
amazing art
cultural understanding
develop
future generation
important value
keep ... alive
share
teach ... at school
traditional Chinese culture
understand
Cool things to know
Beijing Opera
It is a traditional Chinese performing
art. It began in Beijing during the
Qing dynasty around 200 years
ago.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Great
minds
6
Unit
How do great minds
change the world?
Key Question
Tasks
Objectives
read a mini biography about Tu Youyou
listen to a podcast about Florence Nightingale
learn about Abraham Lincoln
introduce a great person
make a profile about a great person
write a summary of a text about a great person
learn some words about great minds and their
achievements
practise using weak forms in speech
study verbs’ -ing forms used as objects
can write a summary of a text
about a great person by summaris-
ing paragraphs in order
can get a deep understanding of
how great minds change the world
and the qualities they have
can tell stories about great people
and the way they change the world
can describe great minds, their
achievements, and their qualities
94
Unit 6
Getting ready
A
Read and fill in the blanks (except those after
“Quote”) with the information from the table
and the mini-texts.
Great people and their achievements
Getting ready
A
A1
Name:
Nationality:
Achievements:
Quote:
Name:
Nationality:
Achievements:
Quote:
Name:
Nationality:
Achievements:
Quote:
Name:
Nationality:
Achievements:
Quote:
Name
Nationality
Confucius
Nelson Mandela
William Shakespeare
Thomas Edison
Chinese
South African
English
American
He was a great English poet,
dramatist, and actor. During his life,
he wrote around 39 plays as well as
hundreds of poems. He’s the most
popular writer in the English world.
One of his most famous plays is
called Romeo and Juliet.
a
He was an ancient Chinese
educator and philosopher.
He spent much of his life
travelling and meeting different
people. He is remembered for
his wise sayings. They were
written down by his students.
b
He fought for the black people’s liberation.
In 1993, he won the Nobel Peace Prize, and
in 1994, because of his hard work, white
and black people stood together in line to
vote for the first time in South Africa. When
he was 75, he became the country’s first
black president. His achievements will be a
great example to encourage future leaders.
c
Suffix: -ment
The suffix -ment is usually added
to verbs to change them from
verbs to nouns, e.g. achievement,
treatment, improvement,
agreement, excitement.
b
95
Great minds
A
Listen and tick the facts you hear.
1 Neil Armstrong was an American
astronaut.
2 Neil Armstrong was the first man
to walk on the Moon.
3 Neil Armstrong was brave to go
to a place unknown to humans.
Complete the facts about Albert Einstein
using the words from the box.
Albert Einstein was a scientist. In fact
he is considered to be the 1
scientist of the 20th century. Albert
Einstein was 2
in 1879. He won
3
in Physics in 1921. His most
famous work is the 4
Theory of
Relativity. The 5
changed the
way people understand the 6
.
He was also a person who lived a colourful
life. He loved playing music on his violin.
He also liked hiking and walking.
Put the correct numbers before the
following quotes in the blanks after
“Quote” in A1.
groundbreaking born theory
universe the Nobel Prize greatest
A
A2
A3
A4
1 Our greatest weakness lies in
giving up. The most certain way
to succeed is always to try just
one more time.
2 I will continue fighting for
freedom until the end of my days.
3 Keep what you say and carry out
what you do.
4 Have more than thou showest;
Speak less than thou knowest.
Culture link
The Nobel Prize was named after Alfred
Nobel, a Swedish scientist. Nobel Prizes are
given each year in six areas: physics, chemistry,
physiology or medicine, literature, peace, and
economics. The prizes honour people anywhere
in the world who have done outstanding work
in one of these areas.
A5 Work in pairs. Ask each other
who was the greatest among the four
mentioned in the mini-texts and why.
Confucius.
Yes, he was.
His thoughts have influenced
generations of Chinese people.
Who do you think was the greatest one?
Was he a teacher?
Why do you think so?
He was the most famous
American inventor, scientist, and
businessman in the 20th century,
best known for his work in the
electrical industry—to be exact,
the development of the light
bulb. Many of his inventions
are still important, useful today
and have a great effect on all
our lives. His clever thinking
and groundbreaking theories
changed the world, making him
an important person in the world
of science.
d
96
Reading and critical thinking
B
Unit 6
5
10
30
35
40
15
20
Tu Youyou:
Tu Youyou:
The Nobel
The Nobel
Prize journey
Prize journey
Sweet wormwood is a common
plant in China. Tu Youyou, a pioneering
scientist in the field of medicine, was
born in Ningbo in 1930. She discovered
its special power, which has since saved
millions of lives.
Malaria is a serious and sometimes
deadly disease that had been known to
humans for thousands of years. In 1969
Tu was made the head of a research
project to find a cure for malaria.
She studied as a medical researcher
in college, and traditional Chinese
medicine once helped treat her disease
when she was young. This led her
to experiment with natural Chinese
treatments. She and her team talked
to Chinese medicine doctors and read
ancient texts. In three months, they
found 2,000 treatments and narrowed
them down to 380 based on 200 plants.
The group started testing these
treatments on animals with malaria.
They tried again and again, but
achieved nothing. In 1971 after failing
over 190 times, Tu found qinghaosu,
or artemisinin, in sweet wormwood.
She spent the next ten years improving
the medicine. Tu and her team even
took the risk of testing the medicine on
herself and two coworkers to make sure
it was safe for humans. They succeeded.
In the early 2000s, the World Health
Organisation (WHO) recommended
using artemisinin as a treatment for
malaria. Tu called it a true gift from old
Chinese medicine.
Tu never regretted giving her whole
life to the work. On 5 October 2015,
Tu was awarded the Nobel Prize in
Physiology or Medicine together with
two other scientists because of her great
achievements. “I feel more rewarded when
I see so many patients cured,” she said.
96
Unit 6
Reading and critical thinking
B
25
Malaria is a serious illness spread by
mosquitoes, affecting people in hot parts of
the world. Scientists from around the world
searched for new treatments, testing over
240,000 plants, animals, and so on. None
of them succeeded, except one. Let's meet a
great Chinese scientist and find out how she
discovered a new cure for malaria.
97
B
Great minds
B
Comprehension
Complete the diagram. Tell
Tu’s story in your own words.
B1
Choose what is not mentioned in the text.
a What Tu Youyou looks like.
b Tu Youyou’s early life.
c How qinghaosu was discovered.
d Why the WHO recommended using qinghaosu.
e Tu Youyou’s parents and family.
f What Tu Youyou was awarded.
g A quote from Tu Youyou.
Answer the questions.
1 Why did Tu start experimenting with natural Chinese treatments?
2 What do you think of Tu when she took the risk of testing the medicine on
herself?
3 What qualities does Tu have?
4 Why did the writer write this article?
5 How does the writer organise the passage? In order of time, or using cause-effect
structure or problem-solution structure?
B2
B3
Subskill
Understanding sequence
Understanding sequence means getting the
time order or logical order of events, ideas, or
information within a text. Dates help to show time
sequencing. Creating a chain diagram by listing the
events, ideas, or information can help you get a
deeper understanding of a text.
in 1930
in 1969
in 1971
in the early 2000s
on 5 October 2015
98
Unit 6
Reading and critical thinking
B
Word work
Stephen Hawking was one of the most well-known scientists in modern time.
He was born in 1942. In his twenties, he became ill. All through his life, he was
never 1
his disease. However, he strongly believed that nobody
should lose hope however bad his situation is. Hawking fearlessly 2
complex scientific ideas, answering lots of questions about the universe. He
3
great things. His 4
were 5
theoretical
physics. His work has a great influence 6
. And he won the respect
of the whole world.
achieve x2 in the field of all over the world
experiment with cure ... of
B4
B5
B6
Complete the sentences with the words from the text. The first letter of each
word is given.
Complete the summary with the correct forms of the words you wrote in B4.
Complete the passage about Stephen Hawking with the correct forms of the
words in the box.
Reading and critical thinking
B
Tu Youyou is a scientist. She found the 1
power in a 2
plant named sweet wormwood, saving millions of lives. In the early 2000s,
the WHO 3
the use of artemisinin, or qinghaosu, as a 4
for malaria. Because of her great 5
, she was 6
the Nobel
Prize in 2015.
1 The artist has her own s
way of doing things.
2 It’s a c
hobby among young people: reading biographies of great
people in history.
3 They are having a party to celebrate the famous writer’s a
.
4 Hua Tuo, the famous traditional Chinese medicine doctor, used nature’s
treatments to t
his patients.
5 We strongly r
Shakespeare’s plays, because they were well written.
6 Rosie was in London to receive her a
as Scientist of the Year.
99
B
Critical thinking
99
Great minds
1 Recall. Retell the process of discovering qinghaosu as a
treatment for malaria.
e.g. First, Tu and her team talked to ... and read ...
2 Analyse. The writer uses numbers when introducing Tu’s work.
Find the numbers in the text and think what they tell us.
e.g. In three months, they found 2,000 treatments and narrowed
them down to 380 based on 200 plants.
3 Evaluate.
• Do you think Tu Youyou is a great person? Why or why not?
• Discuss in groups. What qualities set great people apart from
common people? What kind of achievements do they usually
make?
• What does greatness mean?
Grammaring
C
100
Unit 6
Grammaring
C
-ing as object
Study the blue parts and answer the questions. Read the sentences and find
out how -ing is used.
C1
C3 Complete the sentences with the correct forms of the words in the box.
C2 Make sentences using the verbs like, dislike, love, enjoy, hate, mind, find, practise,
prefer, and suggest. An example is given.
read use practise live make
The scientist enjoys reading old texts about traditional medicines.
1 Great minds in history believe in
their knowledge for the
betterment of society.
2 These scientists in history enjoyed
groundbreaking discoveries
that shaped the world.
1 Our greatest weakness lies in giving up.
2 The group started testing these treatments on animals with malaria.
3 After failing over 190 times, Tu found qinghaosu.
4 Tu and her team even took the risk of testing the medicine on herself and two
coworkers to make sure it was safe for humans.
5 In the early 2000s, the World Health Organisation (WHO) recommended
using artemisinin as a treatment for malaria.
6 Tu never regretted giving her whole life to the work.
The -ing form of a verb can be used as an object of a verb, such as like, dislike, love,
enjoy, hate, mind, find, practise, prefer, suggest.
The -ing form can also follow a preposition, such as in, after, by, of, about.
Grammar highlights
Q1 What types of words are used before the -ing form of verbs?
Q2 What’s the role of the -ing form of verbs in each sentence?
C
101
Great minds
C
C5
C4
Complete the passage with the correct forms of the verbs given in brackets.
