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义务教育教科书（五·四学制） 英语 九年级
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编著
YIWU JIAOYU JIAOKESHU （WU·SI XUEZHI）
YINGYU
JIU NIANJI
义务教育教科书（五·四学制）
英语
九年级
*
山东出版传媒股份有限公司
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开本：787
毫米×1092
毫米 1/16
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定价：8.50
元（上光）
ISBN 978-7-5328-8343-1
2014
年
7
月第
1
版 2019
年
7
月第
2
版 2025
年
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12
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亲爱的同学：
你好！欢迎学习我们精心为你编写的这套英语教材，希望它能成为你初中阶段
英语学习的好帮手。
作为中学生的你，一定希望进一步提高你的英语运用能力——能阅读英语读
物，能看懂英语电影，能用英语跟外国人交流⋯⋯那么你需要怎样做呢？让我们给
你一些建议吧。
● 首先要有信心，相信自己一定能学好英语。其次还要有热情，积极参与语言
实践。教材中设计了各种各样的练习活动，目的就是帮助你培养英语表达能力。只
要你带着热情去练习、去实践，你就会感受到成功的喜悦。
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大胆地说，不要怕犯错误。要养成爱读英文的习惯，因为阅读是获取信息的主要渠
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规律。教材中的拼读规则练习你可不要忽视啊。
● 词汇学习非常重要，没有词汇的积累就无法进行言语表达。学单词时，要知
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不够的，只有在听说读写中练习运用这些规则，才能真正掌握语法。
● 学习语言离不开学习文化。从教材中你可以看到，不同国家的人们有着不同
的生活方式和行为习惯，有着不同的文化成就和遗产。了解中外文化知识会开阔你
的视野，会提高你跟外国人交际的能力。
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祝你在英语学习中不断取得进步！
编 者
致同学
II
Units
Topics
Functions
Structures
➊
When was it
invented?
Page 1
Inventions
Talk about the history
of inventions
Passive voice (past tense)
➋
Teenagers
should be
allowed to
choose their
own clothes.
Page 9
Rules
Talk about what you
are allowed to do
Agree and disagree
Should + be allowed to
➌
It must belong
to Carla.
Page 17
Mysteries
Make inferences
Must, might, could and can’t for making
inferences
Contents
III
Target Language
Vocabulary
Recycling
When was the zipper invented?
It was invented in 1893.
Who was it invented by?
It was invented by Whitcomb Judson.
What is the hot ice-cream scoop used
for?
It’s used for serving really cold
ice-cream.
style, project, pleasure, website,
pioneer, ruler, doubt, fridge,
earthquake, biscuit, cookie,
instrument, customer, basket, hero
list, mention, spread, boil, warn,
translate, lock, ring, divide
daily, low, sour
by accident, without doubt, all of a
sudden, by mistake, divide ... into,
look up to, not only ... but also
invention, TV, car, telephone,
special, ice-cream, shoes, tea,
century, country, potato chip,
history, mistake, basketball, idea
invent, discover, create
popular, sweet
It is said that ...
It is believed that ...
I don’t think sixteen-year-olds should
be allowed to drive.
I agree. T ey aren’t serious enough.
Teenagers should not be allowed to
have part-time jobs.
I disagree. T ey can learn a lot from
working.
license, safety, fi eld, hug, poem,
community, chance, society, choice
smoke, cry, lif , regret, manage,
educate, enter, support
tiny, awful
talk back, keep ... away from, make
one’s own decision, get in the way
of, end up
parent, decision, rule, test
drive, choose, work, agree, disagree,
decide
young, silly, serious, old, strict,
worried
take photos, move out, take care of,
look af er, care about
Adverbial clauses
Whose volleyball is this?
It must be Carla’s. She loves volleyball.
Whose hair band is this?
T e person can’t be a boy. It could be
Mei’s hair band. Or it might belong to
Linda. T ey both have long hair.
Why do you think déjà vu happens?
Some people believe the scenes of
déjà vu must come from past dreams.
truck, rabbit, power, laboratory,
coat, suit, circle, leader, purpose,
energy, position, victory, enemy,
period, noise
lie, land, receive, prevent
valuable, pink, sleepy, medical
whose, anybody
be known as, generally speaking
run af er, at the same time
volleyball, toy, magazine, book,
CD, music, schoolbag, idea
remember, believe, think, agree
favorite, strange, special, worried
Adverbial clauses
IV
Units
Topics
Functions
Structures
➍
I like music
that I can
dance to.
Page 25
Music and movies
Express preferences
Relative clauses with that, who and
which
➎
You’re
supposed to
shake hands.
Page 33
Customs
Talk about customs
and what you are
supposed to do
Supposed to + infinitive
Expected to + infinitive
It is + adj. + infinitive
➏
Sad movies
make me cry.
Page 41
Feelings
Talk about how things
aff ect you
Make + sb. + infinitive without to
Make + sb. + adj.
V
Target Language
Vocabulary
Recycling
What kind of music do you like?
I love music that/which I can sing
along with.
What kind of movies do you like?
I prefer movies that/which give me
something to think about.
What kind of musicians does Carmen
like?
She likes musicians who play diff erent
kinds of music.
case, war, director, dialog, pain,
pity, total, master, wound
prefer, suppose, stick, shut, sense,
refl ect, perform, praise
electronic, smooth, spare, down,
painful
in that case, stick to, plenty of, shut
off , once in a while, in total
dance, sing, relax, laugh, enjoy, like,
love, record
loud, quiet, slow, funny,
serious, tired, sad, exciting, scary,
happy, comfortable, sweet, salty,
interesting, beautiful, favorite
don’t mind, feel like, cheer up
not ... anymore, in time,
not only ... but also
What are you supposed to do when
you meet someone for the first time?
You’re supposed to shake hands.
Am I supposed to wear jeans?
No, you’re expected to wear a suit
and tie.
Is it important to be on time?
Yes, it’s important to be on time.
capital, noon, passport, chalk,
blackboard, coast, season, manner,
granddaughter, suggestion
kiss, greet, value, knock, exchange,
behave
mad, northern, eastern, worth
except
drop by, af er all, get mad, make an
eff ort, clean ... off , take off , go out
of one’s way, make ... feel at home,
get used to
meet, wear, arrive
late, polite, impolite, important,
strange
shake hands, on time, make friends,
to one’s surprise, be used to
Should for advice
If clauses
Passive voice
Adverbial clauses
T e loud music makes me nervous.
Money and fame don’t always make
people happy.
She said that the sad movie made her
cry.
friendship, king, queen, palace,
wealth, lemon, weight, shoulder,
goal, coach, courage, agreement
examine, kick, nod, disappoint
pale, grey
drive sb. crazy, the more ... the more,
be friends with sb., leave out,
neither ... nor, to start with,
let ... down, kick sb. off , be hard on
sb., rather than, pull together
rainy, cloudy, sad, sof , relaxed,
loud, nervous, sleepy, mad,
unhappy, worried, angry, lucky
in common, even though
Passive voice
VI
Units
Topics
Functions
Structures
➐
Life is full of
the unexpected.
Page 49
Unexpected events
Narrate past events
Past perfect tense
Review of key structures
➑
We’re trying to
save the earth!
Page 57
Protecting the
environment
Talk about pollution
and environmental
protection
Review of key structures
➒
It’s important
to have good
habits.
Page 65
Living healthily
Talk about what is
important to you
Compare habits and
behaviors
Infinitives
VII
Target Language
Vocabulary
Recycling
When I got to school, I realized that I
had lef my backpack at home.
