৵प ฉ֩
ฉ࡛
ঞᇣӲม
ᅭခঞᇣঞກ
全国优秀教材二等奖
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ᅭခঞᇣঞກ
৵प ฉ֩
ฉ࡛
ঞᇣӲม
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主 编： ቧؾӤāሏၗ
原作者： N EfboāQ FuifsupoāH NdBsuivs
编 者： āᥐāዬā正ā王ٓٓ
ዬā
ቧāٳāᄘāᄙāᇇࢤኆ
ৄ
ٷ学出Ӳม) 中国* 有၌公ິ
英ᇕঞՊႀ྿ᇵࣷ
ฉ࡛
๘ु
出Ӳࠣ
ݻ有၌公ິ
外ᇕঞᇣ图ກݴ公ິ
英ᇕঞՊႀ྿ᇵࣷ
责任编辑： ࣜ
ᄈāଠ ā
©ฉ࡛
中小学) ᆽ儿ᇴ* ੜײ߀߫
྿ᇵࣷ
ࢅৄ
ٷ学出Ӳม3125
ĐPygpseđ为ৄ
ٷ学出Ӳม的注֩
商Քă
࿄经ฉ࡛
中小学) ᆽ儿ᇴ* ੜײ߀߫
྿ᇵࣷ
ࢅৄ
ٷ学出Ӳม) 中国* 有၌公ິ
ກ面ႹLj不得
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或ᅼೕă ࣌
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kdkzAtfqi/dpn/doăཚრ地ǖฉ࡛
ត行൶ࡽৠୟ26: 弄D ፗă邮አՊஓǖ312212ă
声明 ӀቷĖ中ࣀ人௷ࠌࢅ国ዸፕ法ėڼܾ
ๆཉ有关规定Lj்
ᅙ尽ଉლቴዸፕ人ኧ付Ԓؐ
ă
ዸፕ人ස有关于ኧ付Ԓؐ
事ᅓ及时ᇑ出Ӳม联系ă
ᅭ务ঞᇣঞກ
英 语
৵प ฉ֩
ĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊĊ
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（ฉ࡛
ត行൶ࡽৠୟ26:弄Dፗ 邮አՊஓǖ312212）߳
地
经ၨ ฉ࡛
েॅ
ᆇຘ有၌公ິ
ᆇຘ
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定价ǖ:/51 ᇮ（Ԩກଷದᅼټࢅଁ
သ֩
）
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ႀሞമ௬
ႀሞമ௬
ႀሞമ௬
؛中学သ的ፌࢫ一Ljཞ学்ٚ
地ੂ
一下ঞ目ࣷ݀
၄Lj有一ၵຼ
ሼ၎๎
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的ް
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ۼ想让ཞ学்
集中精力Lj把ܠ英ᇕ学သ的点点ڰڰබࣹ
在一ഐLjקۏ、ౡଁ
Ljᅜႚ
ׯॕํ
的एإă
在Đ܁（Reading）đ的层面Lj虽然ධ܁Ljڍᅙ不ኹ于了ా
ඹ的前因ࢫࡕLj߸要
܁物的人࿔ా
ࡥࢅ生活提๖ăԨ்ࣷ
ᇑႹܠ࿀ٷ的人物ࢅ经典的࿔学ፕ品၎
ᇜ；ᄺࣷ
থةړ下的ඤ点话༶Ljස健康饮食ࢅ࣍
境ԍࢺă对ఫၵ၎߰
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ለ܁ా
ඹLj要从Đ了đ൵于ĐđLjժ试品࿆
ࢅ६งLjᅜइ得对்
有ᅮ的人生经ᄓă
在Đད（Listening）đࢅĐຫ（Speaking）đ的层面LjԨ߸注ዘኄଇၜ能力在ํ
ा生活中的交ाࠀ能ăᇕᅼᇕۙ
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ঞ一ၵࠀ能意的ٳ法Ljසথ受或ਨ帮ዺLjടړ地๖ဠࡻ、ሢᄙࢅཞ情等ă要
从Đདۮđ൵于Đ了然đ；从Đ能ຫđ൵于ĐຫࡻđLj力求在ࣷ
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在Đႀ（Writing）đ的层面LjأीჄ、ӗपᅙথة的߳
种༹
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ႀđ൵于Đࣷ
߀đLj让ሼ经Đᆽዉđ的ਔ子、
܌࿔ደॷՎ得ׯຄ、生动ഐઠă
在Đੜ༶（Project）đ制ፕ层面Lj要求ཞ学்
ቛ开的ా
ඹᇑ生活ๆݴཌྷৎăၟ
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计一ݻ图࿔ժவ的֓
đኄ样的ం༶Lj从择֓
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ׯ的Đ制ፕđ要ደॷ从
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在Đ学သर能（Study skills）đቨ握层面Lj்
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类状ᇕ从ਔࢅՠᇕ从ਔLjᅜ及系动َ
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ฉࣷ
有一个ੵ
օăԨ的Đց؊ለ܁（More practice）đࢅĐ࿔ࣅঙ（Culture corner）đ
ๆݴݿǖ中国的子Ljဇݛ的顿；ዷ要英ᇕ国家क़的英ᇕᄺ有差ᅴǛܠ有趣的ా
ඹƽ一定ࣷ
ߴٷ家有ᅮ的ഔڱă
ཞ学்
Lj౮力ӕLj一定要让自己ྲ
笑着Lj自信地交出؛中的ፌࢫ一ݻٴਝƽ
؛中Ė英ᇕėՊႀፇ
2012 12 ሆ
上海教育出版社
上海教育出版社
ႇ
在ঞՊႀ的过ײ中Ljևݴঞ对ُ
߾ፕᇎᅜ极ٷ的帮ዺLj特ُ
感ႇǖ
安ލᚴāዬāׯāըઐā֤
国ଫ
Upoz Ebmf
上海教育出版社
上海教育出版社
Hello, I’m Lo!
Let’s have a look.
Wise men in history
Einstein
Archimedes
Family life
Emily
Jerry
Great minds
Hans
Problems and advice
Action!
Doris
Samuel
Angela
Healthy diet
Tom Sawyer
The Adventures of Tom Sawyer
Surprise endings
Della
Jim
Hi, I’m Hi. What will we
learn in this book?
Aunt Linda
上海教育出版社
上海教育出版社
Contents
Contents
Contents
Module
Unit
Reading
Listening
Grammar
1
Geniuses
1
Wise men in
history
(p. 1)
Archimedes and
the golden crown
(p. 3)
The ancient Olympics
(p. 6)
• Question tags
(p. 7)
• Sentence types
(p. 8)
2
Great minds
(p. 17)
Two geniuses
(p. 19)
Three great minds
(p. 22)
• Infinitives after
nouns
(p. 23)
• Infinitives as
subjects
(p. 24)
• Infinitives after
the verb to be
(p. 25)
+Project: A poster of wise sayings (p. 31)
2
Ideas and
viewpoints
3
Family life
(p. 33)
Family life in
cities
(p. 35)
Family members
(p. 38)
• Linking verb be
(p. 39)
• Other linking verbs
(p. 39)
• Linking verbs
followed by nouns
or noun phrases
(p. 41)
4
Problems and
advice
(p. 49)
Aunt Linda’s
advice page
(p. 51)
Advice from Aunt Alice
(p. 54)
• Sentence
elements:
subjects,
verbs, objects,
complements
and adverbials
(p. 55)
+Project: An advice page for the school newspaper (p. 63)
ຫǖԨঞ中打dž的ా
ඹ为ྊቛా
ඹLjፕ学要求ă
+
+
+
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上海教育出版社
Speaking
Writing
+More practice
Study skills
Culture corner
and
Self-assessment
Talk time
Speak up
Asking for
agreement or
confi rmation
(p. 10)
Helen at the
Olympics
(p. 11)
Improving your
work
(p. 12)
Cao Chong
weighs an
elephant
(p. 13)
Punctuation
(p. 14)
• Laozi
(p. 16)
• Self-assessment
(p. 16)
Leaving and
taking phone
messages
(p. 26)
A famous
person
(p. 26)
Floating
listeners
(p. 27)
Einstein and
the little girl
(p. 29)
—
• Isaac Newton
(p. 30)
• Self-assessment
(p. 30)
Offering,
accepting and
refusing help
(p. 42)
How much
housework do
you do?
(p. 43)
My family life
(p. 44)
How to
communicate
with your
parents
(p. 45)
Practical
writing (3):
Making rules
and regulations
(p. 46)
• Family trees
(p. 48)
• Self-assessment
(p. 48)
Asking for
and giving
advice
(p. 58)
What advice
would you give
about students’
problems?
(p. 58)
An email to
Aunt Linda
(p. 59)
Replies from
Aunt Linda
(p. 61)
—
• Agony aunts
(p. 62)
• Self-assessment
(p. 62)
上海教育出版社
上海教育出版社
Module
Unit
Reading
Listening
Grammar
3
Leisure
time
5
Action!
(p. 65)
Surprises at the
studio
(p. 67)
Visiting the TV station
(p. 70)
• Adverbial clauses
of concession
with although and
though
(p. 71)
6
Healthy diet
(p. 81)
What’s a
balanced diet?
(p. 83)
Ordering food
(p. 86)
• Object clauses
(p. 87)
+Project: Recipes for food from all over the world (p. 95)
4
A taste of
literature
7
The Adventures
of Tom Sawyer
(p. 97)
Tom Sawyer
paints the fence
(p. 99)
A jumping frog
(p. 102)
• Relative clauses
with who, that and
which
(p. 103)
8
Surprise endings
(p. 113)
The gifts
(p. 115)
How much do you
know about O. Henry?
(p. 118)
• Using prepositions
after adjectives
(p. 119)
• Using prepositions
after nouns
(p. 120)
• Using prepositions
after verbs
(p. 121)
+Project: Reading Week (p. 127)
Appendices
Words and expressions in each unit (p. 129)
Words and expressions in alphabetical order (p. 134)
Proper nouns (p. 139)
Glossary (p. 140)
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上海教育出版社
Speaking
Writing
+More practice
Study skills
Culture corner
and
Self-assessment
Talk time
Speak up
Expressing
praise and
encouragement
(p. 74)
Students’ TV
viewing habits
(p. 75)
A script for
hosting a
show
(p. 76)
We love the
Film Park!
(p. 77)
Charts and
graphs (4):
Using tables
to give
information
(p. 78)
• International
fi lm festivals
(p. 80)
• Self-assessment
(p. 80)
Expressing
preferences
(p. 90)
A weekly lunch
menu
(p. 91)
A restaurant
review
(p. 92)
Two poems
about farming
(p. 93)
—
• The tale of the
tomato
(p. 94)
• Self-assessment
(p. 94)
Expressing
congratulations
and sympathy
(p. 106)
My favourite
story
(p. 107)
A report on a
story
(p. 108)
Tom and Becky
in the cave
(p. 109)
Making
outlines
(p. 110)
• Adventures of
Huckleberry
Finn
(p. 112)
• Self-assessment
(p. 112)
Disagreeing in
a polite way
(p. 122)
What kinds of
gifts do you
usually give on
special days?
(p. 123)
The most
valuable gift
(p. 124)
The last leaf
(p. 125)
—
• White elephants
(p. 126)
• Self-assessment
(p. 126)
Irregular verbs (p. 141)
+
上海教育出版社
上海教育出版社
上海教育出版社
上海教育出版社
Module 1 Geniuses
1
Unit
1
Wise men in history
Wise men in history
Wise men in history
Reading
• Read the story “Archimedes and the golden crown”.
Listening
• Listen to a radio programme about the ancient Olympics.
Grammar
• Learn how to use question tags.
• Learn about different types of sentences.
Speaking
• Learn how to ask for agreement or confirmation.
• Learn to retell a story.
Writing
• Learn how to improve your work.
Getting ready
In this unit, you will learn about some wise men in history.
•
Learn how to improve your work.
What are you doing?
I’m trying to lift
the Earth.
上海教育出版社
上海教育出版社
Module 1
2
Reading
A What do you know about …?
A1 Try the short quiz below. Circle the correct answers.
1 Which of these ancient countries is in Europe?
a Greece.
b Egypt.
2 Which of these people lived in ancient Greece?
a Archimedes.
b Julius Caesar.
3 What was Archimedes?
a A scientist.
b A painter.
4 Archimedes died in 212 BC. How long ago was that?
a About 1,800 years ago.
b About 2,200 years ago.
A2 Do you know anything about these great men? Tell your classmates.
Archimedes
Mencius
Zu Chongzhi
B Before you read
Look at the pictures and the title of the story on page 3. Then answer the questions
below.
1 Who was the crown probably made for?
2 What is Archimedes doing in the first picture?
3 Why is Archimedes so excited?
4 What is in the right pot in the second picture?
上海教育出版社
上海教育出版社
3
Unit 1
3
One day in ancient Greece, King Hiero asked a crown maker to make
him a golden crown. At first, he was very happy with it.
“It’s a nice crown, isn’t it?” he asked his men. Later, however, he began
to doubt that it was a real golden crown. “Is it made completely of
gold?” he wondered. He sent it to Archimedes and asked him to find
out the truth.
“This problem seems difficult to solve. What should I do?” thought
Archimedes.
Archimedes was still thinking about this problem as he filled his bath
with water. When he got into the bath, some water ran over.
“That’s it!” shouted Archimedes.
“I know how to solve the king’s
problem!”
Archimedes went straight to the
palace to see the king. First, he
weighed the crown and asked the king
for some gold of the same weight.
Next, he put two pots into two big
bowls and filled both pots with
water. He put the gold into one pot,
and some water ran into the bowl.
Then he put the crown into the other
pot. This time, even more water ran
into the bowl.
“Look at this,” said Archimedes
to King Hiero. “A crown made
completely of gold displaces less
water than a crown made of gold and another metal. This crown
displaced more water than gold of the same weight, so I’m certain that
it’s not completely made of gold.”
“The crown maker tricked me, didn’t he? What a bad man he is!”
shouted King Hiero. He then sent the crown maker to prison.
Archimedes and the golden crown
That’s it!
5
10
15
20
25
30
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上海教育出版社
Module 1
4
C Vocabulary
C1 Here are some sentences from the story on page 3. Do you know the meanings of
the words in italics? Circle the correct answers.
1 Later, however, he began to doubt that …
a feel sure
b not feel sure
2 This problem seems difficult to solve.
a write down
b find the correct answer
3 … as he filled his bath with water.
a made ... full
b emptied
4 Next, he put two pots into two big bowls …
a deep round dishes
b flat dishes
5 A crown made completely of gold displaces less water …
a a little
b a smaller amount of
C2 Complete the story below with the words from the box. Change their forms if
necessary.
One day, two women came to King Solomon with a baby boy. Both
women said the boy was their son. No one knew which woman was
telling the _
(1)_______________.
King Solomon ordered a soldier to cut the boy in half, and divide the boy
between the two women.
The first woman said, “Go ahead. That _
(2)_______________ fair.” However,
the second woman was _
(3)_______________ with fear. “No!” she shouted.
“Don’t kill him! Let the other woman have him.”
King Solomon stopped the soldier. “Give the boy to the second woman,”
he said. “I’m _
(4)_______________ that she’s his _
(5)_______________ mother.”
The woman took the baby boy home happily. Everyone was amazed at
how King Solomon _
(6)_______________ this problem.
certain fill real seem solve truth
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上海教育出版社
5
Unit 1
D Comprehension
D1 These pictures show the events of the story on page 3. Put them in the correct
order by writing the numbers 1–8 in the boxes.
a
b
c
1
d
e
f
g
h
The crown isn’t made
completely of gold!
When I get into the bath,
water is displaced!
I need some gold of
the same weight
as the crown.
Send this crown
to Archimedes.
When the gold is put into the
pot, some water is displaced.
Send him to prison!
Please …
But when the crown is put
into the pot, more water is
displaced.
D2 Read the story again and answer the questions below in complete sentences.
1 Why did King Hiero send the crown to Archimedes?
_____________________________________________________________
2 What happened when Archimedes got into the bath?
_____________________________________________________________
3 What did the crown maker do to the crown?
_____________________________________________________________
D3 How did Archimedes find out that the crown was not made completely of gold?
Discuss this with your classmates.
+
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上海教育出版社
Module 1
6
Listening
The ancient Olympics
A Listen to a radio programme about sports in the ancient Olympics. Match the
descriptions with the pictures by writing the numbers 1–4 in the boxes.
a
b
c
d
boxing
racing
wrestling
running
B Listen to the recording again and then complete the notes below. Write one word
in each blank.
Eumber 1
It is done on one’s _
(1)___________. Pou must run as _
(2)___________ as you can.
Eumber 2
The men try to _
(3)___________ each other to the ground.
Eumber 3
Both men and _
(4)___________ take part in this sport. The men try to get these
animals to run as _
(5)___________ as they can.
Eumber 4
The men have to hit _
(6)___________ ____________.
上海教育出版社
上海教育出版社
7
Unit 1
Grammar
A Question tags
We use question tags to check if something is true, or when we want
others to agree with us.
Archimedes was a famous scientist, wasn’t he?
He didn’t make the crown with gold, did he?
The train has left, hasn’t it?
You’ll forgive him, won’t you?
Work out the rule
• We use the right form of the verbs be, do, ________ or modal
verbs + subject pronouns in the question tags.
• We use the samea different
tense for the statement and the
question tag.
Things to remember
• WIen Xe ansXeS tag questions
Xe use yes or no accoSEJnH to tIe Gacts
The runner didn’t win the race, did he?
Yes, he did. (He won tIe Sace
No, he didn’t. (He did not win tIe Sace
• 1aZ attentJon to tIe GolloXJnH sQecJal question tags
Take out your books, will you?
Let’s get out of here, shall we?
You’re never late, are you?
• We Qut a coNNa
CeGoSe a question tag
It’s a nice crown, isn’t it?
It isn’t made completely
of gold, is it?
We usually put a negative tag
after a positive statement.
We usually put a positive tag
after a negative statement.
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Module 1
8
King Hiero showed the crown to the queen later. Complete their conversation with
question tags.
Queen: You aren’t happy, _
(1)________________? What happened?
King:
It’s my new crown. Take a look at it, _
(2)________________?
Queen: It looks beautiful, _
(3)________________? What’s wrong with
it?
King:
It isn’t made completely of gold. That’s why I’m angry.
Queen: The crown maker tricked you, _
(4)________________? How
did you find out?
King:
Archimedes told me. Let’s have dinner
with him tonight, _
(5)________________?
Queen: OK.
B Sentence types
There are four types of sentences.
Statements
A statement talks about a certain person or thing. It usually ends with a
full stop (.).
Positive statement
One day in ancient Greece, King Hiero asked
a crown maker to make him a golden crown.
Negative statement
It was not a real golden crown.
Questions
We use questions to ask for information. A question ends with a question
mark (?).
Yes/No question
Is it made completely of gold?
Wh-question
What should I do?
Alternative question
What is the crown made of, gold or
something else?
Tag question
It’s a nice crown, isn’t it?
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9
Unit 1
Imperatives
When we want to give commands or make requests or suggestions, we
use the imperative. An imperative sentence ends with a full stop (.) or an
exclamation mark (!).
Look at this.
Keep quiet!
Please give me some gold of the same weight.
Watch out!
Exclamations
When we want to express strong feelings, we use exclamations. An
exclamation usually ends with an exclamation mark (!).
How excited Archimedes was!
What a bad man the crown maker is!
B1 Add a full stop (.), a question mark (?) or an exclamation mark (!) to the end of the
following sentences.
B2 Look at the sentences below and label the sentence types.
1
______________
2
______________
3
______________
4
______________
5
______________
6
______________
7
______________
Wh-question
1 How can I find out___
2 The crown is nice___
3 How wonderful___
4 The king was not happy___
5 Please close the window___
6 What a nice crown___
7 This is difficult, isn’t it___
8 Leave me alone___
(1) How did Archimedes discover
the truth? (2) He’s so clever,
isn’t he? (3) King Hiero sent me
to prison. (4) What a lonely place
this is! (5) Will he let me out soon?
(6) I don’t want to stay here any
longer. (7) Please let me out!
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Module 1
10
Speaking
A Talk time
Asking for agreement or confirmation
Question tags can be used to ask for agreement or confirmation.
We use a falling intonation when we are asking for agreement.
It’s raining, isn’t it?
It’s raining, isn’t it?
We use a rising intonation when we are asking for confirmation.
No, it isn’t.
It sure is! I’ve never seen it
rain this hard before!
Read the conversation below and practise it in pairs. Pay attention to the
intonation for the question tags.
Sam: Hi, Lily. You’ve got something new, haven’t you?
Lily: Yes, I have. It’s a gift from my uncle—a book about the ancient
Greeks. It looks interesting, doesn’t it?
Sam: Yes, it does. I love reading about people like Archimedes. I want
to be a scientist like him in the future.
Lily: You’re joking, aren’t you? You never liked science before.
Sam: I’ve started to like it. You like science too, don’t you?
Lily: Well, a little. Oh, I have to go to my club meeting. Bye.
Sam: Bye.
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Unit 1
B Speak up
B1 Work in pairs. Read the following story and complete the notes below. Then retell
the story to your classmate.
Who: Helen
When:
Where:
What:
Why:
B2 Look for a story in a book or on the Internet. Write notes about the story. Then retell
the story to your classmate in your own words. Think about the following ideas.
Helen at the Olympics
In ancient Greece, most married women were not allowed to watch the Olympics.
However, Helen, a brave woman, wanted to watch her son, Rodus, run.
“I’m going to see you at the Olympics tomorrow,” said Helen.
“But Mum, the king will be angry,” said Rodus.
“Don’t worry. I’ll think of a way,” replied Helen.
The next day, Helen dressed as a soldier to attend the Olympics. She was soon caught.