Yuan Longping was called the “Father of Hybrid Rice”. In 1960s, he
considered 1
(develop) a special type of rice. In the 1970s,
Yuan succeeded in 2
(create) the type of rice, which could
feed about 70,000,000 more people every year! In later years, Yuan and
his team kept 3
(work) on improving it. In 1996, Yuan started
4
(grow) super rice, raising the production to a higher level. Yuan’s
rice is also grown around the world. People recommend 5
(grow)
it in countries such as India, Vietnam, and the US. It has saved millions of people
from hunger.
He spent most of his time 6
(work) on farms. He didn’t mind
7
(wear) cheap clothing. He didn’t care much about 8
(make) money. Yuan appeared to many just another farmer. But he was a national
hero, whose work helped 9
(reduce) hunger and 10
(improve) lives.
Complete the sentences with the infinitives or -ing forms of the verbs given in
brackets.
1 Leonardo da Vinci loved
(paint) beautiful pictures and dreamed
of
(invent) amazing machines.
2 Many people enjoy
(read) the works of Mao Zedong, who is the
founder of the People’s Republic of China (PRC).
3 Mahatma Gandhi showed how peaceful efforts could change the world and
encouraged others
(join) him.
4 Isaac Newton wanted
(understand) physics better and worked
hard to discover rules about gravity and how things move.
5 Rosa Parks became famous for not
(give) up her bus seat and
believed in
(make) things fair for all people.
6 Cleopatra was a smart leader who knew how
(keep) Egypt
independent and powerful in ancient times.
101
Great minds
3 They find wisdom by
a lot of books and learning from others.
4 Studying the works and ideas of great minds in history can lead to
a more enriched and meaningful life.
5 Successful artists often suggest
a lot to improve one's skills in
the field of art.
Listening and speaking
D
102
Unit 6
Listen, tick the subheadings based on what you’ve heard, and answer
the question.
1 What was Lincoln like before he was President?
2 Abraham Lincoln
Abraham Lincoln’s story
Answer the questions.
1 Do you know something about Abraham Lincoln?
2 What did he do when he was President?
D5
D6
D3
D1
D2
D4
Look at the picture and answer the questions.
1 Who is the lady in the picture and what is she known for?
2 When is International Nurses Day celebrated each year?
Listen and choose.
Which of the following is NOT included in the
story of Florence Nightingale:
.
a Nightingale’s family
b Nightingale’s education
c Nightingale’s experience before 24
d Nightingale’s dream
Listen again and complete the sentences.
1 Nightingale was born into a
family.
2 She went to
to learn to be a nurse.
3 She had to learn by
because there were no nursing schools then.
4 She made the hospitals
during the war near Turkey.
5 She carried a
with her at night while looking after the soldiers.
Discuss the questions in pairs.
1 Why was Florence called “Lady with the Lamp”?
2 What can you learn from her?
Florence Nightingale’s story
Subskill
Listening for details
D
103
Great minds
Introducing a great person
Work in groups. Tell your classmates a
story of a great person who makes you want to
be better.
Listen again and complete the table.
D7
Discuss the question in pairs.
How did Lincoln change the world?
D8
Useful expressions
• My favourite scientist/artist/writer/... is ...
• He/She was born ...
• He/She serves as a good role model.
• I admire ... because ...
• Let me share an interesting story about ...
• You won't believe this ... story from his/her
life.
• This amazing/touching/little-known story
showcases his/her bravery/courage/
kindness/creativity.
D9
( see p147 )
Pronunciation
Weak forms I
Before Lincoln was
President
• He loved to 1
and borrowed lots of
2
.
• He worked as a 3
.
• He taught himself about 4
.
While Lincoln was
President
• He abolished (i.e., put an end to) slavery.
• He helped the 5
win the war.
Subskill
Sharing interesting stories
When we introduce a great
person, we can share some
interesting stories about his/her
achievements or experiences.
This can interest the audience,
add depth to the introduction,
and make the great person's
character or achievements easier
to remember.
3 What happened while Lincoln was President?
4 As a boy, Lincoln worked and didn’t have much time for school.
What’s the main idea of what you’ve heard?
Writing
E
104
Unit 6
Study a model. Read the summary of the text “Tu Youyou: The Nobel Prize
journey” in B and complete the table.
104
Subskill
Leaving out less important information
When we write a summary of a text, we summarise
the main points and key ideas of the paragraphs in
order. We usually keep the important information
while leaving out the rest.
1
Read the text. Underline the main points and key ideas you need to include
in your summary.
2
Tu Youyou, a pioneering scientist in medicine, was born in 1930 and
discovered the special life-saving power of a plant. As head of a malaria
research project, Tu experimented with natural Chinese treatments, leading
to the discovery of qinghaosu. After a great many tests, Tu and her team
successfully developed qinghaosu, which was recommended by the WHO
as a treatment for malaria. Tu was awarded the Nobel Prize in 2015 for her
achievements.
Who is Leonardo da Vinci? You may answer without thinking: “He is the
painter of the Mona Lisa.” Da Vinci was more than just a great artist in history.
He’s also famous as a scientist and an inventor.
Leonardo da Vinci was born into a rich family in Florence, Italy, in 1452.
From childhood, Leonardo was given a good education and he showed talent at
A summary
Write a summary of a given text
about a great person.
Paragraph
The summary of the paragraph
1
Tu Youyou, a pioneering scientist in medicine, was born in
1930 and discovered the special life-saving power of a plant.
2
3
4
E
105
Great minds
Write. Connect your summaries of the paragraphs into a summary of the
whole text.
4
Check. Read your own writing. Answer the questions.
1 Did you cover all the main points and key ideas?
2 Did you write the summary by going through the paragraphs in order?
5
Peer review. Exchange your writing with another student. Answer the
questions.
1 Does the summary include the main message and all the important
details? What information does the writer leave out in each paragraph?
2 Does the summary show the structure of the text?
6
Think. Complete the table by summarising the main point and key ideas in
each paragraph.
3
Paragraph
The summary of the paragraph
painting. By the age of 26, da Vinci had already become a famous painter.
However, he showed that he had talents in many fields in 1482. He designed
many important machines, including helicopters and parachutes. He also drew
and wrote about an armored car. He never ran out of ideas. As a scientist, da
Vinci was very interested in the human body. He made more than 200 drawings
of bodies.
Amazingly, da Vinci wrote backward, so the easiest way to read his notes
was to hold them up to a mirror!
Project
F
106
Unit 6
Task: Make a profile about a great
person. A model is given.
How do great minds
change the world?
Project
F
106
Unit 6
Early life
Date of Birth: 7 November 1867
Place of Birth: Warsaw, Poland
Family:
the youngest of five children
Parents:
father—a science professor; mother—a music teacher
Education:
studied physics, chemistry, and maths at university
Marriage:
Pierre Curie, a French scientist, in 1895
Nothing in life is to be feared;
it is to be understood.
“
”
Marie Curie
First woman to win a Nobel Prize and the only
woman to win the award in two fields of science,
physics and chemistry.
Awards
1903 She won the Nobel Prize
in Physics for radioactivity.
1911 She won the Nobel Prize
in Chemistry for her discovery
of radium and polonium.
Discoveries and achievements
Discovered radium.
Discovered polonium.
Invented the mobile X-ray machine to help treat wounded soldiers
during World War I.
Founded the Radium Institute and developed medical science.
F
107
Great minds
F
107
Study the profile to find out what information it includes.
1
Form groups. Each group chooses a great person in one of the fields: politics,
science, and culture.
2
Create your profile and prepare to talk about it.
5
Work in groups. Exchange your notes and decide what information you’ll
include in your profile.
4
Put your profile on the wall.
7
Work alone. Research the great
person you choose. Collect
pictures and make notes. Include
the information in Step 1. When
surfing online, remember to use
the tips in the TEEN SKILL box.
3
Orally present your profile to the class. Remember to organise your
presentation into clear parts, and plan a phrase to introduce each part.
e.g. Now let’s talk about his/her early life.
6
Great minds
Surfing the internet effectively
and safely
Tips
• Create strong passwords.
• Never tell strangers your personal
information.
• Be aware of false information.
• No hate speech.
TEEN SKILL
108
Self-assessment
Unit 6
108
Self-assessment
A. understand sequence, get detailed and exact
information, and the main idea in different
texts
B. express opinions about what greatness is and
how great minds change the world using -ing
form of verbs as objects
C. write a summary by summarising paragraphs
in order
D. learn about the beginning of the Nobel Prize
and some famous people in different cultures
E. form a definition based on case studies
F. surf the internet effectively and safely for
useful information
How well I can do these
109
Great minds
109
Great minds
Key words to use
Great minds
actor
dramatist
head of a research project
inventor
lawyer
medical researcher
philosopher
pioneering scientist
poet
president
Achievements and influence
be awarded the Nobel Prize in
be famous for
be popular with
change the world
development
encourage
give one’s whole life to the work
great achievement
groundbreaking theory/discovery
have an effect on
improvement
live a colourful life
national hero
outstanding work
save lives
Scientist of the Year
shape the world
succeed in
take the risk of
treat
treatment
win the respect of
Cool things to know
sweet wormwood
Sweet wormwood is a one-year herb
in Asia. This herb has been used
for over 2,000 years in Traditional
Chinese Medicine (TCM).
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Means of
communication
7
Unit
How has the means
of communication
changed over time?
Key Question
Tasks
Objectives
read a personal essay about love for mail
listen to a podcast about mail, email, and social
media
learn about the history of human communication
talk about our favourite means of communication
carry out a questionnaire survey to learn about
how people communicate with others
write a personal email about future communica-
tion
learn some words about means of communication
practise using weak forms in speech
study the use of indefinite pronouns
can write a personal email in a
proper format
can get a deep understanding of
how the means of communication
has changed throughout history
and how different means influence
humans’ lives
can find out how the means of
communication has changed along
history
can describe means of communi-
cation and their meaning
112
Unit 7
Getting ready
A
With the development of
written language, ancient
Romans could check daily
events on a list called the
Daily Events. They would
write down, copy, and post
news at public squares
throughout the city.
b
Read and write the correct
headings on the lines above
the mini-texts.
Listen and choose.
Old news
Getting ready
A
A1
A2
Office news
Roman notices
Word of mouth
Newspapers
Telegraph
Carrier pigeons could be outstanding
messengers because they could
.
a feel the magnetic field around them
b fly over long distances
c fly back and forth
d carry messages from place to place
People have always liked to
know what’s going on. But how
did they get the news before
mobile phones and TVs?
At the very beginning,
people got their news
by listening and talking.