By the time I got back to school, the
bell had rung.
Before I got to the bus stop, the bus
had already lef .
As I was waiting in line with the other
office workers, I heard a loud sound.
backpack, block, worker, airport,
fool, cream, pie, bean, market,
discovery, lady, officer
oversleep, burn, cancel, disappear
unexpected, alive, west, dead,
embarrassed, believable,
embarrassing
above, till
give ... a lif , show up, sell out
bus, shower, key, clock, plane, bus
stop, earthquake, joke
wake up, brush one’s teeth, wash
one’s face, miss, go off , get dressed,
get up late, stay up, put on
Simple past tense
Adverbial clauses
We’re trying to save the earth.
T e river used to be so clean.
T e air is badly polluted.
No scientific studies have shown that
shark fins are good for health.
ship, coal, advantage, industry, law,
gate, bot le, president, work, metal
lit er, cost, aff ord, recycle
ugly, wooden, plastic, cruel,
harmful, scientific, present
be harmful to, at the top of ..., take
part in, turn off , pay for, take action,
throw away, put sth. to good use,
pull ... down
clean up, take the bus/subway, ride
a bike, cut down, set up
Present progressive tense
Present perfect tense
Passive voice
Modal verbs
Exercising helps teenagers to stay
healthy.
I think it’s also important to spend
time with friends.
behavior, eff ect, amount, figure
teenage, regular, average
talk over, get through
exam, problem, junk food, teenager,
coffee
enough, important, necessary,
healthy
spend
Infinitives
VIII
Units
Topics
Functions
Structures
➓
I remember
meeting all of
you in Grade 6.
Page 73
School days
Share past memories
and experiences
Look ahead to the
future
Review of key structures
Page 81
Notes on the Text
Page 95
Tapescripts
Page 107
Grammar
Page 110
Words and Expressions in Each Unit
Page 120
Vocabulary Index
Page 129
Irregular Verbs
IX
Target Language
Vocabulary
Recycling
I think that I’ll have to study much
harder for exams.
I’m going to join the school volleyball
team.
I remember being a volunteer.
I’m looking forward to going to senior
high school.
survey, standard, row, keyboard,
instruction, text, level, degree,
manager, gentleman, task, wing
double, shall, overcome,
congratulate
caring, senior, thirsty, thankful,
lastly, ahead, separate
in a row, look back at, make a
mess, keep one’s cool, senior high
(school), believe in, first of all,
be thirsty for, be thankful to sb.
ahead of, ahead of, along with, be
responsible for, set out, separate
from
no mat er, full of, deal with, be
proud of, give up, grow up, work
out
Objective clauses
Be going to
1
Language Goal:
Talk about the
history of
inventions
Section
A
UNIT 1
When was it invented?
1a
Look at the things below. In what order do you
think they were invented? Discuss them with your
group. T en number them [1–4] (1 = first, 4 = last).
A: I think the TV was
invented before the
car.
B: Well, I think the TV
was invented af er
the car.
1c
Student B, cover the dates. Student A, ask
Student B when the things in the picture in
1b were invented. T en change roles and
practice again.
A: When was the
telephone invented?
B: I think it was invented
in 1876.
Listen and match the inventions with the years.
1b
1876
1885
1927
1971
a
c
d
b
2
UNIT 1
2d
Role-play the conversation.
Listen and number the inventions [1–3] in the order you hear them.
2a
Listen again and complete the chart below.
2b
Invention
What is it / are they used for?
shoes with special heels
the style of the shoes
shoes with lights
seeing
hot ice-cream scoop
really cold ice-cream
2c
Make conversations using the
information in 2b.
A: What are they used for?
B: T ey’re used for ...
Paul: Hey Roy, the subject for my school project is
“Small inventions that changed the world”. Can
you help me think of an invention?
Roy: With pleasure! Let me think ... hmm ... I know!
T e zipper!
Paul: T e zipper? Is it really such a great invention?
Roy: T ink about how of en it’s used in our daily lives. You can see zippers on
dresses, trousers, shoes, bags ... almost everywhere!
Paul: Well, you do seem to have a point ...
Roy: Of course! I thought about it because I saw a website last week. The
pioneers of diff erent inventions were listed there. For example, it mentioned
that the zipper was invented by Whitcomb Judson in 1893. But at that
time, it wasn’t used widely.
Paul: Really? So when did it become popular?
Roy: Around 1917.
shoes
with special
heels
shoes
with lights
hot
ice-cream
scoop,
runs on
electricity
3
When was it invented?
UNIT 1
3a
Read the passage
quickly and match
each paragraph with
its main idea.
Paragraph 1 Lu Yu and his book Cha Jing
Paragraph 2 How tea spread to other countries
Paragraph 3 How tea was invented by accident
3c
Complete the sentences with the correct forms of the verbs in the box.
invent
drink
bring
produce
trade
1. One of the world’s favorite drinks was
by accident.
2. Tea was first
by Shen Nong about 5,000 years ago.
3. A nice smell was
when the tea leaves dropped into the hot water.
4. Tea was
to Korea and Japan during the 6th and 7th centuries.
5. Tea is now
between many diff erent countries.
3b
Read the passage again
and answer the questions.s.
1. When was tea first drunk?
2. How was tea invented?
3. Who is called “the sage of tea”?
4. What is Cha Jing about?
5. When was tea brought to other countries?
An Accidental Invention
Did you know that tea, the most popular drink in the world (af er water), was
invented by accident? Many people believe that tea was first drunk about 5,000
years ago. It is said that a Chinese ruler called Shen Nong was the first to discover
tea as a drink. One day Shen Nong was boiling drinking water over an open fire.
Some leaves from a tea plant fell into the water and remained there for some time.
It produced a nice smell so he tasted the brown water. It was quite delicious, and
so, one of the world’s favorite drinks was invented.
A few thousand years later, Lu Yu, “the sage of tea”,
mentioned Shen Nong in his book Cha Jing. T e book
describes how tea plants were grown and used to make
tea. It also discusses where the finest tea leaves were
produced and what kinds of water were used.
It is believed that tea was brought to Korea and Japan
during the 6th and 7th centuries. In England, tea didn’t
appear until around 1660, but in less than 100 years,
it had become the national drink. T e tea trade from
China to Western countries took place in the 19th century. T is helped to spread
the popularity of tea and the tea plant to more places around the world. Even
though many people now know about tea culture, the Chinese are without doubt
the ones who best understand the nature of tea.
4
UNIT 1
When was the zipper invented?
It was invented in 1893.
Who was it invented by?
It was invented by Whitcomb Judson.
When was tea brought to Korea?
It was brought to Korea during the 6th
and 7th centuries.
What is the hot ice-cream scoop used for?
It’s used for serving really cold ice-cream.
Active Voice: Alexander Graham Bell invented the telephone in 1876.
Passive Voice: The telephone was invented (by Alexander Graham Bell) in 1876.
Grammar
F o c u s
T e telephone
(invent) by Alexander Graham Bell. He
(born) in 1847. Mr. Bell
(work) on the invention of the telephone
with T omas Watson. In 1875, Mr. Bell
(learn) how to send
musical notes through an instrument similar to a telephone. Finally, the telephone
(invent) in 1876. T e first sentence that
(say) on the
telephone by Mr. Bell was “Mr. Watson, come here; I want to see you.” Today
the telephone
(use) around the world.
4c
Decide whether active or passive forms should be used in these sentences.
