英语
义务教育教科书
ENGLISH
八年级
上册
英语
ENGLISH
八年级
上册
上海教育出版社
上海教育出版社
英语
英语
义务教育教科书
八年级
上册
主编 舒白梅
上海教育出版社
上海教育出版社
致 同 学
亲爱的同学：
英语是当今世界广泛使用的语言，是各国之间交流的重要工具。学习英语能够让我们获
得跨文化交流能力，为自己成长为具有家国情怀、国际视野和跨文化沟通与交流能力的高素
质人才打下基础。
这套教材将陪伴大家度过初中阶段的英语学习。它是一套怎样的教材？
教材的每个单元都有一个主题，围绕主题呈现一个“关键问题”（Key question），以
激发同学们对主题的学习兴趣和初步认识。随着单元学习的推进，我们将基于这个关键问题，
一步步探究该单元的主题意义。在单元主题的统领下，单元内容分为四个以E 开头的部分，
它们之间是循序渐进的关系。
第一个E 是Experiencing and understanding language。这个部分将带领我们体验和
理解英语语言，其中的阅读和听力板块选用了题材广泛、体裁丰富的语篇。同学们能在学习
语言的同时体验生活，了解自我、自然和社会。
第二个E 是Exploring and applying rules。语言意义的理解需要借助一定的语言规则。
同学们需要在不断习得和积累中归纳语言规则，并在语境中运用规则表达意义。
第三个E 是Expressing and communicating ideas。语言是思维的载体和表达思想的
工具，这个部分说和写的活动为同学们提供了运用语言的机会。同学们可围绕单元主题，以
口头或书面形式表达观点，交流思想。
第四个E 是Extending and developing competencies。这个部分提供了丰富的中外文
化和跨学科内容，通过听、说、读、看、写等活动，帮助同学们拓展和扩宽英语学习的边界
和视野，增加学习的深度和广度，进一步提升核心素养。
单元最后的项目（Project）是检测单元学习效果的综合实践活动。这些活动需要同学们
充分运用知识和智慧，开展合作学习，发挥想象力和创造力，以项目成果的形式呈现学习结果。
此外，教材中还有各种小栏目等着同学们去探索。同学们能在“初步思考”栏目（First
thoughts）中初步了解单元主题，在“阅读策略”栏目（Reading strategy）和“提示”栏
目（Tip）中学习阅读、视听等基本方法策略，在“词汇建构”栏目（Word building）中掌
握构词法和词汇的使用规律，在“归纳规则”栏目（Let’s sum up the rules!）中总结英语
语法规则，在“语法综合运用”栏目（Grammar in use）中灵活运用所学语法知识，在“迁
移创新”栏目（Your ideas）中充分交流自己的思想，在文化“注释”栏目（Notes）中了
解多元文化知识，在“自主探究”栏目（Exploring more）中开展自主探究学习，在“名言
警句”栏目（Wits corner）中感悟人生哲理……
希望这套教材为同学们提供珍贵的英语学习体验。通过学习这套教材，同学们能够探索
大千世界，品味不同文化的内涵，学有所思，学有所得，学有所成！
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Contents
Section 1
Section 2
Experiencing and
understanding language
Exploring and
applying rules
Reading
Listening
Grammar
Unit 1
Look it up! (p. 2)
Key question:
What can we learn from
encyclopaedias?
Entries from a children’s
encyclopaedia (p. 5)
A famous musician
(p. 8)
• some and any
(p. 9)
• somebody,
anybody, nobody,
etc. (p. 10)
Unit 2
Amazing numbers
(p. 18)
Key question:
What is the role of numbers
in our daily lives?
The old man and the
king (p. 20)
The world’s countries
and population (p. 24)
• Cardinal
numbers
• Ordinal numbers
(p. 25)
Unit 3
Our digital lives
(p. 34)
Key question:
How has digital technology
changed our lives?
Smart life in the future
(p. 37)
A new laptop for a
smarter life (p. 40)
Comparative
and superlative
adjectives (p. 41)
Unit 4
Inventions (p. 50)
Key question:
What makes an invention
great?
The wonder of the
wheel (p. 52)
Fun inventions (p. 56)
• good, bad and
far
• (not) as … as
(p. 57)
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Section 3
Section 4
Checking
your
progress
Expressing and
communicating ideas
Extending and
developing competencies
Speaking
Writing
Focusing on
culture
Cross-curricular
connection
*Project
• Talking about
someone you
admire
• Sentence stress
(p. 11)
Writing an
encyclopaedia
entry (p. 12)
Encyclopaedias: an
educational tool
with a long history
(p. 14)
Online
encyclopaedias
(Information
technology)
(p. 16)
Acting out
a play of a
Chinese classic
book (p. 17)
• Using numbers
in daily life
• Strong and weak
forms
(p. 27)
Writing a report on
population change
(p. 28)
The story of
numbers (p. 30)
The amazing
Fibonacci
sequence
of numbers
(Mathematics)
(p. 32)
Making a
booklet about
numbers
(p. 33)
• Talking about life
on the internet
• Extra stress
(p. 43)
Writing your
opinions about the
internet (p. 44)
The story of the
computer (p. 46)
Digital literacy
(Information
technology)
(p. 48)
Setting up
rules for using
digital devices
(p. 49)
• Talking about
an interesting
invention
• Intonation (1):
Rising tone
(p. 59)
Writing an article
about a new
invention (p. 60)
Movable type: a
dream come true
(p. 62)
The steam engine
(Physical science)
(p. 64)
Designing my
invention
(p. 65)
*
加星号（*）板块为选学内容
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Section 1
Section 2
Experiencing and
understanding language
Exploring and
applying rules
Reading
Listening
Grammar
Unit 5
Going on an
exchange trip (p. 66)
Key question:
What is it like to experience a
new culture?
The wonderful
exchange visit in
Beijing (p. 69)
Advice for a fun
exchange trip
(p. 72)
• The present perfect
(p. 73)
• The present perfect
with already, yet, ever,
never, since and for
(p. 74)
Unit 6
Wisdom counts (p. 82)
Key question:
What can we learn from
ancient stories?
The night of the
horse (p. 84)
How the Trojan War
started
(p. 88)
The present perfect and
the simple past
(p. 89)
Unit 7
The secret of
memory (p. 98)
Key question:
What does it take to
remember something?
Ways to improve
your memory
(p. 101)
Testing your
memory (p. 104)
• Conditional sentences
(2) (p. 105)
• if ... not and unless
(p. 106)
Unit 8
Pets and us (p. 114)
Key question:
Why do people keep pets?
Head to head
(p. 117)
Different kinds of
pets (p. 120)
• Adverbs (p. 121)
• Comparative and superlative
adverbs (p. 122)
Appendices
Study skills (p. 130) Grammar review (p. 134)
Words and phrases in alphabetical order (p. 150)
Contents
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Section 3
Section 4
Checking
your
progress
Expressing and
communicating ideas
Extending and
developing competencies
Speaking
Writing
Focusing on
culture
Cross-curricular
connection
*Project
• Talking about the
benefits of an
exchange trip
• Intonation (2):
Falling tone
(p. 75)
Writing a thank-
you email (p. 76)
Culture shock (p. 78)
The benefits
of speaking
two languages
(Languages) (p. 80)
Making a
welcome
brochure for
the exchange
students
(p. 81)
• Putting on a play
about the Trojan
Horse
• Rhythm (strong
and weak sounds)
(p. 91)
Writing a short
story about wisdom
(p. 92)
Arrows borrowed
from an enemy
(p. 94)
Exploring history:
piecing the puzzle
together (History)
(p. 96)
Acting out a
famous ancient
story (p. 97)
• Remembering
English words
• Loss of plosion
(p. 107)
Writing tips for
remembering
things (p. 108)
The memories of
trees (p. 110)
How much can you
remember after 24
hours? (Psychology)
(p. 112)
Testing the
memory
techniques
(p. 113)
• Solving problems
caused by pets
• Word linking
(p.123)
Writing an opinion
article about the
perfect pet (p.124)
The history of
keeping pets
(p. 126)
Teaching your
parrot to talk
(Biological science)
(p. 128)
Making a pet
booklet (p. 129)
Irregular verbs (p. 142) Phonetic symbols (p. 144) Words and phrases in each unit (p. 145)
Proper nouns (p. 155)
Glossary (p. 157)
*
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Unit 1
Look it up!
Unit objectives
I can:
identify what kinds of information are usually included
in an encyclopaedia.
look up information in print or online encyclopaedias.
talk about the history of encyclopaedias.
write an encyclopaedia entry about a subject.
Key question
What can we learn from encyclopaedias?
2
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First thoughts
• How do you fi nd information in an encyclopaedia?
• What information can you usually fi nd in an
encyclopaedia?
• How can you use information from encyclopaedias?
• What do you know about the history of
encyclopaedias?
Think
Examples of encyclopaedias
Information you can fi nd in an
encyclopaedia
Encyclopaedias
History of encyclopaedias
3
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Reading
Before you read
1 Complete a mini-quiz about Leonardo da Vinci.
2 Look at the facts about dinosaurs and see if you can work out what number goes in
each of the blanks.
Numbers: 66 180 1,000
Su Wen is looking through a children’s encyclopaedia. It has different subjects.
He finds an entry about Leonardo da Vinci under the subject of “Culture and
arts”, and an entry about dinosaurs under the subject of “The living world”.
What do you know about these two topics?
Facts about dinosaurs
(1) Dinosaurs lived on the Earth for more than ________
million years.
(2) Dinosaurs died out about ________ million years ago.
(3) There are more than ________ known species of
dinosaurs.
(You will fi nd most of the answers in an encyclopaedia.)
What do you know about Leonardo da Vinci?
(1) Where was Leonardo da Vinci from?
a France
b Italy
c the UK
(2) Which of the following was Leonardo da Vinci not good at?
a music
b engineering
c sailing
(3) Which painting is Leonardo da Vinci famous for?
a Sunflowers
b Mona Lisa
c Impression, Sunrise
How do you find information in an encyclopaedia?
Think
i
Facts about dinosaurs
(1) Dinosaurs lived on the Earth for more than ________
million years.
(2) Dinosaurs died out about ________ million years ago.
(3) There are more than ________ known species of
dinosaurs.
4
Section1
Experiencing and understanding language
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Read the two entries from a children’s encyclopaedia to learn more about Leonardo da
Vinci and dinosaurs.
Culture and arts
Leonardo da Vinci
Leonardo da Vinci (1452–1519) was an Italian
painter, inventor, musician, engineer and scientist.
Da Vinci was extremely intelligent, and he was
unusually talented in many different fields. He was
a true genius①, and his paintings and inventions
changed the way we think about art and science.
Leonardo da Vinci was born in the countryside in Italy.
From an early age, he showed great intelligence and artistic talent. As he
grew older, he learnt to do many different things. His paintings are very
famous, and one, the Mona Lisa, is perhaps the most famous painting
in the world. He also had many inventions. For example, his notebooks
include some interesting drawings of flying machines and other vehicles.
5
10
Dinosaurs
Dinosaurs are a type of prehistoric animal. They are related to
crocodiles②, snakes and lizards③. They are also the ancestors④ of today’s
birds. Dinosaurs first appeared around 245 million years ago. The word
“dinosaur” comes from two Greek words, and it means “terrible lizard”.
Dinosaurs lived on land and walked on either two or four legs. Many
dinosaurs ate plants, but some ate meat. Dinosaurs came in different sizes.
Some were as small as chickens, and others were as big as ten elephants.
Dinosaurs ruled the Earth for more than 180 million years. About
66 million years ago, dinosaurs suddenly died out. Scientists are not
completely sure why. However, they are learning more and more about
dinosaurs by studying their fossils.
The living world
15
20
①genius /9dZi:niRs/ n. 天才人物 ② crocodile /9krBkRdaIl/ n. 鳄鱼
③lizard /9lIzRd/ n. 蜥蜴 ④ ancestor /9CnsestR(r)/ n. （动物的）原始种型；祖先
Scanning
When you need to find certain information in a text, you do not have to read every
word. Instead, you can move your eyes quickly over the text until you find the
information you need. This is called scanning.
Can you quickly find the information about when dinosaurs first appeared in the second
entry?
Reading strategy
5
Section 1
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6
Unit 1 Look it up!
Reading comprehension
1 Complete the notes below with the information from the encyclopaedia entries on
page 5.
2 The two encyclopaedia entries are from different subjects of the same encyclopaedia.
Under which subjects should we put the following entries?
Leonardo da Vinci
Year of birth:
Year of death:
Country of birth:
Profession(s):
Most famous artwork:
Dinosaurs
Time period:
Size:
Diets:
Animals related to dinosaurs:
Things scientists are not sure about:
Your ideas
3 Discuss the questions below.
(1) When do you need to find information in an encyclopaedia?
(2) What is the difference between a dictionary and an encyclopaedia?
Claude Monet insects
the giant panda
festivals
Ludwig van Beethoven types of plants
Culture and arts: _____________________________________________________
The living world: _____________________________________________________
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7
Section 1
Vocabulary practice
1 The words in italics explain the meanings of four words and one phrase from the
encyclopaedia entries on page 5. Find them and complete the sentences.
(1) Some animals are highly __________ (line 3). They are so smart that they can
be trained to understand some human language.
(2) My brother is a very __________ (line 4) piano player. He has a natural ability
to play very well from a young age.
(3) Kate’s __________ (line 8) ability is amazing: she is very good at drawing.
(4) People say that __________ (line 12) without drivers will be quite normal in
the future. It will be very common to see a bus or car without a driver!
(5) The dodo, a large bird that couldn’t fly, __________ (line 21) hundreds of
years ago, so there aren’t any living dodos on Earth.
In the 1990s, researchers in China discovered something surprising about
dinosaurs: some of these
(1)__________ animals had feathers. This discovery
helped explain the connection between birds and dinosaurs. According to
scientists, all the non-bird dinosaurs
(2)__________, but dinosaurs survived as
birds. In fact, birds developed from
(3)__________ two-legged, meat-eating
dinosaurs called theropods ① .
(4)__________ you’ve seen exciting movies about
dinosaurs like T-Rex ② . Well, those huge dinosaurs come from the same family
as birds. Today’s ducks and chickens aren’t scary, but they are actually related to
T-Rex! In one way, the dinosaurs never disappeared
(5)__________ —they just
became smaller.
3 Write about a talented person. Use the expressions below.
a type of completely die out perhaps prehistoric
be born in ...
be talented in ... change the way ...
from an early age learn to do
show ... talent
① theropod /9PIRrRpBd/ n. 兽脚类恐龙 ② T-Rex /0ti: 9reks/ n. 霸王龙
2 Here is more information from the encyclopaedia. Complete the passage with the
words and phrases below. Change the form if necessary.
Noun suffi xes: -ist, -ian
We can add -ist or -ian to the end of some words to make nouns, referring
to a person.
science→scientist music→musician
Can you give more examples?
Word building
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8
Unit 1 Look it up!
1 Look at the words and phrases below. What do you know about the musician Nie Er ①?
Share your ideas with your classmates.
Listening
A famous musician
musician
2 Listen to the audio of an encyclopaedia entry and complete the notes.
• Original name:
(1)_______________
Birthplace:
(2)_______________
Year of birth:
(3)_______________
• Why did he change his name?
Because he
(4)_______________, and he could
(5)_______________, so
people called him “Erduo”. He liked this nickname and changed his name.
• What was life like for Nie Er and others during the 1930s?
The 1930s were
(6)_______________; there was great suffering and
people were
(7)_______________.
• How many songs did he write during his short life?
(8)_____________________________________________
① Nie Er 聂耳 ② national anthem /0nCSnRl 9CnPRm/ 国歌 ③ nickname /9nIkneIm/
n. 绰号
3 Listen again and answer the question.
Why was Nie Er called “the People’s Musician”?
national anthem ②
original name
talented
march together
nickname ③
Your ideas
4 What else do you know about Nie Er? Find more information about him and share
with your classmates.
Nie Er, a famous musician
What information can you usually find
in an encyclopaedia?
Think
i
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9
Section2
Exploring and applying rules
Grammar
A some and any
We use some and any as determiners to talk about amounts. We also use them as
indefinite pronouns to refer to people or things.
Su Wen is interviewing Dr Xing, a dinosaur expert, for his project. Read the interview and
pay attention to the words in bold.
Su Wen:
Hi, Dr Xing, can I ask you some questions about dinosaurs?
Dr Xing:
Of course!
Su Wen:
Why did dinosaurs die out?
Dr Xing:
Many scientists think that dinosaurs died out because a huge
asteroid ① hit the Earth. However, some scientists don’t accept this
theory.
Su Wen:
What do scientists disagree about?
Dr Xing:
Some scientists think the world became too cold for dinosaurs.
Some believe there was not enough
food for dinosaurs.
Su Wen:
Do you have any theories yourself?
Dr Xing:
I have my own theory, but there isn’t
any sound proof for it yet. We still
need to find more fossils …
①asteroid /9CstRrOId/ n. 小行星
Look!
• We use some in questions when we expect the answer to be “yes”. It is also
a polite way to ask.
Would you like some tea? May I have some noodles?
• We can use any to talk about someone or something when we do not refer to
a specifi c person or thing.
You can take any book you’d like to read.
Which pen do you want? Any will do.
• We use some and any before plural countable nouns and uncountable nouns.
• We usually use some in positive statements, and any in negative statements
and questions.
Let’s sum up the rules!
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10
Unit 1 Look it up!
B somebody, anybody, nobody, etc.
Read the dialogue below and pay attention to the words in bold.
Dad:
How is your project going? Did you find anything useful in the library?
Su Wen:
The librarian showed me a few books, but I found nothing useful.
Dad:
Maybe you can ask somebody else—perhaps your biology teacher
can help.
Su Wen:
That’s a good idea! I think he can tell me something about the first
dinosaurs.
Grammar in use
2 Look at the picture of the school library below and then ask and answer questions in
pairs.
S1: Is there anything in the bookcase?
S2: Yes. There are lots of books in the
bookcase.
S1: Are there any plants in the library?
S2: Yes, there are some plants in the
library.
...
1 Complete the conversation between Su Wen and the librarian with some or any.
Librarian:
Hello, how can I help you?
Su Wen:
Hi, Miss. Do you have
(1)__________ books about dinosaurs?
Librarian:
Yes, we do. We have
(2)__________ next to the encyclopaedias. What
type of dinosaurs are you interested in?
Su Wen:
I don’t have
(3)__________ idea. I just want to look up
(4)__________
facts.
Librarian:
No problem. Let me show you
(5)__________ popular dinosaur books
for teenagers.
• Indefinite pronouns ending in -thing are used to refer to objects, ideas or
situations. Indefinite pronouns ending in -one and -body are used to refer to
people.
• Nothing, nobody and no one are used in a positive statement, but they have a
negative meaning.
Let’s sum up the rules!
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11
Section3
Expressing and communicating ideas
Sentence stress
When we speak, we usually stress key words (e.g. nouns, verbs, adjectives,
adverbs and numbers) in a sentence.
Read the dialogue below and stress the underlined words. Then listen and repeat.
May: Happy birthday, Ben! This is for you.
Ben:
An encyclopaedia? Thank you, May!
May: You’re welcome. I’m sure you’ll learn a lot from it.
Ben:
Yes, I’m sure I will. It’s always useful to have an encyclopaedia
around the house.
Improving your pronunciation
Speaking
Talking about someone you admire
Find information about a person you admire in an encyclopaedia and tell your partner.
Different jobs
artist, designer, inventor,
mathematician, musician, painter,
physicist, scientist, writer, etc.
Tip
You can fi nd the
following information
about the person you
admire in an encyclopaedia:
• Life and works
• Main achievements
• Infl uence
S1: Which person in history do you admire?
S2 : I admire Pablo Picasso. He was one of the
greatest painters of the 20th century.
S1:
What did he do?
S2: He created many new styles of painting,
and his works influenced the development
of modern art.
S1:
Can you give some examples?
...
How can you use information
from encyclopaedias?
Think
i
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12
Unit 1 Look it up!
Yuan Longping
Yuan Longping (1930–2021) was a Chinese
agricultural scientist. He was born in Beijing.
Yuan spent his whole life developing different
kinds of hybrid rice. These new types of
plants can produce much more rice than
traditional ones. Yuan’s work has helped feed
people in China and many other parts of the
world. Farmers in a lot of countries now grow his hybrid rice.
Yuan won many awards for his research. He received the Medal of
the Republic, one of China’s highest honours, in 2019. People call
him the “Father of Hybrid Rice”.
Writing
Writing an encyclopaedia entry
W
1 Wang Yao drew a mind map before she wrote an encyclopaedia entry about a scientist
she admires. Look at the mind map and label the parts of the entry.
Basic information
year of birth and death
...
Awards and titles
Medal of the Republic
...
Main achievements
hybrid rice ① research
...
Yuan Longping
(2)________
(3)________
Tip
Encyclopaedia
entries should
contain facts
instead of opinions.
① hybrid rice /0haIbrId 9raIs/ 杂交水稻
Online Encyclopaedia for Teens
We are calling for articles about famous people around the world. Write an
encyclopaedia entry and send it to us.
(1)________
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13
Section 3
I included important information about this person.
I used facts instead of opinions in the encyclopaedia entry.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
2 Who do you admire? Find information about this person and write an encyclopaedia
entry.
Step 1
Plan
Draw your own mind map.
Step 2 Write
Write an encyclopaedia entry about the person you admire. Find
a photo of the person you are writing about and add it to the article.
Step 3 Check and revise
Tick (✓) the boxes to check your writing, and then
revise it.
photo
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14
Section4
Extending and developing competencies
Focusing on culture
Encyclopaedias provide all kinds of information.
When were the first encyclopaedias made?
Let’s explore the history of encyclopaedias to learn more.
F
Encyclopaedias: an educational tool with a long history
5
10
15
20
25
The word “encyclopaedia” comes from a Greek word that means “general
education”. We use encyclopaedias to find information about different
subjects. Nowadays, most people use encyclopaedias online, but some still
prefer to use paper encyclopaedias. They often come in several volumes ①.
China has a long history of creating encyclopaedias. One of the first
encyclopaedias was the Huanglan ② (i.e. the Imperial Anthology). It was
created around 220 CE. Another important encyclopaedia was the Yongle
Dadian ③ (i.e. the Yongle Encyclopaedia). The
Yongle Dadian was completed in 1408 and had
over 11,000 volumes. It is probably the largest
encyclopaedia in history. Both the Huanglan
and Yongle Dadian included important pieces
of writing. These entries covered subjects like
history, art and science.
Encyclopaedias in other parts of the world also go back a long way in history.
The earliest known encyclopaedias in Europe were written by the Greeks
in the 4th century BCE. They were similar to early Chinese encyclopaedias
because they included works by different scholars ④. Centuries later,
the editors of the first modern
encyclopaedias, like the Encyclopaedia
Britannica, organized the entries in
alphabetical order. People could use the
first letter of a word to find a subject
quickly and easily.
Encyclopaedias have played an important role through history in recording
and providing information. They are still a useful tool, and they help us learn
about the world that we live in.
1 Read the article about encyclopaedias and find out how they developed in different
parts of the world.
What do you know about the
history of encyclopaedias?
Think
i
① volume /9vBlju:m/ n. 一卷；一册 ② Huanglan 《皇览》
③ Yongle Dadian 《永乐大典》 ④ scholar /9skBlR(r)/ n. 学者
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15
Section 4
3 Complete the sentences with the words below. Change the form if necessary.
editor order organize record
(1) Before you start writing, you need to __________ your ideas.
(2) Writers __________ important information about science, art and other subjects
in the Huanglan and Yongle Dadian.
(3) __________ need to check all facts very carefully.
(4) The words in a dictionary are usually in alphabetical __________.
Your ideas
4 Find out more information about the Yongle Dadian and share your findings with
your classmates.
Where can you see precious ancient books in China? The National Museum
of Classic Books is one such place. Find more information about it online.
2 Answer the questions below with the information from the article on page 14.
(1) How were early Greek encyclopaedias similar to early Chinese encyclopaedias?
(2) What changes did the editors of the first modern encyclopaedias make? What
do you think of this change?
The Encyclopaedia Britannica is a world-famous encyclopaedia.
It is the oldest English-language encyclopaedia. The fi rst
edition was published in 1768, and since then there have been
15 editions.
Notes
Exploring more
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16
Unit 1 Look it up!
Listen to article
Quick facts:
Summary of
important facts and
key words.
Cross-curricular connection Information technology*
C
2 Do you know any other online encyclopaedias? Can you describe them to your
classmates?
(1) Why are the parts in the blue boxes useful? What kind of information do they
give us?
(2) How is it different from a print encyclopaedia? Which do you prefer?
Top Questions: A list of common questions
about the topic.
Menu: Helps you quickly find
information on the website.
Picture: Digital
pictures that you
open in a new
window.
Table of
contents: Helps
you quickly find
information on
the page.
Leonardo da Vinci: self-portrait
See all media
Born: April 15, 1452 • Italy
Died: May 2, 1519 (aged 67) •
France
Notable Works:“Battle
of Anghiari”•“Last
Supper”•“Leda”•“Mona Lisa” ...
(Show more)
Movement / Style: Early
Renaissance • Renaissance
Subjects Of Study: painting •
proportion • anatomy • mechanics
• architecture
Introduction & Top Questions
> Life and works
> Art and accomplishment
Fast Facts
2-Min Summary
Timeline
Achievements
> Top Questions
Facts & Related Content
Quizzes
Quotes
Media
Videos
Images
More
More Articles On This Topic
Additional Reading
Contributors
Article History
Leonardo da Vinci
Browse Search Dictionary Quizzes One Good Fact
Home > Visual Arts> Painting> Painters
Leonardo da Vinci
Italian artist, engineer, and scientist
Print Cite Share Feedback ...
By Ludwig Heinrich Heydenreich • Last updated: Aug23, 2022 • Edit history
Top Questions
What is Leonardo da Vinci best known for?
How many Leonardo da Vinci paintings are there?
What was Leonardo da Vinci’s personality like?
Summary
Read a brief summary of this topic
Leonardo da Vinci, (Italian:“Leonardo
from Vinci”) (born April 15, 1452,
Anchiano, near Vinci, Republic of
Florence [Italy]—died May 2, 1519
Cloux [now Clos-Lucé], France),
Italian painter, draftsman, sculptor,
architect, and engineer whose skill and
intelligence, perhaps more than that
of any other fi gure, epitomized the
Renaissance humanist ideal. ...
Online encyclopaedias
In the time of the internet, more and more people use online encyclopaedias to
look up information, which is fast and convenient.
1 The entry below is from one of the world’s largest online encyclopaedias. Look at the
entry and answer the questions below.
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17
Checking your progress
Project*
Acting out a play of a Chinese classic book
Encyclopaedias like the Yongle Dadian are one type of Chinese classic books, but there
are many other classic collections of knowledge. In this project, you will work in groups to
explore a classic work and act out a play about it.
Step 1
Pick one of the works below, or choose another classic book you like.
Find more information about it.
Shijing ① (The Book of Poetry)
Tiangong Kaiwu ②
Bencao Gangmu ③
The Art of War ④
...