They learned something
new from neighbours or
travellers through spoken
word, passing down
information from one
generation to the next.
a
In ancient China the government
sent news to government offices
all over the country. This let the
local officials know about the
orders and news from the central
government. Local officials
posted written notices in public
spaces, such as city walls.
c
Hey, the enemies
are coming!
113
Means of communication
A
oral communication. People spread
news and important information
through 1
. After writing
systems appeared, people began
to record and share news through
2
. People 3
the
information on turtle shells, animal
bones, and later on, in newspapers.
However, 4
people could get
these written news. For most people
throughout history, they continued to
5
news by speaking and by
6
travelling between towns
and cities.
Complete the introduction of human
communication with the words in
the box.
In the earliest stages of human
history, news spread mainly through
word of mouth written language
send only a small number of
wrote down messengers
A
A3
A4 Work in pairs. Student A, think
of an ancient means of communication.
Student B, ask questions to know more
about it.
Prefix: com-
The prefix com- means together or
with. When added to words, com-
usually means being together, with,
or having something in common,
like company, community, and
communication.
e
Telegraph machines,
invented in the 1830s,
sped up the news in a
big way. Reporters
could send news to
their papers in
minutes instead of
the weeks it took by
mail. By telegraph,
readers in New York could hear about
an earthquake in California the very
next day.
The first real newspapers appeared in
the 1600s. By the 1700s, there were
thousands. Newspapers tell about
important events. They are also a
place to argue and exchange
opinions.
d
Oh, Carrier Pigeons, that's
interesting! How were carrier
pigeons used for communication?
Carrier Pigeons.
114
Reading and critical thinking
B
Unit 7
5
10
30
35
40
15
20
Love for mail 【
Love for mail 【
I’ve always loved mail.
Mail gives me sweet memories.
As a child, I often sorted through the
mail that came every afternoon. There
would sometimes be a letter either from
a faraway friend or relative, with photos
showing how fast they were growing
up. It brought back my memories of the
days when we were together.
M ai l o ff e r s p l e a s u r e s — t h e
happiness to open the mail box,
the sweetness to read every single
handwritten word. But email can’t.
More often than not, I find myself
taking the email from the inbox, taking
a quick look, and moving it directly
into the trash. This kills me just a little
bit each day because, like anybody
who works at home, getting the mail
from the mail box seems like a possible
reason to rise from my desk. When I
lived in an apartment in New York City,
it was not unusual for me to run down
many flights of stairs three times a day
to check if the postman had filled the
boxes.
Mail can do that magical thing:
reminding you of who you are. A child
cannot sort through a stack of printed
emails, and sense the very outline of
his or her family: this is my aunt’s
handwriting; this is a letter from my
faraway cousin living in San Francisco;
this is the envelope that touched my
brother’s desktop at college; this is who
we are.
Mail gives us small comforts that
come from waiting for it, handling it,
and smiling whenever you read it. For
that, nothing beats the real mail.
114
Unit 7
Reading and critical thinking
B
25
Mail and email are two common ways to communicate
in daily life. Which one does the writer prefer and why?
Read her personal essay and find out.
115
B
Means of communication
Subskill
Skimming
B
Comprehension
Answer the questions.
1 What’s the main idea of the text?
2 And how does the writer support her main idea?
B1
Answer the questions.
1 What sweet memories might the writer get from the mail?
2 What pleasures can the mail offer to the writer?
3 What does the writer usually do when she gets the email?
4 Can you find an example to show “mail can remind you of who you are” in the
text?
5 Why does the writer repeat “this is ...” in paragraph 4?
6 What's the meaning of the sentence “Nothing beats the real mail” in the last
paragraph?
7 Why does the writer have such a strong love for mail?
B3
Complete the outline of the text.
B2
I’ve always loved mail.
Paragraph 2: Mail gives me sweet memories.
Paragraph 5:
.
Paragraph 4:
.
Paragraph 3:
.
116
Unit 7
Reading and critical thinking
B
Word work
Communication is to exchange information, ideas, thoughts, or feelings. It
can take many forms. Letters 1
the best way to communicate with
friends for some people. They like to 2
the mail. The handwritten
words on the paper 3
and 4
of past
experiences. Some people like to communicate through email because it’s easier
and quicker. 5
, people just click to check or send the email in a few
seconds. They get a lot of pleasures from email since they enjoy its convenience.
Whatever the form is, good communication can 6
who you are
and make it easier to solve the problems in life.
The writer shows her great love for mail in this text. For her, mail
offers her a lot of 1
. It’s always fun to 2
through the
letters from her friends or relatives. It’s also enjoyable to read the familiar
3
words on the paper. Every time she reads the mail, she may
have the courage to face the difficulties and to 4
the problems.
Mail also brings back a lot of 5
from past experiences and
6
her of who she is.
bring back memories remind you of sort through
more often than not seem like bring the writer and reader together
B4
B5
Complete the crossword puzzle. Use
the meanings and letters to help you.
Complete the passage with the correct forms of the words you wrote in B4.
B6 Complete the passage about communication with the correct forms of the
words in the box.
Reading and critical thinking
B
Down
1 To help somebody remember
something, especially something
important that they must do.
2 To arrange things in groups.
4 To deal with a situation, a person, or a strong emotion.
Across
3 Something you remember in past experiences.
4 Written by hand using a pen or pencil.
5 A state of feeling or being happy or satisfied.
1
2
3
4
5
e
s
h
117
B
Critical thinking
117
Means of communication
1 Recall. Find the reasons why the writer loves traditional mail.
e.g. The writer thinks mail can give her sweet memories.
2 Analyse. The writer loves mail better than email. Which one do you
prefer? Think of an advantage and a disadvantage for each. An
example is given in each column.
3 Create. Which is your favourite means of communication?
Introduce one and give reasons why you love it. For each reason,
you need to offer supporting details.
Mail
Email
Advantage
Disadvantage
Advantage
Disadvantage
I may get great
pleasure when
I read familiar
handwritten words.
It takes a long
time to get
mail.
I can send
an email in
just a few
seconds.
Sometimes the
email is too
short to express
my true feeling.
My favourite means of
communication
The reasons I love it
The supporting details for
each reason
Grammaring
C
118
Unit 7
Grammaring
C
Compound indefinite pronouns: some/any+nouns
Study the blue parts and answer the questions.
1 People learned something new from neighbours or travellers.
2 Like anybody who works at home, getting the mail from the mail box seems
like a possible reason to rise from my desk.
3 For that, nothing beats the real mail.
C1
Q1 Which of these words—something, nothing, anybody—refers to persons,
and which refers to things?
Q2 If we use an adjective to describe something, nothing, or anybody, where
should we put the adjective, before or after these words?
Here is a list of compound indefinite pronouns:
+ thing
+ one
+ body
some
something
someone
somebody
any
anything
anyone
anybody
no
nothing
no-one
nobody
every
everything
everyone
everybody
1. We usually use some- in positive sentences. For example:
You need to say something meaningful if you want to communicate with others
effectively.
2. We use some- in questions when we expect a positive answer, or when we offer
things. For example:
Are you waiting for somebody to tell you about the history of printing?
Would you like something to read?
3. We usually use any- in negative sentences and questions. For example:
Don’t tell anybody about this important information through text messages.
Do you know anything about how China communicates with other members of
the WTO (World Trade Organisation)?
4. We use any- in positive sentences to mean “almost every”. For example:
Anybody who can read would know the meaning of these two words.
5. We use adjectives after compound indefinite pronouns, e.g. something
interesting.
Grammar highlights
C
119
Means of communication
C
C4
C3
C2 Rewrite the sentences with compound indefinite pronouns. An example is given.
1 People usually write letters to some important people in daily life.
People usually write letters to someone important in daily life.
2 The internet helps people to know some new things around the world.
3 Are there any special things in today’s newspaper?
4 In our class, all students can use the computer to search for information.
Complete the passage about means of communication with the words in the
box.
Means of communication can take many forms. One of the most
beautiful means of communication is art. Artists can express themselves and
connect with others by drawing 1
. Similarly, 2
who is creative can use their imagination and talents to communicate in new
ways. Writers may write to tell about 3
in the world. However,
4
may turn to more modern technologies like TV, radios, and
phones to communicate. Is there 5
that happened on the other
side of the world? Or is there 6
who has invented 7
that can change the world? Modern technologies can tell you 8
in
just a few seconds.
Complete the passage about the internet by circling the correct words.
something new anybody creative everything anyone
anything new something interesting someone something beautiful
The internet brings convenience to our life. We can buy almost (everything/
nothing) from small candies to big houses online. You may stay connected with
(close someone/someone close) wherever you are. You may even get (something/
anything) you can imagine just by sitting in front of the screen. However, it’s not
always safe to surf the internet. Your parents may be worried about the safety
of your information. Always remember—don’t share (something/anything)
personal online with (somebody/anybody).
Listening and speaking
D
120
Unit 7
D3
D1
D2
D4
Answer the question.
How many means of communication do you know?
Tell as many as you can. Use the pictures to help you.
Listen and tick the means of modern communication mentioned.
smart phone
mail
radio
email
social media
newspaper
Listen again and complete the diagram.
Subskill
Listening for details
Different ways to communicate in
daily life
Culture link
Jiaguwen, or oracle bone
inscriptions, is a form of ancient
writing in China. People
carved it on turtle shells and
animal bones during the Shang
dynasty, which was around
1600 to 1046 BCE. These
writings were used to ask
questions to spirits or gods and
write down their answers. They
help us learn about ancient
Chinese language, writing,
culture, and history.
Discuss the questions in groups.
1 Which one is your first choice to communicate with others?
2 Do you prefer different means of communication with different people?
3 What technology makes these means of communication possible?
Three common
means of
communication
mail
To put pen to paper,
the words with the best handwriting,
a stamp on the envelope and put
it into a
.
To
the receiver's email address,
add a subject,
a few sentences,
and click the “send” button.
The only thing you need is
.
It is a place to
people closer
together.
D
121
Means of communication
Introducing your favourite
means of communication
Talk with your classmate
about your favourite means of
communication.
Listen again and answer the questions.
1 What did the second apeman want to say to the first one?
2 Where did the man use his phone?
3 What’s wrong with the man’s computer?
4 How did the woman feel when the moving image was frozen?
Listen and write the letter in D5 under each picture in D5 in the correct blank.
The entire history of world communication
Look at the pictures and match them with the correct means of communication.
D5
D7
D6
Discuss the question in groups.
Is there a better way to communicate?
D8
Useful expressions
• What is your favourite means of
communication?
• Why do you like it?
• How does it work?
• When was it invented?
• What’s the technology behind it?
• Who do you usually communicate
with in this way?