“Take her to prison,” said the king.
When you tell a story, you usually answer the five “w”s: who,
what, when, where and why.
• someone has done an exciting thing
• someone has seen or done something unusual
• an animal or a pet can do unusual things
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Module 1
12
Writing
Improving your work
When you have written something, you should check your work to make
sure the spelling, grammar and punctuation are all correct.
A Work in pairs. Find and underline the mistakes in the following story. Discuss
the mistakes and, next to each line, write what kind of mistake it is. Use the
abbreviations below.
gr = grammar mistake
sp = spelling mistake
p = punctuation mistake
B Correct the mistakes in the story.
Julius Caesar killed by freind
Julius Caesar was warn that someone wanted to kill him
and he should not speak on public? He was standing on
the steps of the Senate when he attacked. He said, “I
must speak to my poeple.” As he died, he see his oldest
friend Brutus. He was one of the killers, “You too,
Brutus?” he asked, and die.
sp
gr
gr/p
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13
Unit 1
Cao Chong weighs an elephant
Cao Chong was the son of Cao Cao.
One day, Sun Quan sent Cao Cao a present. It was a huge elephant. Cao
Cao wanted to find out the weight of the elephant.
“What a huge animal it is! Can anyone tell me how to weigh it?” he asked
the crowd around him.
“Can we get a large scale?” asked a soldier. However, no one could find a
scale large enough.
“Can we cut it up?” asked another soldier.
“No. I don’t want to kill it,” said Cao Cao.
Just then, young Cao Chong had a wonderful
idea. “I can weigh the elephant!” he said.
“Let me have a try.”
Cao Chong asked some soldiers to lead the
elephant onto a boat. As the heavy animal walked onto it, the boat went
lower into the water. Cao Chong drew a line on the side of the boat to mark
how low it went. The elephant was then taken off the boat and the boat was
filled with rocks until it went down again and water reached the line on the
boat.
Cao Chong then weighed the rocks. He added up the weight of all the rocks
and said, “This is the weight of the elephant.”
Cao Cao was very happy with his son. “My son is very clever, isn’t he?”
he said. Everyone agreed.
lead … onto
mark
rock
weigh
go lower
take ... off
go down
add up
draw a line
fill ... with
reach
More practice
A Read the story below and describe how Cao Chong weighed the elephant. Use the
words from the box to help you.
B Do you know any other wise kids in history? Share their stories with your
classmates.
+
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Module 1
14
Study skills
Punctuation
We use full stops (.), question marks (?) and exclamation marks (!) to end
sentences. We also use other punctuation marks in sentences.
1 Commas (,)
We use commas:
• to break sentences into smaller parts and make them easier to read
e.g.
One day in ancient Greece, King Hiero asked a crown maker to make
him a golden crown.
• to separate Xords in lists
e.g. English-speaking countries include the
UK, the US, Canada and Australia.
• before Ruestion tags
e.g. You like reading, don’t you?
• Xhen an adverbial clause is used at the beginning of a sentence
e.g. If
a small rock is put in water, only a little water will be displaced.
2 Quotation marks (“…”)
We use quotation marks:
• to shoX direct speech
e.g. “I like fish and chips,” said Mike.
• around Xords that other people have used or Xords Xith a special
meaning, e.g. Mark Twain is often called the “father of American
literature”.
3 Apostrophes (’)
We use apostrophes:
• in contractions. 5hey are most often used in speech or informal Xriting
e.g. can’t (= cannot), it’s (= it is/has), I’d (= I would/had).
• to shoX possession
e.g. Jason’s family, the children’s books.
4 Hyphens (-)
We use hyphens:
• for some compounds
e.g. T-shirt, Mid-Autumn Festival, hard-working.
• Xhen tXo related modifiers come before a noun
e.g. a well-dressed
man.
en
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15
Unit 1
A Add punctuation marks to the following sentences.
1 You like Chinese food don t you asked Mary
2 Since she s your little sister please take care of her
3 I ve passed these subjects Chinese Maths English History and Music
4 This is a well run hotel
B Some of the punctuation marks in the following story are wrong. Underline the
mistakes and write the correct punctuation marks above them.
One of the most famous wise men in
ancient Greece was Diogenes, Diogenes
lived a simple life? He only owned three
things-the clothes he wore, a lantern and a
bowl to eat with.
Diogenes used to walk through the city with his lantern during the day.
When people asked him why he was carrying the lantern, he would hold
it up to their face, look at them, and say. “I,m looking for an honest
man.’
.
5 Colons (:)
We use a colon to introduce a list, e.g. We need seven people: three
students, three engineers and one expert.
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Module 1
16
Culture corner
Laozi
How well do you know this unit? Tick ✓ the boxes.
❶ I can read a story about Archimedes.
❷ I can listen for specific information about the
ancient Olympics.
❸ I can use question tags correctly.
❹ I know about sentence types.
❺ I can ask for agreement or confirmation.
❻ I can retell a story.
❼ I can improve my work.
❽ I can use punctuation correctly in writing.
I I know about Laozi.
Laozi lived in the 6th century BC. It is
believed that he wrote the Daodejing.
This book is popular in both the East and
the West, and it is still widely read today.
Many people have found inspiration in this
book.
There are many famous sayings in the
Daodejing. One of them is, “A journey of a
thousand li begins with a single step.”
Do you know any other famous Chinese sayings? Which is your favourite?
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Module 1 Geniuses
17
Unit
2
Great minds
Great minds
Great minds
Reading
• Read a short story about Einstein and his driver.
Listening
• Listen to a radio programme about some great minds.
Grammar
• Learn how to use infinitives after nouns, as subjects and after
the verb to be.
Speaking
• Learn to leave and take phone messages.
• Tell a story about a famous person.
Writing
• Write a short story about a famous astronomer.
Getting ready
In this unit, you will learn about great minds such as Albert Einstein.
y
It says here that
many geniuses are
a little deaf.
Pardon?
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Module 1
18
Reading
A What do you know about …?
Do you know these people? What did they do? Discuss these with your classmates.
B Before you read
Look at the pictures, the title and the introduction to the story on page 19. Then
answer the questions below.
1 Who are probably the two geniuses?
a Einstein and his driver.
b Einstein and his son.
2 What kind of story is it?
a A funny story.
b A sad story.
3 What is the man doing in the second picture?
1
2
3
4
5
Albert Einstein
Marie Curie
Confucius
Hua Luogeng
Charlie Chaplin
5
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19
Unit 2
Many people consider Albert Einstein (1879–1955)
a genius. This story about him shows that he also
had a sense of humour.
Einstein often received invitations to explain
his theories at different universities. On these
trips, his driver Hans often said to him, “It’s a
pleasure to drive a genius like you, Dr Einstein.”
One evening, on their way to a university,
Einstein said, “I’m so tired. I wish I could avoid
giving my lecture tonight, Hans, but I don’t want
to let my audience down.”
“I know what to do,” said Hans. “I can give the
lecture for you. You can trust me. I’ve listened
to your lecture so many times that I’ve learnt it
by heart. No one knows you at this university, so
they won’t find out.”
So, they changed places. At the university,
Hans was guided to the front of the hall.
Einstein took a seat, listened to Hans give his
lecture without difficulty, and joined in the
applause at the end.
However, before Hans left, a man shouted, “I’d
like to ask you a question.” He then asked a
question so difficult that Hans had no idea what
he was talking about.
Einstein turned pale. “Oh no!” he thought. “Now
we’re in trouble.” But Hans just laughed and
said, “That’s such an easy question that even my
driver can answer it. Hans, please …”
Einstein stood up and answered the question
perfectly.
They left the university, with Einstein driving. A little later, Hans offered to
drive. “No,” laughed Einstein. “It’s a pleasure to drive a genius like you,
Hans.”
5
10
15
20
25
30
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Module 1
20
Astronaut returns to Earth
_______________________
(with no trouble at all)
(line 20)
C Vocabulary
C2 Complete the diary below with the words from the box.
C1 The words in italics explain the meanings of some words on page 19. Find these
words to complete the headlines. Change their forms if necessary.
6
2
5
1
4
3
Student learns the whole
dictionary ___________ (by
remembering every word)
(line 15)
Dance on Saturday night!
All students are invited to
___________ the activity (take
part in)(line 20)
(.th March
<arlier _
(1)____________# my frien[ offere[ me a ticket for ;r Pan^Ës lecture
at the _
(2)____________# so I [eci[e[ to ^o% Many geogle _
(3)____________ ;r
Pan^ one of the cleverest women in the worl[% She [i[ not _
(4)____________ me
_____________% The lecture was very successful%
She also has a ^reat _
(5)____________ of humour an[ ma[e many geogle lau^h%
She receive[ a lot of agglause at the en[%
consider
sense
university
let ... down
tonight
4
3
Famous artist: ___________
yourself and your own ideas
(believe in)(line 13)
2
Farmer: It’s a ___________ to
work in the fields (happy thing)
(line 7)
Doctors warn people to
___________ too much sun
this summer (keep away from)
(line 9)
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21
Unit 2
Understanding the structure of the plot of a short story
The plot of a short story usually includes the following parts:
• Opening: This part gives background information.
• Rising action: This part describes a problem the characters face.
• Turning point: Here the story takes an unexpected turn.
• Falling action: This part describes how the problem is solved.
• Ending: This part brings the story to an end.
D2 Read the story again and decide whether these sentences are T (True) or F (False).
Then find evidence from the story to support your answers.
1 Einstein was a popular lecturer.
T / F
2 Hans was tired of driving Einstein.
T / F
3 Hans had a very good memory.
T / F
4 The audience did not enjoy the lecture given by Hans.
T / F
D3 What do you think of Hans? Tell your classmates your opinions.
+
Opening
Rising action
Turning point
Falling action
Ending
D Comprehension
D1 Read the story on page 19. Then complete the diagram below. Write the letters in
the correct boxes.
a Hans and Einstein left the university happily, with Einstein driving.
b Einstein answered the question perfectly.
c A man asked a difficult question.
d Hans offered to give a lecture for Einstein.
e Hans asked Einstein to answer the question.
d
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Module 1
22
Listening
Three great minds
Listen to a radio programme about three great minds and complete the
information cards below. Write one word or figure in each blank.
Name:
William Shakespeare (1564–1616)
Job:
_
(4)_________
Achievements: During his life, he wrote around
_
(5)_________ plays and hundreds
of _
(6)_________. One of his most
famous plays is Romeo and Juliet.
Name:
Confucius (551–479 BC)
Job:
teacher, philosopher
Achievements: He spent a lot of his life
_
(7)_________ and meeting
many different people. He
is remembered for his wise
_
(8)_________. They were written
down by his _
(9)_________.
Name:
Albert Einstein (1879–_
(1)_________)
Job:
scientist
Achievements: He is the greatest scientist of the
_
(2)_________ century. His theories
explain the way the universe
_
(3)_________.
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23
Unit 2
Grammar
A Infinitives after nouns
To give more information about nouns, we can use infinitives after the
nouns.
Einstein often received invitations to explain his theories at different
universities.
A1 Jim is telling May about his dream. Complete their conversation with the words
from the box.
+
be become help make start
1
I’ve made a decision.
A decision to become a genius.
2
I’ve got an ability.
______________________ a
great doctor.
3
I’ve made a plan.
______________________
life better for everyone.
4
I’ve decided to find a way.
______________________ people
live to be 1,000 years old.
5
So now is the time.
______________________ work.
6
______________________ what?
A decision to do what?
You can’t be serious.
____________________ what?
I don’t believe it!
____________________ what?
You’ll probably fail.
____________________ what?
You must be joking.
____________________ what?
I’ll give you some advice.
To stop dreaming!
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Module 1
24
A2 Complete the paragraph below with the words from the box.
At school, Einstein’s ability _
(1)_______________________ surprised his
teachers, but he was bored with other subjects. At the age of 15, he
was given the chance _
(2)_______________________, but he did not do well
enough in the exam. He did not lose heart, however, and he had a wish
_
(3)_______________________ the next year. This time, he succeeded. He
kept trying, so he achieved his dream _
(4)_______________________.
become a scientist
go to university
do Maths
try again
B Infinitives as subjects
We can use an infinitive as the subject of a sentence.
It’s a pleasure to drive a genius like you, Dr Einstein.
It was good to have a friend like Einstein.
It was easy for Einstein to answer the question.
Things to remember
We use it + the verb take + (somebody) + a period of time + an
infinitive to refer to the length of time spent doing something.
It takes (me) 30 minutes to walk to school.
To tell the truth is important.
In most cases, we use it at the beginning of the sentence as an empty
subject to refer to the infinitive.
to do Maths
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25
Unit 2
Dr Green: Hello, Hans.
Hans:
Hello, Dr Green. How long did it take you to get here by
plane?
Dr Green: _
(1)_______________________________________. (take/two hours)
How long will it take to get to the university?
Hans:
_
(2)________________________________________________________.
(take/20 minutes)
Dr Green: Well, that’s not very long. Hans, you’re a very good driver.
Is it difficult to drive a car?
Hans:
No. _
(3)_______________________________________. (easy/drive)
Dr Green: Maybe I’ll learn to drive some day, but _
(4)__________________
_____________________ (difficult/for me/learn) right now. I’m
too busy. Do you like your job, Hans?
Hans:
Yes, I like it a lot. I meet many great people because I’m
a driver. _
(5)____________________________________________.
(lucky/for me/have/job)
It took me two hours to get here by plane
Hans once drove another scientist, Dr Green, from the airport to a university.
Complete their conversation with infinitives and words in brackets.
C Infinitives after the verb to be
We also use infinitives after the verb to be.
Put the words in the correct order to make sentences. Add other words if necessary.
1
do the work/the most important thing/well
____________________________________________________________
2
in a year/Mr White’s plan/have a small shop
____________________________________________________________
3
attract the students/my idea/by making a poster
____________________________________________________________
4
children/her job/take care of
____________________________________________________________
My wish is to be like Einstein.
Jane’s dream is to become a scientist.
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Module 1
26
Speaking
A Talk time
Leaving and taking phone messages
Sometimes people cannot answer calls. When this happens, we can leave
and take messages like this:
Read the conversation below and practise it in pairs. Pay attention to the words
in blue.
Can I leave a message?
… My name is … My
phone number is …
Can you ask him to call
me back?
I’m sorry, Mr … is not in
right now.
Can I take a message?
… I’ll ask him to return
your call.
Secretary: Good morning, Dr Huang’s office.
Simon:
Good morning. May I speak to Dr Huang, please?
Secretary: I’m sorry, Dr Huang is out at the moment. Can I take a
message?
Simon:
OK. My name is Simon Li. My phone number is 304 6621.
Secretary: Three zero four, double six two one. And your name is
Simon Li.
Simon:
That’s right.
Secretary: Good. I’ll ask Dr Huang to return your call.
Simon:
Thank you. Goodbye.
Secretary: Goodbye.
B Speak up
Do you know any interesting stories about Albert Einstein or another famous
person? Go on the Internet or look in some books, and then tell your classmates
about the story you have found.
What is this person’s name?
What is/was his/her job?
When was he/she born?
What are/were his/her main achievements?
What interesting experiences did this person have?
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27
Unit 2
Writing
Floating listeners
a
b
c
d
Your next talk about
gravity will start at 9 a.m.
on the first of April —April
Fool’s Day. Why don’t you …
I’ve got an idea.
You just
played a joke
on us.
I obeyed your
instructions
but didn’t float
in the air!
You are going to write a short story about Patrick Moore, another
famous person with a good sense of humour.
The planets Jupiter and Saturn
are very close to each other this
morning. This will reduce the gravity
of the Earth. If you jump into the air
at exactly 9:47 a.m., …
A In groups, look at the pictures and then complete the diagram below. Write the
letters in the correct boxes to show the plot of the story.
e
Opening
Rising action
Turning point
Falling action
Ending
I have no idea.
a
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Module 1
28
B Write a short story about Patrick Moore. Use the information in A to help you.
When you write a short story, it is important to use
paragraphs. This makes it easier for readers to understand
how the story moves on.
Floating listeners
Sir Patrick Moore was a well-known astronomer with a
good sense of humour. Like many scientists, he enjoyed
playing harmless jokes on people. Some years ago, he
received an invitation to give a series of talks on the
radio. One day, at the end of his talk, the host said ______
__________________________________________________
__________________________________________________
Over the next few days, _____________________________
__________________________________________________
However, on his way to the radio station on 1st April,
__________________________________________________
__________________________________________________
He arrived at the station and ________________________
At the end of his talk, _______________________________
__________________________________________________
__________________________________________________
A few minutes after 9:47 a.m., _______________________
__________________________________________________
__________________________________________________
__________________________________________________
Opening
Rising
action
Turning
point
Falling
action
Ending
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Unit 2
More practice
A Read this story about Albert Einstein and then answer the questions below.
Einstein and the little girl
One afternoon, Einstein was walking home from work. At the same time,
a 12-year-old girl was walking home from school. They were soon walking
side by side. The girl looked at him curiously from time to time.
“Pardon me,” the girl said, “but you look just like Albert Einstein.”
“That’s because I am Albert Einstein!” Einstein said.
“I don’t believe you,” the girl said. “Everyone knows that Einstein is a
genius. But you’re wearing your sweater backwards, so you can’t be very
clever.”
Einstein began to laugh. “You’re the first person to be so honest with me,”
he said to the girl. “It’s a pleasure to hear someone tell me the truth about
my look.”
After that day, the girl often went to visit
Einstein’s house after school. One afternoon,
the girl’s mother went to visit Einstein. She
asked him why he spent so much time with
her daughter.
“Our friendship is easy to explain,” Einstein
said. “Your daughter tells me the truth
about my look and brings me cookies. In
return, I help her with her Maths homework.”
1
Where did Einstein and the little girl meet each other?
2 Why did the girl not believe Einstein?
3 Why did the girl’s mother go to visit Einstein?
4 What made Einstein and the little girl become friends?
+
B What do you think of Einstein? Discuss this with your classmates.
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Module 1
30
Culture corner
Isaac Newton
Sir Isaac Newton was an English
physicist, mathematician and astronomer.
He discovered the law of gravity.
In 1687, Newton published one of the
most important books in the history of
science. In the book, Newton described
many laws that show how the universe
works.
Albert Einstein kept a picture of Newton
on the wall of his study.
How well do you know this unit? Tick ✓ the boxes.
❶ I can read a short story about Albert Einstein.
❷ I can understand the structure of the plot of a short
story.
❸ I can listen for specific information about some
great minds.
❹ I can leave and take phone messages.
❺ I can tell a story about a famous person.
❻ I can write a short story about a famous
astronomer.
❼ I know about Isaac Newton.
Do you know any stories about Newton?
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Project
Project
Project
A poster of wise sayings
Do you like wise sayings like this? In this project, you will make a poster
of your favourite sayings.
Albert Einstein
A Work in groups of five. Think about wise sayings you have heard. Talk about what
you can learn from these sayings. Below are some examples of different sayings.
A journey of a thousand li begins with a single step.
Laozi
If you don’t learn to think when you are young, you may never
learn.
Thomas Edison
Imagination is more important
than knowledge. Knowledge is
limited. Imagination encircles
the world.
+
We cannot all do great things, but we can do small things with
great love.
Mother Teresa
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Module 1
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B Group members should work together to look for more sayings in books and on the
Internet.
• $onGucJus
"lCeSt &JnsteJn anE .aSL 5XaJn aSe GaNous
for their sayings.
• 6se LeZ XoSEs sucI as iXJse saZJnHsw oS iGaNous
Ruotesw Jn ZouS seaScIes
• 'oS saZJnHs CZ GaNous $IJnese QeoQle
tSZ to GJnE tIeJS
&nHlJsI tSanslatJons
• 'oS &nHlJsI saZJnHs
tSZ to GJnE tIeJS $IJnese NeanJnHs
Benjamin Franklin
C Each group must pick their five favourite sayings. Each student should choose one
saying and talk about why he/she likes it.
Our group’s favourite sayings
1
2
3
4
5
A penny saved is
a penny earned.
D All groups should tell the class about their five favourite sayings. Then the class
should vote to decide which ten sayings to put on the poster. Follow the example.
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Module 2 Ideas and viewpoints
33
Unit
3
Family life
Family life
Family life
Getting ready
In this unit, you will learn about family life.
Reading
• Read interviews with two teenagers about their family lives.
Listening
• Listen to two short conversations between family members.
Grammar
• Learn how to use linking verbs.
Speaking
• Learn to offer, accept and refuse help.
• Discuss how much housework you do.
Writing
• Write a short article about your family life.
• Write a short article about your family life.
I don’t think my mother
understands me, Lo.
Why do you
say that, Hi?
Because she makes me go to bed
when I’m wide awake, and then she
makes me get up when I feel tired!
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Module 2
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Reading
A What do you know about …?
A1 Do you spend enough time with your family? Tick (✓) the activities you usually do
with your family.
A2 In pairs, discuss the following questions.
1 Who does most of the housework in your home?
2 Who makes most of the decisions in your family?
3 What are the rules about watching TV or playing computer games in
your home?
4 What do you like most about your family?
B Before you read
Look at the pictures, the title, the introduction and the sub-headings of the
interviews on page 35. Then circle the correct answers.
1 The article is about family life in _____.
a cities
b the countryside
2 Emily is _____ years old.
a 14
b 15
3 It seems that _____ has a bigger family and likes to help with the
housework.
a Emily
b Jerry
taking trips
watching films
1
4
2
5
3
cooking meals
shopping
talking and sharing
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Unit 3
Family life in cities
Paula interviewed two teenagers for a programme on family life. She asked them
some questions. Here are their answers.
Jerry (aged 14)
1
My mum, dad, grandma and my sister Rosie. Although it sometimes feels
crowded in our little flat, we don’t mind.