Write the correct forms in the blanks.
4b
Complete the sentences with the correct forms of the verbs in the box.
1. You
to the party last night, weren’t you? Why didn’t you go?
2. T e earthquake happened all of a sudden, but luckily the villagers
to a safe place.
3. T e door
when we arrived, so we
the bell.
4. T e students
not to eat or drink in class, but Ruby
the rule when she started eating a biscuit in science class.
5. T e cookies
by the hungry kids in less than 20 minutes, and
they really
them.
eat
lock
like
ring
invite break
tell
bring
4a
Rewrite the sentences using the passive voice.
1. T ey sold the fridge at a low price.
2. Somebody stole my camera from my hotel room.
3. Where did you take the photos?
4. T e guide warned them not to climb the mountain in bad weather.
5. Diff erent writers translated the book into diff erent languages.
The fridge was sold at a low price.
5
When was it invented?
UNIT 1
Listen again. Complete the sentences.
1d
T e History of Potato Chips
Do you know how potato chips were invented? Potato chips
by a cook called George Crum. T ey were invented in
.
George Crum cut the potatoes really, really
and then cooked
them for a long time until they were
. Finally he put lots of
salt on them so they were
.
Section
B
T e words in the box describe how food can taste.
Write them under the correct pictures. Some
pictures have more than one word.
1a
1e
Make a conversation about the
invention of potato chips. Use the
information in 1c and 1d.
A: Did you know potato chips
were invented by mistake?
B: Wow, I didn’t know that.
Who invented them?
A: ...
1b
Write the name of a diff erent food af er each word.
sweet
crispy
salty
sour
banana
crispy
sweet crispy
salty
sour
Listen and circle T for true or F for false.
1c
1. Potato chips were invented by mistake.
T
F
2. T ey were invented in 1863.
T
F
3. T e customer thought the potatoes were not
thin enough.
T
F
4. T e customer said they were not salty enough.
T
F
5. George wanted to make the customer happy.
T
F
6. T e customer was happy in the end.
T
F
6
UNIT 1
Do You Know When Basketball
Was Invented?
Basketball is a much-loved and active sport
that is enjoyed by many for fun and exercise. It is over 100 years old and is played
by millions of people all over the world. It is believed that the fi rst basketball game
in history was played on December 21, 1891. T en in 1936 in Berlin, it became an
event at the Olympics.
Basketball was invented by a Canadian doctor named James Naismith, who was
born in 1861. When he was a college teacher, he was asked to think of a game that
could be played in the winter. Dr. Naismith created a game to be played inside on
a hard fl oor. Dr. Naismith divided the men in his class into two teams and taught
them to play his new game. Players on the same team must work together to get the
ball in the other team’s basket. At the same time, they need to stop the competing
team from get ing the ball into their own basket.
Today, the popularity of basketball has risen around the world, with many young
people dreaming of becoming famous players. In China, you can sometimes see
people playing basketball in parks, schools and
even factories. Basketball has not only become
a popular sport to play, but it has also become a
popular sport to watch. Although America’s NBA
games are the most famous, the CBA games are
becoming more popular in China. T e number of
foreign players, including Chinese players, in the
NBA has increased. T ere are also more and more
foreign players in the CBA. Many young people
look up to these basketball heroes and want to
become like them. T ese stars encourage young
people to work hard to achieve their dreams.
2a
Do you like basketball? Do you watch basketball games? How much do
you know about this sport? Discuss the sport with your partner and
share your ideas with the class.
2b
Read the passage quickly. What is the main idea of each paragraph?
ld
d
l
d
MIND-MAPPING
Changing the information you
read into a mind map may
help you remember it more
easily.
7
When was it invented?
UNIT 1
2d
Use the mind map to summarize what you and your partner remember
about the development of basketball. Use the following questions to
help you.
1. Who invented basketball and how is it played?
2. When was the first basketball game in history played?
3. Why were the Berlin Olympics important for basketball?
4. What are the professional basketball groups in America and China?
5. How popular is basketball?
3a
T ink of something that you do not like to do. T en think of an
invention that could help you. Make notes.
Problem:
New invention:
What it is used for:
quickly taking notes in class
a special pen
2e
What do you think of famous basketball players? Make a list of good
and difficult things about being a famous basketball player.
2c
Complete the mind map with the information in the passage. What else
can you add to the mind map?
• invented by
• fi rst game on
• became Olympic event in
in the year
• most famous games:
• popular games in China:
Development
Popularity
• played by
people
• all over
Game
• played inside on a hard
•
teams
• get
into other team’s
8
UNIT 1
Self Check
3b
Imagine you are a business person. Write a description of your new
invention. Try to sell the invention to the class.
2 Rewrite these sentences using the passive voice.
1. Someone stole my watch.
2. T ey used five eggs to make this big cake.
3. When did they invent the personal computer?
4. T ey asked us not to run in the hallway.
5. Someone took the video back to the store.
3 Find out information about an invention you would like to
know more about and write sentences below.
Invention:
When:
Who:
Purpose:
This special pen was invented by Liu Jie. It has
three colors and is used for ...
1
Complete the passage with the correct forms of the words in
the box.
invent
doubt
mention
website
all of a sudden
It is of en difficult to decide on the inventor of certain inventions.
T is is because sometimes a few people may
things
which are nearly the same. It’s hard to tell who came up with
the idea first. Some inventions can also lead to other inventions
. So some people
whether the inventor
came up with the idea himself or herself. They think that the
inventor used someone else’s idea to create his or her invention.
T at is why books or
usually
more than
one inventor when giving information about inventions.
9
Language Goals:
Talk about what
you are allowed
to do;
Agree and
disagree
Section
A
UNIT 2
Teenagers should be allowed
to choose their own clothes.
1c
Look at the statements in 1a and
make conversations.
A: I don’t think sixteen-year-olds
should be allowed to drive.
B: I agree. T ey aren’t serious
enough.
1. Anna can go to the shopping center by bus.
T
F
2. Anna wants to get her ears pierced.
T
F
3. Anna wants to choose her own clothes.
T
F
Listen and circle T for true or F for false.
1b
1a
Read the statements below. Circle A for agree or
D for disagree.
1. Teenagers should not be allowed to smoke.
A
D
2. Sixteen-year-olds should be allowed to drive.
A
D
3. Students should not be allowed to have part-time jobs.
A
D
4. Sixteen-year-olds should be allowed to get their ears pierced.
A
D
5. Teenagers should be allowed to choose their own clothes.
A
D
No way!
I don‛t think
sixteen-year-olds
should be
allowed to drive.
I‛m worried about
your safety.
Can I go to
the shopping
center with John?
He just got
his driver‛s
license.
10
UNIT 2
2d
Role-play the conversation.
Sandy: I’m really excited about seeing the famous paintings by Picasso.
Wu Lan: Me, too! I’m glad Mr. Smith chose the art museum for our school trip
this year.
Sandy: I’m going to bring my new camera to take lots of photos!
Wu Lan: Oh, no. Mr. Smith says we must not take photos. It’s not allowed in the
museum.
Sandy: T at’s too bad! Do you think we may be allowed to take photos if we
don’t use a flash?
Wu Lan: Hmm ... I think they just want to
protect the paintings. So if you don’t
use a fl ash, then it may be OK.
Sandy: Yeah. I think we should be allowed
to do that. I’ll bring my camera
anyway.
2c
Make a list of things teenagers
should and should not be allowed
to do. Discuss your list with your
partner.
A: Do you think teenagers should ...?