Step 2
Organize the information you collected.
The world encyclopaedia, the universal library, exists, and it is
the world itself.
— Alberto Manguel
Wits corner
T
t
W
Book title:
Writer(s):
Topic:
Time written:
Material written on:
Importance:
①Shijing 《诗经》 ② Tiangong Kaiwu 《天工开物》 ③ Bencao Gangmu 《本草纲目》
④The Art of War 《孙子兵法》
Step 3
Adapt the information into a play script. Assign different roles in your
group. Roles in your play may include:
• the narrator: introduces the book (e.g. its title, writer(s), topic)
• the storyteller: reads poems / excerpts from the book
• actor(s): play(s) the role(s) of characters from the book or the author (e.g.
explaining how he / she wrote the book)
Step 4
Perform your play for the class and vote for the best performance.
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Unit 2
Amazing numbers
18
Unit objectives
I can:
understand the importance of numbers in daily life.
record and present information with numbers in English.
use cardinal and ordinal numbers correctly.
understand how numbers developed and how they differ
between cultures.
壹
贰 叁
1
2
3
肆
伍 陆
4
5
6
柒
捌 玖
7
8
9
拾 零 佰
10
0
100
Key question
What is the role of numbers in our daily lives?
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19
First thoughts
• Why are numbers amazing?
• How do we use numbers to record and present
information?
• How do we use numbers in daily life?
• How did numbers develop?
Think
Numbers in different cultures
Types of numbers
Numbers used in daily life
Understanding
numbers
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① outwit /0aWt9wIt/ v. （智力上）胜过
Read the story and find out how a wise old man used numbers to outwit
① the king.
Reading
Before you read
Numbers are everywhere. Look at the pictures and discuss where you can see numbers in
your daily life.
fl ight schedule
clock face
Why are numbers amazing?
Think
i
The old man and the king
The old man and the king
5
10
A long time ago, there was a king in India. The king’s favourite game
was chess.
One day, a wise old man came to the palace and the king challenged
him to a game. “You can have any prize if you win the game,” the
king promised the old man.
The old man thought for a moment and said slowly, “If I win the
game, I’d like one grain of
rice for the first square of
the chessboard, two for the
second, four for the third
... I’d like you to double
the amount for each of the
rest of the squares.”
The king was very
20
Section1
Experiencing and understanding language
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calendar
price tag
charts and graphs
I can see numbers everywhere, such
as on a clock face, a calendar ...
Where can you see numbers?
surprised. “Is that all?” he asked. “Wouldn’t you like gold or silver
instead?”
“No, just rice,” the old man replied without hesitation.
“How many grains of rice will this be?” the king wondered, “There
are 64 squares on the chessboard, so there will be one, two, four, eight,
sixteen, … Perhaps a bag of rice is enough.” After thinking about it
for a moment, the king agreed.
The king and the old man played the game for a long time. Finally,
the old man won, so the king ordered his men to collect a bag of rice.
The king’s men put one grain on the first square, two on the second,
and so on. After a few squares, the king realized the problem—even
with all the rice in the country, he would still not have enough rice to
put on the chessboard!
15
20
25
Identifying the elements of a story
The key elements of a story include the characters, setting, plot, conflict and theme.
They help you understand the story better.
Can you identify these elements in the above story?
Reading strategy
21
Section 1
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Reading comprehension
1 Complete the table with the information from the story on pages 20–21.
2 Read the story again and find evidence to support the statements below.
(1) The king loved to play chess.
_______________________________________________________________________________
(2) The king thought the old man asked for too little.
_______________________________________________________________________________
(3) The king did not have enough rice for the old man.
_______________________________________________________________________________
Your ideas
3 Discuss the questions below.
(1) How many grains of rice should the king put on the last square?
(2) What do you think happened next? Continue the story and role-play it in your
group.
Setting
Time
(1) _____________________________________
Place
(2) _____________________________________
Characters
(3) _____________________________________
Plot
Beginning
The king
(4) _____________________________
_______________________________________
_______________________________________.
Middle
The king and the old man
(5) _______________
_______________________________________.
End
(6) _____________________________________
_______________________________________
_______________________________________
22
Unit 2 Amazing numbers
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Vocabulary practice
1 The words in italics are from the story on pages 20–21. Match the sentence halves.
A poor young man came fi rst in a running race and won some gold as a
(1)____________. He looked at the small piece of gold in his hand and
(2)____________ what to do with it. The young man decided to ask a wise old
man for advice. “I have a little gold now, but I want much more,” he said. “Can
you help me?”
The old man looked at him. “I can teach you how to make more money if you
(3)____________ to work hard,” he said.
The young man agreed without
(4)____________. Then the old man pointed
out of the window. “Look outside. What can you see?” he asked. “I can see
nothing but an empty fi eld,” the young man
(5)____________.
“Use your money to buy this fi eld,” said the old man, “and grow some cotton.
In a year, you can sell the cotton and make a profi t.”
The young man followed his advice and worked hard all year round, and in
time, he became very rich.
3 Summarize the story on pages 20–21. Use the words and phrases below.
hesitation prize promise reply wonder
promise surprise wonder
challenge ... to
double the amount
realize the problem
without hesitation
(1) When you wonder about
something,
(2) If you promise to do
something,
(3) You may win a prize
(4) You will win the silver medal
(5) If your friend challenges you
to a chess game,
a you are very sure you will do it.
b he / she wants to see if he / she can win.
c if you come second in the race.
d you think about it with curiosity and want
to know more about it.
e if you do well in the race.
2 Complete the story with the words below. Change the form if necessary.
23
Section 1
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Listening
The world’s countries and
population
1 Discuss the questions below in pairs.
(1) What is the population of the world now?
(2) Can you name the three largest cities in the world by population?
2 Ellie and Ann are talking about countries and population around the world. Listen to
the conversation and choose the correct answers.
(1) What’s the world’s population
according to the conversation?
a about 8 billion
b about 10 billion
c about 13 billion
(2) How many people will there be
in the world in 2100?
a more than 9 billion
b more than 10 billion
c more than 12 billion
(3) What per cent of the world’s population currently live in Asia?
a a bit over 30%
b less than 50%
c about 60%
(4) Which of the following cities is discussed in the conversation?
a Shanghai
b Shenzhen
c Beijing
3 Listen again and answer the question below.
What does Ann mean when she says “the number keeps changing”?
Tip
We can express
numbers in different ways:
• 27%: twenty-seven per cent
• 5
1 : one fifth
• 3
2 : two thirds
How do we use numbers to
record and present information?
Think
i
Your ideas
4 Imagine that you are working on a project about the population of different countries
around the world. What methods are you going to use to find the information? How
will you record and present the information you collect?
24
Unit 2 Amazing numbers
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Grammar
A Cardinal numbers
We use cardinal numbers to count things.
11
eleven
15
fifteen
20
twenty
82
eighty-two
12
twelve
18
eighteen
50
fifty
98
ninety-eight
100
one hundred
375
three hundred and seventy-five
1,000
one thousand
100,000
one hundred thousand
4,189
four thousand one hundred and eighty-nine
1,000,000
one million
1,000,000,000
one billion
2,000,000
two million
3,000,000,000
three billion
1st
first
4th
fourth
9th
ninth
13th
thirteenth
2nd
second
5th
fifth
11th
eleventh
20th
twentieth
3rd
third
8th
eighth
12th
twelfth
21st
twenty-first
B Ordinal numbers
We use ordinal numbers to show the order of things.
• When we read out numbers, we do not add -s to the words hundred,
thousand, million and billion.
• We put and between hundred and ten.
We form most ordinal numbers by adding -th to the cardinal numbers,
except fi rst, second and third. For numbers of 21 and above, the ordinal
number is formed based on the last digit (21st, 22nd, 23rd, etc.).
Let’s sum up the rules!
Let’s sum up the rules!
25
Section2
Exploring and applying rules
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1 Look at the information about the three longest rivers in the world. Take turns asking
and answering questions about the rivers.
S1:
Which is the first-longest river in the world? Where is it? How long is it?
S2: The Nile River is the first-longest river. It’s in Africa. It’s about 6,671 km long.
Grammar in use
2 Look at the list of the highest mountains in Asia, North America and Africa. Describe
the mountains with cardinal and ordinal numbers.
The Nile River
Africa
6,671 km
The Amazon River
South America
6,480 km
The Yangtze River
Asia
6,300 km
Rank
Name
Height
Continent
1
Mt. Qomolangma
8,848.86 m
Asia
2
Mt. Qogir
8,611 m
Asia
3
Mt. Kanchenjunga
8,586 m
Asia
Rank
Name
Height
Continent
1
Mt. Denali
6,190 m
North America
2
Mt. Logan
5,959 m
North America
3
Pico de Orizaba
5,610 m
North America
Rank
Name
Height
Continent
1
Mt. Kilimanjaro
5,895 m
Africa
2
Mt. Kenya
5,199 m
Africa
3
Mt. Stanley
5,109 m
Africa
The tallest mountain in ... is ... It is ... metres high.
... is the second-highest mountain in ...
26
Unit 2 Amazing numbers
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Speaking
Using numbers in daily life
Numbers play an important role in our daily lives. Discuss how people use numbers with
your classmates.
Strong and weak forms
Some words (e.g. do, the, of, and, can, for, to) have both a strong form and
a weak form. In most sentences, we use the weak forms of these words.
Sometimes we use the strong forms for emphasis.
a
an
for
of
to
Strong form
/eI/
/Cn/
/fO:(r)/
/Bv/
/tu:/
Weak form
/R/
/Rn/
/fR/
/Rv/
/tR, tu/
the
and
can
have
he
do
Strong form
/Qi:/
/Cnd/
/kCn/
/hCv/
/hi:/
/du:/
Weak form
/Qi, QR/
/Rn(d), n/
/kRn/
/hRv, Rv/
/hi/
/dR, du/
Listen and repeat. Pay attention to the words in blue.
May: Do you know the number of students in your class?
Ben: Yes, I do. There are 35 students in my class—18 boys and 17
girls. I can remember all their birthdays!
S1: How do people use numbers in
daily life?
S2:
People use numbers to do a lot of
things. Take planning a journey for
example. We need to decide the
dates. And then we need to check
the train or flight schedule. Also,
we need to make a budget.
S1: That’s true. People also use
numbers to ...
People use numbers to:
• design buildings
• develop new medicine
• grow crops
• make a monthly budget
• plan a journey
...
Improving your pronunciation
27
Section3
Expressing and communicating ideas
How do we use numbers in daily life?
Think
i
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Writing
Writing a report on population change
W
1 Wang Yao is writing a report about the world population. Look at the line graph she
found and help her complete the report. Use the words and phrases below to help you.
Populations change in all areas over time. Do some research and
write a report on population change in a city or province based on
your findings.
Growing numbers: rise (sharply, quickly, slowly), grow, go up, double
Falling numbers: fall (sharply, quickly, slowly), drop, go down
No change: stay the same, remain the same
Year
1750
1800
1850
1900
World population: 1750 –2050
1950
2000
2050
Population ( billion)
0
1
2
3
4
5
6
7
8
9
10
28
Unit 2 Amazing numbers
World population
The graph shows that the population in the world
(1)__________________
before the year 1800. During the second half of the 1800s, the
population began
(2)______________________. In 1850, there were about
(3)_____________________ people in the world. About one hundred years
later, the world population reached
(4)______________________. Between
1950 and 2000, the population more than
(5)______________________. In
2050, there will be more than
(6)_______________________ people on our
planet.
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上海教育出版社
I used a line graph to record and present information, using correct
numbers.
I provided a detailed description of how the population of a city / province
changed over time.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar, and punctuation.
2 How has the population in a particular city or province changed over the years? Find
information about it and write a report.
Step 1
Plan
Choose a city or province you are interested in. Find information
about its population change over a period of time and make a line graph.
Step 2 Write
Write a report about how the population changed over time.
Remember to use the words and phrases in Exercise 1.
Step 3 Check and revise
Tick (✓) the boxes to check your writing, and then
revise it.
29
Section 3
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Focusing on culture
Numbers are everywhere today. How did people
in ancient times record numbers? Let’s explore the development of counting
methods.
F
The story of numbers
In ancient times, people developed different counting
methods. One of the earliest was called “tally sticks ①”.
Each “stick” (or pebble ②, or other counting tool) stands
for a thing we want to count, such as an animal or a bag of
rice. For each animal we want to count, we draw one stick.
This is called a “one-to-one correspondence ③”. Tally sticks
are easy to understand, but it can take a long time to write
down large numbers. To write “1,000”, you have to draw a
thousand tally sticks!
Later, people created faster ways of writing numbers. One such system
developed in ancient India. Instead of using tally sticks, people began using
different abstract ④ symbols to represent different numbers. Researchers do
not know exactly how this happened, but some believe that the sticks slowly
turned into symbols over the centuries. These Indian numerals became
popular, and people in the Arab world started using them too. Thanks to the
Arabs, this way of writing numbers spread to Europe and across the world.
Nowadays, they are known as Arabic numerals ⑤.
The ancient Romans wrote numbers in a different way. They
used letters from their alphabet. For example, the number
12 is “XII” (10+1+1). The Roman numerals used to be the
most common way of writing numbers in Europe. Today we
still see them in many places, for example, on clock faces,
on buildings or in books. But Roman numerals are not as common as Arabic
numerals, maybe because they are too diffi cult to use!
5
10
15
20
1 Read an article from a science magazine and find out more about numbers.
① tally stick /9tCli stIk/ 计数棍 ② pebble /9pebl/ n. 鹅卵石；砾石
③ correspondence /0kBrR9spBndRns/ n. 对应 ④ abstract /9CbstrCkt/ adj. 抽象的
⑤ numeral /9nju:mRrRl/ n. 数字
30
Section4
Extending and developing competencies
How did numbers develop?
Think
i
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(1) The Roman symbol IV __________ the number 4 in Arabic numerals.
(2) This palace was a(n) __________ of the king’s wealth and power.
(3) The Roman alphabet is not the only writing _________ in the world—there are
many others.
(4) We don’t know __________ how many animal species there are on Earth.
exactly represent symbol system
People from different cultures use different numerals. Below are
three ways of writing the numbers one to five.
Chinese numerals: 一、二、三、四、五
Roman numerals: I, II, III, IV, V
Arabic numerals: 1, 2, 3, 4, 5
Notes
In ancient times, people developed a counting system called
(1)____________________. Later, people replaced this system with
abstract
(2)____________________. These were more convenient
because they were quicker to write. The numbers we use today are called
(3)____________________. They were invented in
(4)____________________.
Thanks to the
(5)____________________, this system spread to other parts of the
world. Sometimes we also see numbers written with
(6)____________________
on clock faces and buildings. These are called Roman numerals.
3 Complete the sentences with the words below. Change the form if necessary.
Your ideas
4 What influences did the development of counting methods have on people’s daily lives?
2 Complete the summary below with the information from the article on page 30.
People used counting rods in ancient China. What do you know about this way
of counting? Do some research and share your findings with your classmates.
Exploring more
31
Section 4
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Cross-curricular connection Mathematics*
If you carefully observe the natural world around you, you may find interesting
mathematical patterns!
1 Read the article on Fibonacci numbers and find out more about Maths in nature.
C
① Fibonacci sequence /0fIbR'nA:tSi 9si:kwRns/ 斐波那契数列 ② petal /9petl/ n. 花瓣
③ spiral /9spaIrRl/ n. 螺旋形 ④ pine cone /9paIn kRWn/ n. 松果
2 Find a pine cone and count the spirals. How does the number of spirals illustrate the
Fibonacci sequence? Think about things around you in nature. Have you ever noticed
any interesting patterns?
The amazing Fibonacci sequence
① of numbers
Fibonacci was a famous Italian mathematician born in the 12th century. He
created many maths problems. The most famous one was about rabbits.
Imagine that a pair of rabbits can have two babies every month. After two
months, the new rabbits can have babies too. What will happen if you have a
pair of newborn rabbits on your farm? How will the number of rabbits grow
over time? Let’s look at the answers this way:
This is the beginning of
the Fibonacci sequence.
Look at the numbers.
Can you see any pattern?
That’s right—each
number is the sum of the
two previous ones. As we
can see, the numbers in
the Fibonacci sequence
grow very quickly. What
numbers come after 8 in
the sequence?
Fibonacci numbers are very special because they show up everywhere. They
appear in artworks and famous buildings, and also in living things. In fact,
nature likes to follow the Fibonacci sequence. Flower petals ② often come
in Fibonacci numbers. The same thing happens with the spirals ③ of pine
cones ④ and sunflower seeds. We do not know yet why these numbers are so
common, but Fibonacci’s discovery can help us understand the natural world.
1
2
3
4
5
6
7
1
1
2
3
5
8
?
Month
Number of pairs
32
Unit 2 Amazing numbers
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Project*
Making a booklet about numbers
Our world is full of amazing numbers. How much do you know about them? In this
project, you will explore different types of numbers in groups and make a class booklet
about your findings.
Step 1
Brainstorm some number-related topics in your group. Use the following
spidergram to help you. Write down your own ideas in the spidergram.
P
Number rules the universe.
— Pythagoras
Wits corner
N
W
Step 2
Decide on a topic and then research it.
Step 3
Write a short passage on your topic. Illustrate your passage with pictures,
graphs, etc.
Step 4
As a class, put all your passages together to make a booklet about
numbers.
Numbers
People and
numbers
Numbers
connected to
__________
Numbers in
__________
Numbers in
different cultures
Numbers
connected to
__________
33
Checking your progress
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Unit 3
Our digital lives
34
Unit objectives
I can:
talk about the history of computers.
understand how digital technology changes our lives.
improve my digital literacy.
analyse the positive and negative effects of the internet
on daily life.
Key question
How has digital technology changed our lives?
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35
First thoughts
Life before the
internet
Things people do
with the internet
The positive effects of
the internet on daily
life
The negative effects
of the internet on
daily life
The internet and our digital lives
Think
• How will the internet change our lives in the future?
• How do you choose a digital device?
• What are the positive and negative effects of the internet?
• How has digital technology changed the world?
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Nowadays, people use smartphones, smartwatches and smart home devices. In
the future, even more things will be connected to the internet. The network of
interconnected smart devices is called the Internet of Things (IoT ①).
Reading
Before you read
Look at the picture below and discuss what a smart home is like.
What is a smart home like?
Can you give some examples?
...
In a smart home, a lot of devices
are connected to the internet. You
can control these devices
even when you are not at
home.
① IoT /0aI RW 9ti:/ 物联网 ② sensor /9sensR(r)/ n. 传感器
③ thermometer /PR9mBmItR(r)/ n. 温度计
door lock
flood sensor ②
robot cleaner
air conditioning
lights
activity sensor
Wi-Fi
multimedia
thermometer ③
How will the internet change
our lives in the future?
Think
Think
36
Section1
Experiencing and understanding language
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Read the transcript of a podcast interview to learn about how the internet will further
change our lives.
Finding examples that support opinions
Writers often use examples to support their opinions and this helps the reader
understand the opinions better. For example, in line 14, Dr Li’s opinion is “one of the
most important changes will come in energy use”. The example he uses to support this
opinion is “smart rubbish bins will automatically tell the smart city network ... plan better
collection routes”.
Can you find more examples?
① automatically /0O:tR9mCtIkli/ adv. 自动地 ② route /ru:t/ n. 路线
Smart life in the future
Host:
Our guest today is Dr Li, a technology expert. Dr Li has studied how the
internet will further change our lives in the future.
Dr Li:
That’s right. The internet has brought big changes to everyday life. For
example, e-learning and mobile payment have changed the way we study
and shop. In the future, even more things will be connected to the internet,
so life will continue to change.
Host:
Can you give us some examples?
Dr Li:
Take health for example. We’ll probably wear small devices all the time,
and they’ll check our health and warn us about health problems. With this
information, doctors can provide better treatment.
Host:
Interesting! Will the internet help improve the environment?
Dr Li:
Yes! As more things become connected to the internet, our cities will
become smart cities. Smart cities will be more eco-friendly than cities
today. One of the most important changes will come in energy use.
Different devices will communicate and share data with each other.
This will help them save energy. For example, smart rubbish bins will
automatically① tell the smart city network when they are full. This data will
allow the rubbish collection company to plan better collection routes ②.
Host:
Will smart cities improve our lives in other ways?
Dr Li:
I think the biggest change will be in transport. Our roads will be much
safer in the future, and traffic will flow more smoothly. There will be fewer
accidents because cars will drive themselves, and they will share data with
the smart city network. With this data, traffic lights can change the timing
according to the number of cars on the road.
Host:
That’s amazing. And will this really be possible?
Dr Li:
Yes, it will. We’ve already started doing some of these things!
5
10
15
20
25
Reading strategy
37
Section 1
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Reading comprehension
1 Complete the table below with the information from the transcript of the podcast
interview on page 37.
2 Read the transcript of the podcast interview again and answer the questions below.
(1) Does Dr Li take a positive, negative or neutral① attitude towards the changes
brought by the internet?
_______________________________________________________________________________
(2) Can you find examples from the interview to support Dr Li’s opinion?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Your ideas
3 Discuss the questions below.
(1) What will life in a smart city be like?
(2) Do you think the internet has negative effects on our daily lives? What are
they? How can we deal with them?
The internet will …
Examples
change the way we look
after our health.
We will
(1)______________________________
______________________________________
______________________________________.
change the way we use
energy.
Smart rubbish bins will
(2)__________________
______________________________________.
change the way the transport
system works.
Cars will
(3)_____________________________
______________________________________.
① neutral /9nju:trRl/ adj. 中立的；无倾向性的
38
Unit 3 Our digital lives
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3 Write about how you think the internet will change our lives in the future. Use the
words and expressions below.
Vocabulary practice
1 Find the words in the transcript of the podcast interview on page 37 and match them
with their meanings.
Smart technology is changing the way we live. Nowadays, more devices are
connected to the internet.
(1)____________ smartwatches ____________.
Athletes can use them to measure their speed and heart rate, and then send all
the
(2)____________ to their trainer.
Smart devices will change our cities in the future and traffic will flow more
(3)____________ thanks to smart city technology. Our homes will be full of
smart devices too. For example, when we run out of eggs or milk, our fridge
will automatically order more.
One day, we may even take “smart pills”
to help check our health, and this will help
doctors provide the right
(4)____________.
However, some experts
(5)____________ that
smart technology can easily go wrong and
this could lead to serious problems.
2 Complete the passage with the words and the phrase below. Change the form if
necessary.
(1) expert (line 1)
a to tell someone that something bad may happen
(2) warn (line 9)
b medical care given to patients
(3) treatment (line 10)
c the vehicles moving on a road at a certain time
(4) traffic (line 21)
d moving without difficulties
(5) smoothly (line 21)
e a person with special knowledge and skill
data
take ... for example warn
smoothly treatment
check
provide
warn
bring changes to
change the way we ...
changes will come in ...
connected to
take ... for example
39
Section 1
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Listening
A new laptop for a smarter life
1 Li Na wants to buy a laptop online. Help her find out what she needs to consider.
Discuss with your classmates and make a list.
Your ideas
4 Discuss the questions below.
(1) What digital devices do you have at home?
(2) How do you use them to help with your study and daily life?
Tip
Units we use
to describe a laptop:
• size: inch
• weight: kg
• memory: GB
• price: yuan (¥)
3 Listen again and complete the table.
Model
Size
Weight
Memory
Price
Lightning X
Spec 15
A101
2 Li Na asks her friend Liu Wei for advice. Listen to the conversation and answer the
questions below.
(1) What does Li Na mainly use the laptop for?
(2) What kind of laptop does Liu Wei think Li Na needs?
(3) Which laptop will Li Na most probably choose?
Size:
How large is the screen?
Memory:
How much memory does the
computer have?
...
40
Unit 3 Our digital lives
How do you choose a digital device?
Think
Think
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Grammar
Comparative and superlative adjectives
When we compare two people or things, we can use the comparative form of
the adjective. When we compare more than two people or things, we can use the
superlative form of the adjective.
Read the dialogue between Su Mei and Su Wen. Pay attention to the words in bold.
• To form comparative adjectives, we often add -er to an adjective with one
or two syllables and use more with adjectives of three or more syllables.
• We often use than after comparative adjectives.
• To form superlative adjectives, we often add -est to an adjective with one
or two syllables and use most with adjectives of three or more syllables.
• We usually use the before superlative adjectives.
Su Mei:
Oh, what’s this?
Su Wen: It’s a computer from the 1940s. You know what? The first
computers were bigger than cars. Nowadays, computers are much
smaller and better.
Su Mei:
I see. Besides size, what else is different?
Su Wen: Computers today are much faster than before.
Su Mei:
That must be true. Some computers are even smarter than human
beings.
Su Wen: No, I don’t think so. I think human beings are the smartest. After
all, we invented computers.
Adjective
Comparative adjective
Superlative adjective
big
bigger
biggest
smart
smarter
smartest
interesting
more interesting
most interesting
Let’s sum up the rules!
41
Section2
Exploring and applying rules
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1 Complete the conversation with the comparative or the superlative form of the
adjectives in brackets.
Grammar in use
2 Interview your teachers and classmates about their attitudes towards digital
technology. Write questions with comparative and superlative adjectives before you
start.
• Which do you think is more convenient to read, e-books or print books?
• Does ... make your life easier or harder?
• Is it safer to make new friends online or offline?
...
Su Wen: Did you watch that science show on TV last night? It was about chess
computers.
Su Mei: No, I didn’t. Was it interesting?
Su Wen: Yes! Scientists designed
(1)______________________ (early) chess
computers in the 1950s. At the time, the computers could not beat
human players. Even ordinary people were
(2)______________________
(good) than these first chess computers. But in 1997, a computer named
Deep Blue won a chess match against the world champion. This was
(3)______________________ (famous) chess game against a computer
in history.
Su Mei: Wow, that’s a big victory for artificial intelligence (AI)!
Su Wen: Indeed! Back then, Deep Blue was
(4)_____________________________
(powerful) chess computer in the world. But now, an ordinary computer
can beat
(5)______________________ (good) human players.
Su Mei: Well, that may be true, but humans
invented AI. Also, computers cannot
think like we do. That means humans
are still
(6)______________________
(smart) than computers!
3 Summarize the information you collected in Exercise 2 and share your findings with
the class. You may begin your summary with the following sentences.
Most of my classmates / teachers think that it is more convenient to ...
Some say it is safer / easier to ...
42
Unit 3 Our digital lives
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Speaking
Talking about life on the internet
How much time do teenagers spend on the internet every day? Work in groups and
conduct a survey of your classmates. Use the questions to help you. Then complete the
table and report your findings to the class.
• Do you use social media? How often do you check it per day?
• Do you usually send your friends messages, or do you talk more in person?
• How much time do you spend learning online?
...
Time spent on ...
S1
S2
S3
S4
...
checking social media
sending messages to friends
learning online
reading news online
...
We interviewed ... students. ... students said they ... They spend most time on ...
Improving your pronunciation
Extra stress
When we speak, we stress the most important word in the sentence. You,
the speaker, must decide what the most important word is.
Listen and repeat. Give extra stress to the words underlined twice.