2 No, I haven’t got many possessions. I have no interest in things like
fashionable clothes. New fashions soon go out of date, don’t they? That’s
what my grandma says.
3 Yes, I help with the housework. I wash the dishes and even iron my own shirts.
My grandma says young people should
learn to look after themselves.
4 Yes, we like doing things together. We
eat meals together every day, and my
family always come to school events.
5 Yes, I suppose they set some rules for
me. For example, unless I finish all my
homework, I can’t watch TV, and I can’t
go out with my friends either.
6 I love all my family very much. We have a close relationship, and we always
support each other.
Emily (aged 15)
1 Well, there are four of us: my mum,
my dad, my brother Leo and me.
2 Have I got many possessions? Yes,
I’ve got a lot of things: a big TV, a
new computer and a mobile phone.
3 No, I’m not expected to do the
housework.
4 We go out for dinner together
sometimes, but my dad is often
abroad on business, and my mum
works too. We usually just do our
own personal things.
5 No, they don’t usually set rules for
me, and since I’m a good daughter,
they never punish me.
6
Well, I like our new flat. It’s much
bigger than our last one. But my
brother and I feel lonely when our
parents are away from home.
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Module 2
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C Vocabulary
C1 Find words from the interviews on page 35 that have similar meanings to the
words in italics below.
1 The film was not at all what everyone thought it
would be about.
_________
2 Are you here for the activity of making, buying or
selling things for money or pleasure?
_________
3 It is important to clear all your own things from the
classroom when the school year ends.
_________
4 Many people are not attracted to this subject, but I want
to know more about it.
_________
5 I think it is true that Jill will not come to work today
because she is on a trip.
_________
C2 Complete the email below with the words from the box.
abroad
out of date
suppose
mind
relationship
Dear Bob,
I’m writing to ask if you’d like to be my friend. My name is Alisha.
I live in Cairo, the capital of Egypt.
I don’t _
(1)__________ that my family is very rich. We don’t have
many possessions. Our television is _
(2)_____________, and I don’t get
much pocket money. But I don’t _
(3)__________, as we’re a very close
family. I have an excellent _
(4)_____________ with my mother and
father, so I’m happy.
My teacher suggested that I should get a friend from _
(5)__________
to help improve my English. This idea seems to make sense. I hope
you’ll write back soon.
Best wishes,
Alisha
Bob
Alisha
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Unit 3
D Comprehension
D1 What questions did Paula ask Emily and Jerry? Read the interviews on page 35 and
try to work them out. Use the words in brackets to help you.
1 (Who, people, in family?) Who are the people in your family?
2 (Have, get, many possessions?)
3 (Do, housework?)
4 (Do, go out, or, do things together, family?)
5 (Do, parents, set rules for you?)
6 (What, like, most, family?)
D2 Paula has made some notes about the differences between Emily’s and Jerry’s
family lives. Read the interviews again and complete the notes below.
Emily
Jerry
Family
members
Emily, _
(1)__________,
_
(2)__________ and
_
(3)__________.
Jerry, _
(4)__________,
_
(5)__________, _
(6)__________
and _
(7)_______________.
Possessions
She has got a lot of
things, such as _
(8)_______
_____________________
____________________.
He _
(9)___________________
_______________________.
Housework
She is not _
(10)___________
____________________.
He _
(11)___________________.
He _
(12)___________________
and even _
(13)______________
_______________________.
Family
activities
They usually _
(14)_______
___________________.
They _
(15)_________________
_______________________.
Rules
Her parents _
(16)_______
___________________.
His parents _
(17)____________
_______________________.
Likes most
about the
family
Their _
(18)_____________.
All his _
(19)________________.
D3 How would you answer Paula’s questions? Discuss this with your classmates.
+
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Module 2
38
Listening
Family members
Listen to two short conversations between family members. Then circle the correct
answers to the questions you hear.
Wendy
Susan
Kevin
Florence
Anthony
Robert
Karen
Peter
Carol
Gary
SUNTOWN JUNIOR HIGH SCHOOL: SCHOOL PLAY
All parents are invited to come and see The Wrong Trousers, our
English-language play. Tickets cost ¥10 each.
Times
Thursday
7 p.m.
Friday
5 p.m. and 8 p.m.
Saturday
5 p.m. and 8 p.m.
Sunday
7 p.m.
1
a Kevin.
c
Peter.
b Anthony.
d
Gary.
a The one at 7 p.m. on Thursday. c
The one at 5 p.m. on Saturday.
b The one at 8 p.m. on Friday.
d
The one at 7 p.m. on Sunday.
2
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Unit 3
Paula: Do you get a lot of pocket money?
Jerry: No, I don’t get much, as we _
(1)_________________. But I help in
my dad’s shop when he _
(2)___________, and he pays me a bit.
Paula: What do you usually do with your family?
Jerry: Sometimes my family and I go to the cinema
together. It _
(3)_________________.
Paula: What do you like most about your parents?
Jerry: Well, my parents _
(4)_________________. We
_
(5)_________________ to each other, and they
always support me.
B Other linking verbs
We use adjectives after these linking verbs to describe somebody or
something or talk about how things change:
Grammar
A Linking verb be
A linking verb is a verb that connects a subject with the adjective or
noun that describes it.
We use adjectives after the linking verb be (am/is/are/was/were) to say
what somebody or something is like.
Paula asked Jerry some more questions. Complete their conversation with the
correct form of be and the adjectives from the box. Add not if necessary.
You look/seem tired.
It sometimes feels crowded in our little flat.
The dinner smells good but tastes strange.
New fashions soon go out of date.
When people get old, their hair turns grey.
busy close kind rich wonderful
Our family lives are different.
appear
feel
look
seem
smell
sound
taste
become
get
go
grow
turn
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Module 2
40
Complete the speech bubbles in the cartoon below with the correct forms of the
linking verbs and the adjectives from the boxes.
angry
expensive
hungry
bad
happy
terrible
get
look
sound
go
seem
taste
Look! There’s Joseph. He’s working
at the restaurant during the
summer holidays.
Let’s go in and have a meal.
No! This is the worst
restaurant in the city.
Oh, come on!
Hello Fanny, hello Tim.
Welcome!
This dish has
_
(2)_______ ________.
He _
(1)________ ________.
It _
(3)_______ ________.
Joseph, is this right? It
_
(4)_______ very ________.
This is a very bad restaurant,
and a very expensive one!
I heard that! You’re fired! Get out!
He _
(5)_______ ________.
I’m _
(6)_______ ________. Let’s go to a good
restaurant and have something nice to eat!
looks happy
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Unit 3
C Linking verbs followed by nouns or noun phrases
Some linking verbs can be followed by a noun or noun phrase.
Use the words in brackets to answer the questions. Then practise these
conversations in pairs.
1 S1: What did your cousin do when he left school?
S2: (become/football player)
2 S1: You’ve visited many countries. Which is the best?
S2: (China/remain/best place/world/for me)
3 S1: Which is the hottest month of the year?
S2: (August/be/hottest month)
4 S1: What do you think of that girl?
S2: (appear/very kind person)
5 S1: What do you like most about your father?
S2: (be/happiest man/world)
I am a good daughter.
He became a doctor.
They seem a happy family.
After the company was bought, he remained the manager.
We’ll remain friends forever.
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Module 2
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Speaking
A Talk time
Offering, accepting and refusing help
A1 Joyce is doing some housework at home. Her younger brother Tony offers to help.
Practise their conversation in pairs.
Tony:
Hello Joyce, you look busy. Anything I can do to help?
Joyce: Thanks, but I’m all right.
Tony:
Come on. Let me give you a hand.
Joyce: No, thanks. I can manage.
Tony:
If you want, I could wash the dishes.
Joyce: Wash the dishes? Oh, that would be good. Thanks a lot.
A2 Answer these questions.
1 Tony offered to help Joyce three times. What did he say to offer
help?
2 Joyce refused Tony’s offers twice. What did she say to refuse his
offers?
3 Joyce accepted Tony’s third offer. What did she say to accept his
offer?
Amy, do you need any help?
Yes, please. Could you bring
me the rubbish bag?
Thanks very much,
but I can manage.
Hello, Jane, you look busy. Can I
give you a hand?
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Unit 3
B Speak up
B1 In groups, ask your classmates the questions below and tick (✓) the appropriate
boxes. For the last question, he/she should write short notes.
B2 Report your group’s results to the class.
Do you ever …
Yes
No
• prepare meals
• Xash the dishes
• Xash clothes
• iron clothes
• tidy your bedroom
Do you do any other types of housework?
If so, what are they?
There are five students in our group.
One student prepares meals. Four students don’t
prepare meals.
Two students wash the dishes. Three students don’t
wash the dishes.
…
… student(s) does/do some other types of
housework such as dusting, watering the plants, …
…
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Module 2
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Writing
My family life
A You are going to write a short article about your family life. Take notes using the
ideas below or your own ideas.
1 the people in my family
2 our possessions
3 housework
4 what my family do together
5 rules
6 what I like and do not like about my family
B Use your notes in A and the introduction below to write your article.
Ne are a large&small&... family. There are ___________ people in my
family. They are _________________________________________.
All family members are close to each other. ______________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ne are a happy&interesting&... family.
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Unit 3
More practice
A Read the article and then answer the questions below.
How to communicate with your parents
Many young people have trouble communicating with their parents.
However, there are some very useful tips to help solve this problem.
First, make a list of the things you and your parents disagree about most.
With each of these things, try to find an answer acceptable to both you and
your parents. It is no good for you to require everything to go your way.
You have to be ready to change a little if you want them to change.
Second, talk to your parents when it is convenient for them. Remember
that your parents may have to work long hours and this can make them
tired, so be patient with them.
Third, listen to what your parents have to say. How can
you expect them to listen to you if you are not ready to
listen to them? In addition, your parents were once young
like you, so they understand your situation better than you
expect.
Finally, if you do not get a satisfactory result, try not to get too angry.
Talk with your parents and find out their reasons. Part of growing up
is learning to live with these kinds of disagreements, and learning to
understand another person’s way of looking at things.
With a little hard work, you can learn to communicate better with your
parents.
1 What must you be ready to do if you want your parents to change?
2 Why might your parents understand your situation better than you
expect?
3 What is part of growing up?
B What kinds of problems do you have with your parents? How do you solve them?
Discuss these with your classmates.
+
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Module 2
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Study skills
Practical writing (3): Making rules and regulations
We have rules and regulations everywhere, e.g. at home, at school, in the
library and at the underground station.
S
A Jerry’s parents have set some rules for him. Read what Jerry’s mother says and
complete the rules.
We can express the rules as dos (positive rules) and don’ts (negative
rules). For example:
Library rules
Dos
Don’ts
• Walk Ruietly.
• Don’t eat or drink.
• 3eplace the books you have used. • %ont damage the books.
Family rules for Jerry
1 _________________________________________________
2 _________________________________________________
3 _________________________________________________
4 _________________________________________________
5 _________________________________________________
6 _________________________________________________
Don’t play with your friends for too long after school.
Listen, Jerry. After school, you mustn’t play with
your friends for too long. You must come back
home by 5 p.m. You’re not allowed to watch TV
when you’re eating dinner. You should help wash the
dishes after dinner. You must finish your homework
and then go to bed before nine. At the weekend, you
may play computer games, but you mustn’t play for
more than 30 minutes at a time.
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Unit 3
C Work in groups to make five rules on one of the following topics.
• For the family—to make family life more pleasant
• For using public transport—to make travelling safer
• For the environment—to make the Earth a better place
Central Garden Shopping Centre
Please obey these rules and make the centre pleasant
and safe for everyone.
1
____________________________________________
2
____________________________________________
3
____________________________________________
4
____________________________________________
5
____________________________________________
6
____________________________________________
No littering.
People in the centre aren’t
allowed to litter or smoke.
They’re not allowed to cycle
here. They mustn’t play in
the fountains or sleep on the
benches. Oh, one more thing:
Begging isn’t allowed here either.
No smoking.
No littering.
We can also express the rules by using No + a gerund. For example:
B Mr Li is the manager of Central Garden Shopping Centre. He wants to put some
rules on the centre’s noticeboard. Read his words and complete the rules.
+
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Module 2
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How well do you know this unit? Tick ✓ the boxes.
❶ I can read interviews about two teenagers’ family
lives.
❷ I can listen for specific information about family
members.
❸ I can use linking verbs with adjectives correctly.
❹ I can use linking verbs with nouns and noun
phrases correctly.
❺ I can offer, accept and refuse help.
❻ I can discuss how much housework I do with my
classmates.
❼ I can write a short article about my family life.
❽ I can make rules and regulations.
❾ I know about family trees.
Culture corner
Family trees
Many people use a family tree to show the
history of their family. To do this, they draw
a diagram that looks like the branches of a
tree. Some people can follow their family
tree back in history for a long time.
The family tree of Confucius is the longest
in the world. It covers more than 80
generations and includes over two million
people!
Draw a family tree for your family. How far back in time can you go?
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Module 2 Ideas and viewpoints
49
Unit
4
Problems and advice
Problems and advice
Problems and advice
Getting ready
In this unit, you will learn about some teenagers’ problems.
Reading
• Read four Internet posts about teenagers’ problems.
Listening
• Listen to a radio programme about a teenager’s problem.
Grammar
• Learn sentence elements such as subjects, verbs, objects,
complements and adverbials.
Speaking
• Learn to ask for and give advice.
• Discuss some teenagers’ problems and give advice.
Writing
• Write an email to ask for advice.
That’s a good thing.
When he stands up, two
people can sit in his seat!
Your uncle has
a problem. He’s
too big.
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上海教育出版社
Module 2
50
Reading
A What do you know about …?
What would you do in the following situations? Discuss the pictures with your
classmates. Then write the correct piece of advice under each picture.
Call the police.
Offer to help carry her bags.
Give it to the police.
Take him to the hospital.
B Before you read
Look at the introduction, the title and the first sentence of each Internet post on
page 51. Then circle the correct answers.
1 Anna is worried about _____.
a her cousin
b her sister
c her friend
2 Peter was with his _____ yesterday.
a classmates
b friends
c relatives
3 Simon has probably got some problems with his _____.
a teeth
b feet
c heart
4 Julie probably feels _____.
a nervous
b excited
c unhappy
1
2
3
4
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51
Unit 4
Anna
Peter
Simon
Julie
Aunt Linda’s advice page
Aunt Linda’s advice page
Aunt Linda’s advice page
Many newspapers and magazines have an advice page. People write to
ask for help with their problems. The following Internet posts were written
by four teenagers to an online newspaper.
I’m worried about my friend Jolin. She wants to be a model
and she’s thin, but she thinks she’s fat. She’s always on a
diet. She’s getting too thin, but whenever I talk to her about
this, she gets angry. How can I help her?
I went out with a group of friends yesterday. We saw a lady
lying in the street. She looked very sick. My friends made
jokes about her and laughed. Though I wanted to help her,
my friends told me not to. It was awful of them to laugh
at her, and I regret not saying anything. I feel ashamed of
myself. What should I do in this situation?
I’ve just started wearing braces, but I hate them. I don’t
see any advantage in wearing them. My friends all laugh at
me and say bad things about me. I feel embarrassed when I
smile or open my mouth. The braces hurt my teeth, and it’s
difficult for me to eat. I feel it was a mistake for my mother
to make me wear these ugly braces. What do you suggest?
I have to share a room with my seven-year-old sister, and
she’s driving me mad! She has a habit of playing the piano
when I’m studying, and she always takes my things without
telling me. I try to keep the room tidy, but she always makes
a mess. I love my sister, but sometimes she’s so annoying!
What should I do?
5
10
15
20
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Module 2
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C Vocabulary
C1 The words in italics explain the meanings of some words on page 51. Find these
words to complete the sentences. Change their forms if necessary.
1 Jill likes wearing new clothes. She wants to be a ____________ when
she grows up. (a person with a job to wear and show new clothes)
(line 1)
2 Cindy had a fight with her mum, and she ____________ it soon after.
(feel sorry about doing something)(line 9)
3 Bob ____________ coffee. He never drinks it. (really do not like)
(line 11)
4 We talked about the problem and Tim ____________ doing some
research first. (put forward an idea or a plan)(line 16)
5 Peter’s neighbour is making a lot of noise at night. He is driving
Peter’s family ____________. (very angry)(line 18)
C2 Complete the conversation below with the words from the box. Change their
forms if necessary.
Paul:
Hey Joe, why do people write to Aunt Linda?
Joe:
Because many people have _
(1)_________________ problems.
However, sometimes they _
(2)_________________ talking to friends
or parents, so they write to Aunt Linda. She _
(3)_________________
ways to help them. People are usually happy to get her advice.
Paul:
Well, I have a problem too. Maybe I should write to Aunt Linda.
Joe:
What’s your problem? Maybe I can help you.
Paul:
It’s about my elder sister. She wants to lose weight. Now she’s
_
(4)_________________. She doesn’t eat much all day.
She used to be full of energy, but now she’s always tired, and her
room is a _
(5)_________________. I’m worried about her.
awful
mess
suggest
feel ashamed of
on a diet
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Unit 4
D Comprehension
D1 Read the Internet posts on page 51. Which person does each sentence describe?
Write in the blanks.
1 She often plays the piano when her elder sister is
studying.
_________________
2 She made Simon wear braces.
_________________
3 She has many photos of thin models.
_________________
D2 Read the Internet posts again and complete the table below.
Who
What
Why
Anna
Worried about her
friend Jolin
Jolin is _
(1)________________
________________________.
Peter
Ashamed of _
(2)___________
His friends laughed at
_
(3)_________________________
_______. He _
(4)_____________
____________, but his friends
told him not to.
Simon
Embarrassed about
_
(5)______________________
His friends _
(6)_____________
________________________.
Julie
Annoyed with her sister
Her sister is noisy.
She takes her things
_
(7)_______________________,
and she always
_
(8)_______________________.
D3 Discuss and answer the questions below with your classmates.
1 Why is Jolin always on a diet? What do you think of her behaviour?
2 Why did Peter not stop his friends? Have you had a similar
experience?
3 Do you think Simon needs braces? Why or why not?
4 Do you like sharing a room with others? Why or why not?
+
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Module 2
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Listening
Advice from Aunt Alice
A Listen to Ben calling a radio programme to ask for advice. Then decide whether the
following sentences are T (True) or F (False).
1 The radio programme is on in the evening.
T / F
2 Ben felt really afraid when he called.
T / F
3 The three students looked very friendly.
T / F
4 The young boy was afraid of the three students.
T / F
5 Ben fought with the students on the train and took the young
T / F
boy home.
B Listen to the recording again and complete the notes below. Write one word in
each blank.
Aunt Alice’s radio programme
:aller: Ben =rom: _
(1)__________ :ity
Problem: Ben was travelling home on the
_
(2)__________ yesterday afternoon. He saw
a young boy travelling _
(3)__________. Three older boy students got
on the _
(4)__________ train and sat down neot to the boy. They began
to make jokes about him. The boy got up and moved to _
(5)__________
__________, but the students just _
(6)__________ him. At that moment,
the train arrived at Ben’s station, so Ben _
(7)__________ ___________ and
walked home. Ben felt _
(8)__________ of himself because he didn’t help the
young boy.
Aunt Alice’s advice: Nhen something like this happens neot time, Ben should
tell the adults on the train what’s happening. He should make sure he’s
_
(9)__________ before he tries to help others.
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55
Unit 4
Grammar
Sentence elements: subjects, verbs, objects, complements
and adverbials
1 Sentences in English usually have a subject (S) and a verb (V).
Things to remember
When the indirect object comes after the direct object, to or for is used.
The braces
S
have brought
V
so much trouble
DO
to me.
IO
I
S
The subject is the
person or thing that
does the action.
smile.
V
The verb expresses
the action.
The braces
S
hurt
V
my teeth.
O
The object is the person or thing
that receives the action of the verb.
so much trouble.
DO
The direct object is the
thing that is received.
The braces
S
have brought
V
me
IO
The indirect object is the person
or thing that receives something.
2 Some sentences also have an object (O).
3 Sentences with verbs such as give, bring, buy and send can have a
direct object (DO) and an indirect object (IO).
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上海教育出版社
Module 2
56
5 Some sentences have an adverbial (A).
I
S
saw
V
a sick lady
O
two days ago.
A
I
S
am studying
V
at home.
A
The adverbial adds
information about
time, place, etc.
I
S
feel
V
A linking verb
embarrassed.
C
The complement describes the subject.
4 Some sentences have a linking verb followed by a complement (C).
She
S
is driving
V
mad.
C
me
O
The complement
describes the object.
Things to remember
Verbs such as find, keep and make often use the above pattern.
I try to keep the room tidy.
She makes me angry.
Some sentences have an object followed by a complement (C).
l
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57
Unit 4
Look at the pictures below. Complete the sentences with the words in brackets. Add
other words if necessary.
_____________________________ (Tom, junior
high school student, be) He ________________
_________________________________________.
(best friends, visit, every weekend) One of
them is a boy called Alex.
Tom is a junior high school student.
Alex and Tom ____________________________
__________________________________________.
(later that afternoon, returned) They saw a
policeman questioning a boy about the broken
flowerpot. They __________________________.
(very bad, felt), but they did not know what
to do.
Last weekend, ___________________________
________________________________________.
(Alex, some new books, showed, Tom, in his
flat) Suddenly Alex knocked a flowerpot out
of his window by accident. This ___________
________________________________________.
(them, made, worried)
Luckily, no one was hurt by the flowerpot.
Then ____________________________________
________________________________________.
(for, went out, an hour, Alex and Tom)
1
2
3
4
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Module 2
58
Speaking
A Talk time
Asking for and giving advice
B Speak up
In pairs, make conversations according to the situations below. You may use your
own situations.