D9
( see p147 )
Pronunciation
Weak forms II
videocon
2.6 million BCE
1989
1997
2020
1
2
3
4
a by shouting b by internet c by mobile phones d by video chatting
Writing
E
122
Unit 7
A personal email about future
means of communication
Write a personal email to a friend discussing
the possible future of communication
through thoughts, highlighting its
advantages.
122
Subskill
Writing an email in a proper format
When writing an email, we usually follow
the right structure and layout for clear
communication. Format refers to how the
email is organised, including things like
where to put greetings, subject lines, and
signatures.
Study a model. Read the email and answer the following questions.
1
Questions:
1 Who writes the email and who receives the email?
2 What’s the subject of the email?
3 How might people communicate in the future in Mia’s opinion?
4 What are the advantages of communicating through thoughts?
5 How many parts does the email have? What’s written in each part?
Dear Lisa,
How’s it going? I’ve been thinking about how communication
might change in the future.
Maybe one day, people will be able to send messages just by
thinking. If you want to send a message or a picture, all you need to
do is think about what you want to do and the information will be
sent from your mind to anybody you want it for.
Communicating through thoughts has one big advantage. It would
save much time compared with any other communication means.
These are just my ideas. Nothing is impossible! Let me know
your opinions.
Speak soon,
Mia
TO: Lisaxxxx@163.com
Subject: Future means of communication
email subject
greeting
opening
closing remarks
signature
email address
body
E
123
Means of communication
Think. Answer the questions.
2
Check. Read your own writing. Answer the questions.
1 Did you include all the parts of an email like the model?
2 Did you cover all the information included in your answers to the
questions in Step 2?
4
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 Does the writer use the correct format?
2 Will you use the means of communication the writer describes? Why or
why not?
5
Write. Write your email, organising your answers to the questions in Step 2.
Remember to use a correct format.
3
1 Who is this email for?
2 What is the future means of communication I want to talk about with
him/her? How will people send messages through it?
3 What are the advantages of this future means of communication?
TO:
Subject:
Project
F
124
Unit 7
How has the
means of
communication
changed over
time?
Project
F
124
Unit 7
Means of Communication Questionnaire
Name: ___________ Age: __________
Please answer the questions as instructed. It may be necessary for you to add a few
choices and fill in the blanks with your explanation and facts.
Thirty years ago, how did you
communicate with people? Tick
every means you used back then.
(If you are above forty, please
answer this question.)
Letter ✓ Email
Fax ✓ Telephone ✓
TV or Radio
Newspapers
Others: _________
How do you communicate with
others now? Tick all the ways you
use.
Letter ✓ Email
Fax ✓ Telephone ✓
TV or Radio
Newspapers
Smart phone ✓ Social media platforms
Others:_________
Tick your top three means of
communication and write your
frequency of use.
Means
Frequency of use
Letter ✓
Email
Fax
Telephone ✓
TV or Radio
Newspapers
Smart phone ✓
Social media platforms
Others: ______
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Tick your favourite means of
communication, and explain why.
Letter ✓ Email
Fax
Telephone
TV or Radio
Newspapers
Smart phone
Social media platforms
Others: _________
Reasons: _______________________________
_______________________________________
_______________________________________
_______________________________
Task: Carry out a questionnaire survey to find
out how people of different ages communicate
with one another in the past, at present, and in
the future. A model questionnaire completed
by a 6o-year-old and an oral report are given.
Fang Ping
once a week
every day
several times a week
I like letters most because I think hand-
written letters can best show my care and respect
for my friends and they can be lengthy enough to
discuss many topics.
60
F
125
Means of communication
F
125
Study the model questionnaire and find out what information it includes.
1
Do the questionnaire. Send out the questionnaires to the people you meet.
Collect the questionnaires after they are completed.
4
Listen to a model report to learn about what it covers.
2
Prepare for an oral report
together and find a proper
way to give the oral report
in class. Practise using the
useful expressions in the
TEEN SKILL box with your
group members.
5
Form a group of four or five. Design a questionnaire of your own.
3
Orally present your report to the class.
6
Means of communication
1 Classify the questionnaires
according to people’s ages.
2 Analyse the results
according to the answers
on the questionnaires.
3 Practise reporting the key
information you got.
1 Think over the questions you are going to ask about.
2 Think over the possible choices for each question.
3 Create a questionnaire.
Preparing for an oral report together
Useful expressions
• Let's review the survey findings together.
• Based on the data we collected, we can
conclude that ...
• We should organise our report in a clear
and logical manner.
• Who would like to present the
introduction?
• We should include key statistics and
quotes from the survey responses.
• Does anyone have suggestions on how
to ...?
• Let's practise our presentation and make
sure we're comfortable with the content.
TEEN SKILL
126
Self-assessment
Unit 7
126
Self-assessment
A. identify the main idea, the supporting details,
the specific information, and the implied
meaning of different texts
B. communicate about the history of human
communication and explain the love for one
means using indefinite pronouns
C. write a personal email about future
communication in a proper format
D. understand the importance of jiaguwen and
how technology has changed the way humans
communicate with each other
E. explain an opinion by offering reasons and
supporting details
F. gather information through conversations and
a questionnaire survey
How well I can do these
127
Means of communication
127
Cool things to know
Means of communication
Key words to use
Means of communication
handwritten words
internet
mail
message
messenger
mobile phone
newspaper
online
post
social media
spoken word
technology
telegraph
traditional
writing system
Communication
argue
chat
check
communicate
conversation
copy
discuss
information
message
pass down
post
print
remind
review
sort through
type
carrier pigeon
A carrier pigeon can sense the
Earth’s magnetic field.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Fighting
pandemics
8
Unit
How do people fight
pandemics?
Key Question
read a story of the smallpox vaccine
listen to a podcast about ways to ease stress
during a pandemic
learn about how to wear a mask well
give health advice to people
make a poster about pandemic preparedness
write an essay about a hero who fights pan-
demics
can write an essay about a hero by
explaining with specific examples
can get a deep understanding of
how people fight pandemics
can communicate about methods
to fight pandemics
Tasks
Objectives
learn some words about pandemics and stress
easing
practise giving special importance to sentence
parts through stress
study the use of reflexive pronouns
can describe pandemics and ways
to fight them
130
Unit 8
Getting ready
A
What is a pandemic?
A pandemic is an outbreak of a disease that attacks a large number of people
across a wide area. Pandemics can cause illness and deaths, and can also have
serious social influences.
Here are three examples of pandemics:
Black Death (14th century)
The Black Death was a very serious
disease that happened a long time
ago. It started in central Asia and
was spread by rats and fleas. People
who got sick would have black spots
on their skin. According to The
Washington Post, about 25 million
people died in Europe because of it.
Spanish Flu (1918–1919)
The Spanish Flu was a flu that spread
all over the world in 1918. It started
with a big outbreak in Spain. The sick
experienced chills, fever, and muscle
aches. Some people misunderstood
the importance of following public
health guidelines and misbehaved.
This led to a high infection rate, and
about 50 million people in the world
are thought to have died from it.
a
b
Read, underline what the sick experienced because of each disease, and circle
the death numbers.
What is a pandemic?
Getting ready
A
A1
Listen and complete the table.
A2
Name
the Swine Flu
Start
Death number
What the sick
experienced
high
,
, muscle
pains, and
problems
131
Fighting pandemics
A
Smallpox
Smallpox is a disease that causes
a high fever and a rash all over
the body. It’s very dangerous and
can be deadly. People can catch
smallpox from someone who has
it, or from things that an infected
person touched. Smallpox had
been a danger to public health
throughout history and is thought to
have killed more than 300 million
people since 1900 alone. Luckily a
vaccine was found, and smallpox
has been gotten rid of since 1980.
c
Cholera is a serious disease. It
can 1
quickly and cause
2
where many people
get sick. When someone gets cholera,
they can even die. But don't worry, by
taking steps like keeping our water
clean and washing our hands, we can
protect ourselves against cholera.
If someone 3
and gets
sick, doctors can 4
them
with medicine and make them feel
better. And there's a 5
to protect us from getting sick in the
first place. Together, we can beat this
6
!
Complete the passage
with the words in the box.
A
A3
A4 Work in pairs. Student A (a
journalist) interviews Student B (an
expert) by asking questions to get
information and deepen understanding
about a pandemic. And then exchange
your roles.
1 When did ... happen?
2 What happened to people if they
were infected?
3 How many people died because
of it?
4 Does getting infected with it have
any lasting effects on people?
pandemic outbreaks treat
vaccine misbehaves spread
Prefix: mis-
The prefix mis- is often added to the beginning
of a word to change its meaning, suggesting
that something is done improperly or
wrongly, e.g. misunderstand, misbehave.
132
Reading and critical thinking
B
Unit 8
The smallpox vaccine:
The smallpox vaccine:
132
Unit 8
Reading and critical thinking
B
Smallpox is the only pandemic
that humans have successfully
gotten rid of through a
worldwide vaccination
programme. Let’s read and
find out how Edward Jenner
discovered the smallpox
vaccine.
The story of a medical
breakthrough
5
10
30
15
In the 18th century, smallpox was
a dangerous and sometimes deadly
disease. It spread easily from person
to person, killing millions and leaving
many with ugly, lifelong scars. It seemed
that there was no cure for smallpox.
Edward Jenner, a country doctor
from England, found that milkmaids
who had caught cowpox didn’t get sick
with smallpox. Cowpox is a similar but
less serious disease. Jenner got curious,
and he decided to find out why.
To test his idea, Jenner did an
experiment by himself. When a
milkmaid caught cowpox, he took some
liquid from a blister on her hand, and
used it to make a young boy get infected
on purpose. The boy quickly got over it.
Jenner was surprised when he made the
boy touch smallpox later, but nothing
bad happened—he didn’t get sick at
all. Jenner was very happy and did the
same experiment on other people. He
found out that it protected them from
getting smallpox. He called this process
“vaccination”. It comes from the Latin
word, vacca, meaning “cow”.
At first, some doctors didn’t believe
Jenner’s discovery. However, as time
passed, more and more people began
to believe and accept it. Finally, the
smallpox vaccine helped to get rid of
smallpox all over the world. This was
25
20
133
B
Fighting pandemics
B
Comprehension
Put the sentences in the correct time order according to the text.
a Smallpox was once a serious disease.
b Doctor Jenner did an experiment.
c Doctor Jenner noticed a strange thing.
d The vaccine for smallpox played a big role
in getting rid of the disease.
e Some doctors didn’t believe him.
B1
Answer the questions.
1 How serious was the smallpox disease in the past?
2 What strange thing did Doctor Jenner notice?
3 What does the pronoun “it” in lines 24 and 26 refer to?
4 Why was the smallpox vaccine a very important achievement in the history of
medicine?