Amy:
What do you think of computers, Frank? Are they smarter than
human beings?
Frank: No, I don’t think so.
Amy:
Why not? Computers can do a lot of things!
Frank: Maybe, but human beings created computers.
Amy:
That’s true!
43
Section3
Expressing and communicating ideas
What are the positive and
negative effects of the internet?
Think
Think
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Writing
Writing your opinions about the internet
1 Look at the lists below and add your own ideas. Support your opinions with examples.
Positive effects
• The internet helps us develop
our interests.
• It allows us to stay in touch
with friends.
• It allows us to learn online.
Examples
Negative effects
• Some teenagers spend too
much time on social media.
•
Examples
Teen Life Magazine
Nowadays teenagers spend a lot of time on the internet. What are the positive
and negative effects of the internet on their lives? Write a paragraph to
express your opinions.
I love reading science fiction
novels, and I post my book reviews
online. Every time I write a review,
I get hundreds of comments.
44
Unit 3 Our digital lives
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I expressed my positive / negative opinions about the internet clearly in
my writing.
I supported my opinions with specific examples, such as ____________.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
2 Write your opinions on the topic.
Step 1
Plan
Look at your lists of ideas on page 44 and choose one or two
important points.
Step 2 Write
Write down your opinions and support them with examples.
Step 3 Check and revise Tick (3) the boxes to check your writing, and then
revise it.
45
Section 3
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Focusing on culture
Computer technology develops quickly and has
changed our world greatly. Let’s explore the history
of computers.
1837
In Britain, the first machine
with a program was designed
by Charles Babbage and his
student Ada Lovelace. Charles
wanted a machine to add up
big numbers, but Ada realized
that a computer program could
do a lot more. She was the first
computer programmer.
1981
A US company
designed the first PC
(personal computer)
for the general public. Experts didn’t
believe that anybody wanted a
computer at home. But in two years
they sold thousands of them.
1971
Ted Hoff was the main inventor
of the microprocessor, or
“microchip”. This was a major
breakthrough in the history of computers.
Thanks to the microchip, computers and
other electronic devices got faster and
smaller very quickly.
The future
Computer technology continues to
develop. Some computers will be
tiny—perhaps we will even have
computers in our clothes. Scientists
believe that quantum computers ①
will be the next big breakthrough.
They will be many times faster than
today’s computers, and much more
powerful.
1940s
Scientists
built early
computers in
England and
Germany.
They were
the size of a
room!
1936
British scientist Alan Turing
read Ada’s ideas and created
the Turing machine, the basic
design of a computer system.
The Turing machine could
do all kinds of calculations,
and it could also run different
programs. This is the basis
for all modern computers.
1 Read the text to find out how computers have developed over the years.
A computer is any machine that can be programmed with a set of instructions.
① quantum computer /0kwBntRm kRm9pju:tR(r)/ 量子计算机
1990s–present
Smartphones—phones with computer
software—arrived! Today’s smartphones
can connect to the internet and run all
kinds of different apps—in other words,
they are small computers. The arrival
of smartphones has started a new era in
digital technology. Expressions such as
“Wi-Fi”, “download” and “app” have
become part of our daily lives.
The story of the computer
46
Section4
Extending and developing competencies
How has digital technology
changed the world?
Think
Think
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2 Answer the questions below with the information from the text on page 46.
(1) What did Charles Babbage and Ada Lovelace do in 1837?
(2) Who was Alan Turing and what did he do?
(3) Who was Ted Hoff ? What happened after his invention?
(4) What will be the next big breakthrough in computer technology?
3 Find the words and the phrase in the text and match them with their meanings.
(1) major
a programs on a computer, phone, etc.
(2) the general public
b a particular period in history
(3) era
c people in society
(4) software
d to get data, files, software, etc. from the internet
(5) download
e greater or more important
In May 2021, Chinese researchers built a powerful quantum
computer called Zuchongzhi. Quantum computers are a new
type of computer. They make calculations with the help of
quantum mechanics
①.
Notes
①quantum mechanics /0kwBntRm mR9kCnIks/ 量子力学
Who invented the World Wide Web? How has it changed the world? Go
online and learn more about the digital revolution.
Your ideas
4 How have smartphones changed our daily lives? How will they continue to change our
daily lives? Share your ideas with the class.
Exploring more
47
Section 4
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Cross-curricular connection Information technology*
Literacy is the ability to read and write. Nowadays, we also talk about “digital literacy”.
In today’s world, this is a very important skill.
Read the article about digital literacy and tick (3) the correct statements about it.
① evaluate /I9vCljueIt/ v. 评价；评估 ② biased /9baIRst/ adj. 有偏见的；片面的
③ emoji /I9mRWdZi/ n. 表情符号
to find and use reliable online information.
to read e-books.
to create online content, such as writing posts and blogs.
to chat online with family and friends.
to share ideas and communicate with others online.
to behave well online.
Digital literacy means the ability:
48
Unit 3 Our digital lives
Digital literacy
What is digital literacy? Here are a few important parts of digital literacy.
Finding and using digital content
It is easier to find information online than in print books. However, we need to be
careful when we look things up on the internet. Firstly, there is a lot of subjective
information online, so we cannot trust everything we read. Secondly, there is so
much content on the web, and this makes it difficult to evaluate
① information, and
it is easy to form biased② opinions.
Creating digital content
Today, we also create new content online. Writing posts and comments is an
important way to communicate online. The things we publish on the internet
contain more than just text. We can also use emojis③, pictures and videos to express
ourselves. This makes our online messages more interesting to read.
Communicating and sharing content
When we write emails, posts and comments, we can communicate with a large
number of people. The internet is a very powerful tool, but we need to use this tool
in a good way. We should always be kind to others online, especially people we
do not know. If we communicate in the right way, we can have a positive effect on
people’s lives. On the other hand, we can hurt others with mean comments online.
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Project*
Setting up rules for using digital devices
Digital devices have become an important part of daily life. However, we need to make
sure we use them in a sensible way. In this project, you are going to make a list of rules for
using digital devices at home.
Step 1
How do the members of your family use digital devices at home?
Complete the table below.
We are all now connected by the internet, like neurons
① in a
giant brain.
— Stephen Hawking
Wits corner
Step 2
Work in groups. Compare how you and your family members use digital
devices. Then make a list of rules for using digital devices at home.
• How much time may each family member spend on their digital devices
per day?
• What should / may they use their digital devices for?
• Should there be a “device-free” time every day? Why / why not?
• Who is responsible for checking that everyone follows the rules?
• What happens if someone breaks the rules?
Step 3
Discuss the rules with your parents. Then revise them based on their
suggestions.
Step 4
Introduce the rules at home. Keep a journal for a week and note down
how well the rules work.
Family
member
Digital
devices
Things they use
them for
Time spent
per day
Positive / Negative
effects
Step 5
Discuss your results in groups. How well did the rules work? Did they
make any difference? Share your findings with the class.
Family rules
Who is responsible?
Date:
Checked by:
If someone doesn’t follow the rules, we will ...
① neuron /9njWRrBn/ n. 神经元
49
Checking your progress
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Unit 4
Inventions
50
Unit objectives
I can:
identify important inventions in history.
talk about some interesting inventions in our daily lives.
describe my ideas for a new invention.
understand the features of great inventions.
Key question
What makes an invention great?
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51
First thoughts
Great inventions
Great inventions
in history
New ways of living because of inventions
Think
• How have different inventions changed the way we live?
• What kind of fun inventions have you seen?
• How do people come up with ideas for new inventions?
• What are some great inventions in history?
Features of
great inventions
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上海教育出版社
1801
steam
locomotive
3500 BCE
1
5
10
15
When the first humans decided to leave their homes over 100,000 years
ago in search of new places to live and better sources of food, they did it
on foot. Humans continued walking across the globe for the next 94,000
years, until about 6,000 years ago when a number of important changes
took place. For instance, in the Central Asian country of Kazakhstan,
people started to ride horses. Although this meant that people could travel
further and faster, transporting large amounts of goods was still a difficult
job. That all changed, however, a few hundred years later with the invention
of the wheel.
Who first invented the wheel? We will never know for sure, but the
inventors probably first used wheels to make pottery ①. Later, they realized
that they could also use them to transport people and things. They soon
attached wheels to horse-pulled vehicles. Farmers were suddenly able
to transport their goods to markets far away. This invention increased
national and international trade.
The wheel changed the way villages, towns and even countries did business
with each other, but it wasn’t perfect. The roads were old walking paths.
Reading
Before you read
Complete the timeline of different forms of transport with the words and phrases on page
53. Discuss in pairs which invention is the most important and why.
Read the article about the wheel and find out how this invention changed transport
around the world.
How have different inventions changed the way we live?
Think
Think
The wonder of the wheel
2
1783
①pottery /9pBtRri/ n. 陶器
52
Section1
Experiencing and understanding language
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crewed
spacecraft
1961
1903
1885
3
① windmill /9wIndmIl/ n. 风车
car hot-air balloon plane safety bicycle wheel
These old paths quickly became extremely difficult to use in wet weather.
As a result, the first roads made of stone appeared after the arrival of the
wheel. The Romans then invented new road-building techniques. The new
roads were very good, and we still use some of them today.
The wheel not only changed the way humans move, but it also allowed
us to build all types of amazing machines. Windmills ①, clocks and other
machines all use wheels, and the Industrial Revolution depended on the
wheel. Even in our digitalized world, we still use wheels in devices such
as 3D printers. Without doubt, the wheel is one of the most important
inventions of all time.
Annotating a text
Successful readers often take notes to remind themselves of important information in a
text. Here are some tips for annotating a text:
• Write key words next to each paragraph.
• Mark different types of information. For example, circle transitional words and
underline key information.
Can you try annotating the article above?
I think ... is the most important invention because ...
Which do you think is the most important invention? Why?
20
25
and the first modern
4
5
Reading strategy
53
Section 1
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Reading comprehension
1 Match the headings to the paragraphs with the information from the article
on pages 52–53.
2 Read the article again and answer the questions below.
(1) How did people travel before the invention of the wheel?
(2) What changes did the invention of the wheel bring about?
(3) Why is the wheel an important invention?
Your ideas
3 Discuss the questions below.
(1) Why do you think people invented new ways of travelling?
(2) Look around you. Can you see any wheels? Where are they?
Paragraph 1
_______
Paragraph 2
_______
Paragraph 3
_______
Paragraph 4
_______
a Wheels are everywhere
b New roads and faster travel
c Travelling was hard work
d A world-changing invention
54
Unit 4 Inventions
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3 Write about an invention with the word and expressions below.
Vocabulary practice
1 Find the words and the phrase in the article on pages 52–53 and match them with
their meanings.
Interviewer: Hello Dr Li! You wrote a book about the history of the wheel. How
did the wheel change people’s lives?
Dr Li:
Before the wheel, people
(1)____________ animals to carry heavy
things, or they carried things themselves.
Interviewer: Did people continue to use animals to move things after the
invention of the wheel?
Dr Li:
Yes. That’s how horse-pulled vehicles came about. They put things
in the vehicles,
(2)____________ the horses and off they went! It
was so much easier for a horse to
(3)____________ something than
carry it on its back.
Interviewer: How were the roads back then?
Dr Li:
Terrible! The roads were really just
(4)____________ from people
walking the same way for years.
Interviewer: Thank you for the information!
Dr Li:
You’re welcome. There is no
(5)____________ that the wheel is the
greatest invention of all time!
2 Complete the conversation with the words and the phrase from Exercise 1. Change the
form if necessary.
(1) attach (line 13)
a a feeling of not being sure about something
(2) pull (line 13)
b a way made by a lot of people walking on it
(3) path (line 17)
c to need something in order for something else to happen
(4) depend on (line 24) d to join one thing to another
(5) doubt (line 26)
e to move something in a certain direction
increase
after the arrival of ... changed with the invention of ... depend on
one of the most important inventions of all time
55
Section 1
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Listening
Fun inventions
1 Look at the pictures below and discuss the questions in pairs.
(1) What is it invented for?
(2) Do you think it is a useful invention? Why or why not?
Your ideas
4 Which of these inventions do you think is the most useful? Why?
2 Listen to the radio advertisements. Match the inventions with adjectives that describe
their key features.
(1) Full-body Umbrella
a funny
(2) Cleaner Cat Brushes
b efficient
(3) LED Slippers ①
c convenient
(4) Two-way Glasses
d easy to use
(5) Noodle Fan
e safe
3 Listen again and choose the correct answers.
(1) What does the speaker mean by “it might look a little funny”?
a The Full-body Umbrella won’t keep you dry.
b The Full-body Umbrella looks really strange.
c The speaker personally likes the invention very much.
(2) When the speaker says “these slippers will light up your way”, he is
____________.
a making a prediction
b making a statement
c making fun of the invention
What kind of fun inventions have you seen?
Think
Think
a
b
c
① slipper /9slIpR(r)/ n. 室内便鞋；拖鞋
56
Unit 4 Inventions
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Grammar
A good, bad and far
Some comparative and superlative adjectives are irregular.
Read the passage and pay attention to the words in bold.
B (not) as … as
We use (not) as … as to say that things or people are (not) equal in some way.
Adjective
Comparative adjectives
Superlative adjectives
good
better
best
bad
worse
worst
far
farther / further
farthest / furthest
Many inventions make people’s lives better. For example, the
invention of the wheel allowed people to travel farther distances.
However, there are bad inventions too. A magazine once picked the
top ten worst inventions in human history, such as cigarettes and
plastic bags. Many people think these inventions make the world a
worse place to live in.
• We use (not) as … as with the base form of adjectives to compare things
and people.
• We use (not) as … as with many + the plural form of a countable noun or
much + an uncountable noun to compare amounts.
Early computers were as big as a room.
With electric lights, people can do as many things in the
evenings as they can in the daytime.
A candle does not produce as much light as a light bulb.
Read the sentences below and pay attention to the words in bold.
Let’s sum up the rules!
57
Section2
Exploring and applying rules
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Grammar in use
2 Look at the list of the great inventions in the past 1,000 years in Exercise 1. Then ask and
answer the questions in pairs.
(1) Which invention do you think is more important, the printing press or the light
bulb? Why?
(2) Which invention do you think is the most important? Why?
(3) What other inventions do you think are as useful as those on the list?
1 Some historians have made a list of great inventions in the past 1,000 years. Look at
the list and complete the conversation below with the correct form of the words in
brackets.
Su Wen: I think movable type is the
(1)______________________ (good)
invention in the past 1,000 years. Thanks to this, people could have
books to read.
Su Mei: Well, it is an important invention. However, I think the light bulb is an
even
(2)______________________ (good) invention. It was hard to read
and write at night before we had light bulbs. Which modern invention do
you think is the most important?
Su Wen: Definitely the computer. It has been almost
(3)______________________
(important, as ... as) the movable type.
Su Mei: The things on the list are all great inventions. After all, life would be
much
(4)______________________ (bad) without them!
①vaccine /9vCksi:n/ n. 疫苗
Year
Invention
1041–1048
movable type
1440–1450
printing press
1796
vaccine ①
1876
telephone
1879
light bulb
Year
Invention
1885
car
1895
radio
1903
airplane
1925
television
1940s
computer
58
Unit 4 Inventions
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Speaking
Talking about an interesting invention
Find an interesting invention and then discuss it in pairs.
S1: What is that invention in the picture?
S2: It is a pedal-powered ① washing machine.
S1: Who invented it?
S2: A 14-year-old girl from India invented it.
S1: How does it work?
S2: When you ride the bicycle, it moves the clothes around
the washing machine.
...
① pedal-powered /0pedl 9paWRd/ adj. 踏板驱动的
• What is the invention and who invented it?
• Why did he / she invent it?
• What does it look like?
• How does it work?
Improving your pronunciation
Intonation (1): Rising tone
When we ask a Yes / No question, our tone rises (
) at the end of the
question.
Do you understand?
Can you repeat it?
Is it correct?
Listen and repeat. Try to make sure your tone rises at the end of each question.
Wendy: I’m going to talk about an important invention. You can ask five
Yes / No questions. Can you guess what it is?
Tony:
Do we have it in the classroom?
Wendy: Yes.
Tony:
Do I have it in my school bag?
Wendy: Yes.
Tony:
Is it a pen?
Wendy: Yes. You’re right.
59
Section3
Expressing and communicating ideas
How do people come up with ideas for new inventions?
Think
Think
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Writing
Writing an article about a new invention
1 Wang Yao drew a mind map before she wrote about her idea for a new invention—a
flying car. Look at the mind map and read her article to find out how she organized her
ideas.
What it looks like
Main features
What it can do
What it is
Benefits of my
invention
My invention—
A flying car
A flying car
My invention is a flying car. It is fast, convenient and green.
The flying car has four wheels and two wings. It can run on land
and fly in the air.
It has a top speed of 300 km/h. You can travel farther distances in
less time. The car can be controlled by voice. If you shout “Fly!”, the
car will turn into a plane in 30 seconds. Then you can fly in the air.
You will be as free as a bird. Instead of petrol, the car uses solar
power, so it will not pollute the air.
As there are more cars on the road, there are more traffic jams.
My invention will help people avoid traffic jams. It will make driving
a more exciting experience too. People can fly anywhere they like
and enjoy the view at the same time.
Teen Life Magazine
The School Science Festival will start next week. We are looking for students’
ideas for new inventions to put on the school website. Please write an article
about your idea for a new invention and send it to us.
60
Unit 4 Inventions
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I wrote about the main features of my invention, such as ____________,
and what it looks like.
I described what it can do and how it is used.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
2 Now describe your own invention.
Step 1
Plan
Draw a mind map for your own invention.
Step 2 Write
Write about your invention. You can also draw a picture of it.
Step 3 Check and revise
Tick (3) the boxes to check your writing, and
then revise it.
61
Section 3
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Focusing on culture
The famous four great inventions of
ancient China have had a huge impact on the whole world. Let’s learn about one of
them.
5
10
15
20
1 Read the story about Jane’s encounter with a great inventor from ancient China.
① pine gum /9paIn GVm/ 松脂 ② ash /CS/ n. 灰；灰烬 ③ frame /freIm/ n. （图画、门、
玻璃等的）框架 ④ ink /INk/ n. 油墨；墨水 ⑤ Bi Sheng 毕昇
⑥ craftsman /9krA:ftsmRn/ n. 工匠
Movable type: a dream come true
It was nearly ten o’clock at night. Jane was in bed. She was reading a book about the
history of printing when she fell asleep.
Suddenly, Jane found herself inside a big room. She could
see an open fire and a big desk with lots of strange tools.
There was a man by the desk, and he was working with
clay. He was so busy that he didn’t notice her.
“Excuse me, what are you doing?” asked Jane.
“I’m going to print a book, so I’m making type,” the man replied.
“Type? What is it? Could you tell me more about it?” asked Jane.
“Sure. First, I cut characters into pieces of clay. Then I bake them with fire to make
them hard. These ones are ready now—look, each character is a single piece of type. I
need to make thousands of these before I can print the book,” said the man.
“Could you show me how to print with them?” asked Jane.
“First, spread out a mixture of pine gum①, wax and paper ash② on a metal plate. Next,
put each piece of type on the plate and fix them with a frame③. After that, heat it up
so that the mixture will melt. Then press down on the clay characters with a board to
make sure the surface is even. Finally, brush the characters with ink④—now, it’s ready
to print,” he explained.
“Oh, you must be Bi Sheng⑤,” Jane said. “I learnt about you in the book! You invented
movable type. You know what, the German craftsman⑥ Gutenberg improved your
invention and introduced metal movable type to Europe about 400 years later.”
Bi Sheng smiled. At that moment Jane woke up. It was only a dream ...! She looked at
the book in her hands and smiled.
62
Section4
Extending and developing competencies
What are some great inventions in history?
Think
Think
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2 Describe the steps of printing a book with movable type with the information from the
story on page 62.
Step 1: Cut characters into pieces of clay.
Step 5:
(4)_________________
Step 2:
(1)_________________
Step 6:
(5)_________________
Step 3:
(2)_________________
Step 7:
(6)_________________
Step 4:
(3)_________________
Bi Sheng was a craftsman and engineer in the Song dynasty.
Sometime between 1039 and 1048, he invented movable-type
printing technique. It is one of the four great inventions of
ancient China.
Notes
Xuan paper is another important invention of ancient China. What do you
know about it? Find more online.
3 Complete the sentences with the words below. Change the form if necessary.
(1) Bi Sheng was focusing on his work, so he didn’t ______________ the girl
standing there.
(2) When Jane saw Bi Sheng, he was making ______________ from clay.
(3) We can ______________ the clay down to make it flat.
(4) It’s quicker to ______________ up the food in the microwave.
(5) Gold, iron and silver are all different types of ______________.
Your ideas
4 Discuss the questions below.
(1) Why is the invention of printing important in history?
(2) What do you know about other great inventions of ancient China?
heat metal notice press type
Exploring more
63
Section 4
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Cross-curricular connection Physical science*
Inventions often go through several stages of development before they become
popular.
1 Read the article about the development of the steam engine.
① piston /9pIstRn/ n. 活塞 ② cylinder /9sIlIndR(r)/ n. （发动机的）气缸
③ boiler /9bOIlR(r)/ n. 锅炉；汽锅 ④ cog /kBG/ n. 齿轮
2 Draw a timeline to describe the invention and improvement process of the steam
engine.
Interesting facts:
• James Watt invented the term “horsepower”. He recorded the weight a group
of ponies could lift. This became a single unit. He then compared this to the
weight his steam engine could lift. This made his machine’s power sound even
more impressive!
• The unit of power known as the “watt” is also named after James Watt.
The steam engine
Thomas Newcomen and the invention of the first
steam engine
This is the Newcomen’s engine, which was invented
in 1712 by Thomas Newcomen. With its use of a
piston①, cylinder② and boiler③, it was the very first
steam engine. Newcomen invented it to help people
mine for metals and coal at greater depths.
Watt’s improvement of Newcomen’s design
People often consider James Watt the inventor of the steam engine. Few people
know that he simply improved on Thomas Newcomen’s original design. Watt’s
improvement to Newcomen’s design increased the power of the engine.
This new steam engine could be used in many more ways. It could power trains
and ships, and it could also be used in factories.
The steam engine and the Industrial Revolution
Watt added wheels and cogs④ to his steam engine,
and this made it useful in train locomotives and
steamboats. His invention in turn played a huge role
in what is now known as the Industrial Revolution.
piston
cylinder
boiler
64
Unit 4 Inventions
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I have no special talents. I am only passionately curious.
— Albert Einstein
Wits corner
Step 4
Present your invention to the class. Then vote for the best invention in
your class.
Folding helmet
by James, Sara and Alex
INTRODUCTION
We are going to make a new kind of bicycle helmet. It will be a folding helmet.
PURPOSE
A lot of people don’t wear helmets because it is difficult to carry them around. Our
folding helmet will fit into a bag easily! With our invention, more people will wear
helmets. It will keep more people safe.
DESIGN
The helmet is going to be made of hard plastic. It will shine in the dark. It will fit
everybody.
Project*
Designing my invention
Imagine that you are an inventor. Think about what you are going to invent to make our
lives better.
Step 1
In groups, brainstorm problems you want to solve. Use the questions and
the example below to help you.
• What is the problem?
• Who needs help with this problem?
• What are the possible ways of solving this problem?
• A lot of people cycle to school and work. Bicycle helmets are not very
convenient to carry around.
• It is difficult for old people to climb stairs.
...
Step 2
Discuss what kind of inventions can solve the problems.
Step 3
Design your invention in groups. Use the example below to help you.
65
Checking your progress
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Unit 5
Going on an exchange trip
66
Unit objectives
I can:
describe things that students can do on an exchange trip.
talk about the experiences of other cultures.
express my opinions about the benefits of exchange trips.
understand and cope with culture shock.
Key question
What is it like to experience a new culture?
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67
First thoughts
Preparations for the trip
Things you
expect to learn
The country you would
like to go to and why
Plans for the trip
Going on an
exchange trip
exchange trip
Think
• What can students learn from an exchange trip?
• What does an exchange trip involve?
• What are the benefi ts of an exchange trip?
• What is culture shock?
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Reading
Before you read
A group of British students are coming to your school. What can you do to introduce
Chinese culture to them? Look at the picture below and make a to-do list for them. Then
explain your reasons.
I will introduce Chinese calligraphy to these exchange students
because it turns Chinese characters into an art form. Calligraphy has a
long history in China and is still widely practised.
① calligraphy /kR9lIGrRfi/ n. 书法
Beijing opera
Chinese painting
tea culture
calligraphy ①
Confucius
...
What can students learn from an exchange trip?
Think
i
To-do list:
68
Section1
Experiencing and understanding language
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Read an online report about some British students’ exchange visit in Beijing.
The wonderful exchange visit in Beijing
A group of British students from Woodpark School in London are visiting
Yangguang Junior High School.
“I was very nervous at first,” says Sarah. “However, my host family are really
friendly. I’m really grateful that they let me stay in their home. I love Chinese
food and enjoy every meal I have with my host family. I’ve learnt to use
chopsticks, and I can speak a little Chinese!”
The students spend the weekdays studying with Chinese students. At the
weekend, they go on tours with their host families around Beijing and visit
places of interest, such as the Great Wall, the Summer Palace and the National
Museum.
“I’ve watched videos about the Great Wall before, but seeing it in person is
definitely an unforgettable experience!” says Lisa. “The wall snakes its way
through the mountains of north China for thousands of kilometres. The Great
Wall is no doubt one of the most amazing achievements in human history!”
The students also spend time learning about Chinese culture. They get to try
different things for themselves.
“It’s been a fantastic experience so far,” says Eric. “I’ve learnt a bit of tai chi, and
I really enjoy it. The teachers have introduced us to Chinese painting as well.
The way of painting is very interesting. It’s quite different from what I’ve learnt
in my art classes back home. We dip ① the brush in black ink, and paint on a
special kind of paper, called Xuan paper. I haven’t had much success yet, but I’ll
keep trying.”
“I’ve made many new friends,” says Sarah. “I plan to keep in touch with them
when I return home. We’ll see one another soon because they’ll come over to
the UK for the second part of the exchange next month. I can’t wait!”
5
10
15
20
25
Understanding quotes
Writers use quotes to support their ideas. Quotes are the exact words that people said or
wrote. Quotes should come from believable sources, such as experts or eyewitnesses
②.
As you read, pay attention to the quotes in the text and think about the writer’s
intention.
① dip /dIp/ v. 蘸；浸 ② eyewitness /9aIwItnRs/ n. 目击者
Reading strategy
69
Section 1
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Reading comprehension
1 Complete the table below with the information from the online report on page 69.
2 Read the online report again and answer the questions below.
(1) Did the British students enjoy the trip to China? Find evidence in the online
report to support your idea.
_______________________________________________________________________________
_______________________________________________________________________________
(2) In the online report, the writer uses a lot of quotes from the exchange students
to describe their experiences and feelings. Why does the writer do so?
_______________________________________________________________________________
_______________________________________________________________________________
Your ideas
3 Imagine that a student from the UK will stay in your home during his / her exchange
trip. What preparations will you make? What weekend activities will you arrange?