B: Yes, I ... / No, I ...
Listen again. What are
Kathy’s and Molly’s
reasons? Number their
reasons in the correct
order.
2b
It looks cool.
Young people need to sleep.
He needs to spend time with friends.
He needs time to do homework.
It doesn’t look clean.
Kathy
Molly
1. Sixteen-year-olds should not be allowed to work at night.
2. Larry shouldn’t work every night.
3. He should cut his hair.
4. He should stop wearing that silly earring.
5. He doesn’t seem to have many friends.
A
D
DK
A
D
DK
A
D
DK
A
D
DK
A
D
DK
What does Molly think of Kathy’s
statements? Listen and circle A for
Agree, D for Disagree or DK for Don’t
Know.
2a
11
Teenagers should be allowed to choose their own clothes.
UNIT 2
3a
Read the poem aloud and discuss what the title means with your partner.
Mom Knows Best
When I was a tiny baby crying all night, my mom sang to me and stayed by my side.
When I was tired and hungry, she gave me food and warm arms to sleep in.
When I was two running through the field, she made sure I was safe and kept me f om
danger.
When I fell and hurt myself, she gave me a hug and lif ed me up.
When I was seven coughing badly, she said no ice-cream for me.
But I talked back loudly, “I should be allowed to eat some! Give it to me now!”
When I was nine watching scary movies, she said it’d give me awful dreams.
But I shouted back angrily, “I should be allowed to watch it! I’m not a baby!”
When I was a teen going out with f iends, she said, “Please be
back by ten!”
But I talked back again — “I should not be told what to do!
I’m seventeen now!”
Now I’m an adult, thinking back to those times.
I coughed for days af er eating that ice-cream
And had scary dreams af er watching that film.
I was late for school f om staying out past ten.
I regret talking back, not listening to Mom.
Mom knows best, and for me she wanted only the best!
3b
Read the poem again and answer the questions.
1. What did the mom do when the writer was a baby and a small child?
2. Why do you think the writer talked back to his mom when he was seven and
nine years old?
3. How did the writer feel when he was a teenager and his mom said “Please be
back by ten”?
4. Af er reading the whole poem, how do you think the writer feels about his mom?
3c
T ink about a time you did something even though your mom or dad
told you not to do it. Share your story with your partner.
12
UNIT 2
Grammar
F o c u s
I don’t think sixteen-year-olds should be
allowed to drive.
I agree. They aren’t serious enough.
Do you think teenagers should be
encouraged to make their own decisions?
No, I don’t agree with this. Teenagers are
too young to make their own decisions.
Teenagers should not be allowed to have
part-time jobs.
I disagree. They can learn a lot from
working.
Do you think we may be allowed to take
photos if we don’t use a fl ash?
If you don’t use a fl ash, then it may be
OK.
4b
Fill in the blanks with the correct forms of the words in brackets.
Should teenagers
(ask) to move out when they start working? In many
Western countries, teenagers
(allow) to move out at eighteen. T eir
parents believe that they should
(educate) to take care of themselves
from a young age. T is way, when they
(start) working they can manage
their own lives. However, in most Asian societies, it is not common for teenagers
to
(move) out. Chinese parents believe that it is bet er for children to
live with parents who can
(take) care of them. But the young should
then look af er their parents as they get older. T at is why many Chinese adults
(continue) to live with their parents.
4c
You and your friend are starting an
English club. Make a list of rules
about what should and should not be
allowed.
A: Members should be allowed
to use dictionaries.
B: Yes, but they should only use
English-English dictionaries.
4a
Rewrite the sentences according to the example.
1. You must clean your bedroom every day.
Your bedroom
.
2. Parents should encourage their children to do social work for their community.
Children
.
3. I will do the housework in the af ernoon.
T e housework
.
4. Do you think we must keep teenagers away from the Internet?
Do you think teenagers
?
5. Parents should give teenagers chances to make their own decisions.
Teenagers
.
must be cleaned every day
13
Teenagers should be allowed to choose their own clothes.
UNIT 2
Section
B
Read the questions. How of en do you do these
things? Write A for always, U for usually, S for
sometimes and N for never. T en talk with a partner
about other things you do.
1a
Listen again. Match these sentence parts.
1d
1. Peter is going to ...
a. take the test.
2. He isn’t allowed to ...
b. pass the test.
3. Peter wasn’t allowed to ...
c. fail a math test.
4. He could ...
d. take the test later.
5. He should be allowed to ...
e. get to class late.
c
1e
Read the statements. T en discuss them with your group.
A: I think Peter should ...
B: I don’t agree.
C: I think ...
1. Peter should be allowed to take the test later.
2. Students need strict rules.
3. Parents should not be too strict with teenagers.
1b
Talk about your answers in 1a.
A: Do you ever get to class late?
B: Yes, I sometimes get to class late.
Listen and circle the things in 1a that Peter talks about.
1c
Do you ever ...
1. get to class late?
2. study with friends?
3. finish a test early?
4. worry about failing a test?
5. ...
14
UNIT 2
Should I Be Allowed to Make
My Own Decisions?
Many teenagers have hobbies. But sometimes these can get in the way of their
schoolwork, and parents might worry about their success at school. Teenagers
of en think they should be allowed to practice their hobbies as much as they want.
Do you agree?
Liu Yu, a fif een-year-old boy from Shandong, is
a running star. He is on his school team and has
always wanted to be a professional runner when
he grows up. However, his parents won’t allow
him to train so much. “Of course we want to
see him achieve his dreams,” says Mr. Liu. “And
we know how much he loves running. My wife
and I have supported every one of his races. We
have nothing against running! But we think our
son needs to think about other possible jobs. He’s get ing older now, so he needs
to think about what will happen if he doesn’t end up as a professional runner.”
Liu Yu doesn’t really agree. “Well, I think I should be allowed to decide for myself,”
he says. “My parents have always taught me how important it is to work hard at
school and enter university. I understand this, but I’m serious about running. It’s
the only thing I’ve ever wanted to do.”
His parents believe that Liu Yu should study hard in the evenings so they don’t
allow him to practice running at night. “Maybe he thinks it’s too strict or unfair,”
says Mrs. Liu. “But we think we’re doing the right thing. He needs to spend more
time on his homework because it is difficult to become a professional sports star.”
But Liu Yu still disagrees. “I know my parents care about me. T ey always talk
about what will happen if I don’t succeed. But I will! I’m a quick runner! I think
I should be allowed to make this choice myself. Only then will I have a chance to
achieve my dream.”
2b
First, look at the title of the passage. Answer “yes” or “no”. Find out
how many in your group agree with you. T en read the passage. Does
your answer change?
t i th
f th i
LEARNING ACTIVELY
When you learn any new
language, actively use it in
new sentences of your own.
2a
Discuss the questions
in your groups.
Are you allowed to make your own decisions
at home? What kinds of decisions?
15
Teenagers should be allowed to choose their own clothes.
UNIT 2
3a
With a partner, discuss some rules at home that you agree or disagree
with. Make some notes in the chart.
Rule
Why you agree or
disagree with it
How you think the rule
should be changed
can’t play computer games
can’t watch TV
2d
Look in the passage for the words in bold. T en use them to complete
sentences of your own.
1. My parents worry about
.
2. My parents have always taught me how important it is to
.
3. I am serious about
.
4. I think it is unfair
.
5. I have always wanted to be
.
6. My parents have nothing against
.
7. I need to think about what will happen if
.
8. I need to spend more time on
.