5 Why did the writer write this article?
Complete the table about the problem-solution structure of the text. An
example is given.
B2
B3
Situation
In the 18th century, smallpox killed millions and left many with
lifelong scars.
Problem
Response
Result
Evaluation
a really important achievement in the
history of medicine. Smallpox is the
only disease that humans have gotten
rid of.
The story of the smallpox vaccine
started with a curious physician who
never gave up and a brave young boy. It
ended with a discovery that changed the
world.
40
35
Subskill
Understanding
pronoun references
Pronouns are words such as
you, we, us, he, him, it, they,
them, and usually refer to a
noun appearing earlier in a
text. To understand what a
pronoun refers to, we need
to look at the sentences
before it.
134
Unit 8
Reading and critical thinking
B
Word work
You must have heard of the Spanish Flu, right? Like other kinds of flu,
the virus itself 1
by coughing and sneezing. After people talk,
cough, or sneeze, the viruses can land on desks and other objects. People may
2
if they touch these objects.
Spanish Flu became a 3
with nearly eight million people infected
in one month in May 1918. The virus caused 50 million deaths 4
.
At that time, there were no effective 5
for this killer flu. People
were ordered to wear masks to 6
themselves. In many countries,
governments closed theatres and dance halls for more than a year.
spread protect pandemic worldwide get infected cure
B4
B5
Write the words from the text. Use the meanings to help you.
Complete the summary of the text with the correct forms of the words you wrote
in B4.
B6 Complete the passage about the Spanish flu with the correct forms of the words
in the box.
Reading and critical thinking
B
In the 18th century, smallpox was dangerous and sometimes a 1
disease. It 2
quickly and killed millions of people. Doctor Jenner
noticed that milkmaids who had caught cowpox didn’t seem to get smallpox.
He was 3
and began to do experiments to 4
his idea.
Finally, he succeeded in discovering the smallpox vaccine. It helped to get
5
of smallpox.
1
bad or dangerous
2
interested in learning about people or things around you
3
to do something to find out what it is or how well it works
4
to cover or reach a wider area
5
to be free of something/somebody that you don’t want
Fighting pandemics
135
B
Critical thinking
135
1 Understand. Read the story again and summarise the main idea of
the story in a few sentences.
2 Analyse. Complete the chart of the steps Edward Jenner took to
discover the vaccine for smallpox.
3 Evaluate. What characteristics do you think Edward Jenner have
based on his success in discovering the vaccine?
Grammaring
C
136
Unit 8
Grammaring
C
Reflexive pronouns: -self and -selves
Underline the words ending with -self or -selves and answer the questions.
1 The virus itself spread by coughing and sneezing.
2 By taking steps like keeping our water clean and washing our hands, we can
protect ourselves against cholera.
3 To test his idea, Jenner did an experiment by himself.
4 People were ordered to wear masks to protect themselves.
C1
C3 Complete the sentences with the words in the box.
1 George did the project about the smallpox by
.
2 The little girl couldn’t dress
and go to school because of H1N1.
3 You can keep
healthy by wearing a mask.
4 The virus
might have changed to spread more easily.
5 After the pandemic, we went travelling and enjoyed
a lot.
6 How can old people look after
after the breakout of this pandemic?
C2 Complete the table with reflexive pronouns.
myself
yourself
herself
himself
ourselves
yourselves
themselves
itself
I
you
(one person)
he
she
it
we
you
(more than one)
they
Grammar highlights
Reflexive pronouns are formed by adding -self to singular pronouns or possessive
adjectives like my, it, him, and -selves to plural pronouns or possessive adjectives like
our and them. They are used when the subject and the object of the sentence are
the same. They are also used to give special importance to the subject. For example:
During the pandemic, John took much care to protect himself and others.
During the pandemic, people stayed at home to keep themselves and others safe.
I repaired the broken chair myself during the lockdown, although I hurt my hand and
bled a little.
Q1 How do we form reflexive pronouns?
Q2 When do we use reflexive pronouns?
Q3 What’s the difference between -self and -selves?
C
137
Fighting pandemics
C
C4
C5
Circle the correct answer.
Complete the email with reflexive pronouns.
1 Susan made the cotton mask herself / himself / themselves.
2 Did you pay for the hand sanitiser ourselves / myself / yourself?
3 The company got herself / itself / myself into difficulties after the breakout.
4 We cleaned the classroom ourselves / themselves / yourselves to keep the
virus from spreading.
5 The students learned how to protect themselves / ourselves / itself during the
pandemic.
Dear Jim,
How’s it going? Many schools are closed down because of the pandemic, so
students can’t go to school.
We do a lot of things to enjoy 1
while learning at home.
Sarah learns cooking to take care of 2
. She wants to help
with the housework. Mark teaches 3
about computer
programming. Dave and his friends often discuss online and complete
the project about the pandemic by 4
. I usually lose
5
in a good book.
What about you? What do you do? And what will you do to enjoy
6
after the lockdown ends?
Looking forward to hearing from you.
Cheers
Simon
To: Jim@xxx.com
Subject: What’s new with you?
Listening and speaking
D
138
Unit 8
Wear it well: mask
Complete these sentences in your own words.
1 I usually wear a mask when ...
2 I wear a mask because ...
3 I learned how to wear a mask from ...
D5
D3
D1
D2
D4
Answer the questions.
1 What are some examples of pandemics? And what did people feel during the
pandemics?
2 How do you feel during a pandemic?
3 What do you do to ease the stress?
Listen and tick the ways that are mentioned to deal with the stress.
1 talk to someone
2 take care of your body
3 go travelling
4 learn some facts
5 take breaks from the rumors
6 make time to relax
Listen again and complete the notes.
Notes of Dr Crum’s talk
• It’s normal to feel 1
and stressed.
• Take deep breaths. Eat 2
, well-balanced meals.
3
every day, and get plenty of
.
• Try to 4
things in your life that are going well.
• Find activities or 5
that make you 6
.
Discuss the questions in pairs.
1 How do you usually take care of your body?
2 Can you think of other ways to ease stress?
Subskill
Listening for key points
Easing stress during the pandemic
D
139
Fighting pandemics
Giving health advice
Give health advice to help your friends solve the problems.
• I have difficulty sleeping. I worry so much about the pandemic.
• I want to go out to play with my friends during the pandemic.
• I don’t know how to properly wear a mask.
Listen and number the steps of wearing a mask.
wash your hands with soap and water
put the mask over both your nose and mouth
pick up the mask by the loops
check your mask
wash or sanitise your hands again
attach your mask behind your ears
D6
Discuss in pairs.
Think of a slogan, i.e., a short and attractive
phrase, about wearing a mask. What is it? An
example is given.
e.g. Wear a mask. Slow the spread.
D8
Listen again and read the statements. Write T (true) or F (false).
1 You should wash your hands with soap for 20 seconds before wearing a mask.
2 You can touch the mask or your face while wearing it.
3 You should not hang your mask from one ear.
4 It is all right to pull your mask down around your chin to talk.
5 It’s not necessary to wash hands before removing the mask.
D7
Useful expressions
• To address your problem of ... it’s important to ...
• There are plenty of fun and active choices to help you ...
• Consider ...
• Remember to ...
• For example ...
• This is because ...
• In my experience ...
D9
Subskill
Supporting ideas with details
Supporting ideas with details means
providing specific information and
examples to explain and prove your
point when speaking.
( see p148 )
Pronunciation
Sentence stress IV
Writing
E
140
Unit 8
Study a model. Read the essay and complete the table.
140
1
Subskill
Explaining with specific examples
When writing about a person we admire, we
often use specific examples to support our
admiration. For example, the writer writes about
Zhang Zhongjing’s expertise, actions, ethics, and
influence to show that Zhang was a real hero.
Who’s the hero
Why the writer admires him
Examples the writer uses
A hero
Write an expository essay about
a hero who fights pandemics.
A hero
Zhang Zhongjing (c. 150 CE–c. 219 CE), known as the Medical Saint
in China, lived during the late Eastern Han dynasty. He is a hero I deeply
admire.
Zhang had great expertise. Throughout his lifetime, many people,
including his family members, died because they didn’t receive proper
medical care during pandemics. This drove him to study hard and write
Shanghan Zabing Lun（《伤寒杂病论》）to help doctors understand diseases
and treatments.
Zhang showed strong medical ethics. He opened his office twice a month
to anyone in need. This is the beginning of the practice of doctors’ zuotang
（坐堂）, or do clinic hours, which made it easier for common people to get
medical help.
Zhang is a true hero in my eyes.
E
141
Fighting pandemics
Think. Think about your own hero. Complete the table.
2
Check. Read your own writing. Answer the questions.
1 Did you explain why you admire him/her?
2 Did you give specific examples to support your admiration?
4
Peer review.
Peer review. Exchange your writing with another student. Answer the
questions.
1 Why does the writer admire his/her hero? And What examples does the
writer use to support his/her reasons?
2 What words and phrases do you like best in the writing? Explain why.
3 After reading the essay, do you admire the writer’s hero too?
5
Write. Write your essay, using the table in Step 2 to help you.
3
Who’s my hero
Why I admire him/her
Examples I can use
Project
F
142
Unit 8
Task: Make a poster about how to
protect ourselves against the flu. A
model is given.
How do people fight
pandemics?
Project
F
142
Unit 8
WEAR A
FACE
MASK
WASH YOUR
HANDS
PRACTISE
SOCIAL
DISTANCING
GO & STAY AT
HOME
IF YOU’RE SICK
PANDEMIC PREPAREDNESS
Protect Yourself & Others
F
143
Fighting pandemics
F
143
Study the poster to find out what information it includes and what makes this
poster clear and attractive.
1
Create your poster and prepare
to talk about it.
4
Work alone. Research the internet to collect pictures and
make notes about how people protect themselves against the flu.
2
Orally present your poster to
the class.
5
Work in pairs. Exchange your
notes and think of a slogan.
Then decide what information
you’ll include in your poster.
Remember to read the tips in
the TEEN SKILL box and practise
saying the useful expressions
with your classmate.
3
Put your poster up on the wall.
6
Researching information and deciding
what to include
Tips
• Discuss all your ideas before you decide.
• Choose the most important points to
include.
Useful expressions
• What information have we got?
• What information do you think is
important?
• Let’s include ...
• I (don’t) think ... is very important.
TEEN SKILL
Culture link
During the Dragon Boat
Festival, Chinese people use
sachets, or xiangnang, as
decorations. They're made of silk
and filled with nice-smelling things
and herbs. Sachets are also believed
to be able to keep away bad things
and bring good health. In times of a
pandemic, people wear sachets to
protect themselves from diseases
by smelling the nice smells.