Our exchange
visit in Beijing
Activities
Impressions
Living
stayed with
(1)_____________________
Sarah was really
(2)________
that she could stay there.
Tours
visited
(3)_______________,
such as the Great Wall,
(4)_____________________
_____________________
For Lisa, seeing the
Great Wall in person was
(5)___________________
___________________.
Learning
learnt about
(6)_____________________
For Eric, it was
(7)___________________.
Social activities
(8)______________________
70
Unit 5 Going on an exchange trip
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3 Imagine that you have just come back from an exchange trip. Describe the trip using
the words and expressions below.
Vocabulary practice
1 The words in italics explain the meanings of some words from the online report on
page 69. Find them and complete the sentences.
(1) Every year our school does a(n) ________ (title) with a school in London. Both
schools will send some students to visit each other.
(2) Steven always feels ________ (line 3) before an exam. He’s so worried that he
can’t sleep well.
(3) Sarah has got a pair of ________ (line 6) from a Chinese friend. She is still
learning to eat with a pair of these thin sticks.
(4) Today, we went on a guided ________ (line 8) of the city. We visited several
tourist sites.
(5) Lisa hasn’t called me ________ (line 21). She said she would call me today,
but so far, I haven’t heard from her.
2 Complete the diary entry with the words from Exercise 1. Change the form if necessary.
Friday, 8 July
Tomorrow I’m going on a(n)
(1)_____________ trip to London!
I’m a bit
(2)_____________ about the trip because I have never been
abroad before. However, the British students are the same age as me,
so I think we’ll get along well. There are lots of exciting activities on my
schedule. This weekend, we’ll take a(n)
(3)_____________ of the city. Next
week, we’re going to take part in a cultural exchange evening. My group
is going to show British students how to use
(4)_____________! I’m sure
it’ll be a lot of fun!
OK, I have to stop writing now. I haven’t finished packing my bags
(5)_____________, and I need to get up early tomorrow.
definitely
fantastic
unforgettable
different from
keep in touch
no doubt
seeing ... in person
spend time learning ...
Noun suffi x: -ness
We can add -ness to the end of some adjectives to make nouns. The suffi x -ness
means a quality or state of being.
nervous → nervousness friendly → friendliness
Can you give more examples?
Word building
71
Section 1
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Listening
Advice for a fun exchange trip
Some students from Yangguang Junior High School will go to Woodpark School
with their teacher Mr Liu for the second part of the exchange.
1 Complete a mini-quiz about London and find out how much you know about the city.
Your ideas
4 Imagine that you are going on an exchange trip to London. How should you prepare for
the trip? What do you want to do during your visit?
2 Listen to the conversation between Mr Liu and the students. Complete the notes
below.
3 Listen again and answer the questions.
(1) What are the students curious to know?
_______________________________________________________________________________
(2) What are the students going to do after they come back?
_______________________________________________________________________________
A mini-quiz about London
(1) London has a history of more than ______ years. a 1,000 b 2,000
(2) The ______ runs through London. a River Thames b River Seine
(3) London has more than ______ museums. a 50 b 170
My exchange trip
• Arrive at the airport before
(1)___________ a.m.
• Stay with our host families for
(2)______________.
•
(3)_______________ have planned fun activities.
•
(4)_______________ at Woodpark School on weekdays.
•
(5)________________________________________.
•
(6)________________________________________.
What does an exchange trip
involve?
Think
i
72
Unit 5 Going on an exchange trip
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Grammar
A The present perfect
We use the present perfect to talk about past events with a connection to the
present.
Eric has been in Beijing for a week. He has written an email to tell his mother about his
exchange experience. Read the email and pay attention to the words in bold.
Mum
My exchange trip in Beijing
Dear Mum,
I have been in Beijing for a week now. I’m staying with my host family and
they are friendly. l have just learnt how to play Go. My host brother Wei
taught me the rules. He has also shown me the medals he won.
I have done lots of fun things so far! I have learnt some useful Chinese
phrases at a local school with my British classmates. I haven’t practised them
yet but I will soon! Our teacher has told us we will do some Chinese painting
and tai chi next week. I haven’t tried tai chi before, so I am excited!
By the way, Wei hasn’t been to the UK. I’d like to invite him to London during
summer holiday. What do you think?
Love,
Eric
We form the present perfect with have / has + the past participle of the
main verb.
Look!
• I / You / We / They have = I’ve / You’ve / We’ve / They’ve
• He / She / It has = He’s / She’s / It’s
• have not = haven’t has not = hasn’t
• The past participle of a regular verb is usually the same as its past tense
form. You can fi nd the past participles of some irregular verbs on pages
142–143.
Let’s sum up the rules!
73
Section2
Exploring and applying rules
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B The present perfect with already, yet, ever, never,
since and for
We can use already, yet, ever, never, since and for with the present perfect.
Read the passage below and pay attention to the words in bold.
Sarah has been in Beijing for a week. She has stayed with her host family since
14 October. She has already tried a lot of local food in Beijing, but she hasn’t
visited many places of interest. For example, she has not seen the Great Wall
yet, and she has not been to the Summer Palace either. She hopes to go there
next week.
1 Complete the passage with the correct form of the verbs in brackets and since or for.
Doris and Chris are good friends. They
(1)______________ (know) each other
(2)______________ a long time. They first met each other in the Tennis Club.
Doris is now in London on an exchange trip. She
(3)______________ (be) away
(4)______________ last Sunday. Chris went on holiday the week before. Therefore,
Doris
(5)______________ (not see) Chris
(6)______________ two weeks.
• We use since with a point in time. We use for with a period of time.
• We can use the adverbs already, ever and never after have / has and before
the main verb.
• We often use yet at the end of a question or a negative sentence.
Grammar in use
2 Think about your travelling experiences. Ask and answer questions with your classmates.
• Have you ever been to Australia / Canada / Japan / India ...?
• Have you visited the Great Wall / ...?
• How long have you stayed / been in ...?
• Have you ever eaten ...?
...
Let’s sum up the rules!
74
Unit 5 Going on an exchange trip
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Speaking
Talking about the benefits
of an exchange trip
What can students learn from an exchange trip? How will it help them in the future?
Discuss the questions in pairs.
• How do exchange trips benefit
students?
• What can students learn from
exchange trips, and what interesting
things can they experience?
• become more independent
• improve communication skills
• learn about different ways of life
• practise another language
• understand different cultures
Useful expressions
Intonation (2): Falling tone
When we ask a Wh-question, we let the tone of our voice fall at the end of
the question. When we answer the question, we usually let the tone fall at
the end of the sentence too.
S:
What should we remember to do during our exchange trip?
T:
You should be polite and respect the local culture.
We also use a falling tone at the end of an imperative sentence.
Arrive at the airport on time, please.
Please bring a camera with you.
What are the benefits of an
exchange trip?
Think
i
Improving your pronunciation
What are the benefits of
exchange trips?
In my opinion, exchange trips can help students from different
countries understand each other better. When they stay with
a host family and meet local people, they get to learn about
different ways of life.
nt
W
e
75
Section3
Expressing and communicating ideas
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Writing
Writing a thank-you email
W
Content
Useful expressions
Greetings and beginning of the
email
I hope you are well. How are you?
I’m writing to thank you for …
________________________
Your appreciation and gratitude ①
• Things you are grateful for
• Things you enjoyed most about the
trip
• Things you learnt during your stay
in Beijing (e.g. Chinese history,
Chinese culture)
It was so kind of you to ...
I am grateful that ...
It has been a fantastic experience to
learn …
I felt like part of the family.
I still remember the day when …
________________________
Your life and feelings after the trip
• Things you have done since you
returned to London
• Things you miss about Beijing
I have told my friends about …
The thing I miss most is …
I do hope that …
________________________
Ending and signing off
• Best wishes to the host family
Keep in touch!
Yours,
Best wishes,
________________________
Eric has returned to London. He decides to write a thank-you
email to his host family.
1 Eric’s teacher has suggested an outline and some useful expressions for a thank-you
email. Add more useful expressions if you can.
Writing a a than
Eric h
emai
① gratitude /9GrætItju:d/ n. 感激之情
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Unit 5 Going on an exchange trip
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I used appropriate expressions, such as ___________________________,
for greetings and signing off.
I used appropriate vocabulary, such as ___________________________,
to describe Eric’s experiences and feelings about the trip.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
Mr Li; Mrs Li
Thank you
Dear Mr and Mrs Li,
I hope to hear from you soon.
Yours,
Eric
2 Now help Eric complete his thank-you email.
Step 1
Plan
Make an outline of the thank-you email.
Step 2 Write
Write the email.
Step 3 Check and revise
Tick (✓) the boxes to check your writing, and then
revise it.
77
Section 3
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Focusing on culture
F
If you travel to a foreign country, you may feel confused, strange or
anxious. This feeling is called “culture shock”. People experience culture
shock for different reasons. They may not know the language or local
culture. They may also miss their families and friends at home.
Culture shock usually follows four phases, also known as “the model of
cultural adjustment ①”.
1. The Honeymoon Phase
It is exciting to arrive in a foreign country. Everything is new and
unfamiliar, and it is fun to explore the new place and learn about the local
culture.
2. The Negotiation ② Phase
After a while, you begin to feel unhappy about life in the new country.
Everything feels difficult, and you get angry or sad very easily. You find
it difficult to communicate with people around you. You may get really
homesick and lonely.
3. The Adjustment Phase
During this phase, you slowly start to deal with the difficulties. You know
what to expect in most situations and the host country no longer feels all
that new. You start to accept the local culture, and you also learn how to
deal with the things you do not like.
4. The Adaptation Phase
You finally begin to feel at home in the new culture, and the cultural
differences are not a big problem any more.
It can be hard to adjust when you return to your home country after you
have been away for a long time. Some people experience a new culture
shock when they come back home. This is called reverse ③ culture shock.
5
10
15
20
25
1 Read the article to find out what culture shock is and how to deal with it.
① adjustment /R9dZVstmRnt/ n. 调节 ② negotiation /nI0GRWSi9eISn/ n. 协商
③ reverse /rI9vF:s/ adj. 相反的；反向的
When you experience a new culture, you may feel
confused, uncertain or even anxious. Let’s explore why
we have such feelings and how they change over time.
Culture shock
Culture shock
78
Section4
Extending and developing competencies
What is culture shock?
Think
i
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3 Complete the sentences with the words and phrases below. Change the form if
necessary.
The model of culture shock was first proposed by Kalervo
Oberg, a Canadian anthropologist ①, in 1954. He travelled the
world and wrote about his experiences in different cultures.
Notes
Your ideas
4 Imagine that you read a post by Wang Mei, who is on an exchange trip in New
Zealand. She doesn’t feel good and misses her family. Write a message to cheer her up.
2 Below is a line graph describing the changes of feeling when one experiences culture
shock. Can you explain it with the information from the article on page 78?
(1) Kate felt ______________ when she started high school, but she soon made
lots of friends.
(2) Patrick experienced ______________ when he studied in Argentina. He felt
really homesick.
(3) It takes some time for people to ______________ a new idea.
(4) You will have to find a way to ______________ those difficult feelings.
(5) We can’t ______________ others to solve the problems for us.
accept culture shock deal with expect lonely
6
4
1
2
3
4
5
6
7
8
9
10
11
12
2
0
-2
-4
-6
Level of happiness
Culture shock curve
Months in a foreign country
Honeymoon
Adaptation
Negotiation
Adjustment
Do you think children around the world do the same things? Find more
information online and compare children’s lives in different countries.
① anthropologist /0CnPrR9pBlRdZIst/ n. 人类学家
Exploring more
79
Section 4
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Cross-curricular connection Languages*
More and more people now travel and study in different parts of the world. As a
result, they speak more than one language.
1 Read the article and learn about the benefits of speaking two languages.
C
2 Imagine that your school principal plans to introduce an additional foreign language
(e.g. Russian, German, French) into the curriculum. Do you think it is a good idea?
Express your opinion and explain why.
Why is it good to speak more than just one language? A growing
number of studies show that learning a second language has huge
benefits.
According to a group of scientists in Canada, using two languages
is good for the brain. The scientists studied people who grew up
speaking two languages. They discovered that these people were
better at understanding new information and adapting to change.
Just as we exercise our bodies to make them stronger, we may also
exercise our minds to make them work better. People who speak
more than one language do this brain exercise every day. They jump
from one language to another, depending on who they are talking to.
Therefore, they generally make better decisions and are able to solve
problems more easily.
They are also better at understanding
different cultures. When people grow up
speaking two languages, they learn to
see things from different points of view.
Because of this, they find it easier to get
along with all kinds of people whenever
they visit a new part of the world.
The benefits of speaking
The benefits of speaking
two languages
two languages
80
Unit 5 Going on an exchange trip
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Project*
Making a welcome brochure for the exchange students
Imagine that a group of exchange students from Australia are going to visit your school
for two weeks. Help your teacher make a welcome brochure for them.
Step 1
Discuss in groups and plan activities for the exchange students. Use the
questions to help you.
Step 2
Make a welcome brochure for the exchange students.
The brochure may include:
• some welcoming words
• a schedule of activities for their stay
• transport information, famous places of
interest, local food, etc.
• a list of dos and don’ts
...
Step 3
Present your welcome brochure to your class and
vote for the best one.
• Weekday plan: What would you like the exchange students to learn
about your school or Chinese culture? What activities are you going to
organize?
• Weekend plan: What would you like them to learn about your city?
What activities are you going to organize?
...
Welcome to
Yangguang
Junior High
School!
A mind cannot be independent of culture.
— Lev Vygotsky
Wits corner
A
W
Tip
Remember
to use pictures and
different colours to
make the brochure
attractive and clear!
81
Checking your progress
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Unit 6
Wisdom counts
82
Unit objectives
I can:
understand why wisdom counts.
describe characters in ancient stories.
explain what lessons we can learn from ancient stories.
tell an ancient story about wisdom.
Key question
What can we learn from ancient stories?
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83
First thoughts
Ancient stories
Common features of
ancient stories
Ancient stories I know
Main characters in these
ancient stories
Things I can learn from
ancient stories
Think
• What do you know about the Trojan War?
• How did the Trojan War start?
• How can we turn an ancient story into an interesting play?
• What common features do ancient stories have?
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Reading
Before you read
1 Complete the quiz about the Trojan War to find out how much you know about it.
2 Have you seen any films or read any stories about the Trojan War? What do you know
about it? Share your ideas with your classmates.
5
10
15
The soldier came down the stairs—two at a time. “Captain, they’ve
gone,” he cried. “The Greek soldiers have disappeared—all of them. I
can’t see …” But the captain was no longer listening. He was going up
the stairs—three at a time.
Seconds later, the captain stood on the high wall of the city of Troy. He
looked down at the empty Greek camp and, beyond it, at the empty
sea. “They’ve gone and we’ve won,” he said. “The Greek army has tried
for ten years to capture① our city. Now, they’ve sailed away and taken
everything with them.”
“Not everything, sir,” the soldier said. “They’ve left their horse.” Outside
the main gate of the city stood a huge wooden horse.
“Ah, yes,” the captain said, “that wooden horse. It’s so big that they
couldn’t take it with them. Well, it’s ours now. Get some help and pull it
into the city. That won’t be difficult. It’s on wheels.”
“But why is it on wheels?” asked the soldier. “I think that maybe the
Greeks want us to …”
(1) When do historians think the Trojan War took place?
a around the 12th century BCE b around the 3rd century BCE
c around the 12th century CE
(2) Who were the two sides of the Trojan War?
a the Egyptians and the Greeks b the Trojans and the Greeks
c the Egyptians and the Trojans
What do you know about the Trojan War?
Think
i
Read the story about the Trojan Horse and find out how the Trojan War ended.
The night of the horse
ended.
① capture /9kCptSR(r)/ v. 攻取；攻占
84
Section1
Experiencing and understanding language
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① obey /R9beI/ v. 服从；顺从 ② stupid /9stju:pId/ adj. 笨的；傻的
(3) How long did the Trojan War last?
a about 3 years
b about 5 years
c about 10 years
(4) Which famous author wrote about the Trojan War?
a Homer
b Socrates
c Plato
(5) Where are the remains of Troy located?
a present-day Greece
b present-day Italy
c present-day Turkey
The captain stopped him and said, “You’re a soldier. It’s not your job to
think. Your job is to obey① orders, and I’m giving you one now. Move
that horse!” So the Trojans pulled the wooden horse into the city.
That night, all the Trojans celebrated their victory in the main square.
They sang and danced around the horse, and made jokes about the
stupid② Greeks. Then they made sure all the gates of the city were
locked, and went to bed.
By midnight, the main square was empty, except for the huge horse.
Some Greek soldiers were hiding inside. They waited for another hour,
to be sure. Then, very carefully, they opened the secret door on the
horse’s side and climbed out. No guards were around so they quietly
made their way to the main gate and let in the Greek soldiers waiting
outside. These soldiers secretly came back while the Trojans were
celebrating. Now the Greek army entered the city.
The Greeks spent ten years trying to take over the city of Troy. In the
end, they succeeded in capturing it in just one night with a clever
trick—and without any fighting.
20
25
30
Quiz about
uiz about
The
he Trojan
rojan War
ar
Visualizing
Visualizing means making pictures in your mind of what you are reading. For example,
you can try to think of a picture as you read the first paragraph of the story. Descriptive
words and figurative language can help you visualize things.
Reading strategy
85
Section 1
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Reading comprehension
1 Rearrange the events according to the story on pages 84–85.
2 Read the story again and answer the questions below.
(1) Who are the characters in the story?
_______________________________________________________________________________
(2) How did the Trojan soldier feel when he came down the stairs? Why?
_______________________________________________________________________________
(3) Why did the Greek army sail away?
_______________________________________________________________________________
(4) What was the soldier probably going to say when the captain stopped him?
_______________________________________________________________________________
_______________________________________________________________________________
(5) Why did the Greek soldiers inside the horse wait for another hour?
_______________________________________________________________________________
_______________________________________________________________________________
a The Trojans celebrated their victory in the main square.
b The Greek soldiers climbed out of the wooden horse and opened the main gate.
c The Greeks captured the city of Troy.
d The captain ordered the soldiers to pull the horse into the city.
e The Trojans found that the Greeks had gone and left a huge wooden horse.
Your ideas
3 The phrase “Trojan Horse” means a clever trick or plan that pretends to be harmless but
aims to cause harm from the inside. Do you know any other similar tricks?
The correct order is:
→
→
→
→
86
Unit 6 Wisdom counts
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3 Summarize the story on pages 84–85. Use the expressions below.
Vocabulary practice
1 The words in italics explain the meanings of some words from the story on pages
84–85. Find them and complete the sentences. Change the form if necessary.
(1) When the war started, he decided to join the army. He wanted to become a
________ (line 1) to protect his country.
(2) It was very late and the building was ________ (line 6). There was nobody
around.
(3) The Greeks won the war thanks to the Trojan Horse. After their ________
(line 20), the Greeks could finally sail home.
(4) We arrived at the hotel late at night. We got there after ________ (line 24).
(5) No one thought she would ________ (line 32), but she has finally achieved all
the things she wanted after five years of hard work.
2 Complete the passage with the words and the phrase below. Change the form if
necessary.
empty fi ght soldier succeed in victory
capture ... with a clever trick celebrate their victory climb out
hide inside pull into sail away secretly come back
We have just read about how the brave Greek
(1)____________ jumped out of
the Trojan Horse into the
(2)____________ streets of Troy. The Greeks won the
war thanks to their clever trick. But did this Greek
(3)____________ over the
Trojans really happen? In fact, we don’t even know if the Greeks and Trojans
(4)____________ each other in the Trojan War. Many historians thought that Troy
was just a myth ①, but some archaeologists finally
(5)____________ finding the
remains of the ancient city in 1870. The ruins of Troy are located in present-day
Turkey, and became a site of UNESCO World Heritage in 1998.
Adjective and verb suffi x: -en
We can add -en to the end of some nouns to make adjectives. We can also
add -en to the end of some adjectives to make verbs.
wood (n.) → wooden (adj.) weak (adj.) → weaken (v.)
Can you give more examples?
① myth /mIP/ n. 神话故事
Word building
87
Section 1
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Listening
How the Trojan War started
1 How much do you know about the Trojan War? Discuss the questions below.
(1) Why did the Trojan War start?
(2) Can you name some characters from the famous stories of the Trojan War?
Your ideas
4 Discuss the question below.
What do you think of the characters in the story?
2 Listen to the story about the cause of the Trojan War and put the pictures in the correct
order (1–6).
3 Listen again and answer the questions below.
(1) Who was Paris?
_______________________________________________________________________________
(2) What happened at the dinner?
_______________________________________________________________________________
(3) Why was the King of Sparta very angry?
_______________________________________________________________________________
(4) What did the King of Sparta do in the end?
_______________________________________________________________________________
a
b
e
c
f
d
1
88
Unit 6 Wisdom counts
How did the Trojan War start?
Think
i
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We use the present perfect to talk about past events with a connection to the
present. We use the simple past to talk about a completed action in the past.
Grammar
The present perfect and the simple past
We can use both the present perfect and the simple past to talk about a past
experience.
Read the dialogue between the captain and the soldier from the story of the Trojan Horse.
Pay attention to the tenses of the verbs in bold.
Soldier:
Captain! Captain! The Greeks have gone. They left last night.
Captain: Great! We have finally won! I have waited so long for this
moment.
Soldier:
Look! Our men have found something unusual. The Greeks left
a huge wooden horse near the city. Can you see it outside the
main gate? The Greeks did not take it with them.
Captain: Let’s keep it then. Go and pull it into the city.
1 Decide whether the sentences are correct ( ) or not ( ). If they are wrong, underline
the mistakes and correct them.
(1) The Trojan War has lasted for about ten years. ( )
_______________________________________________________________________________
(2) Who broke into the shop last night? ( )
_______________________________________________________________________________
(3) There have been many famous poets in the Tang dynasty. ( )
_______________________________________________________________________________
(4) I have had a history lesson yesterday. ( )
_______________________________________________________________________________
(5) The King of Sparta has started the war. ( )
_______________________________________________________________________________
(6) Ellie learnt a lot about Greek history since she joined the History Club. ( )
_______________________________________________________________________________
Let’s sum up the rules!
89
Section2
Exploring and applying rules
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Thursday, 10 November
Dear Diary,
A new bookshop
(1)___________________ (open) the day before
yesterday near my school. I
(2)___________________ (go) there with my
cousin this afternoon.
I
(3)___________________ (buy) a travel book about Greece. I
(4)_____
______________ (never be) to Greece, but my cousin
(5)____________
_________ (visit) the country last year. I
(6)___________________ (see)
some of her photos. Greece is such a beautiful country.
My cousin
(7)___________________ (buy) a book about ancient Greece
at the bookshop. I
(8)___________________ (read) a few pages of the
book with her. I think it’s very interesting.
2 Complete the diary entry below with the correct form of the verbs in brackets.
Grammar in use
3 Discuss an ancient Chinese story about wisdom in pairs. Use the questions below to
help you. You may add your own questions.
(1) When did the story take place?
(2) What happened in the story?
(3) What have you learnt from the story?
...
Tian Ji in a horse race
The Battle of Chibi
Empty fort strategy
Surround Wei to save Zhao
S1:
What is the story?
S2:
It is a famous story called ...
S1:
When did the story take place?
S2:
The story took place in ... period.
S1:
What happened in the story?
...
90
Unit 6 Wisdom counts
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Speaking
Putting on a play about the
Trojan Horse
Some students turned the story about the Trojan Horse into a play. Look at the first two
scenes and create two more scenes. Then perform them in groups.
Rhythm (strong and weak sounds)
In stressed syllables, the pronunciation of the vowels is clear and long. The
pronunciation of the vowels in unstressed syllables is unclear and short. This
adds rhythm to words and sentences when we speak.
Listen and repeat. Pay attention to the rhythm of each sentence. Make the
underlined vowels strong and the dotted vowels weak.
(1) There’s a
4 huge woode
4n horse o
4utside the
4 city
4.
(2) A
4 t night, all the
4 Troja
4ns cele
4bra
4te
4d i
4n the
4 main square.
(3) Fo
4r ten years, the
4 Greeks co
4uld not captu
4re the
4 city
4 by
4 fighti
4ng.
Scene 1
Narrator: The captain of Troy is standing on the high wall of the city. He is
looking down at the empty sea.
Captain: We’ve finally won! The Greeks have gone. They’ve sailed away.
(A soldier enters.)
Soldier: Captain, Captain, look over there. We’ve found a huge wooden
horse.
Captain: Ah, yes. The Greeks didn’t want to take it with them. Get some help
and pull it into the city. That won’t be difficult. It’s on wheels.
Soldier: Yes, sir!
(The soldier leaves.)
Scene 2
Narrator: All the Trojans celebrate in the main square, by the wooden horse.
Captain: We Trojans can’t be beaten! Let’s enjoy the night!
Soldiers: The Greeks are so stupid! Ha! Ha!
Scene 3
Narrator: The party is over. The Trojans lock all the gates of the city
and go to sleep. Greek soldiers in the wooden horse talk.
...
Improving your pronunciation
91
Section3
Expressing and communicating ideas
How can we turn an ancient
story into an interesting play?
Think
i
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Writing
Writing a short story about wisdom
W
The school short story competition is calling all talented writers!
Please write a story and send it to us. Winning stories will be
included in this year’s storybook.
It was another hot and dry summer. After
ten years of fighting, we were still trying to
capture the city of Troy. We were tired of war,
and we missed home. What could we do?
One of us finally had a clever idea. That day,
we built a huge wooden horse, and some
brave soldiers and I hid inside it. Then our
friends put the horse outside the main gate in
the middle of the night. The next morning, all
the other Greek soldiers went on board their
ships and pretended to sail away. Soon, we
could hear the Trojans shouting outside: “The
Greeks have gone! We have won the war!”
Then they pulled the horse into the city. We
waited quietly for the right moment.
That night, the Trojans drank and danced to
celebrate their victory. Then they all went to
sleep. At midnight, we climbed out of the
horse and opened the gate. Our soldiers
entered Troy.
The Trojan captain cried when we captured
him, but all the Greeks were of course happy.
Now, we could finally go home!
1 After the war, one of the Greek soldiers in the Trojan Horse wrote a story about his
experience. Read the story and see how he organized his ideas.
Part 1: Setting the
scene
time, place, weather,
character(s)
(appearance, clothes,
feelings, etc.)
Part 2: Developing
the story
What happened at
the beginning, in the
middle, and at the
end?
(Put the events in
time order.)
Part 3: Ending the
story
What did the
character(s) do at the
end of the story, and
how did they feel?
92
Unit 6 Wisdom counts
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I included the three parts, such as _______________, in my story.
I provided detailed descriptions of the character’s actions, feelings and
comments.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
2 Write a famous story about wisdom.
Step 1
Plan
Plan your story based on the three parts in Exercise 1.
Step 2 Write
Write the story. Make sure to include detailed descriptions of
the character’s actions, feelings and comments.
Step 3 Check and revise
Tick ( ) the boxes to check your writing, and then
revise it.