1 S1 failed his/her Maths test because of some careless mistakes. He/She
is afraid to tell his/her parents.
2 S2 is taller than all his/her classmates. He/She feels so out of place!
Read the conversation below and practise it in pairs. Pay attention to the words in
blue.
Ann: You look unhappy, Sam. Do you have a problem?
Sam: Yes. My mum says I need braces to keep my teeth straight, but
I don’t want to wear them because my friends will laugh at me.
What should I do?
Ann: Your mum just cares about you. Why don’t you tell her how you
feel? I’m sure she’ll understand.
Sam: You’re right, Ann. Thank you for your advice.
I have a problem. My parents
control every part of my life.
What should I do?
Perhaps you should
tell your parents how
you feel.
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59
Unit 4
Writing
An email to Aunt Linda
We often face problems or difficult situations in daily life. We can ask
our friends, parents or teachers for help or write to the advice page of
newspapers or magazines.
A David has written an email to Aunt Linda to ask for advice. What does his email
include? Read the email and fill in the blanks with the letters of the correct labels
from the box.
Dear Aunt Linda,
I read your advice page every week. It is very
useful.
I have a problem with a classmate, and I need your
advice.
Last week, I saw my classmate in the street. He
was shouting at his mum. I was surprised to see
this. He’s a polite student at school, but he wasn’t
polite to his mum at all! I told my parents about
his behaviour, but they said it was none of my
business.
I want my classmate to stop shouting at his mum.
Should I tell him so? What do you suggest?
Thanks for reading my email. I hope to hear from
you soon.
Yours,
David
a
A friendly comment
d
The subject of the letter
b
A friendly ending
e
The problem
c
A request for advice
_
(1)____
_
(2)____
_
(3)____
_
(4)____
_
(5)____
Aunt Linda
David
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Module 2
60
B Write an email to Aunt Linda to ask for advice on one of the following problems
or a problem of your own. Use the email on page 59 and the expressions below to
help you.
a You fought with a friend.
b You are worried about a difficult exam. You do not want
to fail it.
c
Your friend keeps borrowing books from you but never
gives them back.
I’m really worried about …
Can you give me some advice?
Should I … or should I …?
What would you do in my
situation?
Dear Aunt Linda,
Your advice is very helpful. _________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Let me tell you about my problem. ___________________________
__________________________________________________________
__________________________________________________________
I don’t know who to talk to. _________________________________
__________________________________________________________
Thanks for reading my email. ________________________________
__________________________________________________________
Yours,
________ (your name)
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61
Unit 4
More practice
Read Aunt Linda’s replies to the Internet posts on page 51. Then complete the table
below.
Dear Anna,
You’re right to be worried about your friend Jolin. She
shouldn’t stay on a diet if she’s already very thin. You
should try to get her to see a doctor. You should also tell
her that she’s not alone—we all worry about our looks
sometimes.
Dear Peter,
I believe you’ve learnt an important lesson—you’ll regret it if you don’t do
the right thing at the right moment. Next time in the same situation, you
should make up your own mind. You shouldn’t listen to your friends. It was
awful of them to laugh at a sick lady.
Dear Simon,
Lots of people wear braces these days, so you’re not alone. If you stop
paying attention to your friends, they’ll stop laughing at you. So don’t
worry! I understand that it hurts sometimes, but think of the beautiful,
straight teeth you’ll have in a few months’ time!
Dear Julie,
You should talk to your sister more. Ask her to play the piano only when
you’re not studying. Let her borrow your things only if she asks you first.
Perhaps she just wants more attention from you. Try spending some time
with her every day and you’ll both learn how to live happily with each
other.
To Anna
To Peter
To Simon
To Julie
Aunt Linda’s
suggestions
+
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上海教育出版社
Module 2
62
Culture corner
Agony aunts
In 1691, John Dutton in England had a
problem, but he had no one to ask for
advice. He thought that other people
might be in a similar situation, so he
began his own newspaper to give people
advice. The newspaper proved to be
quite successful, and soon many people
started similar newspapers. Other
newspapers also started to have advice
columns. By 1740, however, most of the people giving advice were
women. Today we call a person giving advice to readers in a newspaper
or magazine an agony “aunt”.
Who do you turn to for advice? Are there any agony aunts in China?
How well do you know this unit? Tick ✓ the boxes.
❶ I can read Internet posts about teenagers’
problems.
❷ I can listen for specific information about a
teenager’s problem.
❸ I can understand sentence elements.
❹ I can ask for and give advice.
❺ I can discuss some teenagers’ problems and give
advice with my classmate.
❻ I can write an email to ask for advice.
❼ I know about agony aunts.
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63
Unit 4
Project
Project
Project
An advice page for the school newspaper
Do you have your own problems? Do some of you share the same problems?
You are going to design an advice page for your school newspaper to give
advice to students.
A What kinds of problems do teenagers usually have? In groups, discuss this and
make a list. Follow the example.
1
Problems with parents
2
Problems with ____________
3
Problems with ____________
4
Problems with ____________
What kinds of
problems should we
talk about?
We could talk about
problems with …
Why not talk about
problems with …?
How about problems
with …?
We can also talk
about problems with
…
That’s a good idea!
+
____
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上海教育出版社
Advice page
Module 2
64
My parents don’t allow me to have
hobbies. They think that they’re a
waste of time and I should spend all
my time studying. Nhat should I do6
Our advice: You should try to talk
to your parents. You should let
them know that good hobbies are
important too. Also, you should
promise not to spend too much
time on your hobbies.
B Each group should choose a kind of problem and discuss what difficulties students
might have. Use the example below to help you.
C Think of ways to solve these problems. You can do research in the following ways.
Problems with parents
• They don’t allow me to have hobbies.
• They don’t let me stay out after 8 p.m.
• They don’t give me much pocket money.
…
D Work together to design the advice page and write articles for it. Follow the
example.
• "sk your teachers
• "sk your parents
• -ook for ideas on the *nternet
• 3ead booksmaga[inesneXspapers about the problems
…
上海教育出版社
上海教育出版社
Module 3 Leisure time
65
Unit
5
Action!
Action!
Action!
Getting ready
In this unit, you will learn about television programmes and the entertainment
industry.
Reading
• Read an article about a TV quiz show.
Listening
• Listen to a conversation about the floor plan of a TV station.
Grammar
• Learn how to use adverbial clauses of concession with although and
though.
Speaking
• Learn to express praise and encouragement.
• Talk about students’ TV viewing habits.
Writing
• Write a script for hosting a show.
•
Write a script for hosting a show.
Why are they
watching
the washing
machine?
Because their TV’s broken.
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上海教育出版社
Module 3
66
Reading
A What do you know about …?
The picture below shows the filming of a TV programme. Write the words in the
correct boxes.
B Before you read
Look at the picture and the title of the article on page 67. Then answer the
questions below.
1 What type of programme are the people making at the TV studio?
a A quiz show. b A travel show. c A talent show.
2 What is the name of the programme?
3 What surprising thing is happening in the picture?
a
A woman is crying.
b A woman has passed out.
c A woman has won the quiz.
cameraman lighting operator sound operator
director
make-up artist
1
4
5
2
3
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67
Unit 5
“Five minutes to go,” shouted the
director. “Is everyone ready?”
“I’m glad that I’m not one of the
contestants!” Denise said. “I’m not
that brave.”
“Oh, I’d love to be a contestant,” said
Angela.
The three contestants were sitting at
their desks on the stage and waiting.
The hot lights were shining down upon
them. Suddenly one of them passed
out and fell across her desk.
A cameraman helped the woman off
the stage.
The director hurried down from
the control room above. “We need
another contestant,” he shouted.
“Who among you wants to be on
TV?”
Angela raised her hand. “You’re on!”
the director shouted. He led her onto
the stage, and a make-up artist rushed
forward. She quickly put make-up on
Angela’s face and brushed her hair.
“Ten seconds,” shouted the director.
“It’s time for Travel Quiz, and here’s
your host, Lester Li!” said a loud
voice. Lester Li ran out onto the stage.
The quiz show began.
Although Angela was not prepared,
she seemed relaxed and did really well.
She answered the questions with no
problems and was soon ahead of the
other two contestants.
Twenty-five minutes later, Angela just
had to answer six more questions to
beat the other contestants and to win
the prize.
Denise was so excited that she could
hardly keep still. Though the questions
were getting more and more difficult,
Angela kept getting them right.
Soon there was just a single question
between Angela and victory.
“And finally, where’s Big Ben?” asked
Lester.
“In England,” replied Angela.
“Correct!” shouted Lester. “You’re
tonight’s lucky winner. You’ve won
tonight’s prize—a trip for two to the
lovely city of Paris!”
5
10
15
20
25
30
35
40
45
50
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Module 3
68
C Vocabulary
C1 The words in italics explain the meanings of some words on page 67. Find these
words to complete the sentences.
1 Before an exam, it is important to stay ____________ and calm.
(not worried) (line 31)
2 Our school football team ____________ the team from Riverside
School. (won against) (line 37)
3 The child kept ____________ while she was having a haircut. (not
moving; quiet) (line 40)
4 After the earthquake, there was just a ____________ building still
standing in the neighbourhood. (only one) (line 43)
5 With new players, the football team finally found ____________.
(success) (line 44)
C2 Complete one of the contestants’ diary below with the words from the box. Change
their forms if necessary.
beat director make-up relaxed upon
)-th August
Today I took part in a quiz show at a TM studio. Nhen I arrived, a woman
put _
(1)______________ on my face, and brushed my hair.
Then the _
(2)______________ came. He told me to stay _
(3)______________
and not to worry. It was really kind of him to do that. The hot lights
shone down _
(4)______________ us. Fne of the contestants passed out
before the show started, so the director chose another girl. The girl was
called Angela. She knew a lot of things. She _
(5)______________ me and
another contestant and finally won the prize. All of us were happy for
Angela.
I was sorry I didn’t win, but I’ll do better neot time.
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69
Unit 5
D Comprehension
D1 Angela was interviewed later by a newspaper reporter. Read the article on page 67
and answer the questions for Angela.
Reporter:
Where were you at first?
Angela:
_
(1)_________________________________________________
Reporter:
What happened before the programme started?
Angela:
_
(2)_________________________________________________
Reporter:
Who took the woman’s place?
Angela:
_
(3)_________________________________________________
Reporter:
Who was the host?
Angela:
_
(4)_________________________________________________
Reporter:
Did you do well in the quiz?
Angela:
Yes. _
(5)______________________
___________________________
Reporter:
What did you win?
Angela:
_
(6)___________________________
___________________________
D2 Read the article again and decide whether these sentences are T (True) or F (False).
Find facts in the article to support your answers. Then write down the facts.
1 Denise probably would not want to be a contestant.
T / F
_____________________________________________________________
2 Angela prepared herself well for the quiz.
T / F
_____________________________________________________________
3 Denise and Angela are different in character.
T / F
_____________________________________________________________
D3 How many surprises can you find in the story? Discuss this with your classmates.
*
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Module 3
70
Listening
Visiting the TV station
A Denise and Angela are looking at the floor plan of the TV station (see below). Listen
to their conversation. Then number the places from 1 to 4 according to the order
they are first mentioned.
a Janet Smith’s office
______
b the Travel Quiz studio
______
c the waiting room
______
d the restaurant
______
_
(2)_________________
_
(3)_________________
Sunshine TV Station
_
(4)____________________
_
(1)_________________
B Listen to the recording again. Then write the name of each place in the blanks.
the waiting room
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71
Unit 5
Grammar
Adverbial clauses of concession with although and though
We can use although or though to form an adverbial clause of
concession.
Things to remember
We cannot use although or though together with but in the same sentence.
(✗) Although/Though the questions were getting more and more difficult, but Angela
kept getting them right.
(✓) Although/Though the questions were getting more and more difficult, Angela kept
getting them right.
(✓) The questions were getting more and more difficult, but Angela kept getting them
right.
Work out the rule
We use adverbial clauses of concession to (compare/contrast)
two ideas.
We can also put the adverbial clause of concession after the main clause.
Adverbial clause of concession
Main clause
Although
Angela was not prepared,
she seemed relaxed and
did really well.
Though
Main clause
Adverbial clause of concession
Angela seemed relaxed and
did really well
although
she was not prepared.
though
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Module 3
72
A Draw lines to match the first half of the sentences in Column A with the second half
in Column B.
A
B
1 Although Simon has done
well in his studies,
a he still works really hard.
2 I found it difficult to talk
to foreigners in English
b my mother went to work.
3 Though it was Sunday,
c you should not drink too
much of it.
4 Although milk is good,
d although I thought my
English was quite good.
B Denise is talking about Travel Quiz. Join the sentences with either although or
though.
1 It was a rainy day. Many people came to watch the filming of Travel
Quiz.
_____________________________________________________________
_____________________________________________________________
2 A contestant could not take part. The programme had to continue.
_____________________________________________________________
3 There was very little time. The make-up artist did her job well.
_____________________________________________________________
4 The questions were difficult. Angela knew all the answers.
_____________________________________________________________
5 Travel Quiz only lasted 30 minutes. It seemed like hours to me.
_____________________________________________________________
Although/Though it was a rainy day, many people came to watch the
filming of Travel Quiz.
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Unit 5
C Write two sentences about each of the following pictures with although or though.
1
2
3
4
Although/Though he was very tired,
he won the game.
He won the game although/though
he was very tired.
(very tired/win the game)
a
______________________________
______________________________
b
______________________________
______________________________
(difficult/enjoy skating)
a
______________________________
______________________________
b
______________________________
______________________________
(very old/go swimming every day)
a
______________________________
______________________________
b
______________________________
______________________________
(dangerous/love climbing mountains)
a
______________________________
______________________________
b
______________________________
______________________________
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上海教育出版社
Module 3
74
Speaking
A Talk time
Expressing praise and encouragement
You were amazing today! Well done!
That’s very
kind of you.
Thank you.
A1 The following is a scene from a TV show. Read the conversation below. Pay
attention to the words in blue.
(Mike is playing basketball, but he cannot score any points.)
Mike:
Oh, I played badly.
Mr Wang:
Don’t worry. Just try your best. You’ll do better.
Mike:
That’s very kind of you.
(Mike scores a two-point basket.)
Mr Wang:
Well done, Mike! You’re getting better.
Mike:
Thank you.
(Mike scores a three-point basket.)
Mr Wang:
You’re amazing, Mike! Keep up the good work.
Mike:
Thanks.
A2 In pairs, role-play the conversation.
Don’t worry. You’ll do
better next time.
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75
Unit 5
B Speak up
B1 In groups, use the questions about TV viewing habits to interview other students.
1 How many hours do you spend watching TV every week?
a About 5 hours. b About 3 hours. c About 1 hour.
Other: _____________________________
2 When do you usually watch TV?
a On weekdays.
b At the weekend. c Every day.
3 What kinds of TV programmes do you like? Tick (✓) the boxes.
news
quiz shows
travel shows
sport
cartoons
talent shows
4 Do you like watching TV? Why or why not?
__________________________________________________________
__________________________________________________________
__________________________________________________________
B2 As a group, discuss your survey results. Then the group leader should report the
results to the class. Use the following plan to help you.
We’ve interviewed … students. We found that … students watch TV
for about … hour(s) every week; … students watch TV for about …
hour(s) every week; …
According to our survey, … students usually watch TV on weekdays;
… students usually watch TV at the weekend; ...
We found that their favourite TV programme(s) is/are …
As for the last question, … students like watching TV because …; ...
students don’t like watching TV because …
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上海教育出版社
Module 3
76
Writing
A script for hosting a show
A A script is very important for hosting a show successfully. What does such a script
include? Look at Lester Li’s script for hosting Travel Quiz below and fill in the
blanks with the letters of the correct labels from the box.
a Closing words
b Introduction to the contestants
c Introduction to the rules
d Contest
e Opening words
It’s time for Travel Quiz, and here’s your host, Lester Li.
Today we have three contestants. They’ll try to win our
grand prize—a trip for two to Paris.
Our first contestant is a postman, William Chen. His hobby
is collecting stamps and postcards, and he’s from Beijing.
Our second contestant is a university student from Shanghai.
Her name is Angela Wei. Although Angela is young, she’s
travelled to ten different countries around the world.
Finally, our third contestant loves travelling. She’s a travel
book writer from Nanjing, Michelle Luo.
The rules of Travel Quiz are simple. I’ll read a question, and
the first contestant to push the button on his or her desk will
get to answer. Points are given for correct answers, and are
taken away for wrong answers.
So, are you ready? Our first question is …
…
You’re tonight’s lucky winner. You’ve won tonight’s
prize—a trip for two to the lovely city of Paris!
Thanks, everyone. That’s tonight’s show. See you next time.
B Your school is going to hold a talent show. In pairs, write a script for this event.
Follow the example in A.
_
(1)____
_
(2)____
_
(3)____
_
(4)____
_
(5)____
*
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77
Unit 5
More practice
A Read the interview about two students’ visit to the Film Park and then answer the
questions below.
Reporter:
What was the best part of your visit, Julia and Roddy?
Julia and Roddy: The tour of the Film Park.
Reporter:
What did you like most about the Film Park tour?
Julia:
The Dinosaur Jungle was my favourite. It was hot and
smelt like a real jungle. We saw some baby dinosaurs.
Then a really big one appeared. Although it was only a
model, it looked very real! I almost jumped out of my
skin!
Roddy:
I really liked the Great Wave. It was wonderful.
Everything was quiet. Then suddenly we saw a huge
wave coming towards us. There was a terrible noise,
and the wave seemed to come over the top of us, but we
didn’t get wet at all! I don’t know how they did it.
Reporter:
Did you see any famous stars at the film park?
Roddy:
No, we didn’t, but we did visit a film set after the tour.
The crew were shooting a scene showing some students
in a school. They needed some more actors for the
scene. To cut a long story short, the director chose me to
appear in the film.
Reporter:
Oh, really? Did you enjoy working as an actor, Roddy?
Roddy:
Yes, I did. It was really interesting.
Reporter:
Did you have any difficulty in acting?
Roddy:
To be honest, it was a piece of cake!
*
1 What was the best part of the students’ visit?
2 What did Julia like most about the Film Park tour?
3 What happened to Roddy at the film set?
B There are three idioms in italics in the interview. Work in pairs to work out their
meanings.
We love the Film Park!
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上海教育出版社
Module 3
78
Study skills
Charts and graphs (4): Using tables to give information
Sometimes it is easier to give information in tables than to write it out
in sentences or paragraphs. Information given in tables is often easier to
understand.
A Simon is reporting the results of the survey on his classmates’ TV viewing habits.
Read the paragraphs and the table below. Then answer the questions.
I interviewed my classmates about their TM viewing habits. I found
that girls usually watch TM for an average of four hours and boys for
an average of two and a half hours every week.
Most girls watch TM at the weekend. Their favourite TM programmes
are dramas, quiz shows and cartoons. Boys often watch TM on
weekdays after dinner. Their favourite programmes are cartoons,
sport and news.
TV viewing habits
Sex
Average viewing
hours per week
Viewing
time
Favourite
programmes
Girl
4
at the
weekend
dramas, quiz shows,
cartoons
Boy
2.5
on weekdays
cartoons, sport,
news
1 What is the title of the table? How many columns are there? What are
the column headings?
2 Does the table give the same information as the two paragraphs? Is it
easier to understand?
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79
Unit 5
B Read what Simon has written and complete the table below.
I interviewed some students from >rades ., / and 0 about
their TM viewing, listening and reading habits. I found that
>rade . students spend an average of one hour watching TM,
half an hour listening to music and one hour reading every night.
Both >rade / and >rade 0 students spend half an hour
watching TM every night. >rade / students listen to music for
one hour, and read for one and a half hours every night. >rade
0 students spend half an hour listening to music and two hours
reading every night.
Grade
Average number of hours every night
Watching TV
TV viewing, listening and reading habits
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Module 3
80
Culture corner
International film festivals
There are many international film
festivals around the world. The most
famous are the Venice Film Festival
in Italy and the Cannes Film Festival
in France.
The Shanghai International Film
Festival is another famous film
festival. It was founded in 1993, and
it often takes place in June.
During these festivals, people not only enjoy the latest films from around
the world, but also meet famous film stars and discuss developments in
the film industry.
Do you know any other international film festivals? What are they?
How well do you know this unit? Tick ✓ the boxes.
❶ I can read an article about the filming of a TV quiz
show.
❷ I can listen and find the specific places on a floor
plan.
❸ I can use adverbial clauses of concession with
although and though correctly.
❹ I can express praise and encouragement.
❺ I can interview students and talk about their TV
viewing habits with my classmates.
❻ I can use tables to give information.
❼ I know about international film festivals.
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Module 3 Leisure time
81
Unit
6
Healthy diet
Healthy diet
Healthy diet
Getting ready
In this unit, you will learn about people’s views on different kinds of food.
Reading
• Read a conversation about a balanced diet.
Listening
• Listen to a telephone conversation ordering food.
Grammar
• Learn how to use object clauses.
Speaking
• Learn to express preferences.
• Plan a weekly lunch menu for the students at your school.
Writing
• Write a restaurant review.
•
Write a restaurant review.
My sister failed
her cooking exam
because she burnt
something.
That doesn’t seem fair.
What did she burn?
The desk.
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Module 3
82
Reading
A What do you know about …?
A1 Look at the picture below. Match the food with the right groups. Write the letters in
the boxes.
A2 Look at the picture in A1 again. In pairs, discuss the questions below.
1 How many food groups are there in the picture? What are they?
2 The “Vegetables” group is bigger than the “Fruit” group, and the
“Grains” group is bigger than the “Protein” group. What does this
mean?
B Before you read
Look at the pictures, the title and the introduction to the conversation on page 83.
Then answer the questions below.