Fighting pandemics
144
Self-assessment
Unit 8
144
144
Self-assessment
A. understand pronoun references, listen for gist,
and use pictures and sounds to double-decode
information
B. communicate about ways people fight
pandemics using reflexive pronouns
C. write an expository essay about a hero by
offering examples to support my admiration
D. get to know the work of traditional Chinese
doctors and the use of traditional Chinese
sachets to fight pandemics
E. make inferences about Jenner’s characteristics
by analysing the things that led to his success
F. decide what’s important for a project through
discussing
How well I can do these
145
Fighting pandemics
145
Key words to use
Describing pandemics
area
attack
beat the pandemic
cause
cough
cure
deadly disease
death
infect
infected
infection
lasting effect
mask
medical breakthrough
outbreak
serious
social influences
spread
treat
treatment
virus
Easing stress during pandemics
activity
break
challenge
control
emotion
focus on
hobby
manage
normal
relax
trust
well-balanced
Cool things to know
Fighting pandemics
During the 17th-century
European plague, physicians
wore beaked masks to protect
themselves against the
disease.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
Add more! What other useful words
or cool things have you learned?
Add them to the lists.
146
Pronunciation
单元语音练习
Unit 1 Loss of plosion
1
Listen and pay attention to the loss of plosion. Circle the voiceless letter.
An example is given.
insect
protect
reptile
described
developed
wiped
podcast
take good care
giant beavers
the quiet places
When one plosive sound (/p/, /b/,
,
,
, /g/) is followed by another, the first plosive sound is silent, and it is
known as loss of plosion.
2 Read after the recording.
Unit 2 Intonation of tag questions
1
Listen and pay attention to the intonation in tag questions. Mark ( or ).
An example is given.
❶ It sounds really exciting, doesn’t it? (It requires an answer.)
❷ Sounds amazing, doesn’t it? (It doesn’t require an answer.)
❸ For you, there’s no better job than this, is there? (It requires an answer.)
❹ It isn't that easy, is it? (It doesn’t require an answer.)
In tag questions, the
(falling/rising) tone can
be used to show the speaker's certainty, while the
(falling/rising)
tone can be used to show his/her uncertainty.
2 Read after the recording.
Unit 3 Sense groups and pausing I
1
Listen and pay attention to the sense groups and pausing. Mark ( ) the
pauses. An example is given.
❶ Before the night of the sports meeting, Li Ming could hardly get to sleep | and
he was really worried about a lot of things.
❷ I would like you to face your problem bravely.
❸ As soon as the bus arrived, Rosa walked up the steps, found an empty seat in
Working out the rules.
Working out the rules.
147
the first row of the “coloured section”, behind the “white section”, and sat down.
❹ She was tired of being pushed around and giving in because of the colour of
her skin.
Sense groups are groups of words. These words are
closely connected in meaning
(and/or) grammar. Pauses may be
made between sense groups.
2 Read after the recording.
Unit 4 Sentence stress III
1
Listen and pay attention to the sentence stress. Mark (') the stressed
words. An example is given.
❶ There are 'so 'many 'great places in Williamsburg.
❷ Dumbo is new but it’s growing fast.
❸ There are many cool things to do in Prospect Heights.
❹ I’ve made new friends and found new things to do here.
We usually stress words to communicate the key information.
The stressed words are usually pronounced
(louder/quieter) and
(longer/shorter).
2 Read after the recording.
Unit 5 Sense groups and pausing II
1
Listen and pay attention to the sense groups. Mark ( ) the pauses in each
sentence. An example is given.
❶ You can find that several cultures share this custom of kissing.
❷ Many people believe that the best hot pot is in Chongqing.
❸ Do you know what birds they are?
❹ People also believe some practices help shake off bad luck.
A pause is usually put
(before/after) an
object clause. Other pauses may also be made between sense groups in the
clause.
2 Read after the recording.
Working out the rules.
Working out the rules.
Working out the rules.
148
Unit 6 Weak forms I
1
Listen and pay attention to the weak forms. Circle the weak forms of the
phrases. An example is given.
has a great influence
hiking and walking
in the field of medicine
in the 20th century
never regret giving her whole life to the work
The words such as a, and,
,
,
are often pronounced
in their weak forms, which helps us to speak more fluently and smoothly.
2 Read after the recording.
Unit 7 Weak forms II
1
Listen and pay attention to the weak forms. Circle the weak forms of the
sentences. An example is given.
❶ Why do (/du:
du:/ /də
də/) you (/ju:
ju:/ /ju
ju/) like it (/ItIt/ /t/) ?
❷ How does (/dz
dz/ /dəz
dəz/) it (/ItIt/ /t/) work?
❸ When was (/wəz
wəz/ /wɒz
wɒz/) it (/ItIt/ /t/) invented?
❹ Who do (/du:
du:/ /d@
d@/) you (/ju:
ju:/ /ju
ju/) usually communicate with in this way?
Words such as articles, auxiliary verbs, conjunctions,
pronouns, and
(prepositions / link verb be / adjectives)
are often pronounced in their weak forms, which helps us to speak more
fluently and smoothly.
2 Read after the recording.
Unit 8 Sentence stress IV
1
Listen and pay attention to the sentence stress. Then mark (') the stressed
words. An example is given.
❶ Smallpox was 'once a 'serious disease. (Stress the time and the seriousness)
Working out the rules.
Working out the rules.
149
❷ Jenner did an experiment all by himself. (Not by anyone else)
❸ Doctor Jenner noticed a strange situation. (Not a normal one)
❹ About 25 million people died in Europe because of it. (Stress the number and
the place)
We usually stress certain words to
. The
stressed words are usually pronounced
(louder/ quieter) and
longer.
2 Read after the recording.
Working out the rules.
150
Vocabulary in units
Unit 1
Getting ready
habitat /'h{bIt{t/ n.（动植物的）
生活环境，栖息地
countryside /'kntrisaId/ n. 乡村；
农村
description /dI'skrIpʃn/ n. 描写（文
字）；形容；说明
golden /'gəUldən/ adj. 金色的；金
黄色的
honey /'hni/ n. 蜂蜜
flightless /'flaItləs/ adj.（鸟或昆虫）
不能飞的
grey /greI/ adj. 灰色的；烟灰色的；
灰白色的
weigh /weI/ v. 有……重；重
kilogramme /'kIləgr{m/ n. 千克；
公斤
beaver /'bi:və(r)/ n. 河狸
freshwater /'freʃwɔ:tə(r)/ adj. 淡水
的
ecosystem /'i:kəUsIstəm/ n. 生态系
统
pound /paUnd/ n. 磅（重量单位，
合 0.454 千克）
thick /θIk/ adj. 浓密的；稠密的；
茂密的
furry /'f:ri/ adj. 覆盖毛皮的
mix /mIks/ n. 混合；混杂；结合
forest /'fɒrIst/ n. 森林；林区
reptile /'reptaIl/ n. 爬行动物