93
Section 3
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Focusing on culture
F
Arrows
② borrowed from an enemy
This is a story about two wise men—Zhuge Liang and Zhou Yu③. It is one
of the most famous stories from Romance of the Three Kingdoms.
Zhou Yu was jealous④ of Zhuge Liang and wanted him to fail. Therefore,
he asked Zhuge Liang to make 100,000 arrows within ten days. “No
problem,” Zhuge Liang said. “I’ll bring you 100,000 arrows in three
days.”
Zhou Yu couldn’t believe his ears—it was an impossible task. “Zhuge
Liang won’t be able to do this!” he thought.
Zhuge Liang did nothing on the first two days. In the early morning of
the third day, he asked his soldiers to fill 20 large boats with straw⑤ men.
The soldiers then sailed the boats towards the camps of Cao Cao⑥’s army
on the other side of the river. The soldiers shouted and beat their drums⑦
loudly.
When Cao Cao’s soldiers heard the sounds, they thought they were under
attack. However, they could not see through the thick fog on the river.
Cao Cao ordered his soldiers to shoot arrows towards the sounds of the
drums and the shouting. Zhuge Liang’s boats were soon full of arrows.
Zhuge Liang’s soldiers
then turned the boats
around and shouted,
“Thank you for your
arrows, Cao Cao.”
Zhuge Liang took all
these arrows to Zhou
Yu. There were more than 100,000 of them.
5
10
15
20
25
1 Read a story from Romance of the Three Kingdoms and find out the wisdom behind
it.
① Zhuge Liang 诸葛亮
② arrow /9CrRW/ n. 箭 ③ Zhou Yu 周瑜
④ jealous /9dZelRs/ adj. 妒忌的 ⑤ straw /strO:/ n. 稻草 ⑥ Cao Cao 曹操
⑦ drum /drVm/ n. 鼓
Zhuge Liang① was a great strategist known for his
wisdom. Do you know any stories about him?
94
Section4
Extending and developing competencies
What common features
do ancient stories have?
Think
i
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3 Find the words in the story and match them with their meanings.
(1) enemy (title)
a thick clouds at ground level
(2) fail (line 3)
b for that reason
(3) therefore (line 3)
c a person or army someone is fighting against
(4) attack (line 15)
d to not succeed in achieving something
(5) fog (line 15)
e an act of trying to hurt or kill somebody
Romance of the Three Kingdoms is a classical novel written
by Luo Guanzhong①. The novel starts at the end of the Han
dynasty, and it tells the story of the wars between the kingdoms
of Cao Wei, Shu Han and Sun Wu.
Notes
Your ideas
4 Discuss the questions below.
(1) Do you know any other stories from Romance of the Three Kingdoms? Select
one and retell it to your classmates.
(2) Which character from Romance of the Three Kingdoms do you like best? Why?
2 One of Cao Cao’s soldiers told the story to his family. Complete his story below with the
information from the story on page 94.
In the early morning that day, most of us were sleeping in our camps.
Suddenly we heard some loud noises from the river. We quickly got up
and went to look. ...
To learn more about famous stories from the ancient world, you can read
stories from China’s Four Great Classical Novels: Water Margin, Romance
of the Three Kingdoms, Journey to the West, and The Dream of the Red
Chamber.
① Luo Guanzhong 罗贯中
Exploring more
95
Section 4
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Cross-curricular connection History*
How can we know whether an ancient story is true or not? With the help of different
types of sources, historians do detective work to discover the truth.
1 Read the article and find out how historians study different types of evidence.
C
Exploring history: piecing the puzzle together
Studying evidence from the past
When historians study ancient times, they work
with archaeologists to uncover clues from the past.
Archaeological evidence helps historians imagine what life
was like in earlier eras. By comparing this evidence with old
stories, they figure out which parts might be true. Tools,
coins, clothes, and other artefacts① found at ancient sites
offer insights into how people lived back then.
Studying written sources
The biggest part of a historian’s work is studying documents
from the past. Documents can tell us what people did, said and thought at the
time. Examples include:
• Official government documents
• Personal documents, such as diaries, letters, notebooks and photos
Old documents do not always provide correct information, so historians need to
compare different documents to find out what really happened.
Using new technology
Carbon-dating Carbon-dating is a way of confirming the age of things like
paper, wood, etc. Historians can use it to check whether a document is real or
not.
DNA evidence In 2012, historians and archaeologists worked together to find
the grave of Richard III of England. They used DNA from the king’s relatives to
confirm the discovery. DNA can help historians learn more about the family trees
of historical figures.
Sites like Sanxingdui
can provide information
about cultures before
written history began.
① artefact /9A:tIfCkt/ n. 手工艺品（尤指有历史或文化价值的）
2 Do you know any other methods that historians use to learn about history? Share your
findings with your classmates.
96
Unit 6 Wisdom counts
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Project*
Acting out a famous ancient story
In this project, you will work in groups to introduce an ancient story about wisdom and
act out one of the scenes from it.
Step 1
In groups, brainstorm different ancient stories and choose one. Do some
research and then make an outline of the story together.
Step 2
Write a brief introduction to the story together.
Wit and wisdom are born with a man.
— John Selden
Wits corner
Step 4
Share your story with the class. Briefl y introduce the story and then act
out the scene you picked.
Title
When / where
Characters
What happened
Beginning
Middle
End
Step 3
Choose one scene. Then write a script.
• When writing a script, remember to include stage directions, physical
actions and dialogue.
• You may add details to characters’ words, actions and feelings by using
descriptive words and figurative language.
Tip
97
Checking your progress
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Unit objectives
I can:
understand different ways to improve memory.
talk about different types of memory.
explain different memory techniques.
use scientific findings about memory to help with my
study and daily life.
Key question
What does it take to remember something?
Unit 7
The secret of memory
98
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First thoughts
Ways to improve your
memory
The secret of memory
Methods to test your
memory
Ways to remember things well
Different types of memory
Think
• How can you improve your memory?
• How can you test your memory?
• What are some effective ways to remember things?
• What have scientists learnt about memory?
99
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Reading
Before you read
1 Memory is important in our life. Have you ever found it difficult to memorize things? If
so, how can you help yourself remember things better? Discuss in pairs.
2 Look at the list of memory tips below and discuss whether they are useful to you.
I find it difficult to remember things when I’m
sleepy and tired, or not focused.
I think we can memorize things better if we ...
Memory tips
Ways to improve your memory
• Get enough sleep.
• Eat healthy food.
• Exercise regularly.
• Play brain games.
Ways to remember things well
• Create a rhyme① or song and repeat it
several times.
• Put things into groups.
• Make flash cards or take notes.
• Use tables or charts to organize
information.
• Make it visual—create interesting
images in your mind to help you
remember.
① rhyme /raIm/ n. 押韵的短诗
How can you improve your memory?
Think
Think
100
Section1
Experiencing and understanding language
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Read the article from a psychology magazine and find out ways to improve your
memory.
Your memory plays an important role in your life. It helps you remember
who you are, where you live, what you have learnt and what
you plan to do in the future.
So, how can you improve your memory?
First, it is helpful to live a mentally active life. Make a
point of trying new things. For example, you will exercise
your brain if you learn to play a new instrument or learn a foreign
language. You can also improve your memory with brain games, such
as crosswords, word games and maths puzzles. Techniques like memory
linking also work your brain and improve your memory. In memory
linking, you make mental connections to help you remember things. For
example, you can make up a story to link items in a list so that you will
remember them. You will be exercising your brain as well as improving
your memory!
Second, if you live a healthy life, your memory will work
better. Healthy eating habits are especially important, and
a healthy diet helps maintain a good memory. Research
shows that eating green vegetables, nuts, berries①, and oily
fish can improve your ability to remember things. What’s
more, regular physical exercise and getting enough sleep also help
improve your memory.
Last but not least, it is important to get plenty of rest. Unless you take
time to relax, your brain will find it hard to remember things. Besides, if
you get too stressed or worried, your memory will become less sharp.
Everyone has moments of forgetfulness and memory tends to decline with
age. Therefore, it is quite normal for people to experience memory loss as
they get older. However, you can maintain and even improve your memory
if you exercise your brain, live a healthy life and make time to relax!
Ways to improve your memory
5
10
15
20
25
① berry /9beri/ n. 浆果；莓
Identifying transition of ideas through transitional words
In expository writing, writers often use transitional words to mark the transition of ideas.
Words like first, second, last but not least, etc. are used to list separate ideas of equal
importance.
Reading strategy
101
Section 1
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Reading comprehension
1 Complete the notes below with the information from the article on page 101.
2 Read the article again and answer the questions below.
(1) What can you do to exercise your brain?
___________________________________________________________
(2) What will happen to your memory if you get too stressed or worried?
___________________________________________________________
(3) Which sentence in the article summarizes the main idea?
___________________________________________________________
Your ideas
3 Discuss the questions below.
(1) What can you do to improve your memory?
(2) The writer says, “Everyone has moments of forgetfulness and memory tends to
decline with age.” Do you think it is true? Why or why not? Find examples to
support your view.
Ways to improve your memory
First,
(1)_____________________:
a Try new things;
b
(2)____________________________;
c
(3)___________________________________.
Second,
(4)___________________:
a Keep
(5)_________________;
b
(6)___________________________________;
c
(7)___________________________________.
Third,
(8)____________________.
Fourth,
(9)_____________________________________.
102
Unit 7 The secret of memory
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Vocabulary practice
1 The words in italics explain the meanings of some words from the article on page 101.
Find them and complete the sentences. Change the form if necessary.
(1) My grandmother is 93, but she still tries to stay __________ (related to the
mind) (line 5) active: she really likes doing crosswords!
(2) It’s important to __________ (to keep) (line 16) a healthy work-life balance.
(3) Going for a walk in the park is my way to __________ (to rest) (line 22).
(4) It __________ (is likely) (line 24) to be harder to remember things when we are
hungry or tired.
(5) It is __________ (not strange or unusual) (line 25) to forget things sometimes.
maintain mentally relax stressed tend
2 Complete the conversation with the words below.
Nathan: Where did I put my keys? I keep forgetting things these days!
Ellie:
No wonder you forget things, you look really tired.
Nathan: Yes, I
(1)___________ to get tired in the afternoon, so I usually have a coffee.
Ellie:
But if you drink coffee this late in the afternoon, you won’t be able to
sleep at night. And you may feel tired and
(2)___________ the next day.
That’s not good for your memory.
Nathan: Really? Can you give me some advice?
Ellie:
Sure. Your lifestyle affects how your brain works. For example, you
need to get enough sleep to stay
(3)___________ healthy. Your diet is
also important. If you eat healthy food, get enough sleep and exercise
regularly, it will be easier to remember things. If you take time to
(4)___________, you will feel less worried, and your brain will stay sharp.
Nathan: That sounds easy, but you know how hard it is to
(5)___________ good habits!
3 Write down tips about how to improve memory. Use the words and expressions below.
maintain regular
tend
live a mentally active life
play an important role in ...
It is helpful to ...
Research shows that ...
Verb suffix: -ise / -ize
We can add -ise / -ize to the end of some nouns to make verbs. These verbs
describe processes by which people or things are changed into a new state.
memory → memorize hospital → hospitalize
Can you give more examples?
Word building
103
Section 1
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Listening
Testing your memory
1 Read the words below for 30 seconds. Then close your book and write down as many
words as you can remember.
Your ideas
4 Share your answers in groups and complete the table. Which test was the easiest, and
which was the most difficult? How would you explain the results?
2 Listen to three memory tests and answer the question below.
What do the three memory tests test?
What is the first set of numbers?
______________________________
What is the second set of numbers?
______________________________
Student A
Student B
Student C
Student D
Test 1
Test 2
Test 3
fork
mountain
February
onion
river
ant
monkey
window
computer
soldier
Test 2:
Test 3:
What are the words in list A?
______________________________
What are the words in list B?
______________________________
3 Listen again and complete the memory tests.
Test 1:
104
Unit 7 The secret of memory
How can you test your memory?
Think
Think
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The if-clause talks about a possible action.
The main clause talks about the
result that will certainly happen.
If you put salt into water, it disappears.
Grammar
A Conditional sentences (2)
We have already learnt to use conditional sentences to talk about probable results.
We can also use conditional sentences to talk about results that will certainly happen.
Read the passage below and pay attention to the words in bold.
1 Read these if-clauses and match them with the results.
(1) If you take a fish out of water,
(2) If you switch off the lamp,
(3) If you put wood into water,
(4) If you water a plant,
(5) If you drop a glass,
a it grows.
b it dies.
c the room becomes dark.
d it breaks.
e it floats.
When we use a conditional sentence to talk about something that will
certainly happen, both verbs should be in the simple present.
Look!
We can also put the if-clause after the main clause.
Salt disappears if you put it into water.
Look at the colour mixing guide below and see how well you can remember it!
If you mix blue and yellow, you get green.
If you mix red and white, you get pink.
If you mix blue and red, you get purple.
If you mix green and red, you get brown.
If you mix red and yellow, you get orange.
Let’s sum up the rules!
105
Section2
Exploring and applying rules
+ =
+ =
+ =
+ =
+ =
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Grammar in use
3 Interview your classmates about possible situations in life. You may add more
questions to the list.
• What will happen if you don’t get enough sleep?
• What will you do if you can’t remember your password?
• What happens if you put some ice into a cup of hot water?
• What do dogs do if a stranger comes close?
B if ... not and unless
The word unless can mean if … not.
2 Su Wen is thinking about his weekend plans. Rewrite the sentences using unless.
(1) _______________________________________________________________
(2) _______________________________________________________________
(3) _______________________________________________________________
(4) _______________________________________________________________
(1) If it doesn’t rain, I’ll
go for a picnic with my
friends on Saturday.
(3) I’ll finish reading
Romance of the Three
Kingdoms if I’m not too
tired on Saturday evening.
(2) I’m going to make
a birthday card for my
mother if I don’t have
any better ideas.
(4) I’ll help Su Mei
practise English if my
mother’s birthday party
doesn’t end too late.
Look!
We can also put the unless-clause after the main clause.
You will not remember things well unless you get enough sleep.
• If you do not get enough sleep, you will not remember things well.
• Unless you get enough sleep, you will not remember things well.
Read the sentences below and pay attention to the words in bold.
106
Unit 7 The secret of memory
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Speaking
Remembering English words
There are many fun and effective ways to help you remember English words. Discuss your
ideas with your classmates.
Loss of plosion
When two plosive consonants (e.g. /t/, /d/, /p/, /b/, /k/ or /G/) are next to
each other, we do not pronounce the first one, and there is usually a short
pause between them. We call this the loss of plosion. The following are
some examples:
foo(t)ball /9fWtbO:l/ use(d) to /9ju:st tu/ si(t) down /9sIt daWn/
Listen and repeat.
(1) Gla(d) to meet you.
(2) This is a goo(d) book about memory tips.
(3) That was the bes(t) day of my life!
(4) I fel(t) bad about what happened.
(5) Mos(t) people have moments of forgetfulness.
S1: How do you remember English words?
S2: Well, one way to remember English words is to make a word web. For example, if
you want to remember words related with “memory”, you can write “memory” in
the centre. Then draw lines outward from the centre and connect other words
with it, such as “forgetful”, “improve”, “decline” and “brain”.
S1: I see! Can we make the web bigger?
S2: Definitely. You can continue adding words to the web. For example, you can write
“active” and “stressed” around the word “brain”.
...
Improving your pronunciation
Ways to remember English words
• keep a notebook
• learn words in context
• make a word web
• use flash cards
• use images
improve
memory
brain
active
stressed
forgetful
decline
107
Section3
Expressing and communicating ideas
What are some effective ways
to remember things?
Think
Think
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Writing
Writing tips for remembering things
1 Do you know any good ways to help us remember what we have learnt? Discuss in
groups and complete the mind map.
2 Below is one tip for your reference.
Activate① our five
senses
Retell it to
someone
Use mind maps
Create rhymes
Ways to remember
what we have learnt
Using mind maps is one of the best ways to remember
things. [WHAT] A mind map is a visual summary of
what we have learnt. It shows us the connections
between things or ideas. By looking at the mind map,
we can see all the key points together in one place. As
a result, it helps us remember them better. [WHY] To
make a mind map, we can set a central topic, and then
we use tree-like branches to build around the central
topic. Remember to use key words and phrases in the
mind map. This is a good way to help us review what
we have learnt. [HOW]
Teen Post
Many of us find it hard to remember what we have learnt in class. What can
we do to make sure we remember these things later? Please send us your
brilliant ideas!
Tip
Remember
that besides
introducing what the
tip is, you also need
to explain why it is
helpful and how to
do it.
① activate /9CktIveIt/ v. 激活
108
Unit 7 The secret of memory
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I explained what the tip is, why it is useful, and how to do it.
I used transitional words to organize my writing.
I used the words and expressions I learnt in this unit.
I used correct spelling, grammar and punctuation.
3 Now write your own tip.
Step 1 Plan
Look at your ideas in the mind map in Exercise 1 and choose a
tip to write about.
Step 2 Write
Write your tip down.
Step 3 Check and revise
Tick (3) the boxes to check your writing, and then
revise it.
109
Section 3
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The memories of trees
The memories of trees
Do trees have memories? This may seem like a strange question, but trees
can actually tell us things about the past. When a tree is cut down, you can
see something special inside: rings. These rings are the memories of trees.
Tree rings contain lots of secrets from the forest.
Every year the tree grows, there is a new ring. Scientists can count the
rings to tell the age of the tree. They also study tree rings to learn about the
climate and the environment. Tree rings are a record of the climate. Some
rings are quite wide. This is a good sign as it means the tree grew well and
was healthy. This happens when the tree gets enough sun and rain. When it
doesn’t rain enough, the tree won’t grow as much, and the rings are narrow.
Thanks to this, scientists can look at the tree ring patterns to learn about
climate change in a particular place.
Scientists also look at tree rings
to study natural disasters. For
example, sometimes there is a
black area on a tree ring. This
usually means there was a forest
fire. If scientists count the rings
from the black area, they can answer
difficult questions, such as “When did the
fire happen?” and “How common are forest fires?”
Tree rings can also help us understand human history. For example, scientists
can use tree ring patterns to learn the age of old buildings. Nowadays, they
can even look at the chemistry of each tree ring to figure out exactly when
the tree was cut down. Thanks to this new method, a team of archaeologists
discovered that a Viking village in Canada was built in the year 1021 CE.
It’s amazing that trees can tell us so much, even though they cannot talk!
Focusing on culture
1 Read the article about tree rings to learn what they can tell us.
Human beings have the ability to remember the past. In one way, nature is also able
to remember past events, and this helps scientists learn about the history of the
Earth and humankind.
5
10
15
20
25
dry season
scar① from
forest fire
rainy season
first year growth
① scar /skA:(r)/ n. 伤疤
110
Section4
Extending and developing competencies
What have scientists learnt about memory?
Think
Think
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Scientists have long studied tree rings. This branch of science is
called dendrochronology①. Experts in this field use tree rings
to learn more about our world. They compare tree rings from
different trees in the same area to collect data about the past.
Notes
Your ideas
4 What else do you know about tree rings? Share with your classmates.
To learn about how scientists study tree rings, you can try to explore the
following questions:
How do they find trees to study?
What tools do they use?
What have they discovered about the past?
Why is their work important?
① dendrochronology /0dendrRWkrR9nBlRdZi/ n. 树木年代学
2 Why are tree rings useful? How do scientists make use of them? Complete the mind
map below with the information from the article on page 110.
3 Find the words and phrases in the article and match them with their meanings.
(1) contain (line 4)
a used to refer to a specific person or thing
(2) particular (line 12)
b to discover the answer
(3) natural disaster (line 14)
c to have / hold something inside
(4) chemistry (line 24)
d the chemicals that something is made up of
(5) figure out (line 24)
e used to refer to an earthquake, flood, forest
fire, etc.
Tree rings
tell the age of the tree
(1)
(3)
(5)
Scientists count the rings to tell
the age of a tree.
(2)
(4)
(6)
Exploring more
111
Section 4
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Cross-curricular connection Psychology*
Ebbinghaus discovered a pattern in remembering.
He found that in the first hour he forgot things very
quickly. Although this slowed down, after about
nine hours, people forgot about 60 per cent of what
they tried to learn. Finally, he found that 24 hours
after studying, people had forgotten around two-
thirds of anything they tried to learn and remember.
This is the well-known “forgetting curve①”. It starts
with a sharp drop, followed by a gentle curve.
Ebbinghaus’s work encouraged scientists to explore memory further and it became
a field of study. He also helped create proper methods for experimenting in
psychology. These are still used to this day.
Ebbinghaus’s
work showed
that:
① curve /kF:v/ n. 曲线
1 Read the article from a science magazine about some findings on memory.
How much can you remember after 24 hours?
Hermann Ebbinghaus was the first person to study learning and memory by
carrying out an experiment on himself. Below are his findings:
100%
80%
60%
40%
20%
1 2 3 4 5 6
30
Days
Things remembered
The Forgetting Curve
0
... forgetting happens quickest in
the first nine hours.
... the things we study
longer and more carefully
will remain in our
memory longer.
... things close to the beginning
and end of a list or series are
remembered most easily.
... it is easier to relearn things
forgotten, than new things.
... learning meaningless
things is difficult. Things
that make sense and have
meaning are remembered
about ten times longer
than things that don’t.
... it is easier to remember things if we
study them in many learning sessions
over longer periods of time.
Scientists have done experiments to discover how memory works and why it fails.
Let’s explore how we can remember better.
2 Discuss the questions below.
(1) What can you learn from Hermann Ebbinghaus’s findings?
(2) Which finding do you think is the most helpful?
112
Unit 7 The secret of memory
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The true art of memory is the art of attention.
— Samuel Johnson
Wits corner
Project*
Testing the memory techniques
There are many techniques that can help improve our memory. In this project, you will
choose two different memory techniques and do an experiment.
Memory technique 1: ________________________
Memory technique 2: ________________________
Things to prepare:
• A memory test
e.g. a number or word recall test
• A timer
Experiment:
Step 1
Find nine subjects for your experiment. You may select those of a similar
age or those of the same sex to avoid the effects of age and gender.
Step 2
Have each subject take a memory test. This first test will tell how good
their memory is before they use the memory technique, and the results of
this test are called the pre-test score.
Step 3
Divide the subjects into three groups:
Group 1: three subjects using memory technique 1
Group 2: three subjects using memory technique 2
Group 3: three subjects using no memory technique
Step 4
The next day, have all subjects take the same memory test again. Record
their scores. The results of the second test are called the post-test score.
Step 5
Then compare the pre-test score and post-test score. Which group showed
the biggest improvement? Which memory technique is the most effective?
Share your findings with your classmates.
113
Checking your progress
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114
Key question
Why do people keep pets?
Unit 8
Pets and us
Unit objectives
I can:
provide reasons for or against keeping pets.
express my opinion on what animal makes the perfect pet.
describe the history of keeping pets.
understand the relationship between humans and pets.
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First thoughts
115
Common pets
Ways of taking
care of pets
Advantages and
disadvantages of
having a pet
My favourite pet(s)
People and their pets
Think
• What are the advantages and disadvantages of having a
pet?
• What kinds of pets do people usually keep?
• What trouble can pets cause and what animal makes the
perfect pet?
• How did people start to keep pets?
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Reading
Before you read
1 Use the words below to make some phrases about dogs. Then write the phrases under
the correct headings in the boxes. Some of your phrases may fit under more than one
heading.
Well, some dogs can be really cute.
Why do you think dogs are so popular?
Why do people like them?
That’s true. I guess people also like dogs
because they are faithful.
2 Why are dogs popular pets? Why do people like dogs, and what do they usually do
with them? Discuss in pairs. Use the words and phrases in Exercise 1 to help you.
attack cute
feed
fur
noisy quiet tail
walk
bark
faithful friendly hair play
run
train wash
Things that dogs do
Characteristics of dogs
Physical appearance of dogs
Things people do with / for their dogs
What are the advantages and
disadvantages of having a pet?
Think
Think
116
Section1
Experiencing and understanding language
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Read the opinion column from an online teen magazine and decide whose opinion you
agree with.
Is it a good idea to keep dogs as pets? Li Li and Wang Meng give their
opinions on this matter.
“Keeping pet dogs is a good idea,” says Li Li.
“Keeping pet dogs is not a good idea,” says Wang Meng.
HEAD TO HEAD
“It’s not a good idea to have a dog.
Pet dogs leave their hair on the floor,
on beds and on sofas, and they need
to be washed often.
Dogs are noisy. Nearly all dogs
bark at strangers. Some dogs bark
more loudly than others. A few dogs
bark all night. This can keep your
neighbours awake at night! Not all
dogs are friendly. A small number of
pet dogs even attack people.
What’s more, it’s common for people
to live in flats. They have no choice
but to keep their dogs inside most of
the time. However, this is not good
for dogs since they need fresh air and
large open spaces where they can run
free.
Finally, owning a dog can be
expensive. An owner needs to buy
food and toys for his or her dog, and
if the dog gets ill, it needs to be taken
to the vet①.
Because of all these reasons, I would
advise you not to get a dog as a pet.”
① vet /vet/ n. 兽医
“Having a dog is a good idea. There
are lots of reasons for this.
First, dogs are really cute and make
great playmates. It’s nice to hold
them in our arms and play games
with them. It’s also wonderful to see
them grow up.
Second, we can learn responsibility
from keeping dogs. We have to feed
them, train them and play with them.
According to my mum, this helps us
become more responsible people. It
can also teach young people how to
care for others.
Finally, a dog will love you faithfully
and is always pleased to see you.
These characteristics mean that
owning a dog will bring you lots of
happiness.
In short, I think it’s a good idea to
have a dog.”
5
10
25
30
35
40
45
50
15
20
Identifying arguments in an opinion article
When writers present their opinions, they usually provide arguments. An argument is a
set of reasons supporting an opinion, showing that something is right or wrong, or true or
untrue. In the article above, what are the arguments for and against keeping pet dogs?
Reading strategy
117
Section 1
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Li Li’s opinion: Keeping pet dogs is a good idea.
Li Li’s reasons:
• Dogs are
(1)
.
• Keeping dogs can help us learn
(2)
.
• Dogs
(3)
.
Reading comprehension
1 Decide whether the following statements are facts (F) or opinions (O) according to the
article on page 117.
(1) According to my mum, keeping dogs helps us become more
responsible people.
F / O
(2) A dog will love you faithfully and is always pleased to see you.
F / O
(3) Nearly all dogs bark at strangers.
F / O
(4) Keeping pet dogs is not a good idea.
F / O
2 Li Li and Wang Meng gave many reasons to support their opinions. Read the article
again and complete the notes below.
Your ideas
3 Is it a good idea to keep pets? Why or why not? Discuss in pairs. Use examples to
support your opinions.
Wang Meng’s opinion: Keeping pet dogs is not a good idea.
Wang Meng’s reasons:
•
(1)
•
(2)
•
(3)
•
(4)
•
(5)
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Unit 8 Pets and us
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Vocabulary practice
1 The words in italics explain the meanings of some words and phrases from the article
on page 117. Find them and complete the sentences.
(1) My little cat is getting bigger every day. I love watching him _______ (line 10).