1 Where does the conversation take place?
2 What are the girl and the boy having for dinner?
3 What are they probably talking about?
4
5
3
1
2
a apples
d bread
g fish
j oranges
b beans
e chicken
h milk
k potatoes
c beef
f eggs
i noodles
l rice
*
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83
Unit 6
83
Unit 6
5
10
15
20
25
30
Doris and Samuel are having dinner in a restaurant.
Samuel: I think I’ll have a hamburger, some chocolate cake
and a large cola. How does that sound to you?
Doris:
That sounds terrible! I’ll have a chicken sandwich, a salad, an apple
and a glass of lemon tea. I’ve decided to stay away from fried food
and soft drinks.
Samuel: Since when?
Doris:
Since I had my medical examination. The doctor said that I needed
to lose a bit of weight by avoiding fat, oil and sugar. He also stated
that it’s necessary for me to have a more balanced diet.
Samuel: What’s a balanced diet?
Doris:
A balanced diet means having different kinds of healthy food every
day. Research shows that each day you should have plenty of fruit,
vegetables and grain products such as noodles and bread. And, in
general you should have fewer dairy products and eggs, and less meat.
Samuel: But I believe my diet is balanced.
Doris:
Really? Do you remember what you had today?
Samuel: Oh, the usual things. For breakfast, I had fried eggs and a large cup
of coffee with a lot of milk and sugar. Then I treated myself to some
ice cream for a snack.
Doris:
And for lunch?
Samuel: For lunch, I had six chicken wings and a cola.
Doris:
I don’t understand how that is a balanced diet!
Samuel: Well, I have many different kinds of
food every day.
Doris:
But all of these kinds of food are
unhealthy for you.
Samuel: OK, you’re right. I’ll change my
diet … tomorrow. Here comes my
hamburger and chocolate cake!
What’s a
balanced diet?
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Module 3
84
C Vocabulary
C1 Find words from the conversation on page 83 that have similar meanings to the
words in italics below. Change their forms if necessary.
1 Joan should not go near computer games. She has to
study for exams. (line 5)
___________
2 Before going to school, all of the students need a
close look at their body by a doctor. (line 8)
___________
3 The instructions say in a clear way that we need to
cook this for five minutes. (line 9)
___________
4 The film starts at seven and it is only five. We have
a large amount of time to get there. (line 13)
___________
5 After the play, they went to dinner. David paid for Jim
because Jim was out of money. (line 19)
___________
C2 Complete the article below with the words from the box. Change their forms if
necessary.
Most people think they eat what they want. However,
_
(1)____________ this is not really true. Our eyes and ears are filled
with advertisements for new food products. _
(2)____________ shows
that these advertisements can change our eating habits.
For example, 30 years ago in China, it was _
(3)____________ for people
to eat noodles or dumplings when they wanted fast food. Now,
however, many people eat _
(4)____________ or fried food. The reason
for the difference is advertising.
We should be careful when we are choosing our
food. Remember it is _
(5)____________
to think before we eat.
hamburger in general necessary research usual
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Unit 6
D Comprehension
D1 Read the conversation on page 83 and decide whether the sentences are T (True)
or F (False). Then rewrite the false sentences with the correct information.
1 Doris should avoid food with oil, fat and salt in order to
T / F
lose weight.
____________________________________________________
2 A balanced diet means eating different kinds of delicious food T / F
every day.
____________________________________________________
3 We should not eat too many dairy products and eggs, or too
T / F
much meat.
____________________________________________________
4 Samuel’s diet is not balanced.
T / F
____________________________________________________
D2 Read the conversation again and circle the correct answers.
1 Doris does not want fried food and soft drinks because they are _____.
a unhealthy
b expensive
2 Doris is having _____ for dinner.
a bread, dairy products, vegetables and fruit
b bread, meat, vegetables and fruit
3 To have a balanced diet, you should eat _____ meat than vegetables
and grain products.
a more
b less
4 Samuel’s diet is full of _____.
a fat, oil and sugar
b fruit, vegetables and grains
5 In this conversation, a “diet” is the food _____.
a you usually eat and drink
b you eat in order to lose weight
D3 What should you eat to have a balanced diet? Discuss this with your classmates.
*
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Module 3
86
Listening
Ordering food
Mary is calling the Corner Cafe to order lunch. Listen to her conversation with the
waiter and help the waiter complete the order form.
Corner Cafe
Quantity
Price
Salad
Fruit salad
¥11
Green salad
¥16
Potato salad
¥17
Sandwiches
Beef sandwich
¥22
Chicken sandwich
¥22
Egg sandwich
¥9
Snacks
Chicken legs (2 pieces)
¥10
Chicken wings (4 pieces) ¥20
Hamburger
¥15
Fruit
Apple
¥4
Banana
¥5
Orange
¥3
Drinks
Cola
¥7
Coffee
¥20
Lemon tea
¥15
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
Total price: ___________
Time of order: _____________ Ready by: ______________
Customer’s name: ____________________________________
Company’s name: ____________________________________
Address: Room _____________, _____________ Building
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Unit 6
Grammar
Object clauses
A
Saying what we know, think, believe, etc. (that-clauses)
To say what we know, think, believe, etc., we can use certain verbs with
a that-clause.
I think (that) I’ll have a
hamburger, some chocolate
cake and a large cola.
Research shows (that) each day
you should have plenty of fruit,
vegetables and grain products
such as noodles and bread.
We often use that-clauses after these verbs:
agree
explain
know
suggest
believe
feel
say
think
Work out the rule
We often leave out _________ in an object clause in speech.
In pairs, complete the conversations on the next page. S1 should tell S2 what he/she
and other people eat. S2 should look at the table below and give a suitable reply.
Healthy eating
Food
You should/shouldn’t eat …
sweets, fried food
too many/much
milk, meat, fish, eggs
some
bread, rice, vegetables, fruit
more
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Module 3
88
1
S1: ____________________________________________________
(I/lot/sweets/little fruit)
S2: ____________________________________________________
2
S1: ____________________________________________________
(I/lot/fried food/little bread)
S2: ____________________________________________________
3
S1: ____________________________________________________
(My brother/lot/meat/few vegetables)
S2: ____________________________________________________
4
S1: ____________________________________________________
(I/lot/meat/few oranges)
S2: ____________________________________________________
5
S1: ____________________________________________________
(My sister/lot/eggs/few carrots)
S2: ____________________________________________________
B
Saying what we know, think, believe, etc. (wh-clauses)
To say what we know, think, believe, etc., we can also use verbs with
a wh-clause.
We often use wh-clauses after these verbs:
discuss
forget
know
remember
understand
Do you remember what you had today?
I don’t understand how that is a balanced diet!
Things to remember
The subject comes before the verb in the wh-clause.
(✓) Do you know where he is?
(✗) Do you know where is he?
I eat a lot of sweets and only a little fruit.
I think (that) you need to eat fewer sweets and more fruit.
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89
Unit 6
In pairs, ask and answer questions. Follow the example.
1 How many meals do you usually have each day?
(Three big meals./Several small meals./...)
2 Which meal is the most important?
(Breakfast./Lunch./Dinner.)
3 Who do you usually have lunch with at the weekend?
(Parents./Friends./...)
4 Where do you usually have dinner?
(At home./In the restaurant./...)
5 When do you usually have dinner?
(At 6 p.m./At 8 p.m./...)
6 How many glasses of water do you drink every day?
(1–5 glasses./6–8 glasses./...)
S1: Do you know how many meals I usually have each day?
S2: I think (that) you usually have three big meals each day.
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Module 3
90
Speaking
A Talk time
Expressing preferences
When we express our preference for something, we say we like it better
than something else. Sometimes we give a reason why we like it.
A1 Role-play the following conversation. Pay attention to the words in blue.
Waiter: Hello. We have chicken noodles, beef noodles, and egg
noodles. Which would you like to eat?
Susan:
I’d prefer beef noodles. What about you, David?
David:
I’d rather have a bowl of chicken noodles.
Waiter: Would you like anything to drink?
David:
How about a coffee, Susan?
Susan:
I’d prefer tea.
David:
OK. Two cups of tea please.
A2 Work in groups of three to make conversations similar to the one in A1. Use the
following words to help you.
• snacks: hamburgers, chicken legs, chicken wings
• sandwiches: chicken sandwich, beef sandwich
• soup: bean soup, potato soup, tomato soup
Let’s get something to drink,
Paula. They’ve got orange juice, tea
and milk. Which would you like?
I’d prefer a glass
of orange juice.
What about you?
I’d rather have a cup of tea.
Waiter! A glass of orange juice and
a cup of tea, please.
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Unit 6
B Speak up
You are going to plan a weekly lunch menu for the students at your school. In
groups, discuss what food to include on your menu. Then fill in the menu below.
What will you include on your menu?
How many types of grains/meat/vegetables/fruit/dairy products/
drinks will you include?
How much will the lunch cost?
Do you agree that …?
I think (that) we should include …
… is a kind of healthy food.
Let’s include plenty of vegetables/fruit/grains.
Mon.
Tue.
Wed.
Thur.
Fri.
Grains
Meat
Vegetables
Fruit
Dairy products
Drinks
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Module 3
92
Writing
A restaurant review
A restaurant review is about your experience of eating at a restaurant.
You can find this kind of review on the Internet easily.
A Doris has written a restaurant review. Read the review below.
Excellent English food at the Country House
Last Saturday night, my family and I ate at the
Country House.
The Country House serves traditional English food.
We paid about 15 to 20 pounds a person to eat
there.
The food was wonderful. The fish pie reminded me
of my grandma. She used to cook it for me. I also
had some fish and chips, and it was fantastic.
The waiters were polite, but a little slow. We were
seated at 7 p.m., but we did not receive our food
until 7:40 p.m.
I would certainly recommend the Country House
for good, traditional English food. However, you
should get there early and be prepared to spend a
lot of time waiting for your food.
B Write your own restaurant review. Use the example in A and the questions below to
help you.
Title
Introduction
Review
of the
service
Review
of the
food
Opening
Recommendation
Which restaurant did you eat at and when did you eat there?
What food does the restaurant serve?
What was good about the food and its service, and what was bad?
Would you like to recommend this restaurant to others?
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93
Unit 6
Pity the farmer
by Li Shen (772–846)
The farmer hoes grain in the noonday sun,
With sweat dripping onto the field.
Who realizes that the food on their plate—
Every grain—comes from bitter suffering?
More practice
A Read these two poems about farming and answer the questions below.
*
1 In the first poem, what is the farmer doing?
2 In the second poem, what time of the day is it?
3 Why is the farmer now thinking only of home and bed?
4 What do the poets want to tell us?
B What do these two poems have in common? What are the differences between
them? Discuss these with your classmates.
The rice farmer
by Saoirse McCann
The Sun is setting low, the red sky a welcoming sight;
The farmer stands silently in the fading light.
The fields are watered and planted, the buffaloes are fed;
The only thing he thinks of now is finding home and bed.
A gentle wind is whispering of hope and dreams of life;
Every grain of rice requires such effort and such strife.
Remember, when you sit and eat with family or friends,
All the many hours he works, as his fields he tends.
d;
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Module 3
94
Culture corner
The tale of the tomato
Tomatoes were first grown in Central and
South America. They were unknown to the
rest of the world until the 16th century. In the
beginning, many people in Europe refused to
eat tomatoes because they thought the fruit
was dangerous.
Tomatoes first became common in the US in
the 1820s. In one story, a man named Robert
Johnson ate some tomatoes in public. Everyone in the town crowded
around him to watch him die. When he did not die, they realized that
tomatoes were safe to eat and no longer avoided them.
Do you know any other interesting stories about food?
How well do you know this unit? Tick ✓ the boxes.
❶ I can read a conversation about a balanced diet.
❷ I can listen for specific information in a phone
order.
❸ I can use object clauses with that correctly.
❹ I can use object clauses with question words
correctly.
❺ I can express preferences.
❻ I can plan a weekly lunch menu for the students at
our school with my classmates.
❼ I can write a restaurant review.
❽ I know the tale of the tomato.
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Unit 6
Project
Project
Project
Recipes for food from all over the world
Do you know how to cook? In this project, you will make recipes for food
from all over the world.
A Work in groups. Each group should choose one type of food to work on. Choose
from the list below or use your own idea.
• China—dumplings
spring rolls
• +apan—sushi
• the 6S—hamburgers
sandXiches
• *taly—pi[[a
B Each group should work together to write a recipe for this type of food. Do some
research by asking your parents or looking on the Internet. Use the example on
page 96 and the words from the box to help you.
add … to
cut up
mix
take … out of
cook
heat
put … in
wash
*
__________ (name of the dish)
You need:
___________________________
___________________________
___________________________
Steps
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
• 5o XSJte a SecJQe
Zou sIoulE use JNQeSatJves
• :ou can aEE soNe QJctuSes to ZouS SecJQe to NaLe Jt looL NoSe
interesting.
Photo of the dish
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Module 3
96
C All the groups should put their recipes on display. The class can vote on the best
recipe.
Dumplings
You need:
wrappers
vegetables
pork
salt
oil
Steps
1
Put pork in a bowl.
2
Cut up the vegetables.
3
Add the vegetables to the pork.
Then add a little oil and salt.
4
Mix with chopsticks.
5
Put a spoonful of filling in a wrapper
and fold the wrapper around it.
6
Put the dumplings in the boiling water.
7
Take the dumplings out when they
float to the surface.
8
Put the dumplings on a plate.
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Module 4 A taste of literature
97
Unit
7
The Adventures of Tom Sawyer
The Adventures of Tom Sawyer
The Adventures of Tom Sawyer
Reading
• Read a story from the novel The Adventures of Tom Sawyer.
Listening
• Listen to a story about a jumping frog.
Grammar
• Learn how to use relative clauses with who, that and which.
Speaking
• Learn to express congratulations and sympathy.
• Talk about your favourite story.
Writing
• Write a report on your favourite story.
Getting ready
In this unit, you will learn about Mark Twain and his famous stories.
Do you know
Tom Sawyer, Lo?
No. Is he your
classmate?
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Module 4
98
Reading
A What do you know about …?
The story on page 99 is from a book about boys in the US in the 1830s. Look at
these pictures. Which of these things did people have in the US at that time? Circle
the correct letters.
B Before you read
Look at the picture, the introduction and the title of the story on page 99. Then
answer the questions below.
1 This story comes from a novel. What is the name of the novel?
2 Who is the writer of the novel?
3 Which boy in the picture do you think is Tom Sawyer? What is he
doing?
a
b
c
d
e
f
a car
a steamboat
a steam train
a bicycle
a plane
a carriage
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Unit 7
Tom Sawyer paints the fence
On Saturday morning, every boy in
town was happy, except Tom Sawyer.
Tom’s aunt gave him a task of painting
their fence. It was 30 yards long and
3 yards high. He painted one board and
surveyed his progress, and then he sat
down to have a rest.
Tom began to think of the games that
he wanted to play. He knew the boys
who were free would soon come along
and make fun of him. Just then, he had
an idea. He picked up his brush and
went back to work.
Ben Rogers came along the road. He
was singing happily and carrying an
apple.
“I’m going swimming,” said Ben. “Do
you want to come? Oh, you have to
work, don’t you? What a pity!”
“Work?” said Tom. “This isn’t work.
I’m enjoying myself. Does a boy get a
chance to paint a fence like this every
day?” Then he went on painting.
Ben watched Tom in silence. He
became more and more interested.
After a while, he said, “Tom, will you
let me do some painting?”
Tom said, “No, Ben, I can’t. Aunt
Polly warned me to do it well. I’m the
only person that can do it right.”
“Oh, please, Tom,” said Ben. “I can
do it. I’ll be really careful. I’ll give you
half my apple. Wait, I’ll give you all of
it.”
“That’s a deal,” said Tom. “But you
must be careful.”
Tom gave Ben his brush with worry
on his face but joy in his heart. He
sat down again and started to eat the
apple.
When Ben got tired, Billy Fisher was
waiting. He gave Tom a kite for the
chance to paint. Then Johnny Miller
offered him two toy soldiers.
Soon Tom had got many new toys, and
the fence got three coats of paint. Aunt
Polly was so pleased that she gave Tom
a big apple!
Miss Liu wanted to encourage her students to read famous books, so she showed them
this humorous story from a novel called The Adventures of Tom Sawyer by Mark Twain.
5
10
15
20
25
30
35
40
45
99
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Module 4
100
C Vocabulary
C1 The words in italics explain the meanings of some words on page 99. Find these
words to complete the sentences. Change their forms if necessary.
1 Last night, we saw a ___________ TV programme and laughed a lot.
(funny)(introduction)
2 After you complete this ___________, report to the manager. (piece of
work that you have to do)(line 3)
3 Jane ___________ herself in the mirror before she went outside.
(looked carefully at)(line 6)
4 During the lecture, the class sat ___________ and listened carefully.
(without making a noise or sound)(line 24)
5 After making the ___________, the two businessmen shook hands.
(business agreement)(line 35)
C2 Complete the conversation below with the words from the box.
Jill:
Hi, Matt. Do you like reading?
Matt: Sure, Jill. I spend most of my free time reading.
Jill:
I like reading too, but you need to _
(1)_________________ after an
hour or so.
Matt: Yes, I agree. I often read for about an hour, and then I try to
_
(2)_________________ something else to do. For example, I
sometimes look out of the window to relax. But _
(3)_________
________, I usually decide to _
(4)_________________ reading.
Jill:
It’s good to read, but not all the time. You must be
_
(5)_________________ not to hurt your eyes.
Matt: OK. Thanks for your advice.
after a while
go on
think of
careful
have a rest
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101
Unit 7
Dialogue in stories
Dialogue is the spoken words of the characters in a story. Writers use dialogue
to make stories more believable and to move the plot forward. They also use
dialogue to tell people about the characters. For example, from the dialogue
between Tom and Ben, we know that Tom is clever and naughty.
D Comprehension
D1 Read the story on page 99 and circle the correct answers.
1 We can tell from the second paragraph that Tom did not like _____.
a hard work
b painting pictures
2 Tom’s idea was to _____.
a work as quickly as possible
b trick other boys into doing the work for him
3 Tom went on painting while Ben was watching him, because he _____.
a had to finish painting the fence by himself
b wanted to make Ben more interested in painting the fence for him
4 Tom had worry on his face because _____.
a he was trying to fool Ben
b he did not want Ben to paint badly
5 We can tell from the last paragraph that Tom _____.
a told Aunt Polly that other boys helped him
b did not tell the truth
D2 Read the story again and answer the questions below in your own words.
1 Why was Tom Sawyer unhappy on Saturday morning?
_____________________________________________________________
2 Was Tom really enjoying the work when he said “This isn’t work. I’m
enjoying myself”? Why or why not?
_____________________________________________________________
D3 What do you think of Tom Sawyer? Discuss this with your classmates.
*
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Module 4
102
Listening
A jumping frog
Mark Twain first became famous for a short story he wrote in 1865. This
interesting story is called “The celebrated jumping frog of Calaveras
County”.
A Listen to the story and put the pictures in the correct order. Write the numbers 1–6
in the boxes.
B Listen to the recording again and circle the correct answers.
1 Jim Smiley was _____.
a Daniel’s owner
b the man who filled the frog with pieces of lead
c a very happy man
2 Because his frog won, the stranger got _____.
a Daniel
c 40 dollars
b 14 dollars
3 Daniel could not jump because he _____.
a was turned over
c was too fat
b was too heavy
4 In the end, Jim discovered _____.
a the man’s trick
b that his frog could jump farther
c that the other frog was better at jumping
a
b
c
d
e
f
1
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103
Unit 7
Grammar
Relative clauses with who, that and which
We use relative clauses to give information about people and things.
This relative clause gives information about “The boys”.
The boys who/that were free would soon come along.
This relative clause gives information about “the games”.
Tom began to think of the games which/that he wanted to play.
Work out the rule
Relative clauses about people start with ________ or ________. Those
about things start with ________ or ________.
Things to remember
• We can use that to replace who and which in relative clauses like those
above. However, who and which are more common in written English, while
that is more often used in speech.
• We can leave out who, which or that in a relative clause when it is the object
of the verb in the clause.
The book (which/that) he likes most is The Adventures of Tom Sawyer.
The writer (who/that) he likes most is Mark Twain.
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A Underline the relative clause in each sentence. Then draw an arrow to show the
person or thing that the relative clause describes.
1 The novel which the story came from was The Adventures of Tom
Sawyer.
2 The person who wrote the novel was Mark Twain.
3 The stories that were written by Mark Twain are often humorous.
4 Adventures of Huckleberry Finn is another famous novel which Mark
Twain wrote.
5 The only friend that Huckleberry Finn had was Tom Sawyer.
B Here are some more pictures about the story on page 99. Describe the pictures by
adding who, which or that.
1
2
3
This is the boy
___________ gave
Tom a kite.
This is the kite
___________ Billy
Fisher gave Tom.
This is the boy
___________ offered
Tom two toy soldiers.
4
5
6
These are the toy
soldiers ___________
Johnny Miller gave
Tom.
This is the woman
___________ looks
after Tom.
This is the fence
___________ Tom’s
friends painted.
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Unit 7
C Here is another story from The Adventures of Tom Sawyer. In pairs, read the story
carefully and talk about the pictures below. Use the words from the box to help you.
It was midnight. Tom Sawyer was out with Huck Finn, his best friend.
They were in a graveyard. Suddenly they saw Dr Robinson, Muff
Potter and Injun Joe. Dr Robinson wanted the other two men to dig up
the body of a man called Horse Williams.
The two boys hid and watched. Dr Robinson and the other two men
began to fight. Dr Robinson hit Muff Potter and knocked him out.