2e
Discuss the questions with a partner. Use the information in the
passage to support your opinion.
passage to support your opinion.
What is your dream job? Do your parents support your dream?
2c
Read the passage again and answer the questions.
1. What is Liu Yu’s hobby?
2. What does Liu Yu want to be when he grows up?
3. Why do Liu Yu’s parents not allow Liu Yu to practice his hobby at
night?
4. Do you think Liu Yu should be allowed to practice his hobby as
much as he wants? Why or why not?
16
UNIT 2
3b
Write a diary entry explaining which rule(s) you do not agree with at
home and how you think the rule(s) should be changed.
Use the following expressions to help you:
● I do not agree with ...
● I think I should be allowed to ...
● I would like to ...
● I could ... if I ...
Self Check
1
Match the words in the two columns and choose five phrases to
make sentences.
2 Complete the sentences using the correct forms of the words in
brackets. Translate them into Chinese.
1. No mat er how many difficulties we have, I believe all problems can
(solve) in the end.
2. Mobile phones should
(keep) off during the
meeting.
3. Teenagers under eighteen must
(not allow) to
smoke or drink.
4. Many parents think going to school must
(put) first, so teenagers should
(not encourage) to
work part-time.
take
shopping
do
photos
get
my dream
achieve
ears pierced
make
part-time work
go
a choice
17
Language Goal:
Make inferences
Section
A
UNIT 3
It must belong to Carla.
1c
Practice the conversation in the
picture above. T en make
conversations using the information
in 1b.
Listen and match
each person with
a thing and a
reason.
1b
Person
Thing
Reason
Jane’s lit le brother
volleyball
J. K. Rowling is her favorite writer.
Mary
toy truck
She loves volleyball.
Carla
magazine
He was the only lit le kid at the picnic.
Deng Wen
book
She always listens to pop music.
Grace
CD
He loves rabbits.
A: Whose book is this?
B: It must be Mary’s. J. K. Rowling
is her favorite writer.
1a
Look at the picture. Write the things you see in the
correct columns in the chart.
Clothing
Fun things
Kitchen things
hat
volleyball
plate
Whose
volleyball
is this?
It must be Carla‛s.
She loves volleyball.
18
UNIT 3
2d
Role-play the conversation.
Linda: Mom, I’m really worried.
Mom: Why? What’s wrong?
Linda: I can’t find my schoolbag.
Mom: Well, where did you last put it?
Linda: I can’t remember! I at ended a concert yesterday so it might still be in
the music hall.
Mom: Do you have anything valuable in your schoolbag?
Linda: No, just my books, my pink hair band and some tennis balls.
Mom: So it can’t be stolen.
Linda: Oh, wait! I went to a picnic af er the concert. I remember I had my
schoolbag with me at the picnic.
Mom: So could it still be at the park?
Linda: Yes. I lef early, before the rest of my friends. I think somebody must
have picked it up. I’ll call them now to check if anybody has it.
2c
Make conversations using the
information in 2a and 2b.
A: Look! T ere’s a schoolbag here.
B: What’s inside?
A: T ere’s a T-shirt, ...
Bob and Anna found a
schoolbag at the park. Listen
and write down the things in
the schoolbag.
2a
T ings in the schoolbag
1.
2.
3.
T-shirt
Listen again. Fill in the blanks.
2b
1. T e person
go to our
school.
2. T e person
be a boy.
3. It
be Mei’s hair band.
4. T e hair band
belong to
Linda.
5. It
be Linda’s schoolbag.
Use “must” to show that you think
something is probably true.
Use “might” or “could” to show that
you think something is possibly true.
Use “can’t” to show that you are
almost sure something is not true.
19
It must belong to Carla.
UNIT 3
3a
Read the passage and choose
the best title.
A. T e Science of Déjà Vu
B. T e Mystery of Déjà Vu
C. T e Meaning of Déjà Vu
3c
What do you think about déjà vu? Share your experiences or ideas with
a partner.
Have you ever done something that felt familiar, even though you knew you hadn’t?
T is feeling is known as déjà vu, a French term meaning “already seen”.
It is said that most people have experienced déjà vu at least once in their lives.
But why does it happen? People have studied this fascinating question for over a
century, and there are now a number of interesting theories about déjà vu. Some
people believe the familiar scenes of déjà vu must come from past dreams. And
some suggest that déjà vu might show we have a hidden power to see the future.
Others even think there could be a link between déjà vu and parallel universes.
However, most scientists say that déjà vu is just a mix-up in the brain, making us feel
something is familiar when it is actually not.
Generally speaking, if you experience déjà vu
from time to time, there is no need to worry
about it. However, if it happens of en, you might
have a health problem, and you should see a
doctor.
Déjà vu, whether it is a trick of the mind or a
window into the past or future, remains one
of the many fascinating unsolved mysteries of
human experience.
3b
Read the passage again and answer the questions.
1. Where does the term déjà vu come from and what does it mean?
2. What do some people believe about the familiar scenes during a déjà
vu experience?
3. How do most scientists explain déjà vu?
4. What should you do if you experience déjà vu of en?
5. Among all the opinions about déjà vu, which one interests you most?
Why?
20
UNIT 3
4b
Complete these responses.
1. A: Many people are wearing coats.
B: T e weather must be
.
2. A: Sally has been lying in bed all day.
B: She might be
.
3. A: T is restaurant is always very crowded.
B: T e food
.
4. A: Whenever I try to read this book, I feel sleepy.
B: It can’t
.
Grammar
F o c u s
Whose volleyball is this?
It must be Carla’s. She loves volleyball.
Whose hair band is this?
The person can’t be a boy. It could be Mei’s hair band.
Or it might belong to Linda. They both have long hair.
Why do you think déjà vu
happens?
I’m not sure. Some people believe the familiar scenes
of déjà vu must come from past dreams.
4c
Look at this picture of a room. How much can you tell about the person
who lives here? Is it a boy or a girl? What are his/her hobbies? Discuss
your ideas with a partner.
A: It could be a girl’s room because it’s very tidy.
B: I guess so. But it might be a boy’s room
because the clothes look like boys’ clothes.
4a
Choose the best way to complete each sentence using the words in
brackets.
1. A: Where’s Jean?
B: I’m not sure. She
(is / might be / must be) in the laboratory.
2. A: Everyone is going to the pool af er school.
B: Really? It
(must be / can’t be / could be) hot outdoors.
3. A: T at’s the phone.
B: Hmm. I wonder who it
(must be / could be / should be).
4. A: I wonder if these are Jim’s glasses.
B: T ey
(can’t be / might be / could be) his. He doesn’t wear
glasses.
5. A: I hear water running in the bathroom.
B: It
(could be / must be / can’t be) Carla. She was thinking of
taking a shower.
21
It must belong to Carla.
UNIT 3
Section
B
Look at the pictures. T en use the words in the box
to write a sentence about each picture.
1a
a
c
b
land
man
UFO
run
alien
run af er
a.
b.
c.
A UFO is landing.
Listen and number the pictures [1–3] in 1a. T en write two or three
sentences to finish the story.
1b
Listen again. Complete the sentences.
1c
They see ...
The man says ...
The woman says ...
1. a man running
he might be
he could be
2. something in the sky
it could be
it must be
3. something strange
it must be
I must be
4. a woman with a camera
she could be
they must be
A: Why do you think the man is running?
B: He could be running for exercise.
A: No, he’s wearing a suit. He might be running to catch a bus to work.
Role-play a conversation between the man and the woman.