environment /In'vaIrənmənt/ n. 自
然环境；生态环境
scale /skeIl/ n. 鳞；鳞片
Indian /'Indiən/ adj. 印度的；印度
*
*
*
*
*
*
人的；印度文化的
the Indian Ocean /Di "Indiən '@USn/
印度洋（印度以南的大洋）
Reading
species /'spi:ʃi:z/ n. 种，物种（分
类上小于属）
extinct /Ik'stIŋkt/ adj.（某种植物、
动物等）不再存在的；已灭绝的；
绝种的
extinction /Ik'stIŋkSn/ n.（植物、
动物等的）灭绝，绝种
risk /rIsk/ v. 冒……的风险（或危
险）
conservation /"kɒs@'veISn/ n.（对
自然环境的）保护
hunt /hnt/ v. 打猎；猎取；猎杀
trade /treId/ v. 做买卖；做生意；
从事贸易
widespread /'waIdspred/ adj. 分布
广的；普遍的；广泛的
destroy /dI'strɔI/ v. 摧毁；毁灭；
破坏
population /"pɒpju'leIʃn/ n.（统称）
某领域的生物；族群；人口
aware /ə'weə(r)/ adj. 知道；意识到；
明白
engineer /"endZI'nIə(r)/ n. 工程师；
设计师
store /stɔ:(r)/ v. 贮存；贮藏；保存
recent /'ri:snt/ adj. 近来的；新近的
law /lɔ:/ n. 法律
endanger /In'deIndZə(r)/ v. 使遭危
险；危及；危害
*
*
*
【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
develop /dI'veləp/ v. 开发；研制
education /"edZu'keIʃn/ n.（尤指学
校）教育
amusement /ə'mju:zmənt/ n. 娱乐
活动；游戏；消遣活动
reality /ri'ləti/ n. 事实；实际经历；
见到的事物
creative /kri'eItIv/ adj. 有创造力
的；（尤指艺术作品）创作的；表
现创造力的
print /prInt/ v. 在纸上印；打印
technology /tek'nɒlədZi/ n. 科技；
工艺；工程技术；技术学；工艺学
act /{kt/ n.（议会通过的）法案，
法令
educate /'edZukeIt/ v. 教导；教养；
训练
benefit /'benIfIt/ n. 优势；益处；
成效
die out 灭绝；消失
at risk of 有危险；冒风险
in short 总之；简而言之
North America /"nɔ:θ ə'merIkə/ 北
美洲，北美大陆（包括加拿大、美
国、墨西哥、中美各国和格陵兰）
the United States /ðə ju"naItId
"steIts/ 美国；美利坚合众国
Alhambra Creek /{l'h{mbr@ kri:k/
阿尔罕布拉溪流
Martinez /mA:r'ti:nez/ 马丁内斯
California /"k{lə'fɔ:niə/ 加利福尼
亚（美国太平洋沿岸的州，在所有
州中人口最多。最大城市洛杉矶，
首府萨克拉门托）
Listening and speaking
chain /tʃeIn/ n. 一系列，一连串（人
或事）
imbalance /Im'b{ləns/ n. 失衡；不
平衡；不公平
topic /'tɒpIk/ n. 话题；题目；标题
plastic /'pl{stIk/ adj. 塑料制的；
塑料的
bottle /'bɒtl/ n.（细颈）瓶子
raise /reIz/ v. 抚养；养育；培养
creature /'kri:tʃə(r)/ n. 生物；动物
poach /pəUtʃ/ v.（在他人地界）偷
猎，偷捕
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*
*
*
purpose /'p:pəs/ n. 意图；目的；
用途；目标
meaningful /'mi:nIŋfUl/ adj. 严肃
的；重要的；重大的
human being n. 人
excel /Ik'sel/ v. 擅长；善于；突出
manager /'mnIdZə(r)/ n.（企业、
店铺等的）经理，经营者，老板
organisation /"ɔ:gənaI'zeIʃn/ n. 组
织；团体；机构
organise /'ɔ:gənaIz/ v. 规划；管理；
照料
organised /'ɔ:gənaIzd/ adj. 有条理
的；有安排的
152
rid /rId/ v. 使摆脱（讨厌的人，麻
烦的事），从……清除（讨厌的人，
麻烦的事）
be good at 擅长
come up with 想到；找到（答案）
get rid of 摆脱；扔掉
Reading
detective /dI'tektIv/ n. 侦探；警探
interviewer /'Intəvju:ə(r)/ n. 主持
面试者；采访者
laboratory /lə'bɒrətri/ n. 实验室；
实验大楼
fossilise /'fɒsəlaIz/ v.（使）变成化
石，石化
process /'prəUses/ n.（为达到某一
目标的）过程；进程
special /'speʃl/ adj. 特殊的；特别的；
不寻常的；不一般的
tool /tu:l/ n. 工具
remove /rI'mu:v/ v. 去除，排除（污
渍、不愉快的事物等）；使消失
damage /d{mIdZ/ n.（有形的）损
坏，破坏
metal /'metl/ n. 金属
frame /freIm/ n.（家具、建筑物、
车辆等的）构架，支架，骨架
sense /sens/ n.（对重大事情的）感
觉，意识
achievement /ə'tʃi:vmənt/ n. 达到；
完成
be up to sb 是……的职责（或责
任）；由……决定
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*
*
work sth out / work out sth 找……
的答案；解决
walk sb through sth （循序渐进地）
教；逐步引导
Listening and speaking
confident /'kɒnfIdənt/ adj. 自信的；
有自信心的
confidence /'kɒnfIdəns/ n. 自信心；
把握
determined /dI't:mInd/ adj. 坚定
的；坚决的；坚毅的
tone /təUn/ n. 语气；口气；腔调；
口吻
calm /kɑ:m/ adj. 镇静的；沉着的
uncertain /n's:tn/ adj. 信心不足
的；迟疑的
sensitive /'sensətIv/ adj. 易生气的；
易被惹恼的；神经过敏的
mess /mes/ v. 使不整洁；弄脏；弄
乱
single /'sIŋgl/ adj. 仅有一个的；单
一的；单个的
pass /pɑ:s/ n.（某些运动中）传球
perform /pə'fɔ:m/ v. 做；履行；执
行
courage /'krIdZ/ n. 勇气；勇敢；
无畏；胆量
admit /əd'mIt/ v.（常指勉强）承认
mentor /'mentO:(r)/ n. 导师；顾问
former /'fɔ:mə(r)/ adj. 昔日的；前
master /'mɑ:stə(r)/ v. 控制（情绪）
Mars /mɑ:z/ n. 火星
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153
Getting ready
emotion /I'm@USn/ n. 情绪；情感
disappointed /"dIsə'pɔIntId/ adj. 失
望的；沮丧的；失意的
doubt /daʊt/ v. 怀疑；不相信；不
信任
talented /'tləntId/ adj. 有才能的；
天才的；有才干的
graduate /'grdZueIt/ v. 毕业（尤
指中学）
athlete /'Tli:t/ n. 运动员
laugh at 嘲笑；讥笑
fall behind 落后；落在……后面
run away from sth 避开；躲避；回
避
as soon as 一……就……
Reading
crowded /'kraUdId/ adj. 人（太）
多的；拥挤的
corner /'kɔ:nə(r)/ n. 街角；拐角
empty /'empti/ adj. 空的
seat /si:t/ n. 座位，坐处（如椅子等）
row /rəU/ n. 一排；一列；一行（剧
院、电影院等的）一排座位
section /'sekʃn/ n. 部分；部门
roll /rəUl/ v.（使）滚动
segregation /"segrI'geIʃn/ n.（对不
同种族、宗教或性别的人所采取的）
隔离并区别对待，隔离政策
skin /skIn/ n. 皮；皮肤
arrest /ə'rest/ v. 逮捕；拘留
refuse /rI'fju:z/ v. 拒绝；回绝
*
*
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Unit 3
ride /raId/ v. 搭乘；乘坐
fair /feə(r)/ adj.（按法律、规定）
平等待人的，秉公办事的，公正的
civil /'sIvl/ adj. 国民的；平民的
bravery /'breIvəri/ n. 勇气；勇敢；
无畏；胆量
dramatic /drə'mtIk/ adj. 突然的；
巨大的；令人吃惊的
would rather 宁愿；更喜欢
Montgomery /mɒnt'gɒməri/ 蒙哥
马利（美国亚拉巴马州首府，位于
亚拉巴马河畔）
Alabama /"lə'bmə/ 亚拉巴马（美
国南部的州，首府蒙哥马利，最大
城市伯明翰）
Listening and speaking
paraglide /'pr@glaId/ v. 滑翔；进
行滑翔伞运动
metre /'mi:tə(r)/ n. 米；公尺
nervous /'n:vəs/ adj. 焦虑的；担
忧的；惶恐的
nervousness /'n:vəsnəs/ n. 惶恐不安
lady /'leIdi/ n. 女士，女子
officer /'ɒfIsə(r)/ n.（政府或大机构
的）官员，高级职员
stressed /strest/ adj. 焦虑不安；心
力交瘁
relax /rI'lks/ v. 宽慰；（使）冷静，
放心，镇定
diary /'daIəri/ n. 日记；日记簿
entry /'entri/ n.（词典等的）条目；
词条；账目；记录
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154
Getting ready
neighbourhood /'neIbəhUd/ n. 街
区；城区；（统称）某街区（或城
区）的居民
village /'vIlIdZ/ n. 村庄；村镇
network /'netw:k/ n. 网络；网状
系统
station /'steIʃn/ n. 火车站
garden /'gɑ:dn/ v. 做园艺工作；种
植花木
modern /'mɒdn/ adj. 现代化的；先
进的；最新的
service /'s:vIs/ n. 公共服务系统；
公共事业
include /In'klu:d/ v. 包括；包含
hang /hŋ/ v.（使）挂在墙上；（在
墙上）贴壁纸
go shopping 逛商店
hang out 闲逛；泡在一起
Chicago /ʃI'kɑ:gəU/ 芝加哥（美国
伊利诺伊州密歇根湖畔城市）
Ernest Heimingway /':nIst
'hemiŋweI/ 欧内斯特·海明威（美
国作家）
London /'lndən/ 伦敦（大不列颠
和联合王国首都）
Reading
fresh /freʃ/ adj. 新的；不同的；新
鲜的；新产的；刚摘的
bowl /bəUl/ n. 碗；钵；盆
plate /pleIt/ n. 盘子；碟子
pack /pk/ v. 打包；包装
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*
*
Unit 4
hall /hɔ:l/ n. 门厅；正门过道
neighbour /'neIbə(r)/ n. 邻居；邻
人
fault /fO:lt/ n. 责任；过错
repair /rI'peə(r)/ n. 修理；修补；
修缮
apartment /ə'pɑ:tmənt/ n.（通常
指在同一楼层的）公寓套房
sandwich /'snwItʃ; 'snwIdZ/ n.
夹心面包片；三明治
puzzle /'pzl/ n. 拼图；拼板玩具；
谜；智力游戏
valuable /'vljuəbl/ adj. 很有用的；
很重要的；宝贵的
dry /draI/ v.（使）变干；（把
……）弄干
spread out 摊开；散开
Listening and speaking
local /'ləUkl/ n. 当地人；本地人
arena /@'ri:n@/ n. 圆形运动场
ferry /'feri/ n. 渡船；摆渡；轮渡
bar /bɑ:(r)/ n. 酒吧
theatre /'θIətə(r)/ n. 电影院；戏院；
剧场；露天剧场
office /'ɒfIs/ n. 办公室；办公楼
identifiable /aI"dentI'faIəbl/ adj. 可
识别的；可辨认的
convenient /k@n'vi:ni@nt/ adj. 便利
的
edge /edZ/ n. 边；边缘；边线；边
沿
civic /'sIvIk/ adj. 市政的；城市的；
城镇的
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155
Unit 5
Getting ready
cultural /'kltʃərəl/ adj. 与文化有
关的；文化的
greet /gri:t/ v. 和（某人）打招呼（或
问好）；欢迎；迎接
cheek /tʃi:k/ n. 面颊；脸颊
gesture /'dZestʃə(r)/ n. 手势；姿势；
示意动作
tip /tIp/ v. 给小费；付小账 n. 小费；
小账
especially /I'speʃəli/ adv. 十分；非
常
customer /'kstəmə(r)/ n. 消费者；
顾客；用户
provide /prə'vaId/ v. 提供；供应；
给予
value /'vlju:/ n.（商品）价值
generation /"dZenə'reIʃn/ n.（家史
中的）一代，一辈
France /frɑ:ns/ n. 法国（西欧国家）