Then Injun Joe killed the doctor with Muff Potter’s knife. Injun Joe
then put the knife in Muff’s hand. When Muff woke up, Injun Joe told
him, “You killed the doctor!” Muff believed him. The boys saw it all.
They knew the truth, but they were very afraid.
1
2
3
Tom Sawyer
Huck Finn
knife
4
5
6
Dr Robinson
Muff Potter
Injun Joe
S1: Who’s/What’s this?
S2: It’s … He’s/It’s the … who/which/that …
Injun Joe put in Muff’s hand
is Tom’s best friend
killed the doctor
was killed
was in the graveyard with
Huck Finn
was knocked out by the doctor
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Speaking
A Talk time
Expressing congratulations and sympathy
When we are happy about other people’s good luck or success, we
congratulate them.
When we feel sorry about their bad experiences, we show them sympathy.
Read the conversation below and practise it in pairs. Pay attention to the words
in blue.
Judy: Hi, Paul. Long time no see. What’s new?
Paul:
I won first prize in a writing competition.
Judy: Congratulations! That’s wonderful news!
Paul:
Thanks. What’s new with you, Judy?
Judy: I lost my favourite book, The Adventures of Tom Sawyer! It was
a birthday gift from my uncle.
Paul:
What a shame! I’m sorry to hear that.
Congratulations!
I’ve won the Best Writer Award.
I’m happy for you.
I’ve hurt my leg.
Oh, that’s terrible!
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Unit 7
B Speak up
B1 You are going to talk about your favourite story. In groups, discuss the following
questions.
B2 Give a report to the rest of the group. Use the following plan to help you.
My favourite story is … It was written by …
The story is mainly about …
The main character of the story is … He/She looks … He/She is …
I like this story because …
What is the name of the story?
Who wrote the story?
What is the story mainly about?
Who is the main character of the story? What does he/she look
like? What do you think of him/her?
Why do you like the story?
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Writing
A report on a story
We can write a report to tell people basic information about a story and
then give our opinions of it.
A Below is a report on “Tom Sawyer paints the fence”. Read it and fill in the blanks
with the letters of the correct labels from the box.
a The main characters
b The name of the story and the writer
c The plot of the story
d Your personal opinion of the story
B Write a report on your favourite story. Follow the example above.
This is a report on the story “Tom Sawyer paints
the fence” by Mark Twain.
This story has three main characters: Tom
Sawyer, his Aunt Polly and Ben Rogers. There are
also some boys from the town who play a small
part in the story.
Aunt Polly wants Tom to paint their fence.
However, Tom is lazy. He would prefer to play
games. Tom is also quite clever. He pretends that
painting the fence is not hard work but fun. He
tricks Ben Rogers and other boys in the town into
painting the fence for him.
The story is enjoyable and full of fun. It helps
readers understand Tom Sawyer’s character
better.
_
(1)____
_
(3)____
_
(4)____
_
(2)____
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Unit 7
More practice
A Read another story from The Adventures of Tom Sawyer and answer the questions
below.
*
Tom and Becky in the cave
Tom and Becky walked into the cave. They held
their candles high and saw names and dates
which were written on the walls by other people.
Suddenly they were in a part of the cave without
any writing on the walls. They used candle
smoke to write their own names on the rock and
then walked on.
Soon they came to a little stream of water. The
cave wall looked like a frozen waterfall. Tom went behind the stone
waterfall and found an opening in the rock. They started to walk down
into the earth. They went deeper and deeper into the cave. Tom and
Becky made many candle smoke marks on the walls to show the way
back. It was exciting.
They soon found themselves in a huge open space that was full of bats.
There were thousands of them. The light from their candles woke up the
bats, and they flew at the candle flames. Tom knew this was dangerous,
so he took Becky’s hand to hurry her away, but one of the bats followed
and put out Becky’s candle with its wings. The bats followed them for
a long time, but Tom and Becky ran into every new passage that they
came to, and at last they got away from the bats.
1
What did Tom and Becky see on the cave walls?
2
How did Tom and Becky write their names on the rock?
3
What did Tom and Becky do in order to find their way back?
4
What did one of the bats do to Becky’s candle?
5
What did Tom and Becky do to get away from the bats?
B Do you know any other stories by Mark Twain? Discuss them with your classmates.
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Study skills
Making outlines
An outline is the general plan of an article. It is very helpful in organizing
your thoughts, so you will find it easier to write the article.
For example, if you want to write about your favourite character from
Mark Twain’s stories, you should:
• sum up the topic in one sentence or phrase.
… is my favourite character.
• brainstorm as many subtopics as you can. :ou can make a spidergram
to help you.
• use different series of numbers and letters to organi[e your ideas.
Personal
views
My favourite
character from Mark
Twain’s stories
Introduction
to my favourite
character
Personality
Background
Name
What I can learn
from this character
The reasons why I
like this character
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Unit 7
Follow the three steps above to make an outline of a report on your favourite
character from a story. Then use the outline to write the report.
An outline usually has single words or phrases, not sentences.
My favourite character from Mark Twain’s stories
I
Introduction to my favourite character
A Name
— Tom Sawyer
B Background
— 12–13 years old, lives in a small
town near the Mississippi River
C Personality
a
Example y
b
Example z
— clever, naughty and adventurous
— Tom Sawyer paints the fence
— Tom and Becky in the cave
II Personal views
A
The reasons why I like this character
a Reason y
b
Reason z
— smart and naughty, always has
clever ideas
— always gives his friends courage
B
What I can learn from
this character
— never give up in the face of
difficulty
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Culture corner
Adventures of Huckleberry Finn
After his success with The Adventures of Tom
Sawyer, Mark Twain wrote Adventures of
Huckleberry Finn, about Tom Sawyer’s best
friend Huck Finn.
Most of the book is about Huck’s adventures
with a runaway slave who is trying to find
freedom.
Adventures of Huckleberry Finn is considered
to be Mark Twain’s best book, and many people
think it is one of the best novels written in English.
What else do you know about Mark Twain and his novels?
How well do you know this unit? Tick ✓ the boxes.
❶ I can read about Tom Sawyer painting the fence.
❷ I can pay attention to dialogue in stories.
❸ I can listen for the sequence of the events in a story.
❹ I can use relative clauses with who, that and which
correctly.
❺ I can express congratulations and sympathy.
❻ I can talk about my favourite story with my
classmates.
❼ I can write a report on my favourite story.
❽ I can organize my ideas by making outlines.
❾ I know about Adventures of Huckleberry Finn.
h
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113
Unit
8
Surprise endings
Surprise endings
Surprise endings
Getting ready
In this unit, you will read some short stories by O. Henry.
Reading
• Read the short story “The gifts”.
Listening
• Listen to a lecture about the life of O. Henry.
Grammar
• Learn how to use prepositions after adjectives, nouns and verbs.
Speaking
• Learn to disagree in a polite way.
• Discuss the kinds of gifts you usually give on special days.
Writing
• Write a short article about the most valuable gift you have ever
received.
received.
I love the present.
I love the good old days.
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Reading
A What do you know about …?
People in the West usually give gifts to others on special days. Match their gift-
giving times in the box with the pictures below. Write the words in the blanks.
B Before you read
Look at the picture, the title and the first paragraph of the short story on page 115.
Then answer the questions below.
1 When did the story take place?
2 Why did Della count her money?
3 What was Della’s problem?
birthdays
graduation
weddings
Christmas
Mother’s Day
1
2
3
4
5
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Unit 8
5
10
15
20
25
The gifts
by O. Henry
One dollar and eighty-seven cents.
That was all. Three times Della
counted it. One dollar and eighty-
seven cents. And the next day would
be Christmas. She could not afford a
present, so she sat down and cried.
Jim and Della had two possessions which they were both proud of. One was
Jim’s gold watch that was from his father and his grandfather. The other was
Della’s beautiful hair. It fell about her, and reached below her knee.
Della put on her old brown jacket and her old brown hat. Then she went out of
the door and down the stairs to the street.
She stopped at a store. The sign in front of the store read “Hair Goods”.
“Will you buy my hair?” asked Della.
“Twenty dollars,” the woman said.
Then Della searched through the stores looking for a present for Jim.
She found it at last. It was a watch chain. The bill was twenty-one dollars.
At seven o’clock, the coffee was made and dinner was ready.
Jim was never late. Della heard his steps on the stairs.
The door opened and Jim walked in. He stopped inside the door. His eyes were
fixed on Della, and there was an expression in them that she could not read.
“Jim,” she cried, “don’t look at me that way. I sold my hair to buy you a
Christmas present.”
Jim drew a box from his pocket and put it on the table.
Della opened it. There lay the set of combs that she had always wanted. Now
they were hers, but her hair was gone.
She smiled and held out Jim’s present. “I hunted all over town to find it. Give
me your watch. I want to see how it looks on it.”
Instead of obeying, Jim sat down, put his hands behind his head and smiled.
“Della,” he said, “I sold the watch to get the money to buy your combs.”
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Surprise endings
Many short stories have surprise endings that you do not expect. Writers use
surprise endings to tell more about the characters or to make some kind of
point. They help you understand what the stories are about.
C Vocabulary
C1 The words in italics explain the meanings of some words on page 115. Find these
words to complete the sentences. Change their forms if necessary.
1 At night, there are too many stars in the sky to __________. (calculate
the total number) (line 3)
2 Paul always rode the bus although he could __________ a car. (have
enough money to buy) (line 5)
3 Jane __________ through the newspaper for the story about her
school football team. (tried to find by looking carefully) (line 15)
4 Tom heard the steps of his father __________, so he rushed to open
the door. (finally) (line 16)
5 Everyone was seated when the teacher __________ the exam papers
from her bag. (took something out) (line 23)
C2 Complete the article below with the words from the box. Change their forms if
necessary.
Jill had to study for an exam, but she could not find her notes. She
_
(1)_______________ them on her desk, but they were not there. Then she
remembered her school bag. She opened it and _
(2)_______________ some
pieces of paper out of it. However, it was her homework. Just then,
her mother came in. Jill _
(3)_______________ her eyes ______________ her
mother and waited for her to speak.
“Are these yours?” she asked. She was _
(4)_______________ the notes in her
hand. Jill had her notes _
(5)_______________.
at last draw fix ... on hold out look for
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Unit 8
D Comprehension
D1 Read the short story on page 115 and complete the sentences below.
D2 Discuss and answer the questions below with your classmates.
1 What did the expression in Jim’s eyes mean when he saw Della?
2 What is the surprise ending in the short story?
3 What do you think of Della and Jim?
*
Tomorrow will be Christmas, and I
only have _
(1)__________________. I
can’t _
(2)__________________ for Jim.
What should I do?
There’s only one
possession which
I’m proud of—my
_
(3)_____________. I can
_
(4)_____________ to get
the money.
My _
(5)_____________ is
very valuable, but I have
to sell it. To me, Della is
more valuable than this.
This _
(6)_____________
looks great! Jim will be
happy to use it with his
watch.
Della will surely be
very happy if I give
_
(7)__________________
to her.
I must buy a Christmas
present for my dear Della.
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Listening
How much do you know about O. Henry?
A Listen to a lecture about O. Henry and complete the notes below. Write one word
or figure in each blank.
The life of O. Henry
18-2
F. Henry was born as Nilliam Sydney Porter.
188.
He began writing for _
(1)_________ and magazines.
180-
He was accused of stealing _
(2)_________. He ran away to :entral
America.
180.
He returned to the LS because his wife was _
(3)_________. Then he
was sent to _
(4)_________. There he began writing _
(5)_________
__________ under the name “F. Henry”.
10'1
He left prison. Cater he moved to _
(6)_________ __________
__________ and began a successful writing _
(7)_________.
101'
He died at the age of _
(8)_________.
B Listen to the recording again and circle the correct answers.
1 Why did O. Henry first begin writing?
a Because he liked writing short stories.
b Because his friend asked him to do so.
c Because he needed money to support his family.
2 Where did O. Henry work before he ran away to Central America?
a In a bank.
b In a bookshop.
c In a prison.
3 Why did William Sydney Porter write under the name “O. Henry”?
a Because he did not like his real name.
b Because his real name was too hard to remember.
c Because he did not want his readers to know he was in prison.
4 What is O. Henry remembered as today?
a One of the writers who invented the short story.
b The greatest short story writer ever.
c A popular English writer.
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Unit 8
1
2
3
Luke’s teacher is
strict __________ him.
Luke is interested
__________ reading.
Luke is very good
__________ English.
4
5
Luke’s mother will be proud
__________ him if he wins the
reading competition.
But if Luke fails the exam,
his mother will be worried
__________ him.
Grammar
A Using prepositions after adjectives
Some adjectives can be followed by prepositions.
Luke is a junior high school student. Look at the pictures and complete the
sentences with the correct prepositions.
Here are some examples of adjectives with prepositions:
Jim and Della had two possessions which they were both proud of.
Things to remember
Some adjectives can be followed by different prepositions.
He is good at Maths.
She is good with children.
Fruit is good for you.
bored with
happy with
ready for
tired of
certain about
interested in
strict with
worried about
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1 Sam:
What’s your _
(1)______________ joining the Reading Club?
Sandy:
I’ve decided to join it next week.
2 Leo:
Do you know the _
(2)______________ this tool? I saw an
engineer with one, but I don’t know what it’s for.
Lucy:
It’s used to calculate distances. I didn’t know that you had
an _
(3)______________ engineering.
3 George: These people are really nice.
Jane:
Yes. They always show _
(4)______________ our feelings.
4 May:
Did you hear about Danny’s recent _
(5)______________ the
writing competition?
Nick:
Yes. He’s a really good writer.
Complete the following conversations with the nouns and prepositions from the box.
Here are some examples of nouns with prepositions:
B Using prepositions after nouns
Some nouns can be followed by prepositions.
decision about
purpose of
success in
interest in
respect for
What’s your opinion
of this book?
It’s interesting. I want
to write a report on it.
advice on
decision on/about
experience of
interest in
problem with
purpose of
reason for
respect for
success in
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Unit 8
C Using prepositions after verbs
Some verbs can be followed by prepositions.
Read another short story by O. Henry below. Then complete it with the correct
prepositions.
Soapy was a homeless man looking _
(1)____________ somewhere to stay
during the winter. He was thinking _
(2)____________ doing something bad
so the police would send him to prison.
First, he planned to eat in a restaurant without paying, but the waiter
looked _
(3)____________ his clothes and would not let him in. Then he
broke a store window and waited _
(4)____________ the police. When a
police officer arrived _
(5)____________ the store, he did not believe Soapy
did it because Soapy did not run away.
Then Soapy passed _
(6)____________ a church, and heard people singing.
Soapy was moved and decided to become a good man.
Just then, he felt a hand on his shoulder.
“What are you doing here?” asked a police officer.
“Nothing,” replied Soapy.
“Then come along,” said the officer.
“Three months in prison,” said the judge the next morning.
Della searched through the stores looking for a present for Jim.
Don’t look at me that way.
agree with
decide on
pass by
succeed in
arrive at
get to
point at
think about
ask for
join in
prepare for
wait for
Things to remember
Verbs have different meanings with different prepositions.
The police are looking for the lost boy.
Look at this flower. It’s beautiful.
The company has set up a team to look into the problem.
Here are some examples of verbs with prepositions:
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Speaking
A Talk time
Disagreeing in a polite way
Disagreeing with people in a polite way is a very important skill. In
discussions, we need to be able to disagree and present our own opinions
in a friendly way.
Read the conversation below and practise it in pairs. Pay attention to the words in
blue.
Wendy: I love reading short stories. “The gifts” is fantastic.
Jim:
I’m sorry, but I’m afraid I didn’t enjoy it very much. The story
is too simple.
Wendy: I’m sorry, but I don’t agree. I love the surprise ending. I also
like Della and Jim. They gave up something for each other. It
was really touching.
Jim:
Perhaps you’re right, but I think the story is out of date. No one
keeps a watch on a chain any more.
Wendy: I’m sorry that you feel that way. It may be old, but many
people still think it’s a moving story.
I like O. Henry’s short stories. All
of them are very interesting.
Perhaps you’re right, but I think
some of the stories are too simple.
I’m sorry, but I don’t agree. I think
his stories are out of date.
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Unit 8
1
2
3
flowers
moon cakes
toys
4
5
6
children’s books
cakes
snacks
B Speak up
In groups, talk about the kinds of gifts you usually give on special days. Use the
pictures and the questions below to help you. Follow the example.
What kinds of gifts do you usually give on Mother’s Day/at the
Mid-Autumn Festival/on Christmas Day/…?
Who do you give the gifts to?
What do you say when you give the gifts?
S1: What kinds of gifts do you give to your mother on Mother’s Day?
S2: I usually choose some flowers.
S1: Does she like your gift?
S2: Yes, she likes it very much.
S1: What do you say when you give her the flowers?
S2: I often say, “Mum, I love you.”
3
2
fl
4
5
4
6
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Writing
The most valuable gift
A Jimmy has written a short article about the most valuable gift he has ever received.
The most valuable gift I have ever received was
a photo album from my best friend Bevin.
Bevin and I were classmates for all sio years of
primary school. Ne both liked playing football
and listening to music, so we always had a lot of
things to talk about. It is wonderful to have such
a good friend.
However, last summer, Bevin had to move to another city
because of his father’s job. Then he gave me a photo album.
“It has photos of the memorable events we have eoperienced
together. I ve also written some notes under each photo,” he
said. I was deeply moved.
I put the album beside my bed. I always look at it when I
think of Bevin.
B Write a short article about the most valuable gift you have ever received. Follow the
example in A.
What is the gift?
Who gave it to you?
When did you receive it?
Why was it given to you?
Why is it valuable to you?
f
h
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Unit 8
More practice
A Apart from “The gifts”, perhaps the most famous of O. Henry’s short stories is “The
last leaf”. Read it and answer the questions below.
last leaf . Read it and answer the questions below.
At the top of a house Sue and Johnsy had their studio. In November, Johnsy
became very ill, and was lying on her bed and looking through the window at
the wall of the next house.
“Her only chance,” the doctor said, “is for her to want to live.”
After the doctor had gone, Sue came into Johnsy’s room. Johnsy was looking
out of the window and counting.
“Six,” said Johnsy. “There goes another one. There are only five left now.”
“Five what, dear?”
“Leaves. On the ivy vine. I want to see the last one fall. Then I’ll die.”
“Johnsy, dear,” said Sue, “try to sleep. I must go and ask Behrman to be my
model.”
Old Behrman was a painter. He was past 60 and earned a little money by being
a model. Sue found Behrman and told him what Johnsy had said. Johnsy was
sleeping when they went upstairs. They looked out of the window at the ivy
vine. A cold rain was falling.
The next morning, there stood one ivy leaf.
“It’s the last one,” said Johnsy. “It’ll fall today, and I’ll die.”
At night, the wind began to blow. The next morning, the leaf was still there.
“Something has made that last leaf stay there. It’s wrong to want to die,” said
Johnsy to Sue. “Please bring me a little soup now.”
A few days later, the doctor said to Sue, “She’s out of danger.”
That afternoon, Sue came to the bed where Johnsy lay.
“Mr Behrman died today,” she said. “He was wet and icy cold from being out
all night. Do you know why the leaf never moved? Behrman painted it on the
wall the night that the last leaf fell.”
*
1 Why did Johnsy think that she was going to die?
2 What made Johnsy decide to live?
3 What did Behrman do that cost him his life?
B Both “The gifts” and “The last leaf” are about people sacrificing for others. Can
you think of any other similar stories? Share them with your classmates.
The last leaf
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How well do you know this unit? Tick ✓ the boxes.
❶ I can read the short story “The gifts”.
❷ I know about surprise endings.
❸ I can listen for specific information about the
life of O. Henry.
❹ I can use prepositions after adjectives, nouns and
verbs correctly.
❺ I can disagree in a polite way.
❻ I can discuss the kinds of gifts I usually give on
special days with my classmates.
❼ I can write about the most valuable gift I have ever
received.
❽ I know about white elephants.
Culture corner
White elephants
In ancient Thailand, white elephants were
thought to be a gift from the gods. When
a king had many white elephants, people
believed that the country would have peace
and wealth. However, white elephants were
not allowed to work, and they cost a lot of
money to keep. For this reason, the king
might give a white elephant to a person who made him
angry. That person would have to spend all his money taking care of the
elephant, and get nothing in return.
Today whenever we have something which costs us a lot of money and
which we do not want or which is useless, we call it a white elephant.
Have you ever received a white elephant? What was it, and what was wrong with it?
d hi
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127
B Work together to write an introduction to the short story. Do not give away the
ending. Then draw a picture about it.
C Research each of the following points. You can do research by using books in the
library or information from the Internet.
• *nformation about the Xriter and hisher life. Find a picture of the
writer if possible.
• 5he characteristics and importance of this short story.
A Work in groups of four. Discuss and decide which short story you are going to
introduce. You can use a story from the last two units, or a story of your own
choice.
Project
Project
Project
Reading Week
Have you ever taken part in a Reading Week? Your school is going to hold
a Reading Week. Your class is going to prepare a poster to introduce one of
your favourite short stories for the Reading Week.
*
Short stories
Page 99
Tom Sawyer paints the fence
Page 105 The body of Dr Robinson
Page 109 Tom and Becky in the cave
Page 115 The gifts
Page 121 Soapy
Page 125 The last leaf
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128
E The whole class should then vote for the best poster for the Reading Week.
D Make a poster about the short story. Follow the example below.
by O. Henry
“The gifts”:
• is one of the most famous American short stories.
• has been translated into many languages all over the world.
• is popular with people of different ages.
• is well known for its plot and surprise ending.
It is Christmas, and Della and Jim
want to buy presents for each other.