1d
22
UNIT 3
2b
Read the article below and underline the linking words and phrases.
Do you think you have made correct matches in 2a?
IDENTIFYING LINKING LANGUAGE
Identifying conjunctions or phrases
that link ideas together will help
you understand what you read.
2a
Match each linking word or phrase with its purpose.
Linking word or phrase
Purpose of linking word or phrase
so
expressing a diff erence
as, because, since
giving a choice
but, however, though
expressing a result
not only ... but also
expressing two things happening at the same time
or
giving reasons
when, while
adding information
Stonehenge — Can Anyone
Explain Why It Is T ere?
Stonehenge, a rock circle, is not only one
of Britain’s most famous historical places but also one of its greatest mysteries.
Every year it receives more than 750,000 visitors. People like to go to this place
especially in June as they want to see the sun rising on the longest day of the year.
For many years, historians believed Stonehenge was a temple where ancient leaders
tried to communicate with the gods. However, historian Paul Stoker thinks this
can’t be true because Stonehenge was built so many centuries ago. “T e leaders
arrived in England much later,” he points out.
Another popular idea is that Stonehenge might be a kind of calendar. T e large
stones were put together in a certain way. On midsummer’s morning, the sun
shines directly into the center of the stones. Other people believe the stones have
a medical purpose. T ey think the stones can prevent illness and keep people
healthy. “As you walk there, you can feel the energy from your feet move up your
body,” said one visitor. No one is sure what Stonehenge was used for, but most
agree that the position of the stones must be for a special purpose. Some think it
might be a burial place or a place to honor ancestors. Others think it was built to
celebrate a victory over an enemy.
Stonehenge was built slowly over a long period of time. Most historians believe it
must be almost 5,000 years old. One of the greatest mysteries is how it was built
because the stones are so big and heavy. In
2001, a group of English volunteers tried to
build another Stonehenge, but they couldn’t.
“We don’t really know who built Stonehenge,”
says Paul Stoker. “And perhaps we might never
know, but we do know they must have been
hard-working — and great planners!”
23
It must belong to Carla.
UNIT 3
2e
Can you think of any other mysteries, either in China or another part
of the world, that are similar to Stonehenge? What do you know about
these mysteries? What is mysterious about them? Discuss them with
your group.
2d
Complete the sentences with the correct linking words.
1. Midsummer day is in June
a lot of people go to Stonehenge
during this month.
2. T e sun shines straight into the center of Stonehenge
the
stones were put in a special position.
3. Some people think the rocks can
stop people from becoming
ill
keep them healthy.
4. We don’t know who built Stonehenge
how it was built.
5. Historians think Stonehenge was built about 5,000 years ago;
,
they are not sure.
3a
Read the beginning of a story. Who or what do you think took the
lunch basket? Discuss in a group and note your ideas in the box.
2c
Read the article again and complete the chart.
Mysteries about Stonehenge
What Stonehenge might have been used for ...
Who built it?
T e children pulled the boat up from the water and started to look around
the island.
“Bring the picnic basket up here, under this tree,” said Ann. “We must keep it
cool.”
Lucy and Lily took the basket from the boat and put it under the tree.
Lucy heard a noise, so she asked, “Does anybody live here?”
“No! We’re alone here.” said Jim. “Isn’t that great?”
“Don’t worry!” said Kate. “We’re safe. Don’t be afraid. Let’s go for a walk.”
T e children walked around, talking, and laughed happily.
When they came back for lunch, Bruce cried, “Oh dear! T e picnic basket is
missing!”
24
UNIT 3
3b
Use your ideas to fi nish the story. Use the following expressions to
help you.
Self Check
1
Fill in the blanks with must, might or can’t.
1. T at bright light
be a UFO — there’s no such thing!
2. I’m still waiting for the bus, so I
be a bit late for the party.
3. T at sweater
be Carla’s. She’s the only one who wears such
colorful clothes.
4. Tony
want to go to the concert. He likes music, but I’m not
sure if he likes rock music.
5. T e person you saw at the supermarket
be Susan. I just
talked to her on the phone, and she’s at work right now.
2 Look at the chart and write sentences for the things below.
Name
Likes
Dislikes
Jessica
take photos
run
Todd
play the piano
eat sweet food
Mike
play tennis
watch movies
Annie
read
cook
1. DVD
2. bowl of ice-cream
3. camera
4. cookbook
5. tennis ball
6. running shoes
It can‛t be Mike‛s. He doesn‛t like to watch movies.
Who or what took the lunch basket?
Why do you think so?
● “T ere must be ... on this island.”
● “It might/could be ... ”
● “Maybe it’s a ... ”
25
Language Goal:
Express
preferences
Section
A
UNIT 4
I like music that I can dance to.
1c
Make conversations about the
music that you like.
A: What kind of music do you like?
B: I like music that I can sing along with.
What about you?
A: I prefer music that has great lyrics.
Listen and check (✔) the kinds of music Tony and Bet y like.
1b
Music that I can
dance to
Music that has great
lyrics
Music that I can sing
along with
Tony
Betty
Your sentence: I like music that
.
I prefer music that
has great lyrics.
I like music that
isn‛t too loud.
I love music that I
can sing along with.
I like music that
I can dance to.
1a
What kind of music do you like? Look at the
picture and circle the sentences you agree with.
T en write your own sentence.
26
UNIT 4
2d
Role-play the conversation.
Jill:
What are you doing this weekend, Scot ?
Scott: Not much. I suppose I’ll just listen to this new CD I bought.
Jill:
Oh, what CD is this?
Scott: Well, it’s all music. T ere’s no singing. I like smooth music that helps me
relax af er a long week at work.
Jill:
Sounds nice. Well, if you have spare time,
do you want to watch a movie with me? T e
director is really famous.
Scott: Hmm, depends which movie. I only like
movies that are funny. I just want to laugh and
not think too much. You know what I mean?
Jill:
Oh, in that case, I’ll ask someone who likes
serious movies.
Scott: What’s the movie about?
Jill:
It’s about World War II. I prefer movies that
give me something to think about.
2c
Make conversations using the information in 2a and 2b.
A: Does Xu Fei like T e Modern?
B: No, he doesn’t. He prefers ...
Listen and circle T for true or F for false.
2a
1. Carmen likes musicians who play diff erent kinds of music.
T
F
2. Xu Fei likes the Australian singer Dan Dervish.
T
F
3. Carmen likes electronic music that’s loud.
T
F
4. Xu Fei prefers groups that play quiet and slow songs.
T
F
Listen again. Complete the sentences.
2b
Carmen says
1. I really love Dan Dervish. I like musicians
.
2. T e Modern are really great. I love electronic music
.
Xu Fei says
3. I like musicians
.
4. I think T e Modern are too noisy. I prefer groups
.
27
I like music that I can dance to.
UNIT 4
3c
What kinds of movies do you like to watch? Complete the chart.
When I’m ...
I like/prefer to watch movies that/which ...
Examples (movie names)
happy
sad
tired
bored
3b
Read the passage again and answer the questions.
1. How does the writer describe each kind of movie?
2. What kinds of movies does the writer prefer to watch when he or she is sad
or tired?
3. How does the writer feel af er watching these movies?
4. Does the writer like scary movies? When does he or she watch them?
3a
Read the passage. Underline the diff erent kinds of movies and
circle the movie names.
What Do You Feel Like Watching Today?
While some people stick to only one kind of movie, I like to watch diff erent
kinds depending on how I feel that day.