(2) It is my job to look after my hamster①, but it’s not a problem. I like being
_______ (line 15) for a pet.
(3) When my hamster is not sleeping, he is usually running on his exercise wheel.
The noise often keeps me _______ (line 34) at night.
(4) You _______ (lines 38–39) take this exam. Everyone in the school must take it.
(5) Since you live in a small apartment, I wouldn’t _______ (line 50) you to get a
dog. I suggest that you get a fish instead.
attack expensive happiness responsible train
care for grow up
It’s (not) a good idea to ...
It’s common for people to ... It’s nice / wonderful to ...
Li Li:
Mum! Please can I get a dog?
Mum: Well, I
(1)__________ you not to get a dog unless you have time to look
after it.
Li Li:
What about a cat, then? They can look after themselves.
Mum: Cats are annoying—they stay
(2)__________ all night and make a lot of
noise.
Li Li:
But Mum, I really want a pet! Can I get a goldfish, at least? They’re easy
to
(3)__________. And they don’t make any noise and they are beautiful.
(4)__________, a goldfish is the perfect pet for me!
Mum: I’m not sure.
Li Li:
Oh please Mum! I promise I will be
(5)__________ and look after it!
Mum: OK then. I suppose it’s easier than getting a dog or a cat!
advise awake care for in short responsible
3 Summarize Li Li’s or Wang Meng’s reasons for their opinions with the words and
expressions below.
① hamster /9hæmstR(r)/ n. 仓鼠
2 Complete the conversation with the words and phrases below. Change the form if necessary.
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Section 1
Noun suffix: -ity
We can add -ity to the end of some adjectives to make nouns.
real→reality responsible→responsibility possible→possibility
Can you give more examples?
Word building
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1 You are going to listen to a conversation among three friends about their favourite
pets. Discuss the questions in pairs.
(1) What animals do people usually keep as pets?
(2) Why do you think people keep them as pets?
2 Listen to the conversation between Li Chen, Zhou Jing and Tang Li. Then complete the
notes below.
Listening
Different kinds of pets
Li Chen
Favourite pet: (1)________
Reason: (2)_____________
_____________________
3 Listen again and find out who expressed the following opinions. Tick (✓) the correct
boxes.
Opinion
Tang Li
Li Chen
Zhou Jing
(1) Cats just lie around. They do not
do anything.
(2) Dogs need a lot of attention.
(3) Hamsters don’t need much space
and are fun to play with.
(4) You cannot really do anything
with a fish, except watch it.
(5) It is nice to watch fish swim
around.
Your ideas
4 What is your favourite pet? Why do you like them? Discuss in pairs.
Zhou Jing
Favourite pet: (3)________
Reason: (4)_____________
_____________________
Tang Li
Favourite pet: (5)________
Reason: (6)_____________
_____________________
What kinds of pets do
people usually keep?
Think
Think
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Unit 8 Pets and us
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Grammar
A Adverbs
We can use adverbs to talk about how something happens or is done.
Read the dialogue. Pay attention to the words in bold.
1 Mr Li, a pet shop owner, is speaking to his staff. Complete the sentences with the adverb
form of the words below.
Our customers are leaving us because you treat them
(1)
! Here are some things that you all need
to do. You need to smile
(2)
when customers
enter the shop. When they ask a question, you have
to listen
(3)
. Make sure you help every
customer
(4)
. When they pay, add up all the
amounts
(5)
. Finally, everyone needs to dress
(6)
at work. No shorts, please!
A dog will love you faithfully.
A cat can play happily on its own.
Look!
• Many adverbs are formed by adding -ly to adjectives.
quick—quickly
happy—happily
simple—simply
full—fully
• Some adverbs have the same form as adjectives.
The puppy is fast. The puppy runs fast.
My cat is an early riser. My cat always gets up early.
• Good is an adjective; well is an adverb.
My dog is a good sleeper. She especially sleeps well on my bed!
bad cheerful correct good patient quick
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Section2
Exploring and applying rules
We usually put the adverb after the main verb or the object.
Let’s sum up the rules!
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B Comparative and superlative adverbs
Read the passage and pay attention to the words in bold.
2 Li Li interviewed some pet clinic customers. Look at the ratings and help her complete
her report with the correct form of comparative and superlative adverbs.
TEP
Ken’s
Heart
Quick service
Careful vets
Friendly and patient staff
Of all the clinics, TEP helps customers
(1)_______________ (fast). The vets there
also check pets
(2)_______________ (carefully) than the vets at other clinics do. The
pet owners don’t like Ken’s at all because the staff at Ken’s care
(3)_______________
(little) about pets. On the whole, the pet owners seem to prefer Heart. The staff
there listen
(4)_______________ (patiently) to customers than those at TEP or Ken’s
do. Overall, Heart ranks
(5)________ (high) among the pet clinics in town.
Grammar in use
3 Discuss different pets in groups. Use adverbs to compare them.
My pet cat is called Mimi. She eats more slowly than my brother’s cat Miaomiao.
• To form comparative and superlative adverbs ending in -ly, we add more
and most before them.
• For adverbs that do not end in -ly and have the same form as the adjectives,
we often add -er and -est to them.
Look!
The forms of some comparative and superlative adverbs are irregular.
well—better—best
badly—worse—worst
little—less—least
much—more—most
far—farther / further—farthest / furthest
Zheng Yue has three cats: Swift, Fluffy and Silver. They all love running. Swift runs
faster than Fluffy and Silver. That means Swift runs (the) fastest. Today, Zheng
Yue gave her cats a bath. She washed Fluffy more carefully than she washed Swift.
However, she washed Silver (the) most carefully because Silver is her favourite!
Let’s sum up the rules!
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Unit 8 Pets and us
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• A dog scared your younger sister when she walked past it. You are going to
talk to the dog owner.
• You have a pet dog. It is usually quiet, but recently it started barking at
night. One of your neighbours is unhappy and comes to you to complain
about it.
Speaking
Solving problems caused
by pets
S1: Excuse me. I want to complain about your dog.
S2: What’s the problem?
S1: Your dog scared my younger sister the other day.
S2: Oh, I’m very sorry about that! My dog is usually
friendly. Can you tell me what happened?
S1: My younger sister walked past your dog. It suddenly
barked very loudly at her.
S2: I’m sorry. I hope your sister is OK now. I promise this
won’t happen again.
What trouble can pets cause and
what animal makes the perfect pet?
Think
Think
Word linking
In spoken English, the consonant at the end of a word often links up with
the vowel at the start of the next word.
put on → put on
not at all → not at all
good idea → good idea
for an hour → for an hour
Listen and repeat. Link the words where indicated, and pay attention to the loss
of plosion.
(1) I’m afraid I can’(t) come to see you.
(2) I’m going to attend a talk abou(t) teaching.
(3) Can I have some money for a re(d) dress?
(4) When I switch the light off, turn off the TV.
Improving your pronunciation
Pets may sometimes cause problems. Role-play the situations below in pairs. You may use
your own situations.
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Section3
Expressing and communicating ideas
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Cats: the perfect pet
Writing
Writing an opinion article about the perfect pet
I think that cats are the perfect pets.
Firstly, cats are clean. Their tongues① and paws② are great cleaning
tools. They spend a lot of time cleaning themselves every day. In
addition, cats use a litter box to relieve themselves and cover their own
waste.
Secondly, cats are quiet. They are much quieter than dogs. If you keep
a pet cat, it is unlikely that your neighbours will complain that it makes
a loud noise.
Thirdly, cats are easy to look after. They are happy
staying indoors, eating, sleeping, and playing with
small toys. Cat owners do not need to walk their
cats.
For these reasons, I believe that a cat is the
perfect pet for anyone.
1 Why does Wang Yao think cats are the perfect pets? Read her article and find out the
answer.
① tongue /tVN/ n. 舌；舌头 ② paw /pO:/ n.（动物的）爪
We are holding a writing competition about pets. Write an article about what
animal makes the perfect pet and send it to us.
Writing Club
2 Write an article about what animal makes the perfect pet.
Step 1
Plan
Think about what animal makes the perfect pet and why. Use
the tips below to help you plan your article.
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Unit 8 Pets and us
Tip
Remember to include the following sections in your article:
• Introduction: State your opinion.
• Body: Give facts or examples to support your opinion.
• Conclusion: State your opinion again.
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▪ I stated my opinion in the first and the last paragraphs.
▪ I gave at least three reasons to support my opinion and provided
examples, such as .
▪ I used the words and expressions I learnt in this unit.
▪ I used correct spelling, grammar and punctuation.
According to ...
Secondly, ...
For these reasons, ...
In my opinion, ... What’s more, ... I (do not) believe that ...
Firstly, ...
Finally, ...
I (do not) think that ...
: the perfect pet
Step 2 Write
Now write your article. You may refer to Wang Yao’s article and
the expressions below.
Step 3 Check and revise
Tick (3) the boxes to check your writing, and then
revise it.
125
Section 3
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Focusing on culture
How did people start to keep pets?
Think
Think
The history of keeping pets
5
10
15
20
Pets like cats and dogs have lived with people for thousands of years. But do you
know what animals people have kept as pets over the years? Let’s read and find out!
2000 BCE–500 CE Some ancient Egyptians had unusual pets like crocodiles and
elephants, but cats and dogs were the most popular. People even believed that cats had
magical powers and could bring good luck.
500–1500 In the Middle Ages, pets were often a symbol of wealth and power. It was
common for European kings and queens to have pets. Sometimes, these animals even
had their own servants! It became popular for noble① ladies to have lapdogs②, and
noblemen had hunting dogs. However, common people did not generally keep pets for
fun. At about the same time in Japan, people caught fireflies③ and kept them as pets.
1700–1900 People kept all kinds of pets in their homes, such as birds, frogs and
even snakes, but cats generally stayed outside the house. This began to change
towards the end of the 19th century. In the early 20th century, cats became very
common house pets.
1920s During World War I, an American soldier named Lee Duncan found a dog
in France. He named him Rin Tin Tin and began teaching him tricks. After the war,
Duncan took the dog back to America and entered him in dog shows. One day, the
clever dog caught the eye of a film-maker. Rin Tin Tin went on to star in nearly 30
films and became one of the most famous dogs in history! Duncan was full of pride
for his clever dog and wrote a poem about him after he died.
Today Cats and dogs are among the most popular pets, and hamsters, guinea pigs ④,
turtles ⑤ and goldfish are also common. Over the years, the relationship between
people and pets has grown closer. Across the world, pets are nowadays treated like
family members.
1 Read the article about the history of keeping pets and find out what kinds of pets
people kept in history.
① noble /9nRWbl/ adj. 贵族的 ② lapdog /9læpdBG/ n.（可携带的）宠物狗
③ firefly /9faIRflaI/ n. 萤火虫 ④ guinea pig /9GIni pIG/ n. 天竺鼠；豚鼠
⑤ turtle /9tF:tl/ n. 龟
Pets were kept for many different reasons in
the past. Let’s explore the history of keeping pets around the world.
126
Section4
Extending and developing competencies
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Before modern times, people used dogs for hunting and farm
work. Dogs generally did not have an easy life, and that is why
we have sayings such as “to lead a dog’s life” or “as sick as a
dog”. Nowadays, dogs are treated more like family members,
and people often say that they are “man’s best friend”.
Notes
catch the eye of magical pride servant wealth
3 Complete the sentences with the words and the phrase below. Change the form if
necessary.
(1) Animals with _____________ powers are common in fairy tales across the
world.
(2) My cat takes great _____________ in his shiny, black fur and always cleans it
carefully.
(3) The economic reforms have brought _____________ to Chinese farmers.
(4) My friend often takes her dog to the park. One day, her dog _____________ a
photographer and he took some photos of it.
(5) The king ordered his _____________ to light a candle in the room.
2000 BCE–
500 CE
500–1500
1700–1900
1920s
Today
Your ideas
4 Which of the pets in the article do you think is the most unusual? Why? Share your
ideas with the class.
2 Make a timeline showing the history of keeping pets in your notebook. Copy the
timeline below and use the information from the article on page 126 to summarize the
key events in each period.
We all love our pets, but do we really understand why they behave in certain
ways? Go online and find more information about pets and their behaviour.
Exploring more
127
Section 4
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Cross-curricular connection Biological science*
Parrots are very intelligent birds, and they can even learn how to talk. Let’s find out
how to train a parrot to say words.
1 Read the article about how to teach parrots to talk and correct the statements.
Parrots are popular pets. They are social and intelligent birds. They have the ability
to mimic ① human speech and we can teach them to talk!
Training your parrot
• Put your parrot’s cage in a calm and quiet place.
• Hold a treat in front of the bird and begin with a simple word like “hello”. Look
at your bird and say “hello” in a bright and positive voice. Repeat the same word
multiple times.
• When your parrot starts making a sound like “hello”, give it lots of praise and a
treat. Say the word back to it in an excited and loud voice.
• When your parrot can say “hello”, move on to teaching it the next new word!
Things to bear in mind
• Choose the right time to train your parrot. If the bird looks tired or not interested,
leave it alone.
• Keep your training sessions short. When your parrot starts looking away from
you or cleaning its feathers ②, it is time to stop.
• Only give your parrot a treat when it makes a sound similar to the word you are
trying to teach.
• Be patient. Give your parrot enough time to learn to say a word clearly.
Teaching your parrot takes time. Don’t be disappointed if your parrot doesn’t speak
at first. One day, it may surprise you with a bright and breezy ③ “Hello!”
Teaching your parrot to talk
2 Find out why some birds are able to mimic human speech and share your findings with
your classmates.
(1) Give your parrot a treat before you start to teach a simple word.
(2) Parrots only speak after a long training session, so be patient.
(3) Say the word once and wait patiently for your parrot to repeat.
(4) Teach as many words as you can if your parrot looks interested.
① mimic /9mImIk/ v. 模仿 ② feather /3feQR(r)/ n. 羽毛 ③ breezy /9bri:zi/ adj. 轻松愉
快的
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Unit 8 Pets and us
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Project*
Making a pet booklet
What animal would you like to keep as a pet? In this project, you are going to make a
class pet booklet.
Step 1
Discuss and choose an animal that would make an interesting pet.
Step 2
Research key information about the animal and make notes. Use the
following questions to help you.
• Why do people like to keep this pet?
• How should people take care of it?
• What is your experience of keeping this type of pet?
Step 3
Each group writes a page for the animal. Organize the information into
sections and choose the most important or interesting facts for each
section. Then find pictures or create your own. You may refer to the
example below.
Keeping goldfish as pets
(1) Why goldfish make great pets:
• Goldfish are very beautiful to look at.
• They are also very peaceful and quiet pets, so they help us feel relaxed.
• They are easy to care for, and do not need as much space as other pets.
(2) How to care for goldfish:
• Feed the goldfish 1–2 times a day.
• Give the goldfish enough space. Do not keep
them in a small goldfish bowl—use a fish
tank instead.
• Clean the fish tank regularly.
(3) Our experience of keeping goldfish:
• One member of our group has seven goldfish at
home. She thinks it is relaxing to watch them swim.
We can judge the heart of a man by his treatment of animals.
— Immanuel Kant
Wits corner
Step 4
Collect the pages from the different groups and make a class pet booklet.
Write a contents page and design a cover.
129
Checking your progress
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Appendices
130
3 Read the passage and take notes. Try to use abbreviations and symbols in your notes.
Qian Xuesen was born in Shanghai in 1911. In 1935
he went to the United States and began studying at the
Massachusetts Institute of Technology. However, he
decided to continue his studies at the California Institute
of Technology the next year. Qian received his doctoral
degree in 1939. He returned to China in 1955.
(1) the People’s Republic of China ______
(2) as soon as possible ______
(3) before the Common Era ______
(4) Common Era ______
(5) Artifi cial Intelligence ______
(6) without ______
(1) = ___________
(4) > ___________
(7) # ___________
(2) ↓ ___________
(5) ✓___________
(8) ↑ ___________
(3) ___________
(6) ✗___________
(9) < ___________
2 Can you match the symbols with their meanings? Write the letters in the blanks.
We also use symbols to save time when we take notes. For example, we can use “&” instead of “and”.
Your ideas
4 Read an article from newspapers or magazines and try to take notes using abbreviations and symbols.
Study skills
1 Using abbreviations and symbols
Sometimes we make words shorter so that we can write them more quickly. We call these shorter
forms abbreviations. For example, we write “UN” instead of “the United Nations”.
1 Can you match the word and the phrases with their abbreviations? Write the letters in the blanks.
Stu
1911 _________________
1935 _________________
1936 _________________
1939 _________________
1955 _________________
a AI b PRC c CE d BCE e asap f w / o
a greater than
d correct
g rise; increase
b lead to
e the same as
h number / No.
c fall; decrease
f less than
i incorrect
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131
Your ideas
3 Reread this page and take notes of the most important things you have learnt.
The kind of
(1)____________ we take and the way in which we take them depend on our
(2)____________ for reading. For example, when we prepare for a
(3)____________ or an essay, we
usually need to note down key
(4)____________ and interesting facts, as well as our own thoughts
and
(5)____________.
2 Here are some tips to help you take good notes while reading. Try to put them in the three columns:
“Choose what to note down”, “Organize the information as you write”, and “Summarize the key points”.
a Leave space between main points so that you can add more information later.
b Write a summary of the key information in your own words.
c Identify the main ideas and the most important details.
d Do NOT try to write down everything.
e Divide the page into columns.
f Use lists or outlines.
2 Taking notes while reading
Taking notes while reading can help us focus on what we are reading, understand better and
remember more.
1 Complete the passage with the words below.
Choose what to note down
Organize the information as
you write
Summarize the key points
information ideas purposes project notes
Tip
If you keep the following questions in mind, you can take even better notes.
Before reading
Why do I want to read the text?
While reading
Do I understand what I’m reading?
• Take notes about the parts you understand clearly.
• Write down questions about the parts you do not understand.
After reading
Is there anything that’s unclear?
• Go through your notes and revise any parts that are unclear.
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3 Taking notes while listening
Taking notes while listening is an important skill. It helps you concentrate, increases your
understanding and helps you remember what you have heard.
1 Do you take notes in class? In what other situations do you listen and take notes?
2 How to take good notes while listening? Match the steps with the questions.
Your ideas
4 Take notes during a lecture to practise your note-taking skills. Then compare your notes with your
classmates’ and see what you can learn from each other.
(1) Know your purpose.
a What kind of information is important?
(2) Pay special attention.
b Does this sentence contain the information I need?
(3) Write down key information.
c Do my notes make sense?
(4) Rewrite in time.
d Is this what I need most?
3 What are some dos and don’ts when we listen and take notes? Put a tick (✓) next to the things we should
do, and put a cross (✗) next to the things we should not do.
Weekdays: 9:00 a.m.–4:30 p.m.
Sat.: 9:00 a.m.–3:00 p.m.
Sun.: 9:00 a.m.–12:00 noon
What time is the Art Museum open?
On weekdays, the Art Museum is open
from nine o’clock in the morning to four
thirty in the afternoon. On Saturdays, it’s
open from nine o’clock to three o’clock.
On Sundays, it’s open for three hours
only, from nine in the morning to 12
noon.
(1) Spell out all words and phrases.
(5) Use symbols and abbreviations.
(2) Use complete sentences.
(6) Write down the key information.
(3) Write slowly and beautifully.
(7) Give up if the speaker talks very quickly.
(4) Write as quickly as you can.
(8) Try to write down everything you hear.
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Characters
a Trojan soldier, the Trojan
captain, some Greek soldiers
Setting
the city of Troy
Beginning
The Trojans realize that the Greek army has left.
Middle
• The Trojans discover that the Greeks have a huge wooden horse
outside the main gate.
• The Trojan captain orders his men to pull the horse into the city.
• At night, the Trojans celebrate their victory.
• After midnight, a group of Greek soldiers climb out of the horse and
open the main gate.
End
The Greek army enters and captures the city.
4 Using your notes to retell a story
Notes help us remember the key points of an article or a story. They can be very useful when we
want to retell the main points.
1 Think about the notes you usually take when you read, listen or discuss. How can you use your notes?
Tick (✓) those that apply to you.
The notes I take can help me …
(1) retell a story in my own words.
(2) develop critical thinking skills.
(3) review words and phrases.
(4) practise writing in English.
(5) summarize a text.
(6) create study guides.
(7) recall key points.
(8) test myself.
Your ideas
4 Reread a story in your textbook and take notes. Then use the notes to help you retell the story.
2 If you want to use your notes to help you retell a story, which of the following should you do while
reading the story? Tick (✓) the right things.
(1) Divide the story up into beginning, middle and end.
(2) Draw a picture of your favourite character.
(3) Take notes about the main characters.
(4) Take notes about the setting.
3 Li Lan made the following notes when she was reading the story “The night of the horse” on pages
84–85. Try retelling the story with the help of her notes.
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134
Grammar review
Unit 1
A some and any
We use some and any as determiners to talk about amounts. They are used before plural countable
nouns and uncountable nouns.
Positive
I have some questions about dinosaurs.
Negative
She does not have any questions about dinosaurs.
Question
Does she have any questions about dinosaurs?
Note: We also use some in questions when we expect the answer to be positive, and when we want
to show our politeness.
Would you like some juice?
We also use some and any as indefi nite pronouns to refer to people or things.
Some say dinosaurs died out because there was not enough food.
I need some paints. Do you have any?
B somebody, anybody, nobody, etc.
Indefi nite pronouns ending in -thing are used to refer to objects, ideas or situations. Indefi nite
pronouns ending in -one and -body are used to refer to people. We always use singular verbs with
indefi nite pronouns.
I have got something for you.
There must be someone I know.
Nobody goes to the library at this time of day.
We use someone, something, and
nobody, nothing, etc. in positive
sentences.
I haven’t got anything for you.
There isn’t anyone in the reading room.
We use anyone, anything, etc. in
negative sentences and questions.
Did you see anybody in the library?
Is there anyone I know?
Complete the sentences with some, any, somebody, anybody, nobody, etc.
(1) Did you notice _________ entering the library?
(2) I need some paper and pens. Do you have _________?
(3) The book was fun to read, but it didn’t contain _________ new information.
(4) I didn’t go _________ last Sunday. I stayed at home and fi nished reading that science book.
(5) What about buying your son _________ books for his birthday?
(6) Mum and Dad are going to take us _________ special after our fi nal exams.
(7) Scientists have just discovered this dinosaur species, so you will fi nd _________ about it in
the encyclopaedia.
(8) There are many different encyclopaedias. _________ are about topics like music, art or history.
Gra
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Unit 2 Cardinal and ordinal numbers
We use cardinal numbers to count things and ordinal numbers to show the order of things.
Cardinal Number
Ordinal Number
1
one
17
seventeen
1st
first
17th
seventeenth
2
two
18
eighteen
2nd
second
18th
eighteenth
3
three
19
nineteen
3rd
third
19th
nineteenth
4
four
20
twenty
4th
fourth
20th
twentieth
5
five
21
twenty-one
5th
fifth
21st
twenty-first
6
six
22
twenty-two
6th
sixth
22nd
twenty-second
7
seven
30
thirty
7th
seventh
30th
thirtieth
8
eight
40
forty
8th
eighth
40th
fortieth
9
nine
50
fifty
9th
ninth
50th
fiftieth
10
ten
60
sixty
10th
tenth
60th
sixtieth
11
eleven
70
seventy
11th
eleventh
70th
seventieth
12
twelve
80
eighty
12th
twelfth
80th
eightieth
13
thirteen
90
ninety
13th
thirteenth
90th
ninetieth
14
fourteen
100
one hundred
14th
fourteenth
100th
(one) hundredth
15
fifteen
101
one hundred and one
15th
fifteenth
101st (one) hundred and first
16
sixteen
201
two hundred and one
16th
sixteenth
201st
two hundred and first
Here is a report about some students’ height. Complete the report with cardinal or ordinal numbers. Spell
out the numbers.
Name
Height
May
165 cm
Alan
171 cm
Danny
172 cm
Ann
162 cm
Jane
155 cm
Peter
158 cm
Alice
156 cm
Steve
161 cm
Danny is
(1)____________________________ centimetres tall.
He is the tallest of all.
May is the
(2)___________________________ tallest.
Alan is the
(3)____________________________ tallest.
Ann is the
(4)____________________________ tallest.
Jane is
(5)____________________________ centimetres tall.
Peter’s height is
(6)__________________________ centimetres.
Alice ranks the
(7)___________________________ in height.
Steve is
(8)____________________________ centimetres tall.
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Unit 3 Comparative and superlative adjectives
We use comparative adjectives to compare two people or things. When we form a sentence, we use
the comparative adjective with the word than.
We use superlative adjectives to compare three or more people or things. The word the is usually
used before the superlative adjectives.
Adjective
Comparative adjective
Superlative adjective
tall
taller
tallest
nice
nicer
nicest
sad
sadder
saddest
easy
easier
easiest
exciting
more exciting
most exciting
• We use -er and -est for one-syllable adjectives and some two-syllable adjectives:
tall ➞ taller ➞ tallest
clever ➞ cleverer ➞ cleverest
• We use more and most for longer adjectives (three syllables or more) and for some two-syllable
adjectives:
exciting ➞ more exciting ➞ most exciting
careful ➞ more careful ➞ most careful
• For two-syllable adjectives ending in -y, we replace -y with -ier and -iest:
easy ➞ easier ➞ easiest
lucky ➞ luckier ➞ luckiest
• For some short adjectives, we need to double the last consonant:
big ➞ bigger ➞ biggest
sad ➞ sadder ➞ saddest
Complete the passage with the comparative or superlative form of the adjectives in brackets.
The early computers were
(1)__________________ (big) than buses. Today’s computers are
much
(2)__________________ (small) and
(3)__________________ (fast). People are wondering
whether computers are becoming
(4)__________________ (intelligent) than human beings. The
answer is “No”: your brain is probably
(5)__________________ (complex) thing in the world, and
it can do many things that computers can’t. Even
(6)__________________ (powerful) computers
in the world cannot be creative. However, when it comes to certain tasks, computers are already
able to do a better job than human beings. For example, they can analyse hospital X-rays in a
much
(7)__________________ (short) time than humans can. But will computers one day be
(8)__________________(capable) than human doctors at all tasks? We just have to wait and see.
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Unit 4
A good, bad and far
Some comparative and superlative adjectives are irregular.
Adjectives
Comparative adjectives
Superlative adjectives
good, well
better
best
bad, ill
worse
worst
far
farther / further
farthest / furthest
1 Complete the passage with the comparative or superlative form of the adjectives in brackets.
Many successful inventions were considered silly when they fi rst appeared. For example, a lot of
people thought the fi rst smartphones were just expensive toys. Today, smartphones have made our
lives
(1)__________________ (good) in so many ways: they allow for
(2)__________________ (fast)
communication and make many tasks much
(3)__________________ (easy). In short, the smartphone
may be one of
(4)__________________ (useful) inventions ever.
The opposite can also happen. Plastic looked like a great invention at fi rst, but nowadays, many
people think plastic is one of
(5)__________________ (bad) inventions in history. Plastic pollution
is becoming a serious problem, and it is affecting our environment. For example, plastic can cause
(6)__________________ (terrible) harm to nature than other materials because it doesn’t break
down naturally. That means it can travel
(7)__________________ (far) distances and remain in the
environment
(8)_________________ (long) than other types of rubbish.