Della wants to buy a chain for Jim’s
watch, while Jim wants to buy a set
of combs for Della’s hair. But how
can they do this when they have no
money? Read this moving story by
O. Henry to find out.
“The gifts” was written by O. Henry
(1862–1910). O. Henry was an American
writer who lived a very poor and difficult
life. However, he loved his wife and
daughter very much, and would do
anything for them. This is very much like
the characters in his stories.
“The
“
gifts”
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ຫǖԨَࣹ
ᅼՔ根据Ėৄ
ߛ英汉ມَ
典ė（ڼ7Ӳ）Ք注ăՔ*的单َ
ኻ要求ă
129
Unit 1
golden /3GRWldRn/ adj. 金的；金色的
p. 1
*crown /kraWn/ n. 王冠；皇冠
p. 1
Olympics /R3lImpIks/ n. [pl.] ӎሏࣷ
p. 1
agreement /R3GrimRnt/ n. ཞ意；
ᆌሎ
p. 1
*confirmation /4kBnfR3meISn/ n. ኤํ
p. 1
pot /pBt/ n. ࠸
p. 2
doubt /daWt/ v. 不能肯定；
对……无把握
p. 3
real /3riRl/ adj. ኈ的；正ጸ的
p. 3
truth /truB/ n. ኈ၎；ํ情
p. 3
seem /sim/ v. ࡻၟ
；ຼࢭ
p. 3
solve /sBlv/ v. 决；处
p. 3
fill /fIl/ v. 装满；注满
p. 3
bowl /bRWl/ n. ྜྷ
；ಪ
p. 3
*displace /dIs3pleIs/ v. 取代；替代
p. 3
less /les/ det. （ᇑ不数ఁَ
用）
ড少的；߸少的
p. 3
metal /3metl/ n. 金ຌ
p. 3
certain /3sFtn/ adj. 确定的；肯定的
p. 3
prison /3prIzn/ n. ॔
ᇢ；ᇢ
p. 3
boxing /3bBksIN/ n. ඉ击（ሏ动）
p. 6
racing /3reIsIN/ n. 赛க（ሏ动）
p. 6
*wrestling /3reslIN/ n. ບḵሏ动
p. 6
hit /hIt/ v. (hit, hit) （用手或器具）
击；打
p. 6
brave /breIv/ adj. ᆨߎ的；无࿇的
p. 11
*punctuation /4pVNktSu3eISn/ n.
Ք点ޙࡽ
p. 12
correct /kR3rekt/ adj. 准确无误的；
正确的
p. 12
mistake /mI3steIk/ n. ٱ误
p. 12
（be） happy with （对某人或事物）
满意的
p. 3
fill ... with ... 用……把……装满
p. 3
run over ᅯ出
p. 3
send ... to prison 把……关॔
ᇢ
p. 3
make sure 确ԍ ；ย法ԍኤ
p. 12
Unit 2
mind /maInd/ n. ٓ
人；有才
的人
p. 17
astronomer /R3strBnRmR(r)/ n. 天࿔学家 p. 17
*genius /3dZiniRs/ n. 天才
p. 18
consider /kRn3sIdR(r)/ v. 认为；觉得
p. 19
sense /sens/ n. 力；ಒ力
p. 19
humour /3hjumR(r)/ n. 幽默
p. 19
invitation /4InvI3teISn/ n. 邀请
p. 19
*theory /3BIRri/ n. 学ຫ；ஃ；ຫ
p. 19
university /4junI3vFsRti/ n. （ጹࢇႠ）
ٷ学
p. 19
pleasure /3pleZR(r)/ n. ૂ
事；事
p. 19
avoid /R3vOId/ v. Ն௨；Ն开
p. 19
lecture /3lektSR(r)/ n. ፗ；演
p. 19
tonight /tR3naIt/ adv. 在ৃ
ᅁ；在ৃྟ
p. 19
audience /3OdiRns/ n. ࠵ዚ；དዚ
p. 19
trust /trVst/ v. 信ඪ；信ડ
p. 19
seat /sit/ n. ፗ࿋
p. 19
*applause /R3plOz/ n. ࠞ
ቨ；ࢀ֒
p. 19
pale /peIl/ adj. ֜
ӣ的
p. 19
achievement /R3tSivmRnt/ n. ׯ৽；
ׯज
p. 22
universe /3junIvFs/ n. ᇔዦ
p. 22
Words and expressions in each unit
Words and expressions in each unit
Words and expressions in each unit
Appendices
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*philosopher /fR3lBsRfR(r)/ n. 哲学家
p. 22
obey /R3beI/ v. 服从；遵守
p. 27
reduce /rI3djus/ v. 减少；缩小
p. 27
exactly /IG3zCktli/ adv. 精确地；
准确地
p. 27
action /3CkSn/ n. （故事、戏剧等
中的）情节
p. 27
sense of humour 幽默感
p. 19
let ... down 使……失望
p. 19
by heart 单凭记忆；能背诵
p. 19
take a seat 坐下
p. 19
without difficulty 轻而易举
p. 19
join in 参加；加入
p. 19
have no idea 丝毫不知道
p. 19
(be) in trouble 倒霉；处于困境
p. 19
play a joke on sb. 跟某人开玩笑；
捉弄某人
p. 27
turning point 转折点
p. 27
a series of 一系列
p. 28
Unit 3
meal /mil/ n. 一顿饭
p. 34
share /SeR(r)/ v. 把自己的想法（或
经历、感情）告诉（某人）
p. 34
decision /dI3sIZn/ n. 决定；抉择
p. 34
*possessions /pR3zeSnz/ n. [pl.] 个人财产；
私人物品
p. 35
expect /Ik3spekt/ v. 要求；指望
p. 35
abroad /R3brOd/ adv. 在国外；到国外 p. 35
business /3bIznRs/ n. 商务；公事
p. 35
personal /3pFsRnl/ adj. 个人的；
私人的
p. 35
set /set/ v. (set, set) 安排；确定；决定 p. 35
daughter /3dOtR(r)/ n. 女儿
p. 35
mind /maInd/ v. 介意
p. 35
*fashionable /3fCSnRbl/ adj. 流行的；
时髦的
p. 35
*fashion /3fCSn/ n. 流行款式；
时兴式样
p. 35
out of date /4aWt Rv 3deIt/ adj. 过时的
p. 35
iron /3aIRn/ v. （用熨斗）熨；烫平
p. 35
event /I3vent/ n. 公开活动
p. 35
suppose /sR3pRWz/ v. （根据所知）认为 p. 35
relationship /rI3leISnSIp/ n. 关系；联系 p. 35
invite /In3vaIt/ v. 邀请
p. 38
cost /kBst/ v. (cost, cost) 需付费；
价钱为
p. 38
type /taIp/ n. 类型；种类
p. 43
help with 帮着做
p. 34
(be) on business 出差
p. 35
have no interest in 对……没有
兴趣
p. 35
Unit 4
*online /4Bn3laIn/ adj. 在线的
p. 51
model /3mBdl/ n. 模特儿
p. 51
diet /3daIRt/ n. 规定饮食（为健康或减
肥等目的）
p. 51
though /QRW/ conj. 虽然；尽管
p. 51
awful /3Ofl/ adj. 很坏的；极讨厌的
p. 51
regret /rI3Gret/ v. 懊悔
p. 51
ashamed /R3SeImd/ adj. 惭愧；羞愧
p. 51
situation /4sItSu3eISn/ n. 情况；状况
p. 51
*braces /3breIsIz/ n. [pl.]（儿童）牙箍
p. 51
hate /heIt/ v. 厌恶；憎恶
p. 51
advantage /Rd3vAntIdZ/ n. 优势
p. 51
embarrassed /Im3bCrRst/ adj. 窘迫的；
尴尬的
p. 51
suggest /sR3dZest/ v. 建议；提议
p. 51
mad /mCd/ adj. 很生气；气愤
p. 51
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beat /bit/ v. （beat, beaten）ᆔ；
打Ө（某人）
p. 67
still /stIl/ adj. 平ৢ
的；安ৢ
的
p. 67
single /3sINGl/ adj. ৈ有一个的；
单个的
p. 67
victory /3vIktRri/ n. ૧；ׯࠀ
p. 67
England /3INGlRnd/ n. 英格兰
p. 67
lucky /3lVki/ adj. ႞ሏ的；ሏ气ࡻ的
p. 67
news /njuz/ n. ႎ࿕Ԓ道
p. 75
survey /3sFveI/ n. ௷意ֱۙ
p. 75
floor plan 楼层平面图
p. 65
talent show ٳ人Ⴏ
p. 66
pass out ࣾ
；失ඁ
知觉
p. 66
keep still ԍৢ
ኹ；ԍ
不动（的状ༀ）
p. 67
emergency exit 紧急出口
p. 70
on weekdays 在߾ፕන（ዜ一ዜ） p. 75
Unit 6
*preference /3prefrRns/ n. ೋҺ ；ဠҺ p. 81
review /rI3vju/ n. ೠ介；ೠஃ
p. 81
bean /bin/ n. ۹ ； ۹ै
p. 82
beef /bif/ n.
p. 82
product /3prBdVkt/ n. 产品；制品
p. 82
*protein /3prRWtin/ n. ڒӣዊ
p. 82
hamburger /3hCmbFGR(r)/ n. 汉堡包
p. 83
*cola /3kRWlR/ n. 一ԗ（或一࠸、
一）ૂ
p. 83
sandwich /3sCnwItS/ n. ෙዎ
p. 83
salad /3sClRd/ n. 色ઙ
p. 83
medical /3medIkl/ adj. ᅅଐ的
p. 83
fat /fCt/ n. 脂肪
p. 83
sugar /3SWGR(r)/ n. 食༛
p. 83
state /steIt/ v. ຫ
p. 83
necessary /3nesRsRri/ adj. Ղ需的；
Ղ要的
p. 83
mess /mes/ n. ሗ；不ኝল
p. 51
annoying /R3nOIIN/ adj. 使హ౯的；
使生气的
p. 51
fail /feIl/ v. 不及格
p. 58
careless /3keRlRs/ adj. ٚ
႐ሰׯ的
p. 58
comment /3kBment/ n. ೠஃ
p. 59
*request /rI3kwest/ n. 要求；请求
p. 59
polite /pR3laIt/ adj. 有礼ஸ的
p. 59
none /nVn/ pron. 没有一个；毫无
p. 59
exam /IG3zCm/ n. 考试
p. 60
(be) on a diet 节食
p. 51
laugh at ז笑；ङ笑
p. 51
feel ashamed of 对……感到惭愧
p. 51
drive sb. mad 让某人受不了
p. 51
make a mess ߟ得一ࢵཱ
p. 51
out of place 格格不入
p. 58
none of one’s business ᇑ某人无关
p. 59
hear from 收到某人的信件（或电子
邮件、电话等）
p. 59
Unit 5
praise /preIz/ n. ሢᄙ；ሢ
p. 65
view /vju/ v. ੂ
；࠵ੂ
p. 65
*script /skrIpt/ n. ࠽խ（或话等）ߡ p. 65
director /dR3rektR(r)/ n. 导演
p. 66
make-up /3meIk Vp/ n. ࣅጏ
p. 66
artist /3AtIst/ n. ᅝຍ家
p. 66
studio /3stjudiRW/ n. 演խ
p. 66
*contestant /kRn3testRnt/ n. 比赛者
p. 67
upon /R3pBn/ prep. 在……ฉ
p. 67
among /R3mVN/ prep. 在（ഄ）中
p. 67
onto /3BntR/ prep. 向；ו
p. 67
forward /3fOwRd/ adv. 向前
p. 67
second /3sekRnd/ n. ௱（时क़单࿋）
p. 67
relaxed /rI3lCkst/ adj. ݣ的；ૐৢ
的 p. 67
ahead of /R3hed Rv/ prep. ଶံ
p. 67
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humorous /3hjumRrRs/ adj.
ࣂऒᆶڦ Ǘᆶᆪఐߌڦ
p. 99
fence /fens/ n. ቆતǗӖ
p. 99
task /tAsk/ n. ඪခǗ߾ፕ
p. 99
yard /jAd/ n. ஓDŽ܈ڇ࿋Dž
p. 99
board /bOd/ n. ఢӱ
p. 99
survey /sR3veI/ v. ֱੂ
Ǘอ
p. 99
progress /3prRWGres/ n. ቛ
p. 99
rest /rest/ n. Ⴉတ้
क़
p. 99
pity /3pIti/ n. ᅍǗပ
p. 99
silence /3saIlRns/ n. קఐǗफ़ఐ
p. 99
while /waIl/ n. ᅃ้
क़Ǘᅃܹࣷ
p. 99
careful /3keRfl/ adj. ၭ႐Ǘั
p. 99
deal /dil/ n. ᅟ
p. 99
coat /kRWt/ n.!ཱ
ଙ֫
Ǘޮ߃֫
p. 99
celebrated /3selIbreItId/ adj. ዸఁڦ Ǘ
! ࿕ఁڦ
p. 102
lead /led/ n. ത
p. 102
*plot /plBt/ n. ࠤ๚൧ব
p. 108
lazy /3leIzi/ adj. ભܨڦ
p. 108
pretend /prI3tend/ v. ्
ጎǗᄚጎ
p. 108
have a rest Ⴉတᅃူ
p. 99
think of ၙၟ
ڟ
p. 99
come along ၄
p. 99
what a pity ኈပ
p. 99
go on doing փཕںፔ
p. 99
in silence קఐں
p. 99
after a while ࡗକᅃܹࣷ
p. 99
turn sth. over ๑ገ
p. 102
trick sb. into doing sth.
ᆻ๑గටፔగ๚
p. 108
Unit 8
gift /GIft/ n.
p. 113
graduation /4GrCdZu3eISn/ n.
Թᄽۆ
p. 114
research /rI3sFtS/ n. ჺ৯Ǘֱۙ
p. 83
plenty /3plenti/ pron. ٷଉǗ؊ፁ
p. 83
usual /3juZuRl/ adj. ཚڦ Ǘლڦ
p. 83
coffee /3kBfi/ n. ਵݦ
p. 83
treat /trit/ v. சDŽၛڦ۫
ဇDž
p. 83
customer /3kVstRmR(r)/ n. ࠥ
ਜ਼
p. 86
title /3taItl/ n. Ք༶Ǘ༶ణ
p. 92
serve /sFv/ v. ༵
ࠃ
p. 92
pound /paWnd/ n. ᆈԃ
p. 92
pie /paI/ n. ࡕ၈է Ǘࡕ၈ಋ
p. 92
*chip /tSIp/ n. ቊཉ
p. 92
service /3sFvIs/ n. ޜခ
p. 92
seat /sit/ v. DŽ๑Dž৽ፗ
p. 92
a balanced diet ࢚
ᆃ๋
p. 81
dairy product ළ
p. 82
stay away from ਸǗփথৎ
p. 83
fried food ᆳቊ๋
p. 83
soft drink ᆃଙDŽփࡤ৶Dž
p. 83
medical examination ༹߭
ॠֱ
p. 83
lose weight ३ݨ
p. 83
plenty of ٷଉǗ؊ፁ
p. 83
in general ཚ Ǘٷ༹
ฉ
p. 83
treat oneself to sth. ߴጲमசగ
p. 83
(be) prepared to do sth. ᇼᅪፔగ๚
p. 92
Unit 7
adventure /Rd3ventSR(r)/ n. ஶ၃Ǘ
! ஶ၃ঢ়૦
p. 97
novel /3nBvl/ n. DŽೊDžၭຫ
p. 97
frog /frBG/ n. ྎ
Ǘ൞ྎ
p. 97
congratulations /kRn4GrCtSu3leISnz/ n. [pl.]
ጁ<ࠁ
p. 97
*sympathy /3sImpRPi/ n. ཞ൧
p. 97
steamboat /3stimbRWt/ n. ഛذ Ǘذ p. 98
steam /stim/ n. ኖഛۯ૰Ǘኖഛ
p. 98
writer /3raItR(r)/ n. ፕॆ
p. 98
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accuse /R3kjuz/ v. ੦ߢǗ੦໕
p. 118
America /R3merIkR/ n. ெዞ
p. 118
wife /waIf/ n. ጱ
p. 118
*album /3ClbRm/ n. ၎֩
Ǘᆖण
p. 124
note /nRWt/ n. ԴऻǗऻ
p. 124
look for ლቴǗლ൱
p. 115
at last ዕᇀǗፌዕ
p. 115
fix ... on णዐDŽణ࠼Ăጀᅪ૰ڪDžᇀ p. 115
hold out ڿ
p. 115
(be) accused of ... ԥ੦ߢčč Ǘ
! ԥኸሴččĀĀ
p. 118
under the name (of) ... ᆩččఁጴǗ
! ᅜčč्
ఁ
p. 118
cent /sent/ n. ݴǗݴԼ
p. 115
count /kaWnt/ v. ऺ
໙DŽईൣ
ۅDžጺຕ p. 115
afford /R3fOd/ v. சڥഐ
p. 115
present /3preznt/ n.
p. 115
knee /ni/ n. ဓǗဓ߃
p. 115
sign /saIn/ n. ቲಈǗՔಈ
p. 115
*goods /GWdz/ n. [pl.] ฆǗऋ
p. 115
search /sFtS/ v. ლǗֱ ቴ
p. 115
chain /tSeIn/ n. ૾
ጱ
p. 115
bill /bIl/ n. ቭڇ
p. 115
step /step/ n. গօำ
p. 115
draw /drO/ v. (drew, drawn) ༡
p. 115
set /set/ n. ᅃ༫Ǘᅃፇ
p. 115
comb /kRWm/ n. DŽፕྺ
ጎڦDž
!֭݀
Ǘጱ
p. 115
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Words and expressions in alphabetical order
Words and expressions in alphabetical order
Words and expressions in alphabetical order
B
bean /bin/ n. ۹ ；۹ै
p. 82
beat /bit/ v.（beat, beaten）ᆔ；
打Ө（某人）
p. 67
beef /bif/ n.
p. 82
bill /bIl/ n. ቭ单
p. 115
board /bOd/ n. ఢӱ
p. 99
bowl /bRWl/ n. ྜྷ
；ಪ
p. 3
boxing /3bBksIN/ n. ඉ击（ሏ动）
p. 6
*braces /3breIsIz/ n. [pl.]（儿童）牙箍 p. 51
brave /breIv/ adj. ᆨߎ的；无࿇的
p. 11
business /3bIznRs/ n. 商务；公事
p. 35
by heart 单凭记忆；能背诵
p. 19
C
careful /3keRfl/ adj. 小႐；ั
p. 99
careless /3keRlRs/ adj. ٚ
႐ሰׯ的
p. 58
celebrated /3selIbreItId/ adj. ዸఁ的；
࿕ఁ的
p. 102
cent /sent/ n. ݴ；ݴԼ
p. 115
certain /3sFtn/ adj. 确定的；肯定的 p. 3
chain /tSeIn/ n. ૾
子
p. 115
*chip /tSIp/ n. 炸ཉ
p. 92
coat /kRWt/ n. ཱ
ଙ层；ޮ߃层
p. 99
coffee /3kBfi/ n. ਵݦ
p. 83
*cola /3kRWlR/ n. 一ԗ（或一࠸、
一）ૂ
p. 83
comb /kRWm/ n. （ፕ为装物的）
֭݀
；子
p. 115
come along 出၄
p. 99
comment /3kBment/ n. ೠஃ
p. 59
*confirmation /4kBnfR3meISn/ n. ኤํ
p. 1
congratulations /kRn4GrCtSu3leISnz/
n. [pl.] ጁ；ࠁ
p. 97
A
a balanced diet ࢚
饮食
p. 81
a series of 一系列
p. 28
abroad /R3brOd/ adv. 在国外；
到国外
p. 35
accuse /R3kjuz/ v. ੦告；੦诉
p. 118
(be) accused of ... ԥ੦告…… ；
ԥ指ሴ……
p. 118
achievement /R3tSivmRnt/ n. ׯ৽；
ׯज
p. 22
action /3CkSn/ n.（故事、戏剧等
中的）情节
p. 27
advantage /Rd3vAntIdZ/ n. 优势
p. 51
adventure /Rd3ventSR(r)/ n. ஶ၃；
ஶ၃经历
p. 97
afford /R3fOd/ v. ச得ഐ
p. 115
after a while 过了一ࣷ
儿
p. 99
agreement /R3GrimRnt/ n. ཞ意；
ᆌሎ
p. 1
ahead of /R3hed Rv/ prep. ଶံ
p. 67
*album /3ClbRm/ n. ၎֩
；ᆖ集
p. 124
America /R3merIkR/ n. ெዞ
p. 118
among /R3mVN/ prep. 在（ഄ）中
p. 67
annoying /R3nOIIN/ adj. 使హ౯的；
使生气的
p. 51
*applause /R3plOz/ n. ࠞ
ቨ；ࢀ֒
p. 19
artist /3AtIst/ n. ᅝຍ家
p. 66
ashamed /R3SeImd/ adj. 惭愧；羞愧 p. 51
astronomer /R3strBnRmR(r)/ n.