When I’m down or tired, I prefer movies that can cheer me up. Comedies
like Men in Black or cartoons like Kung Fu Panda have funny dialog and
usually have a happy ending. T e characters may not be perfect, but they
try their best to solve their problems. Af er I watch them, my problems
suddenly seem less serious and I feel much bet er again. Laughing for two
hours is a good way to relax!
I don’t watch dramas or documentaries when I’m sad or tired. Dramas
like Titanic make me feel even sadder. Documentaries like March of the
Penguins which provide plenty of information about a certain subject can
be interesting, but when I’m tired I don’t want to think too much. I don’t
mind action movies like Spider-Man when I’m too tired to think. I can just
shut off my brain, sit back and enjoy watching an exciting superhero who
always saves the world just in time.
Once in a while, I like to watch
movies that are scary. T ey can be
fun, but I’m too scared to watch
them alone. I always bring a friend
who isn’t afraid of these kinds of
movies, and it doesn’t feel so scary
anymore.
28
UNIT 4
What kind of music do you like?
I love music that / which I can sing along
with.
What kind of groups does Xu Fei like?
He prefers groups that / which play quiet
and slow songs.
What kind of movies do you like?
I prefer movies that / which give me
something to think about.
What kind of musicians does Carmen
like?
She likes musicians who play different
kinds of music.
Grammar
F o c u s
A: What kind of food do you enjoy?
B: I enjoy food that is sweet.
4c
Make conversations about the
kind of things you like and dislike.
4b
Read Jennifer’s CD review. T en complete the sentences using that,
which or who.
1. It’s the kind of music
2. It’s a CD
3. She likes musicians
4. She doesn’t like the songs
5. She likes singers
4a
Choose words from the diff erent columns to make sentences.
1.
2.
3.
4.
1
I/You/
He/She/
We/T ey
like(s)/
love(s)/
prefer(s)
food/clothes/
people/music/
actors/singers/
movies
that/
which/
who
is/are
funny/comfortable/
inexpensive/slow/
sweet/salty/loud/
interesting/
intelligent
29
I like music that I can dance to.
UNIT 4
Section
B
Fill in the chart. Write names of your favorite book,
movie and band.
1a
Movie
Book
Band
Discuss your favorite things in 1a
with your group. Say why you like
each thing.
1d
A: I like movies that are sad. I
love Titanic.
B: Oh, I don’t. I like movies
that are scary. I really like ...
Listen again. Write why Michael likes each thing in the second column
of the chart in 1b.
1c
Listen and write the three things that Michael likes in the first column
of the chart.
1b
What Michael likes
Why he likes it
jacket
He likes clothes
.
He likes writers
.
He likes movies
.
that are unusual
30
UNIT 4
2a
How many Chinese musical instruments do you know about? Do you
know any famous pieces of music that are played on these instruments?
Make a list with your partner.
2b
Read the passage and answer the questions.
1. Which musician does the passage mainly talk about?
2. What is the name of his most famous piece of music?
3. How does the writer feel about this piece of music?
Sad but Beautiful
Last night one of my Chinese friends
took me to a concert of Chinese folk
music. T e piece which was played on the erhu especially moved me. T e music was
strangely beautiful, but under the beauty I sensed a strong sadness and pain. T e
piece had a simple name, Erquan Yingyue (Moon Reflected on Second Spring), but it
was one of the most moving pieces of music that I’ve ever heard. T e erhu sounded
so sad that I almost cried along with it as I listened. Later I looked up the history of
Erquan Yingyue, and I began to understand the sadness in the music.
T e music was writ en by Abing, a folk musician who was born in the city of Wuxi
in 1893. His mother died when he was very young. Abing’s father taught him to
play many musical instruments, such as the drums, dizi and erhu, and by age 17,
Abing was known for his musical ability. However, af er his father died, Abing’s
life grew worse. He was very poor. Not only that, he developed a serious illness
and became blind. For several years, he had no home. He lived on the streets and
played music to make money. Even af er Abing got married and had a home again,
he continued to sing and play on the streets. He performed in this way for many
years.
Abing’s amazing musical skills made him very popular during his lifetime. By the
end of his life, he could play over 600 pieces of music. Many of these were writ en
by Abing himself. It is a pity that only six pieces of music in total were recorded for
the future world to hear, but his popularity
continues to this day. Today, Abing’s Erquan
Yingyue is a piece which all the great erhu
masters play and praise. It has become one
of China’s national treasures. Its sad beauty
not only paints a picture of Abing’s own life
but also makes people recall their deepest
wounds from their own sad or painful
experiences.
NOTING SUPPORTING DETAILS
Supporting details can be examples,
reasons, opinions or other detailed
information in each paragraph.
31
I like music that I can dance to.
UNIT 4
2c
Read the passage again and use suitable words to complete the main idea
of each paragraph. T en list the supporting details in each paragraph.
Paragraph
Main idea
Supporting details
1
I was
by a piece of
music named Erquan Yingyue.
The music was strangely beautiful ...
2
Abing lived a very
life.
3
Abing’s musical skills made him
very
.
2e
Student A is a foreign visitor who
is interested in Abing and his
music. Student B is a Chinese
student who knows about Abing.
Use the information in the passage
to make a conversation.
A: What kind of musical instruments
did Abing play?
B: He could play many instruments,
but he is best known for playing
the erhu.
3a
What kind of music or movies do you like best? What is your favorite
song / movie? Make notes in the chart below.
Favorite kind of music / movie
Why I like this kind of music / movie
Favorite song / movie
Why I like this song / movie
How this song / movie makes me feel
Why I think others should listen to / watch this
song / movie
2d
Circle that or who and fill in the blanks with the words in the box.
Abing played music (that / who) could touch the hearts of people. When
we listen to his music, we can
both the beauty and the sadness
in it. It makes us think about the
and
(that / who)
we have experienced in the past. For this reason, many people
him as the musician who has greatly infl uenced erhu music. So it is really a
that not many pieces of his music were recorded.
A
w
w
pain
wounds
sense
pity
praise
32
UNIT 4
3b
Use your notes to write an article for a newspaper or magazine to
tell people about your favorite kind of music/movie and your
favorite song/movie.
Self Check
2 Fill in the blanks with who, that or which. More than one
answer may be possible.
A: Hi, Cindy! Would you like to see Sky High in 2050 this weekend?
B: Hmm … no, I don’t think movies
try to describe the future
are very interesting. Could we see City Danger instead?
A: You mean, the new police story
was filmed in five countries?
B: Yes, that’s the one. T e actor
plays the hero used to be a
schoolteacher!
A: OK, sure. It sounds like something
we both will enjoy!
3 Complete the sentences about yourself.
1. I don’t like music
2. I enjoy spending time in places
3. I have friends
4. I like movie stars
1
Fill in the blanks with the words in the box.
plenty of
suppose
war
electronic
actor
spare
1. T e comedy has
dialogs which are very humorous.
2. Since you prefer music that is relaxing, I don’t
you
would want to buy this
music CD.
3. Christmas is a time for spreading joy, so you should find some
time to spend with your loved ones.
4. Although he is an
who does not have much
experience, he did an excellent job in the new
film.
Use the following expressions to help you:
● My favorite kind of music/movie is ...
● I like ... because ...
● It was ... by ...
● When I listen to / watch it, I feel ...
● I think you should listen to / watch it too because ...
33
Language Goal:
Talk about
customs and
what you are
supposed to do
Section
A
UNIT 5
You’re supposed to shake hands.
Listen and check your answers in 1a.