French /frentʃ/ adj. 法国的；法国
人的；法语的
Maasai /mɑ:'saI/ adj. 马赛的；马
赛族的
*
*
*
*
*
price /praIs/ n. 价格；价钱；物价
add /æd/ v. 补充说；继续说
response /rI'spɒns/ n.（口头的或书
面的）回答，答复
ideal /aI'di:əl/ adj. 完美的；理想的；
最合适的
*
*
Williamsburg /'wiljəmzb:g/ 威廉
斯堡（美国弗吉尼亚州东南部城市）
Prospect Heights /'prɒspekt haIts/
展望高地；普罗斯佩克特高地（纽
约布鲁克林的住宅区）
Dumbo /'dmbəU/ 丹波（位于纽约
市布鲁克林的街区）
Kenya /'kenjə/ n. 肯尼亚（东非国
家）
Tanzania /"tnzə'niə/ n. 坦桑尼亚
（东非国家）
Reading
luck /lk/ n. 好运；幸运；侥幸
lucky /'lki/ adj. 幸运的
poem /'pəUIm/ n. 诗；韵文
magpie /'mgpaI/ n. 鹊；喜鹊
sorrow /'sɒrəU/ n. 悲伤；悲痛；悲
哀
joy /dZɔI/ n. 高兴；愉快；喜悦
sex /seks/ n. 性别
possible /'pɒsəbl/ adj. 可能存在（或
发生）的
wealthy /'welθi/ adj. 富有的；富裕
的；富饶的
except /Ik'sept/ prep.（用于所言不
包括的人或事物前）除……之外
shake /ʃeIk/ v. 去除；摆脱
salute /sə'lu:t/ v. 致敬；表示敬意
crow /krəU/ n. 乌鸦
misery /'mIzəri/ n. 痛苦；悲惨
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156
Getting ready
poet /'pəUIt/ n. 诗人
philosopher /fə'lɒsəfə(r)/ n. 哲学家
wise /waIz/ adj. 充满智慧的；明智
的；英明的；明察善断的
vote /vəUt/ v. 投票（赞成/ 反对）；
表决（支持/ 不支持）；选举
president /'prezIdənt/ n. 总统；国
家主席
nationality /"n{ʃə'n{ləti/ n. 国籍
development /dI'veləpmənt/ n. 开
发；研制；研制成果
bulb /blb/ n. 电灯泡
theory /'TI@ri/ n. 论；理论；原理
Nobel Peace Price /nəU"bel pi:s
'praIz/ 诺贝尔和平奖
South Africa /"saUθ '{frIkə/ 南非
（非洲南部国家）
*
*
*
*
African /'{frIkən/ adj./n. 非洲的；
非洲人（尤指黑人）
Confucius /kən'fju:ʃəs/ 孔子（人
名）
William Shakespeare /'wilj@m
'SeIkspI@/ 莎士比亚，威廉（人名）
Nelson Mandela /'nels@n m{n'del@/
纳尔逊·曼德拉（人名）
Thomas Edison /'tOm@s 'edIsn/ 托
马斯·爱迪生（人名）
Reading
malaria /mə'leəriə/ n. 疟疾
serious /'sIəriəs/ adj. 不好的；严重
的；有危险的
mosquito /mə'ski:təU; mɒ'ski:təU/
n. 蚊子
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*
Unit 6
sign /saIn/ n. 迹象；征兆；预兆
murder /'m:də(r)/ n. 谋杀；凶杀
belief /bI'li:f/ n. 看法；信念
shake off 去除；摆脱
British /'brItIʃ/ adj.（大不列颠及
北爱尔兰）联合王国的；英国的；
英国人的
UK（the United Kingdom）英国，
联合王国（由英格兰、苏格兰、威
尔士和北爱尔兰组成的政治实体）
Listening and speaking
programme /'prəUgrm/ n. 节目
*
scone /skɒn; skəUn/ n. 烤饼，司康
饼（常抹黄油、果酱、奶油等，有
时内夹干果）
ham /hm/ n. 火腿；火腿肉
cheese /tʃi:z/ n. 干酪；奶酪
curry /'kri/ n. 咖喱菜
burfi /b:fi/ n. 印度奶酪甜点
ancient /'eInʃənt/ adj. 古老的；很
老的
date /deIt/ v. 确定年代
symbol /'sImbl/ n. 象征
England /'Iŋglənd/ 英格兰（大不
列颠和联合王国内面积最大、最南
部的地区，首都伦敦位于该地区）
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157
search /s:tʃ/ v. 搜索；搜寻；搜查；
查找
cure /kjUə(r)/ n./v. 药；药物；疗法；
治愈，治好（病人或动物）
test /test/ v. 试验；检验；测试
mineral /'mInərəl/ n. 矿物；矿物质
wormwood /'w:mwUd/ n. 蒿，洋
艾（有些具苦味，可入药或用来制
苦艾酒等）
pioneer /"paIə'nIə(r)/ v. 当开拓者；
做先锋；倡导
power /'paUə(r)/ n. 力；力量；能量
project /'prɒdZekt/ n. 生产（或研
究等）项目；方案；工程
college /'kɒlIdZ/ n.（美国）大学；（美
国一些规模大的大学的）学院；（英
国大学如牛津和剑桥中独立的）学
院
treat /tri:t/ v. 医疗；治疗
treatment /'tri:tm@nt/ n. 治疗；疗
法；对待；待遇
experiment /Ik'sperImənt/ v. 做试
验；进行实验
remedy /'remədi/ n. 疗法；治疗；
药品
narrow /'n{rəU/ v. 使窄小；变窄；
缩小
artemisinin /"ɑ:tI'mi:sInIn/ n. 青蒿
素（抗疟药）；青蒿提取物
regret /rI'gret/ v. 感到遗憾；惋惜；
懊悔
*
*
*
*
*
*
award /ə'wɔ:d/ v. 授予；给予奖励；
判给
physiology /"fIzi'ɒlədZi/ n. 生理学
reward /rI'wɔ:d/ v. 奖励；奖赏；
给以报酬
narrow sth down / narrow down
sth (to sth) 把（可能性或选择）缩
小（到）；缩小范围
make sure (of sth / that) 确保；设
法保证
Listening and speaking
international /"Intə'n{ʃnəl/ adj. 国
际的
soldier /'səUldZə(r)/ n. 军人；（尤指）
士兵
lamp /l{mp/ n. 灯
abolish /ə'bɒlIʃ/ v. 废除，废止（法
律、制度、习俗等）
slavery /'sleIvəri/ n. 奴隶制；蓄奴
artist /'ɑ:tIst/ n. 艺术家；（尤指）
画家
serve /s:v/ v. 产生……的效果（或
结果）
admire /əd'maIə(r)/ v. 钦佩；赞赏；
仰慕
Nightingale /'naItIŋgeIl/ 南丁格尔
（人名）
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158
Unit 7
Getting ready
mobile /'məUbaIl/ adj. 非固定的；
可移动的
information /"Infə'meIʃn/ n. 信息；
消息；情报；资料
square /skweə(r)/ n.（通常为方形
的）广场
government /'gvənmənt/ n. 政府；
内阁
central /'sentrəl/ adj. 在中心的；
中央的
official /ə'fIʃl/ n. 要员；官员；高
级职员
notice /'nəUtIs/ n. 通告；布告；通
知
telegraph /'telIgrɑ:f/ n. 电报（通
信方式）
speed /spi:d/ v. 快速前行
instead /In'sted/ adv. 代替；顶替；
反而；却
earthquake /':θkweIk/ n. 地震
pass sth down / pass down sth 使世
代相传；流传
speed sth up / speed up sth（使）
加速
Reading
sort /sɔ:t/ v. 整理；把……分类
relative /'relətIv/ n. 亲戚；亲属
pleasure /'pleZə(r)/ n. 乐事；快事
directly /də'rektli; dI'rektli;
daI'rektli/ adv. 立即；立刻
postman /'pəUstmən/ n. 邮递员；
邮差
*
*
magical /'m{dZIkl/ adj. 有魔力的；
用于巫术的
stack /st{k/ n. 大量；许多；一大堆
comfort /'kmfət/ n. 安慰；慰藉；
宽慰
handle /'h{ndl/ v.（用手）触，拿，
搬动；处理
beat /bi:t/ v. 比……更好；赛过；
胜过
sort through sth 翻查；规整
Listening and speaking
communication /kə"mju:nI'keIʃn/
n. 表达；交流；交际；传递
smart phone /'smɑ:t fəUn/ n. 智能
手机
social /'səUʃl/ adj. 社交的；交际的；
联谊的
medium /'mi:diəm/ n.（传播信息
的）媒介，手段，方法
stamp /st{mp/ n. 邮票
receiver /rI'si:və(r)/ n. 接收者
address /ə'dres/ n.（互联网等的）
地址
press /pres/ v. 按，压（使启动）
entire /In'taIə(r)/ adj. 全部的；整
个的；完全的
animation /"{nI'meIʃn/ n. 动画片
apeman /'eIpm{n/ n. 猿人
convertible /kən'v:təbl/ adj. 可改
变的；可转换的；可兑换的
freeze /fri:z/ v.（屏幕）冻结
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159
Unit 8
Getting ready
pandemic /p{n'demIk/ n.（全国或
全球性）流行病；大流行病
flea /fli:/ n. 蚤
sick /sIk/ adj.（身体或精神）生病的，
有病的
spot /spɒt/ n. 斑点
chill /tʃIl/ n. 着凉；受寒
muscle /'msl/ n. 肌肉；肌
ache /eIk/ n.（身体某部位的）疼痛
infection /In'fekʃn/ n. 传染；感染
infected /In'fektId/ adj. 带菌的；感
染病菌的
rate /reIt/ n. 比率；率
smallpox /'smɔ:lpɒks/ n. 天花
rash /r{ʃ/ n. 皮疹；疹
vaccine /'v{ksi:n/ n. 疫苗
wipe /waIp/ v. 擦；拭；抹；揩；蹭
wipe out 彻底消灭；全部摧毁
Asia /'eIZə; 'eIʃə/ n. 亚洲（最大的
洲）
Spanish /'sp{nIʃ/ adj. 西班牙的
Spain /speIn/ n. 西班牙（西南欧国家）
Reading
vaccination /"v{ksI'neIʃn/ n. 接种
疫苗
ugly /'gli/ adj. 丑陋的；难看的
scar /skɑ:(r)/ n. 伤疤；伤痕；瘢痕
cowpox /'kaUpɒks/ n. 牛痘
similar /'sImələ(r)/ adj. 相像的；相
仿的；类似的
curious /'kjUəriəs/ adj. 求知欲强
的；好奇的
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liquid /'lIkwId/ n. 液体
blister /'blIstə(r)/ n.（皮肤上摩擦
或烫等引起的）水疱，疱
physician /fI'zIʃn/ n. 医师；（尤指）
内科医生
more often than not 通常；往往；
一贯
Edward Jenner /'edw@d 'dZen@(r)/
爱德华• 詹纳（人名）
Latin /'l{tIn/ adj. （与）拉丁语（有
关）的
Listening and speaking
ease /i:z/ v.（使）宽慰；减轻；缓解
stress /stres/ n. 精神压力；心理负
担；紧张
rumor /'ru:m@(r)/ n. 谣言；传闻
normal /'nɔ:ml/ adj. 典型的；正常
的；一般的
soap /səUp/ n. 肥皂
mask /mɑ:sk/ n. 面具；面罩
loop /lu:p/ n. 环，圈
sanitise /'s{nItaIz/ v.（用化学制剂）
消毒，使清洁
attach /ə't{tʃ/ v. 把……固定，
把……附（在……上）
necessary /'nesəsəri/ adj. 必需的；
必要的
slogan /'sləUgən/ n. 标语；口号
consider /kən'sIdə(r)/ v.（尤指为作
出决定而）仔细考虑，细想；体谅；
考虑到；顾及
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160
Unit 1
article 冠词
definite article 定冠词
indefinite article 不定冠词
Unit 2
adverbial clause 状语从句
Unit 4
infinitive as object 不定式作宾语
Unit 5
object clause 宾语从句
Unit 6
-ing as object -ing 分词作宾语
Unit 7
compound indefinite pronoun 复合不定代词
Unit 8
reflexive pronoun 反身代词
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八年级第一学期使用。
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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