天࿔学家
p. 17
at last ዕ于；ፌዕ
p. 115
audience /3OdiRns/ n. ࠵ዚ；དዚ
p. 19
avoid /R3vOId/ v. Ն௨；Ն开
p. 19
awful /3Ofl/ adj. 很坏的；极讨厌的 p. 51
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*fashion /3fCSn/ n. 流行款式；
时兴式样
p. 35
*fashionable /3fCSnRbl/ adj. 流行的；
时髦的
p. 35
fat /fCt/ n. 脂肪
p. 83
feel ashamed of 因……感到惭愧
p. 51
fence /fens/ n. 栅栏；篱笆
p. 99
fill /fIl/ v. 装满；注满
p. 3
fill ... with ... 用……把……装满
p. 3
fix ... on 集中（目光、注意力等）于 p. 115
floor plan 楼层平面图
p. 65
forward /3fOwRd/ adv. 向前
p. 67
fried food 油炸食物
p. 83
frog /frBG/ n. 蛙；青蛙
p. 97
G
*genius /3dZiniRs/ n. 天才
p. 18
gift /GIft/ n. 礼物
p. 113
go on doing 不停地做
p. 99
golden /3GRWldRn/ adj. 金的；金色的 p. 1
*goods /GWdz/ n. [pl.] 商品；货品
p. 115
graduation /4GrCdZu3eISn/ n. 毕业典礼 p. 114
H
hamburger /3hCmbFGR(r)/ n. 汉堡包 p. 83
(be) happy with （对某人或事物）
满意的
p. 3
hate /heIt/ v. 厌恶；憎恶
p. 51
have a rest 休息一下
p. 99
have no idea 丝毫不知道
p. 19
have no interest in 对……没有兴趣 p. 35
hear from 收到某人的信件
（或电子邮件、电话等）
p. 59
help with 帮着做
p. 34
hit /hIt/ v. (hit, hit) （用手或器具）
击；打
p. 6
consider /kRn3sIdR(r)/ v. 认为；觉得 p. 19
*contestant /kRn3testRnt/ n. 比赛者
p. 67
correct /kR3rekt/ adj. 准确无误的；
正确的
p. 12
cost /kBst/ v. (cost, cost) 需付费；
价钱为
p. 38
count /kaWnt/ v. 计算（或清点）总数 p. 115
*crown /kraWn/ n. 王冠；皇冠
p. 1
customer /3kVstRmR(r)/ n. 顾客
p. 86
D
dairy product 乳制品
p. 82
daughter /3dOtR(r)/ n. 女儿
p. 35
deal /dil/ n. 交易
p. 99
decision /dI3sIZn/ n. 决定；抉择
p. 34
diet /3daIRt/ n. 规定饮食（为健康或减
肥等目的）
p. 51
director /dR3rektR(r)/ n. 导演
p. 66
*displace /dIs3pleIs/ v. 取代；替代
p. 3
doubt /daWt/ v. 不能肯定；
对……无把握
p. 3
draw /drO/ v. (drew, drawn) 掏出
p. 115
drive sb. mad 让某人受不了
p. 51
E
embarrassed /Im3bCrRst/ adj. 窘迫的；
尴尬的
p. 51
emergency exit 紧急出口
p. 70
England /3INGlRnd/ n. 英格兰
p. 67
event /I3vent/ n. 公开活动
p. 35
exactly /IG3zCktli/ adv. 精确地；
准确地
p. 27
exam /IG3zCm/ n. 考试
p. 60
expect /Ik3spekt/ v. 要求；指望
p. 35
F
fail /feIl/ v. 不及格
p. 58
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hold out ڿ
p. 115
humorous /3hjumRrRs/ adj.
ࣂऒᆶڦ Ǘᆶᆪఐߌڦ
p. 99
humour /3hjumR(r)/ n. ᆪఐ
p. 19
I
in general ཚ Ǘٷ༹
ฉ
p. 83
in silence קఐں
p. 99
(be) in trouble ڛிǗتᇀઓৣ
p. 19
invitation /4InvI3teISn/ n. ᄥ൩
p. 19
invite /In3vaIt/ v. ᄥ൩
p. 38
iron /3aIRn/ v.DŽᆩ۷DžǗ༠ೝ
p. 35
J
join in ֖े
Ǘे
p. 19
K
keep still ԍৢ
ኹǗԍփۯ
!DŽڦጒༀDž
p. 67
knee /ni/ n. ဓǗဓ߃
p. 115
L
laugh at זၲ
Ǘङၲ
p. 51
lazy /3leIzi/ adj. ભܨڦ
p. 108
lead /led/ n. ത
p. 102
lecture /3lektSR(r)/ n. ፗǗᄇ
p. 19
less /les/ det.DŽᇑփຕఁَ
ᆩDž
! ডณڦ Ǘ߸ณڦ
p. 3
let ... down ๑čč฿ྭ
p. 19
look for ლቴǗლ൱
p. 115
lose weight ३ݨ
p. 83
lucky /3lVki/ adj. ႞ሏڦ Ǘሏഘࡻڦ p. 67
M
mad /mCd/ adj. ิ
ഘǗഘݽ
p. 51
make a mess ߟڥᅃࢵཱ
p. 51
make sure ඓԍ Ǘย݆
ԍኤ
p. 12
make-up /3meIk Vp/ n. ࣅጏ
p. 66
meal /mil/ n. ᅃܙݗ
p. 34
medical /3medIkl/ adj. ᅅଐڦ
p. 83
medical examination ༹߭
ॠֱ
p. 83
mess /mes/ n. ሗǗփኝল
p. 51
metal /3metl/ n. ূ
ຌ
p. 3
mind /maInd/ n. ٓ
ටǗᆶ
! !
֍ڦට
p. 17
v. ᅪ
p. 35
mistake /mI3steIk/ n. ٱဃ
p. 12
model /3mBdl/ n. ఇ༬ܹ
p. 51
N
necessary /3nesRsRri/ adj. ՂႴڦ Ǘ
! Ղᄲڦ
p. 83
news /njuz/ n. ႎ࿕Ԓڢ
p. 75
none /nVn/ pron. ுᆶᅃ߲
Ǘࡹ
p. 59
none of one’s business ᇑగට࠲
p. 59
note /nRWt/ n. ԴऻǗऻ
p. 124
novel /3nBvl/ n.DŽೊDžၭຫ
p. 97
O
obey /R3beI/ v. ޜٗ
Ǘፏ
p. 27
Olympics /R3lImpIks/ n. [pl.] ӎሏࣷ
p. 1
(be) on a diet ব๋
p. 51
(be) on business ֶ
p. 35
on weekdays ሞ߾ፕනDŽዜᅃ
! ዜDž
p. 75
*online /4Bn3laIn/ adj. ሞ၍ڦ
p. 51
onto /3BntR/ prep. ၠ
Ǘו
p. 67
out of date /4aWt Rv 3deIt/ adj. ࡗ้
ڦ p. 35
out of place ߭߭
փ
p. 58
P
pale /peIl/ adj. ֜
ӣڦ
p. 19
pass out ࣾ
Ǘ฿ඁ
ኪਥ
p. 66
personal /3pFsRnl/ adj. ߲
ටڦ Ǘ
! ຳටڦ
p. 35
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*philosopher /fR3lBsRfR(r)/ n. ቾბॆ
p. 22
pie /paI/ n. ࡕ၈է Ǘࡕ၈ಋ
p. 92
pity /3pIti/ n. ᅍǗပ
p. 99
play a joke on sb. ߶గටਸၲ
Ǘ
! !ጛ౬గට
p. 27
pleasure /3pleZR(r)/ n. ૂ
๚Ǘ๚
p. 19
plenty /3plenti/ pron. ٷଉǗ؊ፁ
p. 83
plenty of ٷଉǗ؊ፁ
p. 83
*plot /plBt/ n. ࠤ๚൧ব
p. 108
polite /pR3laIt/ adj. ᆶஸڦ
p. 59
*possessions /pR3zeSnz/ n. [pl.] ߲
ට
! ֎ׂ
Ǘຳට
p. 35
pot /pBt/ n. ࠸
p. 2
pound /paWnd/ n. ᆈԃ
p. 92
praise /preIz/ n. ሢᄙǗሢ
p. 65
*preference /3prefrRns/ n. ೋҺ ǗဠҺ p. 81
(be) prepared to do sth. ᇼᅪፔగ๚ p. 92
present /3preznt/ n.
p. 115
pretend /prI3tend/ v. ्
ጎǗᄚጎ
p. 108
prison /3prIzn/ n. ॔
ᇢǗᇢ
p. 3
product /3prBdVkt/ n. ׂ
Ǘ
p. 82
progress /3prRWGres/ n. ቛ
p. 99
*protein /3prRWtin/ n. ڒӣዊ
p. 82
*punctuation /4pVNktSu3eISn/ n.
Քۅޙࡽ
p. 12
R
racing /3reIsIN/ n. ෘகDŽሏۯDž
p. 6
real /3riRl/ adj. ኈڦ Ǘኟጸڦ
p. 3
reduce /rI3djus/ v. ३ณǗၭ
p. 27
regret /rI3Gret/ v. ӏࣰ
p. 51
relationship /rI3leISnSIp/ n. ࠲ဣǗ
! ဣ
p. 35
relaxed /rI3lCkst/ adj. ݣڦ Ǘ
! ૐৢ
ڦ
p. 67
*request /rI3kwest/ n. ᄲ൱Ǘ൩൱
p. 59
research /rI3sFtS/ n. ჺ৯Ǘֱۙ
p. 83
rest /rest/ n. Ⴉတ้
क़
p. 99
review /rI3vju/ n. ೠǗೠஃ
p. 81
run over ᅯ
p. 3
S
salad /3sClRd/ n. ઙ
p. 83
sandwich /3sCnwItS/ n. ෙዎ
p. 83
*script /skrIpt/ n. ࠽խDŽईࣆڪDžߡ p. 65
search /sFtS/ v. ლǗֱ ቴ
p. 115
seat /sit/ n. ፗ࿋
p. 19
v. DŽ๑Dž৽ፗ
p. 92
second /3sekRnd/ n. ௱DŽ้
क़ڇ࿋Dž
p. 67
seem /sim/ v. ࡻၟ
Ǘຼࢭ
p. 3
send ... to prison ӝčč࠲॔
ᇢ
p. 3
sense /sens/ n. ૰Ǘಒ૰
p. 19
sense of humour ᆪఐߌ
p. 19
serve /sFv/ v.!༵
ࠃ
p. 92
service /3sFvIs/ n. ޜခ
p. 92
set /set/ v. (set, set) ҾಇǗඓۨ
Ǘਦۨ
p. 35
n. ᅃ༫Ǘᅃፇ
p. 115
share /SeR(r)/ v. ӝጲमڦၙ݆
DŽई
! ঢ়૦Ăߌ൧Džߢ໕DŽగටDž
p. 34
sign /saIn/ n. ቲಈǗՔಈ
p. 115
silence /3saIlRns/ n. קఐǗफ़ఐ
p. 99
single /3sINGl/ adj. ৈᆶᅃ߲
ڦ Ǘ
! ڇ߲
ڦ
p. 67
situation /4sItSu3eISn/ n. ൧Ǘጒ
p. 51
soft drink ᆃଙDŽփࡤ৶Dž
p. 83
solve /sBlv/ v. ਦǗت
p. 3
state /steIt/ v. ຫ
p. 83
stay away from ਸǗփথৎ
p. 83
steam /stim/ n. ኖഛۯ૰Ǘኖഛ
p. 98
steamboat /3stimbRWt/ n. ഛذ Ǘذ p. 98
step /step/ n. গօำ
p. 115
still /stIl/ adj. ೝৢ
ڦ ǗҾৢ
ڦ
p. 67
studio /3stjudiRW/ n. ᄇխ
p. 66
sugar /3SWGR(r)/ n. ๋
༛
p. 83
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U
under the name (of) ... ᆩččఁጴǗ
! ᅜčč्
ఁ
p. 118
universe /3junIvFs/ n. ᇔዦ
p. 22
university /4junI3vFsRti/ n. DŽጹࢇႠDž
! ٷბ
p. 19
upon /R3pBn/ prep. ሞččฉ
p. 67
usual /3juZuRl/ adj. ཚڦ Ǘლڦ p. 83
V
victory /3vIktRri/ n. ૧Ǘׯࠀ
p. 67
view /vju/ v. ੂ
Ǘ࠵ੂ
p. 65
W
what a pity ኈပ
p. 99
while /waIl/ n. ᅃ้
क़Ǘᅃܹࣷ
p. 99
wife /waIf/ n. ጱ
p. 118
without difficulty ൟܸ
ᅟਉ
p. 19
*wrestling /3reslIN/ n. ບḵሏۯ
p. 6
writer /3raItR(r)/ n. ፕॆ
p. 98
Y
yard /jAd/ n. ஓDŽ܈ڇ࿋Dž
p. 99
suggest /sR3dZest/ v. ॺᅱǗ༵ᅱ
p. 51
suppose /sR3pRWz/ v. DŽߵኪDžණྺ
p. 35
survey /3sFveI/ n. ௷ᅪֱۙ
p. 75
/sR3veI/ v. ֱੂ
Ǘอ
p. 99
*sympathy /3sImpRPi/ n. ཞ൧
p. 97
T
take a seat ፖူ
p. 19
talent show ٳටႯ
p. 66
task /tAsk/ n. ඪခǗ߾ፕ
p. 99
*theory /3PIRri/ n. ბຫǗஃǗຫ
p. 19
think of ၙၟ
ڟ
p. 99
though /QRW/ conj. Ǘ࠶
p. 51
title /3taItl/ n. Ք༶Ǘ༶ణ
p. 92
tonight /tR3naIt/ adv. ሞৃ
ᅁǗ
! ሞৃྟ
p. 19
treat /trit/ v. சDŽၛڦ۫
ဇDž
p. 83
treat oneself to sth. ߴጲमசగ
p. 83
trick sb. into doing sth.
ᆻ๑గටፔగ๚
p. 108
trust /trVst/ v. ႑ඪǗ႑ડ
p. 19
truth /truP/ n. ኈ၎Ǘํ൧
p. 3
turn sth. over ๑ገ
p. 102
turning point ገችۅ
p. 27
type /taIp/ n. ૌ႙Ǘዖૌ
p. 43
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Proper nouns
Proper nouns
Proper nouns
Names of people
Albert Einstein /3ClbRt 3aInstaIn/
Үܻ
ն特·Һ因ຯ།（物学家Lj
၎对ஃ的ظ૬者）
p. 17
Anthony /3CntRni/ 安۫
（ఴఁ）
p. 38
Angela /3CndZRlR/ 安মઙ（女ఁ）
p. 67
Archimedes /4AkI3midiz/ Үएڤ
（ࠟ
ထજ哲学家、数学家、
物学家、学家）
p. 1
Brutus /3brutRs/ ք图（ஆகࠌࢅ国
的一ఁᇮᇾ议ᇵ）
p. 12
Carol /3kCrRl/ ਸ਼ஆܻ（女ఁ）
p. 38
Charlie Chaplin /3tSAIF 3tSCMIIn/
ֱ
· ጝ՚ଠ（英国ဠ剧演ᇵ）
p. 18
Confucius /kRn3fjuSRs/ 子)中国ؾ൭
的າ想家ࢅঞᇣ家*
p. 18
Daniel /3dCnjRl/ چܻ（ఴఁ）
p. 102
Della /3delR/ Ἂઙ（女ఁ）
p. 115
Denise /dR3niz/ چຯ（女ఁ）
p. 67
Emily /3emIli/ ү（女ఁ）
p. 34
Fisher /3fISR(r)/ 费ထܻ（Ⴁ）
p. 99
Florence /3flBrRns/ ޡຯ（女ఁ） p. 38
Gary /3GCri/ 加（ఴఁ）
p. 38
Hans /hCnz/ 汉ຯ（ఴఁ）
p. 19
Hiero /3haIRrRW/ ထ（ࠟ
ထજႼ
ઙࠟ
的国王）
p. 3
Janet /3dZCnIt/ ኆు特（女ఁ）
p. 70
Jolin /dZRW3lIn/ ଟ（女ఁ）
p. 51
Julie /3dZuli/ ዬ（女ఁ）
p. 50
Julius Caesar /3dZuliRs 3sizR/
ᆮ૧ຯ·ᝥි
)ஆகࠌࢅ国
的ਬ事ཥຝ、አዎ家*
p. 2
Karen /3kCrRn/ ਸ਼（女ఁ）
p. 38
Lester /3lestR(r)/ ટຯ特（ఴఁ）
p. 67
Marie Curie /mR3ri 3kjWRri/
ஒૢ
·ਃ（物学家、ݣพࣅ学家）p. 18
Mark Twain /mAk tweIn/ கਖ਼·ུ
࿒
（ெ国幽默ٷ、小ຫ家、演ຫ家） p. 97
Miller /3mIlR(r)/ ુ（Ⴁ）
p. 99
O. Henry /RW 3henri/ ౹·࢘
૧（ெ国
小ຫ家）
p. 113
Peter /3pitR(r)/ Ե得（ఴఁ）
p. 38
Polly /3pBli/ հ૧（女ఁ）
p. 99
Robert /3rBbRt/ ஆն特（ఴఁ）
p. 38
Rodus /rRWdz/ ஆ得（ఴఁ）
p. 11
Rogers /3rBdZRz/ ஆমຯ（Ⴁ）
p. 99
Rosie /3rRWzi/ ஆຯ（女ఁ）
p. 35
Samuel /3sCmjuRl/ ᤏܻ（ఴఁ）
p. 83
Smiley /3smaIli/ ຯ૧（Ⴁ）
p. 102
Susan /3suzn/ ໋
෴（女ఁ）
p. 38
Wendy /3wendi/ ࿒ڱ（女ఁ）
p. 38
William Shakespeare /3wIljRm
3SeIkspIR(r)/ ྰ
·෩๗比ჱ
（英国剧ፕ家、ใ人）
p. 22
William Sydney Porter /3wIljRm 3sIdni
3pOtR(r)/ ྰ
·ဇڤ·հ特
（౹·࢘
૧的Ԩఁ）
p. 118
Names of places
Calaveras County /4kClR3verRs 3kaWnti/
ਸ਼ઙྴ
ઙຯ၆（加૧ޟჱዝ）
p. 102
Central America /3sentrRl R3merIkR/
中ெዞ
p. 118
England /3INGlRnd/ 英格兰
p. 67
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Romeo and Juliet /3rRWmiRW Rn 3dZuIiRt/
Ėஆ౹ᇑዬૢ
ᄾėDŽྰ
·෩๗Բჱڦ
! ዸఁဥਗፕኮᅃDž
p. 22
Saturn /3sCtFn/ ཱི
႓
p. 27
The Adventures of Tom Sawyer
/Qi Rd3ventSRz Rv tBm 3sOjR(r)/
Ė༔ఛ·ჱ૦၃ऻėDŽெࡔၭຫॆ
! கਖ਼·ུ
࿒ڦپፕDž
p. 97
the Senate /QR 3senRt/ DŽࠟ
ஆகڦDž
! ᇮᇾ
p. 12
Names of festivals
April Fool’s Day /3eIprRl fulz deI/
ᇄටব
p. 27
Mother’s Day /3mVQRz deI/
జൕব
p. 114
Others
Jupiter /3dZupItR(r)/ ఢ႓
p. 27
Olympics /R3lImpIks/ ӎሏࣷ
p. 1
Glossary
Glossary
Glossary
full stop ਔࡽ
p. 8
indirect object क़থՠᇕ
p. 55
object clause ՠᇕٗ
ਔ
p. 81
question mark ࿚ࡽ
p. 8
question tag े
ᅑ࿚ׯݴ
p. 1
relative clause ۨ
ᇕٗ
ਔ
p. 97
sentence element ਔጱׯݴ
p. 49
tag question ݒᅪᅑ࿚ਔ
p. 8
adverbial ጒᇕ
p. 49
adverbial clause of concession
ඟօጒᇕٗ
ਔ
p. 65
alternative question ስᅑ࿚ਔ
p. 8
complement ցፁᇕǗցᇕ
p. 49
direct object থՠᇕ
p. 55
empty subject ႚ๕ዷᇕ
p. 24
exclamation mark ߌ༒ࡽ
p. 9
上海教育出版社
上海教育出版社
141
Irregular verbs
Irregular verbs
Irregular verbs
Base form
Simple past
Past
participle
Base form
Simple past
Past
participle
be (am, is,
are)
was, were
been
fight
fought
fought
beat
beat
beaten
find
found
found
become
became
become
fly
flew
flown
begin
began
begun
forget
forgot
forgotten
blow
blew
blown
get
got
got
break
broke
broken
give
gave
given
bring
brought
brought
go
went
gone
build
built
built
grow
grew
grown
burn
burnt,
burned
burnt,
burned
hang
hung
hung
buy
bought
bought
have
had
had
catch
caught
caught
hear
heard
heard
choose
chose
chosen
hide
hid
hidden
come
came
come
hit
hit
hit
cost
cost
cost
hold
held
held
cut
cut
cut
hurt
hurt
hurt
dig
dug
dug
keep
kept
kept
do
did
done
know
knew
known
draw
drew
drawn
lead
led
led
drink
drank
drunk
learn
learnt,
learned
learnt,
learned
drive
drove
driven
leave
left
left
eat
ate
eaten
let
let
let
fall
fell
fallen
lie
lay
lain
feed
fed
fed
light
lit, lighted
lit, lighted
feel
felt
felt
lose
lost
lost
上海教育出版社
上海教育出版社
142
Base form
Simple past
Past
participle
Base form
Simple past
Past
participle
make
made
made
sleep
slept
slept
mean
meant
meant
smell
smelt,
smelled
smelt,
smelled
meet
met
met
speak
spoke
spoken
pay
paid
paid
spell
spelt,
spelled
spelt,
spelled
put
put
put
spend
spent
spent
read
read
read
spread
spread
spread
ride
rode
ridden
stand
stood
stood
ring
rang
rung
steal
stole
stolen
rise
rose
risen
stick
stuck
stuck
run
ran
run
swim
swam
swum
say
said
said
take
took
taken
see
saw
seen
teach
taught
taught
sell
sold
sold
tell
told
told
send
sent
sent
think
thought
thought
set
set
set
throw
threw
thrown
shake
shook
shaken
understand
understood
understood
shine
shone
shone
wake
woke
woken
shoot
shot
shot
wear
wore
worn
sing
sang
sung
win
won
won
sit
sat
sat
write
wrote
written
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上海教育出版社
上海教育出版社
上海教育出版社