B (not) as ... as
We use (not) as ... as to say that things or people are (not) equal in some way.
AI will be as important as the internet, but computers will never be as smart as humans.
2 Look at the pictures and complete the sentences with (not) as ... as and the words in brackets.
(1) The Hotwave and the Micro-King __________________ (expensive) the Speedcook.
(2) The Speedcook __________________ (wide) the Superoven.
(3) The Hotwave __________________ (high) the Micro-King.
(4) The Micro-King __________________
(deep) the Speedcook.
(5) The Hotwave and the Micro-King
__________________ (wide) the
Speedcook and the Superoven.
HOTWAVE
¥550
37 cm (H) × 55 cm (W)
× 42 cm (D)
SPEEDCOOK
¥800
36 cm (H) × 61 cm (W)
× 55 cm (D)
MICRO-KING
¥520
37 cm (H) × 55 cm (W)
× 39 cm (D)
SUPEROVEN
¥800
40 cm (H) × 61 cm (W)
× 48 cm (D)
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Unit 5 The present perfect
We use the present perfect to talk about past events with a connection to the present.
Positive
Negative
Questions
I / You / We / They have made a
lot of new friends.
He / She / It has worked hard.
I / You / We / They have not
(haven’t) made a lot of new
friends.
He / She / It has not (hasn’t)
worked hard.
Have I / you / we / they made a
lot of new friends?
Has he / she / it worked hard?
We often use the present perfect with just and already to talk about recent actions or events. When
we talk about things that have not been completed at the time of speaking, we use yet.
We also use for and since to talk about actions that started in the past and continue in the present.
We use ever in questions and never to talk about things we haven’t done.
We have just finished our exchange trip.
I have already written my report.
Eric hasn’t returned yet.
We have been away from home since last month.
I have stayed in Britain for two months.
Have you ever visited Britain?
He has never been there.
Su Mei and her classmates Li Hua and Wang Jun are preparing a farewell party for Sarah, an exchange
student in their school. Complete the passage with the correct form of the verbs in brackets.
Sarah
(1)______________________ (be) in China for two weeks and she
(2)______________________
(go) back home next week. A few days ago, Su Mei, Li Hua and Wang Jun
(3)______________________
(decide) to throw a farewell party for Sarah. Su Mei
(4)______________________ already
______________________ (send) all the invitations. Li Hua
(5)______________________(buy) the
food and drinks for the party. Wang Jun
(6)______________________ just ______________________
(choose) the right music for the party, but he
(7)______________________(not check) the sound
system yet. Su Mei and Li Hua
(8)______________________ (not finish) decorating the classroom yet.
They
(9)______________________ still ______________________ (blow) up the balloons.
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Unit 6 The present perfect and the simple past
We use the present perfect to talk about a past experience which has a connection to the present and
the simple past to talk about a completed action in the past.
I have studied History for two years. (= I started studying History two years ago and I am still
studying the subject.)
I studied History for two years. (=I once spent two years studying History, but I no longer study
it.)
• We often use the present perfect with for + a
length of time and since + a point of time.
My mother has looked after me since I was born.
My mother has worked in the factory for twenty
years.
• We use the simple past with past time
expressions.
My mother told me the ancient story last night.
• When we refer to unfinished time periods
such as today and this week, the present
perfect is used to show that the action / event
might happen again.
He has visited the library four times this month.
(He may visit the library again.)
I have had four classes this morning. (It’s still in
the morning.)
• When we use the simple past with unfinished
time periods, we show that the action / event
may not happen again.
He visited the library four times this month. (He
may not visit the library again this month.)
I had four classes this morning. (Morning is
over.)
• We also use the present perfect without
time expressions to talk about things that
happened at an unspecified point in the past.
My brother has read the book Journey to the
West. (It is unclear or unimportant when the
boy finished reading the book.)
Complete the passage with the correct form of the verbs in brackets.
(1)__________ you ever __________ (hear) of the famous story about Chang’e, the Chinese moon
goddess?
Once upon a time, there was a beautiful woman named Chang’e and her husband Hou Yi.
One day, ten suns
(2)__________ (appear) in the sky. It got very hot on Earth, and many people died.
To save the people, Hou Yi
(3)__________ (shoot) down nine of the suns. As a reward, the Queen
Mother of the West
(4)__________ (give) him a bottle of the elixir of immortality ① .
One day, someone tried to steal the bottle, so Chang’e
(5)__________ (drink) it instead. The elixir
made her fly higher and higher. In the end, she
(6)__________ (fly) all the way to the moon. Some
people say that Chang’e still lives there today.
This legend
(7)__________ (be) very popular since the Han dynasty. For over a thousand years,
people
(8)__________ (celebrate) the Mid-Autumn Festival by offering fruit and mooncakes to the
moon.
① elixir of immortality /I0lIksIR(r) Rv 0ImO:9tClRti/ 长生不老药
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Unit 7
A Conditional sentences (2)
We have already learnt to use conditional sentences to talk about probable results. We can also use
conditional sentences to talk about results that will certainly happen.
If you don’t get enough sleep, you won’t remember things well.
If you press the button, the instructions appear on the screen.
(=The instructions appear on the screen if you press the button.)
B if ... not and unless
We sometimes use unless instead of if ... not in conditional sentences.
Unless you get enough sleep, you won’t remember things well.
If you don’t press the button, the instructions don’t appear on the screen.
(=Unless you press the button the instructions don’t appear on the screen.)
Combine the two simple sentences into a complex sentence, using if … not or unless.
(1) You won’t succeed. You work hard.
____________________________________________________________________________
(2) I don’t get enough sleep. I start forgetting things.
____________________________________________________________________________
____________________________________________________________________________
(3) I review the vocabulary several times. I won’t remember all the words in this unit.
____________________________________________________________________________
____________________________________________________________________________
(4) I walk into the kitchen. My cat doesn’t start miaowing.
____________________________________________________________________________
____________________________________________________________________________
(5) You check the map. You will get lost.
____________________________________________________________________________
____________________________________________________________________________
(6) You write down the phone number. You will forget it.
____________________________________________________________________________
____________________________________________________________________________
Unless you work hard, you won’t succeed. / If you don’t work hard, you won’t succeed.
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Unit 8
A Adverbs
We use adverbs to give information about an action. Adverbs are often formed by adding -ly to
adjectives:
Adjectives
Adverb form
Example
most adjectives
+- ly
quick ➞ quickly
adjectives ending in -y
y +- ily
easy ➞ easily
adjectives ending in a consonant +
-le
e +- y
simple ➞ simply
adjectives ending in -ll
+- y
full ➞ fully
There are some adverbs which do not follow the normal rule, for example:
good ➞ well fast ➞ fast early ➞ early hard ➞ hard late ➞ late
B Comparative and superlative adverbs
We can use adverbs to compare how things happen or are done. We form comparative and
superlative adverbs like this:
Adverb
Comparative
Superlative
quickly
slowly
more quickly
more slowly
(the) most quickly
(the) most slowly
There are some adverbs which do not follow the normal rule, for example:
well ➞ better ➞ (the) best
badly ➞ worse ➞ (the) worst
fast ➞ faster ➞ (the) fastest
early ➞ earlier ➞ (the) earliest
hard ➞ harder ➞ (the) hardest
little ➞ less ➞ (the) least
far ➞ farther / further ➞ (the) farthest / furthest
(We use far ➞ farther ➞ farthest to talk about actual distance but far ➞ further ➞ furthest when
we talk about how much progress someone makes or how much effect something has.)
Complete the two passages with the correct form of comparative or superlative adjectives or adverbs.
Some scientists believe that insects may be
(1)____________ (successfully) adapted animals in
the world. They have adapted
(2)____________ (successfully) to different environments than any
other kind of animal. They can live under the soil and in the water, but they are
(3)____________
(commonly) found in the air.
The African elephant is
(4)____________ (large) land animal in the world. They are often found
on the plains and grasslands and in the forests. They have very large ears and their front legs are
usually slightly
(5)____________ (short) than the back legs. An average African elephant can run
at the top speed of 40 kilometres per hour. This is much
(6)____________ (fast) than most Asian
elephants. They are mostly gentle but in recent years they have come into conflict with humans
(7)____________ (frequently). However, most attacks can be avoided by treating the elephant with
care and respect.
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Irregular verbs
Irre
Base form
Simple
past
Past
participle
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feed
fed
fed
feel
felt
felt
fi ght
fought
fought
fi nd
found
found
fl y
fl ew
fl own
forget
forgot
forgotten
get
got
got / gotten
give
gave
given
go
went
gone
grow
grew
grown
have
had
had
hear
heard
heard
hurt
hurt
hurt
keep
kept
kept
know
knew
known
lead
led
led
learn
learnt /
learned
learnt /
learned
leave
left
left
let
let
let
lie
（位于；躺）
lay
lain
Base form
Simple
past
Past
participle
be (am, is,
are)
was, were
been
bear
bore
born / borne
beat
beat
beaten
become
became
become
begin
began
begun
blow
blew
blown
break
broke
broken
bring
brought
brought
build
built
built
burn
burnt /
burned
burnt /
burned
buy
bought
bought
can
could
—
catch
caught
caught
choose
chose
chosen
come
came
come
cut
cut
cut
deal
dealt
dealt
dig
dug
dug
do
did
done
draw
drew
drawn
dream
dreamt /
dreamed
dreamt /
dreamed
drink
drank
drunk
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Base form
Simple
past
Past
participle
light
lit / lighted
lit / lighted
make
made
made
may
might
—
mean
meant
meant
meet
met
met
must
had to / must
—
put
put
put
read /ri:d/
read /red/
read /red/
ride
rode
ridden
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
sell
sold
sold
send
sent
sent
set
set
set
shall
should
—
shine
shone
shone
shoot
shot
shot
show
showed
shown
sing
sang
sung
Base form
Simple
past
Past
participle
sit
sat
sat
sleep
slept
slept
smell
smelt /
smelled
smelt /
smelled
speak
spoke
spoken
spell
spelt /
spelled
spelt /
spelled
spend
spent
spent
spread
spread
spread
stand
stood
stood
sweep
swept
swept
swim
swam
swum
take
took
taken
teach
taught
taught
tell
told
told
think
thought
thought
understand
understood
understood
wake
woke
woken
wear
wore
worn
will
would
—
win
won
won
write
wrote
written
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Phonetic symbols
说明：
本书词汇表主要以英式英语的发音为标准。表音符号如下：
Consonants
辅音
Vowels and diphthongs
元音和双元音
p
pen
/pen/
i:
meet
/mi:t/
b
bad
/bæd/
i
happy
/9hæpi/
t
tea
/ti:/
I
sit
/sIt/
d
did
/dId/
e
ten
/ten/
k
cat
/kæt/
æ
fat
/fæt/
G
get
/Get/
A:
father
/9fA:ðR(r)/
tS
watch
/wBtS/
B
hobby
/9hBbi/
dZ
joy
/dZOI/
O:
four
/fO:(r)/
f
fall
/fO:l/
W
put
/pWt/
v
brave
/breIv/
u
actually
/9æktSuRli/
P
thin
/PIn/
u:
too
/tu:/
ð
this
/ðIs/
V
cup
/kVp/
s
see
/si:/
F:
work
/wF:k/
z
zoo
/zu:/
R
about
/R9baWt/
S
shoe
/Su:/
eI
say
/seI/
Z
usually
/9ju:ZuRli/
RW
go
/GRW/
h
hat
/hæt/
aI
my
/maI/
m
man
/mæn/
OI
boy
/bOI/
n
now
/naW/
aW
how
/haW/
N
sing
/sIN/
IR
near
/nIR(r)/
l
leg
/leG/
eR
hair
/heR(r)/
r
red
/red/
WR
sure
/SWR(r)/
j
yes
/jes/
w
wet
/wet/
Ph
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Words and phrases in each unit
说明：
标* 的单词只要求理解。
Wo
Unit 1
dinosaur /9daInRsO:(r)/ n. 恐龙
p. 4
intelligent /In9telIdZRnt/ adj. 有才智的；
聪明的
p. 5
talented /9tClRntId/ adj. 有才能的；
天才的
p. 5
artistic /A:9tIstIk/ adj. 有艺术天赋的；
（尤指）有美术才能的
p. 5
perhaps /pR9hCps/ adv. 可能；大概；
也许
p. 5
notebook /9nRWtbWk/ n. 笔记本
p. 5
vehicle /9vi:Rkl/ n. 交通工具；车辆
p. 5
prehistoric /0pri:hI9stBrIk/ adj.
史前的
p. 5
completely /kRm9pli:tli/ adv. 完全地；
彻底地
p. 5
original /R9rIdZRnl/ adj. 原来的；
起初的
p. 8
birth /bF:P/ n. 出生
p. 8
suffering /9sVfRrIN/ n. 苦难；疼痛
p. 8
artist /9A:tIst/ n. 艺术家；（尤指）
画家
p. 11
death /deP/ n. 死；死亡
p. 12
whole /hRWl/ adj. 全部的；所有的
p. 12
piece /pi:s/ n. 一首，一篇（作品） p. 14
editor /9edItR(r)/ n. （书籍的）编辑
p. 14
organize /9O:GRnaIz/ v. 安排；组织
p. 14
order /9O:dR(r)/ n. 顺序
p. 14
record /rI9kO:d/ v. 记录
p. 14
____________________________________
die out
灭绝
p. 4
a type of
一种
p. 5
be related to
与……属于同一种类
p. 5
general education
通识教育
p. 14
go back a long way
历史悠久
p. 14
be similar to
与……相似
p. 14
alphabetical order
字母顺序
p. 14
play an important role
起到重要作用 p. 14
Unit 2
flight /flaIt/ n. （尤指乘飞机的）
航程
p. 20
schedule /9Sedju:l/ n. 日程安排
p. 20
everywhere /9evriweR(r)/ adv. 到处；
各个地方
p. 21
challenge /9tSClIndZ/ v. 向（某人）
挑战
p. 20
prize /praIz/ n. 奖赏；奖励
p. 20
promise /9prBmIs/ v. 承诺；保证
p. 20
chessboard /9tSesbO:d/ n. 国际象棋
棋盘
p. 20
silver /9sIlvR(r)/ n. 银
p. 21
reply /rI9plaI/ v. 回复；答复
p. 21
hesitation /0hezI9teISn/ n. 犹豫
p. 21
wonder /9wVndR(r)/ v. 想知道；琢磨 p. 21
agree /R9Gri:/ v. 同意；赞成
p. 21
per cent /pR 9sent/ n. 百分之……
p. 24
currently /9kVrRntli/ adv. 目前；当前 p. 24
check /tSek/ v. 检查；核查
p. 27
budget /9bVdZIt/ n. 预算
p. 27
province /9prBvIns/ n. 省份
p. 28
sharply /9SA:pli/ adv. 急剧地；突然
大幅度地
p. 28
count /kaWnt/ v. 计算（或清点）总数 p. 30
system /9sIstRm/ n. 系统
p. 30
symbol /9sImbl/ n. 符号；记号
p. 30
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represent /0reprI9zent/ v. 代表
p. 30
exactly /IG9zCktli/ adv. 准确地；
确切地
p. 30
____________________________________
flight schedule
航班时刻表
p. 20
price tag
价格标签
p. 21
for a moment
片刻；一会儿
p. 20
without hesitation
毫不犹豫
p. 21
go up
上升
p. 28
go down
下降
p. 28
write down
写下；记下
p. 30
instead of
代替；作为……的替换
p. 30
Unit 3
*network /9netwF:k/ n. 网络
p. 36
flood /flVd/ n. 洪水；水灾
p. 36
multimedia /0mVlti9mi:diR/ n. 多媒体 p. 36
expert /9ekspF:t/ n. 专家
p. 37
mobile /9mRWbaIl/ adj. 可移动的
p. 37
payment /9peImRnt/ n. 付款；支付
p. 37
warn /wO:n/ v. 提醒注意；警告
p. 37
treatment /9tri:tmRnt/ n. 治疗；疗法
p. 37
data /9deItR/ n. 数据
p. 37
company /9kVmpRni/ n. 公司
p. 37
traffic /9trCfIk/ n. 路上行驶的车辆；
交通
p. 37
*flow /flRW/ v. （人或事物）涌流；
流动
p. 37
smoothly /9smu:Qli/ adv. 平稳地；
连续而流畅地
p. 37
laptop /9lCptBp/ n. 笔记本电脑
p. 40
screen /skri:n/ n. 屏幕
p. 40
weight /weIt/ n. 重量
p. 40
digital /9dIdZItl/ adj. 数码的
p. 40
social /9sRWSl/ adj. 社交的
p. 43
message /9mesIdZ/ n. （书面或口头的）
信息
p. 43
interview /9IntRvju:/ v. 采访
p. 43
positive /9pBzRtIv/ adj. 正面的；
积极的
p. 44
negative /9neGRtIv/ adj. 消极的
p. 44
effect /I9fekt/ n. 影响
p. 44
opinion /R9pInjRn/ n. 意见；看法
p. 44
novel /9nBvl/ n. （长篇）小说
p. 44
comment /9kBment/ n. 评论
p. 44
basis /9beIsIs/ n. 基础
p. 46
microprocessor /0maIkrRW9prRWsesR(r)/
n. 微处理器
p. 46
microchip /9maIkrRWtSIp/ n. 微芯片；
芯片
p. 46
major /9meIdZR(r)/ adj. 主要的；
重要的
p. 46
breakthrough /9breIkPru:/ n. 突破；
重大进展
p. 46
electronic /I0lek9trBnIk/ adj. 电子的 p. 46
software /9sBftweR(r)/ n. 软件
p. 46
app /Cp/ n. （application 的缩写）
应用程序；应用软件
p. 46
era /9IRrR/ n. 时代；纪元
p. 46
download /0daWn9lRWd/ v. 下载
p. 46
tiny /9taIni/ adj. 微小的
p. 46
____________________________________
connect to
连接
p. 36
bring big changes to
给……带来重大
变化
p. 37
mobile payment
移动支付
p. 37
take ... for example
以……为例
p. 37
rubbish bin
垃圾箱
p. 37
social media
社交媒体
p. 43
in person
亲自；亲身
p. 43
the general public
公众；大众
p. 46
Unit 4
balloon /bR9lu:n/ n. 气球
p. 53
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wheel /wi:l/ n. 轮；车轮
p. 52
central /9sentrRl/ adj. 在中心的
p. 52
although /O:l9QRW/ conj. 虽然；尽管；
即使
p. 52
attach /R9tCtS/ v. 把……固定；
把……附（在……上）
p. 52
pull /pWl/ v. 拉；拽；扯；拖
p. 52
international /0IntR9nCSnRl/ adj. 国际的
p. 52
path /pa:P/ n. 小路；小径
p. 52
technique /tek9ni:k/ n. 技巧；技艺
p. 53
depend /dI9pend/ v. 需要；依靠
p. 53
doubt /daWt/ n. 疑惑；疑问
p. 53
personally /9pF:sRnRli/ adv. 就个人
意见
p. 56
*prediction /prI9dIkSn/ n. 预言；预测 p. 56
statement /9steItmRnt/ n. 说明
p. 56
benefit /9benIfIt/ n. 益处；优势
p. 60
wing /wIN/ n. （飞行器的）翅膀；
机翼
p. 60
distance /9dIstRns/ n. 距离
p. 60
petrol /9petrRl/ n. 汽油
p. 60
avoid /R9vOId/ v. 避免；防止
p. 60
anywhere /9eniweR(r)/ adv. 在（或去）
任何地方
p. 60
notice /9nRWtIs/ v. 看（或听）到；
注意到
p. 62
type /taIp/ n. （印刷用的）活字
p. 62
*mixture /9mIkstSR(r)/ n. 混合物
p. 62
heat /hi:t/ v. 加热；变热
p. 62
press /pres/ v. （被）压
p. 62
metal /9metl/ n. 金属
p. 62
____________________________________
steam locomotive
蒸汽机车
p. 52
crewed spacecraft
载人航天器
p. 53
on foot
步行
p. 52
a number of
几个；若干
p. 52
take place
发生；进行
p. 52
for instance
例如；比如
p. 52
large amounts of
大量
p. 52
international trade
国际贸易
p. 52
depend on
依靠；依赖
p. 53
3D printer
3D 打印机
p. 53
without doubt
毫无疑问
p. 53
of all time
自古以来；有史以来
p. 53
make fun of
取笑；拿……开玩笑
p. 56
traffic jam
堵车；交通阻塞
p. 60
Unit 5
exchange /Iks9tSeIndZ/ n. 交流
p. 68
nervous /9nF:vRs/ adj. 焦虑的；
担忧的
p. 69
*grateful /9GreItfl/ adj. 感激的
p. 69
chopstick /9tSBpstIk/ n. 筷子
p. 69
tour /tWR(r)/ n. 旅行；旅游
p. 69
tai chi /0taI 9tSi:/ n. 太极（拳）
p. 69
yet /jet/ adv. 尚（未）；还；仍
p. 69
independent /0IndI9pendRnt/ adj.
自主的
p. 75
content /9kBntent/ n. 内容
p. 76
feeling /9fi:lIN/ n. 感觉；感情
p. 76
shock /SBk/ n. 震惊；令人震惊的事 p. 78
foreign /9fBrRn/ adj. 外国的
p. 78
*confused /kRn9fju:zd/ adj. 糊涂的；
迷惑的
p. 78
anxious /9CNkSRs/ adj. 焦虑的；
忧虑的
p. 78
*phase /feIz/ n. 阶段；时期
p. 78
honeymoon /9hVnimu:n/ n. 蜜月
p. 78
unfamiliar /0VnfR9mIliR(r)/ adj. 陌生的；
不熟悉的
p. 78
homesick /9hRWmsIk/ adj. 想家的
p. 78
lonely /9lRWnli/ adj. 孤独的
p. 78
deal /di:l/ v. 对付；应付
p. 78
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expect /Ik9spekt/ v. 期待；盼望
p. 78
situation /0sItSu9eISn/ n. 情况
p. 78
accept /Rk9sept/ v. 接受
p. 78
adaptation /0CdCp9teISn/ n. 适应
p. 78
____________________________________
Beijing opera
京剧
p. 68
host family
寄宿家庭
p. 69
snake its way
蜿蜒
p. 69
culture shock
文化冲击
p. 78
deal with
解决；处理
p. 78
feel at home
感到舒适自在
p. 78
Unit 6
author /9O:PR(r)/ n. 作者；作家
p. 85
remains /rI9meInz/ n. 遗迹；遗址
p. 85
locate /lRW9keIt/ v. 把……安置在
（或建造于）
p. 85
soldier /9sRWldZR(r)/ n. 士兵
p. 84
*captain /9kCptIn/ n. 首领；领导者
p. 84
empty /9empti/ adj. 空的
p. 84
victory /9vIktRri/ n. 胜利；成功
p. 85
joke /dZRWk/ n. 笑话；玩笑
p. 85
midnight /9mIdnaIt/ n. 午夜
p. 85
except /Ik9sept/ prep. 除……之外
p. 85
hide /haId/ v. 藏；隐蔽
p. 85
secretly /9si:krRtli/ adv. 秘密地
p. 85
enter /9entR(r)/ v. 进来；进入
p. 85
succeed /sRk9si:d/ v. 达到目的；成功 p. 85
*trick /trIk/ n. 诡计
p. 85
fight /faIt/ v. 打仗；战斗
p. 85
beat /bi:t/ v. 打败（某人）
p. 91
v. 敲打
p. 94
*pretend /prI9tend/ v. 假装；佯装
p. 92
enemy /9enRmi/ n. 敌人
p. 94
fail /feIl/ v. 失败；未能（做到）
p. 94
therefore /9QeRfO:(r)/ adv. 因此；所以 p. 94
within /wI9QIn/ prep. 在（某段时间）
之内
p. 94
fill /fIl/ v. （使）充满；（使）装满 p. 94
towards /tR9wO:dz/ prep. 向；朝；
对着
p. 94
attack /R9tCk/ n. 袭击；攻击
p. 94
fog /fBG/ n. 雾
p. 94
____________________________________
make jokes about
开……的玩笑
p. 85
succeed in
在……方面成功
p. 85
be tired of
厌烦
p. 92
go on board
上船
p. 92
be jealous of
嫉妒
p. 94
be full of
装满；充满
p. 94
Unit 7
regularly /9reGjRlRli/ adv. 有规律地
p. 100
repeat /rI9pi:t/ v. 重复
p. 100
note /nRWt/ n. 笔记；记录
p. 100
*visual /9vIZuRl/ adj. 视觉的
p. 100
mentally /9mentRli/ adv. 精神上
p. 101
*link /lINk/ v. 联系；相联系
p. 101
list /lIst/ n. 清单
p. 101
especially /I9speSRli/ adv. 尤其
p. 101
diet /9daIRt/ n. 日常饮食
p. 101
maintain /meIn9teIn/ v. 维持；保持
p. 101
nut /nVt/ n. 坚果
p. 101
relax /rI9lCks/ v. 放松；休息
p. 101
stressed /strest/ adj. 心力交瘁的；
焦虑不安的
p. 101
tend /tend/ v. 往往会；常常就
p. 101
normal /9nO:ml/ adj. 正常的
p. 101
loss /lBs/ n. 丧失；损失
p. 101
fork /fO:k/ n. 餐叉
p. 104
onion /9VnjRn/ n. 洋葱
p. 104
ant /Cnt/ n. 蚂蚁
p. 104
context /9kBntekst/ n. 上下文；语境 p. 107
image /9ImIdZ/ n. 图像
p. 107
sense /sens/ n. 感觉官能（即视、听、
嗅、味、触五觉）
p. 108
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summary /9sVmRri/ n. 总结；概括
p. 108
contain /kRn9teIn/ v. 包含；含有
p. 110
particular /pR9tIkjRlR(r)/ adj. 专指的；
特指的
p. 110
chemistry /9kemIstri/ n. 化学性质；
化学
p. 110
____________________________________
flash card
识字卡片
p. 100
make a point of doing something
（因重要或必要）保证做
p. 101
last but not least
最后但同样重要的 p. 101
natural disaster
自然灾害
p. 110
figure out
弄懂；弄清楚
p. 110
Unit 8
attack /R9tCk/ v. 袭击；攻击
p. 116
*faithful /9feIPfl/ adj. 忠实的；
忠诚的
p. 116
hold /hRWld/ v. 抱着；拿着
p. 117
responsible /rI9spBnsRbl/ adj. 可信任
的；可信赖的
p. 117
awake /R9weIk/ adj. 醒着
p. 117
flat /flCt/ n. 公寓
p. 117
choice /tSOIs/ n. 选择
p. 117
advise /Rd9vaIz/ v. 劝告；建议
p. 117
cause /kO:z/ v. 引起；造成；导致
p. 123
*complain /kRm9pleIn/ v. 抱怨；投诉 p. 123
litter /9lItR/ n. 垃圾
p. 124
unlikely /Vn9laIkli/ adj. 不大可能
发生的
p. 124
relieve /rI9li:v/ v. 方便；解手
p. 124
indoors /0In9dO:z/ adv. 在室内
p. 124
magical /9mCdZIkl/ adj. 有魔力的
p. 126
wealth /welP/ n. 钱财；财富
p. 126
queen /kwi:n/ n. 女王；王后
p. 126
servant /9sF:vRnt/ n. 仆人；佣人
p. 126
pride /praId/ n. 自豪；骄傲
p. 126
among /R9mVN/ prep. 在……中
p. 126
relationship /rI9leISnSIp/ n. 关系
p. 126
____________________________________
grow up
长大；成熟
p. 117
care for
照顾；照料
p. 117
in short
总之；简言之
p. 117
have no choice but to do
别无选择；
只能……
p. 117
run free
四处自由走动
p. 117
lie around
懒散度日；游手好闲
p. 120
complain about
抱怨
p. 123
in addition
除……以外（还）
p. 124
catch the eye of somebody
引起某人
的注意
p. 126
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Words and phrases in alphabetical order
Wo
A
a number of
几个；若干
p. 52
a type of
一种
p. 5
accept /Rk9sept/ v. 接受
p. 78
adaptation /0CdCp9teISn/ n. 适应
p. 78
advise /Rd9vaIz/ v. 劝告；建议
p. 117
agree /R9Gri:/ v. 同意；赞成
p. 21
alphabetical order
字母顺序
p. 14
although /O:l9QRW/ conj. 虽然；尽管；
即使
p. 52
among /R9mVN/ prep. 在……中
p. 126
ant /Cnt/ n. 蚂蚁
p. 104
anxious /9CNkSRs/ adj. 焦虑的；
忧虑的
p. 78
anywhere /9eniweR(r)/ adv. 在（或去）
任何地方
p. 60
app /Cp/ n. （application 的缩写）
应用程序；应用软件
p. 46
artist /9A:tIst/ n. 艺术家；（尤指）
画家
p. 11
artistic /A:9tIstIk/ adj. 有艺术天赋的；
（尤指）有美术才能的
p. 5
attach /R9tCtS/ v. 把……固定；
把……附（在……上）
p. 52
attack /R9tCk/ n. 袭击；攻击
p. 94
v. 袭击；攻击
p. 116
author /9O:PR(r)/ n. 作者；作家
p. 85
avoid /R9vOId/ v. 避免；防止
p. 60
awake /R9weIk/ adj. 醒着
p. 117
B
balloon /bR9lu:n/ n. 气球
p. 53
basis /9beIsIs/ n. 基础
p. 46
be full of
装满；充满
p. 94
be jealous of
嫉妒
p. 94
be related to
与……属于同一种类
p. 5
be similar to
与……相似
p. 14
be tired of
厌烦
p. 92
beat /bi:t/ v. 打败（某人）
p. 91
v. 敲打
p. 94
Beijing opera
京剧
p. 68
benefit /9benIfIt/ n. 益处；优势
p. 60
birth /bF:P/ n. 出生
p. 8
breakthrough /9breIkPru:/ n. 突破；
重大进展
p. 46
bring big changes to
给……带来重大
变化
p. 37
budget /9bVdZIt/ n. 预算
p. 27
C
*captain /9kCptIn/ n. 首领；领导者
p. 84
care for
照顾；照料
p. 117
catch the eye of somebody
引起某人
的注意
p. 126
cause /kO:z/ v. 引起；造成；导致
p. 123
central /9sentrRl/ adj. 在中心的
p. 52
challenge /9tSClIndZ/ v. 向（某人）
挑战
p. 20
check /tSek/ v. 检查；核查
p. 27
chemistry /9kemIstri/ n. 化学性质；
化学
p. 110
chessboard /9tSesbO:d/ n. 国际象棋
棋盘
p. 20
choice /tSOIs/ n. 选择
p. 117
chopstick /9tSBpstIk/ n. 筷子
p. 69
comment /9kBment/ n. 评论
p. 44
company /9kVmpRni/ n. 公司
p. 37
*complain /kRm9pleIn/ v. 抱怨；投诉 p. 123
complain about
抱怨
p. 123
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completely /kRm9pli:tli/ adv. 完全地；
彻底地
p. 5
*confused /kRn9fju:zd/ adj. 糊涂的；
迷惑的
p. 78
connect to
连接
p. 36
contain /kRn9teIn/ v. 包含；含有
p. 110
content /9kBntent/ n. 内容
p. 76
context /9kBntekst/ n. 上下文；语境 p. 107
count /kaWnt/ v. 计算（或清点）总数 p. 30
crewed spacecraft
载人航天器
p. 53
culture shock
文化冲击
p. 78
currently /9kVrRntli/ adv. 目前；当前 p. 24
D
data /9deItR/ n. 数据
p. 37
deal /di:l/ v. 对付；应付
p. 78
deal with
解决；处理
p. 78
death /deP/ n. 死；死亡
p. 12
depend /dI9pend/ v. 需要；依靠
p. 53
depend on
依靠；依赖
p. 53
die out
灭绝
p. 4
diet /9daIRt/ n. 日常饮食
p. 101
digital /9dIdZItl/ adj. 数码的
p. 40
dinosaur /9daInRsO:(r)/ n. 恐龙
p. 4
distance /9dIstRns/ n. 距离
p. 60
doubt /daWt/ n. 疑惑；疑问
p. 53
download /0daWn9lRWd/ v. 下载
p. 46
E
editor /9edItR(r)/ n. （书籍的）编辑
p. 14
effect /I9fekt/ n. 影响
p. 44
electronic /I0lek9trBnIk/ adj. 电子的 p. 46
empty /9empti/ adj. 空的
p. 84
enemy /9enRmi/ n. 敌人
p. 94
enter /9entR(r)/ v. 进来；进入
p. 85
era /9IRrR/ n. 时代；纪元
p. 46
especially /I9speSRli/ adv. 尤其
p. 101
everywhere /9evriweR(r)/ adv. 到处；
各个地方
p. 21
exactly /IG9zCktli/ adv. 准确地；
确切地
p. 30
except /Ik9sept/ prep. 除……之外
p. 85
exchange /Iks9tSeIndZ/ n. 交流
p. 68
expect /Ik9spekt/ v. 期待；盼望
p. 78
expert /9ekspF:t/ n. 专家
p. 37
F
fail /feIl/ v. 失败；未能（做到）
p. 94
*faithful /9feIPfl/ adj. 忠实的；
忠诚的
p. 116
feel at home
感到舒适自在
p. 78
feeling /9fi:lIN/ n. 感觉；感情
p. 76
fight /faIt/ v. 打仗；战斗
p. 85
figure out
弄懂；弄清楚
p. 110
fill /fIl/ v. （使）充满；（使）装满 p. 94
flash card
识字卡片
p. 100
flat /flCt/ n. 公寓
p. 117
flight /flaIt/ n. （尤指乘飞机的）
航程
p. 20
flight schedule
航班时刻表
p. 20
flood /flVd/ n. 洪水；水灾
p. 36
*flow /flRW/ v. （人或事物）涌流；
流动
p. 37
fog /fBG/ n. 雾
p. 94
for a moment
片刻；一会儿
p. 20
for instance
例如；比如
p. 52
foreign /9fBrRn/ adj. 外国的
p. 78
fork /fO:k/ n. 餐叉
p. 104
G
general education
通识教育
p. 14
go back a long way
历史悠久
p. 14
go down
下降
p. 28
go on board
上船
p. 92
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go up
上升
p. 28
*grateful /9GreItfl/ adj. 感激的
p. 69
grow up
长大；成熟
p. 117
guard /GA:d/ n. 卫兵；看守
p. 85
H
have no choice but to do
别无选择；
只能……
p. 117
heat /hi:t/ v. 加热；变热
p. 62
hesitation /0hezI9teISn/ n. 犹豫
p. 21
hide /haId/ v. 藏；隐蔽
p. 85
hold /hRWld/ v. 抱着；拿着
p. 117
homesick /9hRWmsIk/ adj. 想家的
p. 78
honeymoon /9hVnimu:n/ n. 蜜月
p. 78
host family
寄宿家庭
p. 69
I
image /9ImIdZ/ n. 图像
p. 107
in addition
除……以外（还）
p. 124
in person
亲自；亲身
p. 43
in short
总之；简言之
p. 117
independent /0IndI9pendRnt/ adj.
自主的
p. 75
indoors /0In9dO:z/ adv. 在室内
p. 124
instead of
代替；作为……的替换
p. 30
intelligent /In9telIdZRnt/ adj. 有才智的；
聪明的
p. 5
international /0IntR9nCSnRl/ adj. 国际的
p. 52
international trade
国际贸易
p. 52
interview /9IntRvju:/ v. 采访
p. 43
J
joke /dZRWk/ n. 笑话；玩笑
p. 85
L
laptop /9lCptBp/ n. 笔记本电脑
p. 40
large amounts of
大量
p. 52
last but not least
最后但同样重要的 p. 101
lie around
懒散度日；游手好闲
p. 120
*link /lINk/ v. 联系；相联系
p. 101
list /lIst/ n. 清单
p. 101
litter /9lItR/ n. 垃圾
p. 124
locate /lRW9keIt/ v. 把……安置在
（或建造于）
p. 85
lonely /9lRWnli/ adj. 孤独的
p. 78
loss /lBs/ n. 丧失；损失
p. 101
M
maintain /meIn9teIn/ v. 维持；保持
p. 101
magical /9mCdZIkl/ adj. 有魔力的
p. 126
major /9meIdZR(r)/ adj. 主要的；
重要的
p. 46
make a point of doing something
（因重要或必要）保证做
p. 101
make fun of
取笑；拿……开玩笑
p. 56
make jokes about
开……的玩笑
p. 85
mentally /9mentRli/ adv. 精神上
p. 101
message /9mesIdZ/ n. （书面或口头的）
信息
p. 43
metal /9metl/ n. 金属
p. 62
microchip /9maIkrRWtSIp/ n. 微芯片；
芯片
p. 46
microprocessor /0maIkrRW9prRWsesR(r)/
n. 微处理器
p. 46
midnight /9mIdnaIt/ n. 午夜
p. 85
*mixture /9mIkstSR(r)/ n. 混合物
p. 62
mobile /9mRWbaIl/ adj. 可移动的
p. 37
mobile payment
移动支付
p. 37
multimedia /0mVlti9mi:diR/ n. 多媒体 p. 36
N
natural disaster
自然灾害
p. 110
negative /9neGRtIv/ adj. 消极的
p. 44
nervous /9nF:vRs/ adj. 焦虑的；
担忧的
p. 69
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*network /9netwF:k/ n. 网络
p. 36
normal /9nO:ml/ adj. 正常的
p. 101
note /nRWt/ n. 笔记；记录
p. 100
notebook /9nRWtbWk/ n. 笔记本
p. 5
notice /9nRWtIs/ v. 看（或听）到；
注意到
p. 62
novel /9nBvl/ n. （长篇）小说
p. 44
nut /nVt/ n. 坚果
p. 101
O
of all time
自古以来；有史以来
p. 53
on foot
步行
p. 52
onion /9VnjRn/ n. 洋葱
p. 104
opinion /R9pInjRn/ n. 意见；看法
p. 44
order /9O:dR(r)/ n. 顺序
p. 14
organize /9O:GRnaIz/ v. 安排；组织
p. 14
original /R9rIdZRnl/ adj. 原来的；
起初的
p. 8
P
particular /pR9tIkjRlR(r)/ adj. 专指的；
特指的
p. 110
path /pa:P/ n. 小路；小径
p. 52
payment /9peImRnt/ n. 付款；支付
p. 37
per cent /pR 9sent/ n. 百分之……
p. 24
perhaps /pR9hCps/ adv. 可能；大概；
也许
p. 5
personally /9pF:sRnRli/ adv. 就个人
意见
p. 56
petrol /9petrRl/ n. 汽油
p. 60
*phase /feIz/ n. 阶段；时期
p. 78
piece /pi:s/ n. 一首，一篇（作品） p. 14
play an important role
起到重要作用 p. 14
*prediction /prI9dIkSn/ n. 预言；预测 p. 56
positive /9pBzRtIv/ adj. 正面的；
积极的
p. 44
prehistoric /0pri:hI9stBrIk/ adj.
史前的
p. 5
press /pres/ v. （被）压
p. 62
*pretend /prI9tend/ v. 假装；佯装
p. 92
price tag
价格标签
p. 21
pride /praId/ n. 自豪；骄傲
p. 126
prize /praIz/ n. 奖赏；奖励
p. 20
promise /9prBmIs/ v. 承诺；保证
p. 20
province /9prBvIns/ n. 省份
p. 28
pull /pWl/ v. 拉；拽；扯；拖
p. 52
Q
queen /kwi:n/ n. 女王；王后
p. 126
R
record /rI9kO:d/ v. 记录
p. 14
regularly /9reGjRlRli/ adv. 有规律地
p. 100
relationship /rI9leISnSIp/ n. 关系
p. 126
relax /rI9lCks/ v. 放松；休息
p. 101
relieve /rI9li:v/ v. 方便；解手
p. 124
remains /rI9meInz/ n. 遗迹；遗址
p. 85
repeat /rI9pi:t/ v. 重复
p. 100
reply /rI9plaI/ v. 回复；答复
p. 21
represent /0reprI9zent/ v. 代表
p. 30
responsible /rI9spBnsRbl/ adj. 可信任
的；可信赖的
p. 117
rubbish bin
垃圾箱
p. 37
run free
四处自由走动
p. 117
S
schedule /9Sedju:l/ n. 日程安排
p. 20
screen /skri:n/ n. 屏幕
p. 40
secretly /9si:krRtli/ adv. 秘密地
p. 85
sense /sens/ n. 感觉官能（即视、听、
嗅、味、触五觉）
p. 108
servant /9sF:vRnt/ n. 仆人；佣人
p. 126
sharply /9SA:pli/ adv. 急剧地；突然
大幅度地
p. 28
shock /SBk/ n. 震惊；令人震惊的事 p. 78
silver /9sIlvR(r)/ n. 银
p. 21
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situation /0sItSu9eISn/ n. 情况
p. 78
smoothly /9smu:Qli/ adv. 平稳地；
连续而流畅地
p. 37
snake its way
蜿蜒
p. 69
social /9sRWSl/ adj. 社交的
p. 43
social media
社交媒体
p. 43
software /9sBftweR(r)/ n. 软件
p. 46
soldier /9sRWldZR(r)/ n. 士兵
p. 84
statement /9steItmRnt/ n. 说明
p. 56
steam locomotive
蒸汽机车
p. 52
stressed /strest/ adj. 心力交瘁的；
焦虑不安的
p. 101
succeed /sRk9si:d/ v. 达到目的；成功 p. 85
succeed in
在……方面成功
p. 85
suffering /9sVfRrIN/ n. 苦难；疼痛
p. 8
summary /9sVmRri/ n. 总结；概括
p. 108
symbol /9sImbl/ n. 符号；记号
p. 30
system /9sIstRm/ n. 系统
p. 30
T
tai chi /0taI 9tSi:/ n. 太极（拳）
p. 69
take ... for example
以……为例
p. 37
take place
发生；进行
p. 52
talented /9tClRntId/ adj. 有才能的；
天才的
p. 5
technique /tek9ni:k/ n. 技巧；技艺
p. 53
tend /tend/ v. 往往会；常常就
p. 101
the general public
公众；大众
p. 46
therefore /9QeRfO:(r)/ adv. 因此；所以 p. 94
3D printer
3D 打印机
p. 53
tiny /9taIni/ adj. 微小的
p. 46
tour /tWR(r)/ n. 旅行；旅游
p. 69
towards /tR9wO:dz/ prep. 向；朝；
对着
p. 94
traffic /9trCfIk/ n. 路上行驶的车辆；
交通
p. 37
traffic jam
堵车；交通阻塞
p. 60
treatment /9tri:tmRnt/ n. 治疗；疗法
p. 37
*trick /trIk/ n. 诡计
p. 85
type /taIp/ n. （印刷用的）活字
p. 62
U
unfamiliar /0VnfR9mIliR(r)/ adj. 陌生的；
不熟悉的
p. 78
unlikely /Vn9laIkli/ adj. 不大可能
发生的
p. 124
V
vehicle /9vi:Rkl/ n. 交通工具；车辆
p. 5
victory /9vIktRri/ n. 胜利；成功
p. 85
*visual /9vIZuRl/ adj. 视觉的
p. 100
W
warn /wO:n/ v. 提醒注意；警告
p. 37
wealth /welP/ n. 钱财；财富
p. 126
weight /weIt/ n. 重量
p. 40
wheel /wi:l/ n. 轮；车轮
p. 52
whole /hRWl/ adj. 全部的；所有的
p. 12
wing /wIN/ n. （飞行器的）翅膀；
机翼
p. 60
within /wI9QIn/ prep. 在（某段时间）
之内
p. 94
without doubt
毫无疑问
p. 53
without hesitation
毫不犹豫
p. 21
wonder /9wVndR(r)/ v. 想知道；琢磨 p. 21
write down
写下；记下
p. 30
Y
yet /jet/ adv. 尚（未）；还；仍
p. 69
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Proper nouns
Names of people
Ada Lovelace /0eIdR 9lVvleIs/
阿达·洛夫莱斯
p. 46
Alan Turing /0ClRn 9tjWRrIN/
艾伦·图灵
p. 46
Albert Einstein /0ClbRt 9aInstaIn/
阿尔伯特·爱因斯坦
p. 65
Alberto Manguel /Cl0bF:tRW 9mCnGuRl/
阿尔维托·曼古埃尔
p. 17
Alex /9ClIks/ 亚历克斯（男名）
p. 65
Bi Sheng 毕昇
p. 62
Cao Cao 曹操
p. 94
Chang’e 嫦娥
p. 139
Charles Babbage /0tSA:lz 9bCbIdZ/
查尔斯·巴贝奇
p. 46
Chris /krIs/ 克里斯（男名）
p. 74
Claude Monet /0klO:d 9mBneI/
克洛德·莫奈
p. 6
Confucius /kRn9fju:SRs/ 孔子
p. 68
Doris /9dBrIs/ 多丽丝（女名）
p. 74
Eric /9erIk/ 埃里克（男名）
p. 69
Gutenberg /9Gu:t(R)nbF:G/ 古登堡
p. 62
Hermann Ebbinghaus /0hF:mRn
9ebINhaWs/ 赫尔曼·艾宾豪斯
p. 112
Homer /9hRWmR(r)/ 荷马
p. 85
Hou Yi 后羿
p. 139
Immanuel Kant /I0mænjuRl 9kCnt/
伊曼纽尔·康德
p. 129
James /dZeImz/ 詹姆斯（男名）
p. 65
James Watt /0dZeImz 9wBt/
詹姆斯·瓦特
p. 64
John Selden /0dZBn 9seldRn/ 约翰·
塞尔登
p. 97
Kalervo Oberg /0kClR(r)vRW 9RWbF:G/
卡莱尔沃·奥伯格
p. 79
Lee Duncan /0li: 9dVNkRn/ 李·邓肯 p. 126
Leonardo da Vinci /li:R0nA:dRW dR
9vIntSi/ 列奥纳多·达·芬奇
p. 4
Lev Vygotsky /0lev vI9GBtski/ 列夫·
维果茨基
p. 81
Li Li
李莉
p. 117
Ludwig van Beethoven /0lWdvIG vCn
9beIt(h)RWvRn/ 路德维希·范·
贝多芬
p. 6
Luo Guanzhong
罗贯中
p. 95
Nie Er 聂耳
p. 8
Pablo Picasso /0pCblRW pI9kCsRW/
巴勃罗·毕加索
p. 11
Paris /9pCrIs/ 帕里斯（男名）
p. 88
Plato /9pleItRW/ 柏拉图
p. 85
Pythagoras /paI9PCGRrRs/ 毕达哥拉斯 p. 33
Richard III /0rItSRd QR 9PF:d/ 理查三世 p. 96
Samuel Johnson /0sCmjuRl 9dZBnsn/
塞缪尔·约翰逊
p. 113
Sara /9seRrR/ 萨拉（女名）
p. 65
Socrates /9sBkrRti:z/ 苏格拉底
p. 85
Stephen Hawking /0sti:vn 9hO:kIN/
史蒂芬·霍金
p. 49
Tang Li
唐丽
p. 120
Ted Hoff /0ted 9hO:f/ 特德·霍夫
p. 46
Thomas Newcomen /0tBmRs
9nju:0kVmRn/ 托马斯·纽科门
p. 64
Tim Berners-Lee /0tIm 0bF:nRz 9li:/
蒂姆·伯纳斯·李
p. 47
Tony /9tRWni/ 托尼（男名）
p. 59
Wang Meng
王蒙
p. 117
Wendy /9wendi/ 温迪（女名）
p. 59
Zhou Yu
周瑜
p. 94
Zhuge Liang
诸葛亮
p. 94
Pro
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Names of places
Kazakhstan /0kCzRk9stA:n/ 哈萨克斯坦 p. 52
Mt. Denali /maWnt dR9nA:li/ 德纳里山 p. 26
Mt. Kanchenjunga /maWnt
0kA:ntSRn9dZVNGR/ 干城章嘉峰
p. 26
Mt. Kenya /maWnt 9kenjR/ 肯尼亚山
p. 26
Mt. Kilimanjaro /maWnt
0kIlRmRn9dZA:rRW/ 乞力马扎罗山
p. 26
Mt. Logan /maWnt 9lRWGRn/ 洛根山
p. 26
Mt. Qogir /maWnt 9kBGIr/ 乔戈里峰
p. 26
Mt. Qomolangma /maWnt
0tSRWmR9lWNmR/ 珠穆朗玛峰
p. 26
Mt. Stanley /maWnt 9stænli/ 斯坦利山 p. 26
Pico de Orizaba /0pi:kRW deI 0BrI9zA:bR/
奥里萨巴火山
p. 26
Sanxingdui 三星堆（遗址）
p. 96
South America /0saWP R9merIkR/
南美洲
p. 26
Sparta /9spA:tR/ 斯巴达（古希腊城邦）
p. 88
the National Museum of Classic Books
/QR 9nCSnRl mju9zi:Rm Rv 9klCsIk bWks/
国家典籍博物馆
p. 15
the Nile River /QR naIl 9rIvR(r)/
尼罗河
p. 26
the River Thames /QR 9rIvR(r) temz/
泰晤士河
p. 72
the Yangtze River /QR 9jCNtsi 9rIvR(r)/
长江
p. 26
Troy /trOI/ 特洛伊（小亚细亚西
北部的古城）
p. 84
Others
Arab /9CrRb/ 阿拉伯人
p. 30
Bencao Gangmu 《本草纲目》
p. 17
Deep Blue /0di:p 9blu:/ 深蓝（国际
象棋电脑）
p. 42
Egyptian /i9dZIpSn/ 埃及人
p. 84
Encyclopaedia Britannica
/In0saIklR0pi:diR brI9tCnIkR/
《大英百科全书》
p. 14
European /0jWRrR9pi:Rn/ 欧洲人；
欧洲的
p. 126
Huanglan 《皇览》
p. 14
Impression, Sunrise /Im9preSn 9sVnraIz/
《日出·印象》
p. 4
Indian /9IndiRn/ 印度人；印度的
p. 30
Journey to the West /9dZF:ni tR QR west/
《西游记》
p. 95
Rin Tin Tin /0rIn tIn 9tIn/ 神犬丁丁
p. 126
Roman /9rRWmRn/ 罗马人
p. 30
Romance of the Three Kingdoms
/9rRWmCns Rv QR Pri: 9kINdRmz/
《三国演义》
p. 94
Shijing 《诗经》
p. 17
Sunflowers /9sVnflaWRz/ 《向日葵》
p. 4
The Art of War 《孙子兵法》
p. 17
The Dream of the Red Chamber
/QR dri:m Rv QR red 9tSeImbR(r)/
《红楼梦》
p. 95
the Middle Ages /QR 0mIdl 9eIdZIz/
中世纪
p. 126
the Trojan War /QR 9trRWdZRn wO:(r)/
特洛伊战争
p. 84
Tiangong Kaiwu 《天工开物》
p. 17
UNESCO World Heritage /ju:9neskRW
wF:ld 9herItIdZ/ 联合国教科文组织
世界遗产
p. 87
Viking /9vaIkIN/ 维京人
p. 110
Water Margin /9wO:tR 9mA:dZIn/
《水浒传》
p. 95
World War I /0wF:ld 0wO: 9wVn/
第一次世界大战
p. 126
Yongle Dadian 《永乐大典》
p. 14
Zuchongzhi 祖冲之号（量子计算机）p. 47
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Glossary
adverb
副词
p. 121
annotate
给……作注解（或评注）
p. 53
cardinal number
基数词
p. 25
comparative adjective
形容词比较级 p. 41
comparative adverb
副词比较级
p. 122
determiner
限定词
p. 9
expository writing
说明文写作
p. 101
indefinite pronoun
不定代词
p. 9
intonation
语调
p. 59
loss of plosion
失去爆破
p. 107
ordinal number
序数词
p. 25
plosive consonant
爆破音
p. 107
quote
引语
p. 69
rhythm
节奏
p. 91
scanning
扫读
p. 5
strong form
重读
p. 27
superlative adjective
形容词最高级
p. 41
superlative adverb
副词最高级
p. 122
the present perfect
现在完成时
p. 73
transitional word
连接词
p. 53
weak form
弱读
p. 27
word linking
连读
p. 123
Glo
上海教育出版社
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本教材以教育部颁布的《义务教育英语课程标准（2022 年版）》为依据修订
编写。
本教材由舒白梅教授担任主编，程林编审担任副主编。参与本教材编写的
有何琳、陈皓曦、秦文娟、向宗平、倪宏、李睿、叶方兴以及上海教育出版社英
语教材编辑团队。在保留原教材优势和特色的基础上，本教材的修订编写优化
了结构与内容，整合了英语的学科逻辑、教学逻辑与学习逻辑，明确了由体验到
理解，由探索到运用，由表达到交流，再到发展核心素养的英语学习路径，以落
实立德树人根本任务，促进学生核心素养的发展。
本次修订编写工作得到了国内英语教育、教学、测评等领域专家的鼎力支
持和悉心指导。曲卫国教授、汤青老师、徐雯老师审读了本教材内容，提出了
很多宝贵的指导性意见和建议；童欣老师参与编写了本教材的部分内容；陈琼
老师编写了本教材附录中的语法回顾（Grammar review）部分；金敏老师针对
本教材各单元项目（Project）提出了优化建议。在此，向各位专家和教师表示
衷心的感谢！在教材编写完成后，深圳市、广州市、沈阳市、西安市、晋城市和
长治市等地的部分学校参加了本教材的试教试用和一线教师审读工作，为教材
质量的提升提出了有价值的意见和建议，在此一并表示诚挚的感谢！
欢迎广大师生来电来函指出教材的不足，提出宝贵意见和建议。电话：
021-64319241。电子邮箱：jcjy@seph.com.cn。通讯地址：上海市闵行区号景路
159 弄 C 座上海教育出版社（201101）。
初中《英语》编写组
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后 记
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英语
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上海教育出版社
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