1b
1a
What do people do when they meet for the first
time? Match the countries with the customs.
Countries
Customs
1.
Brazil
2.
the United States
a. bow
3.
Japan
b. shake hands
4.
Mexico
c. kiss
5.
South Korea
b
1c
Make conversations about
what people in diff erent
countries do when they meet
for the first time. Talk about
the countries in 1a or other
countries.
A: What are people in Japan supposed to
do when they meet for the first time?
B: T ey’re supposed to bow. How about
in the United States?
A: In the United States, they’re expected
to shake hands.
In your country, what are you
supposed to do when you meet
someone for the fi rst time?
You‛re supposed to
shake hands.
34
UNIT 5
2d
Role-play the conversation.
Katie: How was the welcome party for foreign students last night?
John: Great! I made some new friends. But a funny thing happened.
Katie: What?
John: I met a Japanese boy called Sato, and as soon as I held out my hand, he
bowed.
Katie: T at’s how people in Japan are expected to greet each other. It’s impolite
if you don’t bow.
John: I didn’t know that. So I just stood there with my hand out. Finally, I
returned the bow.
Katie: I remember when I first met Marie last year, I did the same thing. I held
out my hand and to my surprise, she kissed me on both sides of my face!
John: I wouldn’t mind that!
Katie: Very funny. Later I found out French people are supposed to kiss when
they see each other.
2c
Role-play a conversation between Maria and Dan. Use the information in
2a and 2b.
Dan: How was the dinner at Paul’s house last night?
Maria: Well, it was OK, but I made some mistakes. I was
supposed to arrive at 7:00, but ...
Listen again. Fill in the blanks.
2b
1. Maria was supposed to arrive at 7:00, but she
.
2. In Maria’s country, when you’re invited for 7:00, you’re expected to
.
3. When Maria met Paul’s mom, she was supposed to
.
4. Maria should ask what she is supposed to
if she
is invited to a party next time.
Maria is an exchange student. Last night she had dinner at an American
friend’s house. Listen and check (✔) the mistakes Maria made.
2a
Maria’s mistakes
arrived late
ate the wrong food
greeted Paul’s mother the wrong way
wore the wrong clothes
35
You’re supposed to shake hands.
UNIT 5
In Switzerland,
it’s very important
to be on time.
We’re the capital
of clocks and watches, af er all! If
someone invites you to meet him or
her at noon, then you’re expected to be
there at noon. If you’re even 15 minutes
late, your friend may get mad. So I make
an effort to be on time when I meet my
friends. I always leave the house early
to avoid heavy traffic because I think it’s
impolite to keep others waiting. Also,
we never visit a friend’s house without
calling first. We almost always make
plans to see friends. We usually plan to
do something interesting, or go
somewhere together.
Where I’m from, we’re
pret y relaxed about
time. We don’t like to
rush around, so we
don’t mind if people are a lit le late
sometimes. If you tell a friend you’re
going to their house for dinner, it’s OK
if you arrive a bit late. We like to enjoy
our time slowly. We value the time we
spend with our family and friends in
our everyday lives. We of en just drop
by our friends’ homes if we have time.
We don’t usually have to make plans
to meet our friends. When we see
each other, it’s polite for boys to shake
hands and for girls to kiss each other
on the side of the face. We of en just
walk around the town center, seeing as
many of our friends as we can!
Marc LeBlanc
Lausanne, Switzerland
Teresa Lopez
Cali, Colombia
3a
Read the following opinions of a Colombian and a Swiss student. In
which country is it OK to be 15 minutes late for dinner?
3c
Role-play a conversation. Student A is Teresa and Student B is Marc.
Teresa is late and Marc is mad.
A: Hi, Marc. Sorry I’m a lit le late.
B: Teresa, you’re 10 minutes late!
A: It’s just 10 minutes! It’s no big deal!
B: Well, in Switzerland, you’re supposed to ...
3b
Read the passage again and complete the chart.
Ideas and customs about ...
Colombia
Switzerland
being on time
visiting a friend’s house
making plans with friends
36
UNIT 5
4b
Fill in the blanks with the correct forms of the words in brackets.
Each country has diff erent rules about social situations. A traveler
(not expect; know) all of these, but it is helpful
(learn) as many of these customs as possible. One of the best ways to be
accepted in a foreign country is to try
(understand) how
people think. Learning what you
(suppose; do) and
(not suppose; do) in social situations may be difficult, but it is
worth the trouble if you want to understand another culture.
4a
Complete the sentences with the phrases in the box.
1. When you go abroad, it
bring your passport.
2. Af er class, students
clean the chalk off the
blackboard.
3. If you visit the northern coast of Norway during the winter
season, it
pack warm clothes.
4. If there are people in the meeting room, you
knock before entering.
5. In many eastern European countries, you
take
off your gloves before shaking hands.
be supposed to
be expected to
be important to
Grammar
F o c u s
What are you supposed to do when you
meet someone for the fi rst time?
You’re supposed to shake hands.
You’re not supposed to kiss.
When were you supposed to arrive?
I was supposed to arrive at 7:00.
Am I supposed to wear jeans?
No, you’re expected to wear a suit
and tie.
Is it impolite to keep others waiting?
Yes, it’s very impolite to keep others
waiting.
Is it important to be on time?
Yes, it’s important to be on time.
4c
Make a list of advice for someone coming to your country as an exchange
student for the first time. Work with your group to give advice about:
• time
• meeting people
• table manners
• what to do for someone’s birthday
• visiting someone’s home
• giving gift s
37
You’re supposed to shake hands.
UNIT 5
Section
B
Talk about other table manners in your
country.
1d
A: We’re supposed to ...
B: Yes, and it’s impolite to ...
Listen again. Match these sentence parts.
1c
1. You’re not supposed to ... a. stick your chopsticks into your food.
2. It’s impolite to ...
b. point at anyone with your chopsticks.
3. You shouldn’t ...
c. start eating first if there are older people
at the table.
Mind your manners!
1. In India, you’re supposed to eat with your
hands.
T
F
2. In China, you’re not supposed to stick your
chopsticks into the food.
T
F
3. In South Korea, the youngest person is
expected to start eating first.
T
F
4. In France, you’re supposed to put your bread
on the table.
T
F
5. In China, it’s impolite to use your chopsticks to
hit an empty bowl.
T
F
How much do you know about table manners
around the world? Take the following quiz.
Circle T for true or F for false af er each sentence.
1a
Steve is going to China to study. His friend Yang Ming is telling him
about the table manners in China. Listen and number the pictures in the
order you hear them.
1b
38
UNIT 5
2a
What do you know about customs in foreign countries? What do you
think is the biggest challenge when visiting a foreign country?
e.g. My cousin went to America, and she said that learning basic table
manners was her biggest challenge. She never knew what she was
supposed to do at the dinner table.
2b
Read the let er and answer the questions.
1. Why is Lin Yue in France?
2. Does she enjoy staying with her host family? How do you know?
3. How does she feel about making mistakes when she speaks French?
4. What is the biggest challenge she is facing?
REVIEWING
Taking notes or summarizing the main
ideas can help you move language from
your short-term to long-term memory.
Dear Laura,
T anks for your message. Yes, I’m
having a great time on my student
exchange program in France. I was a bit nervous before I arrived here, but there was
no reason to be. My host family is really nice. T ey go out of their way to make me
feel at home. T e grandmother knows that I miss Chinese food a lot. So she actually
learned how to make Chinese food! She also has a teenage granddaughter about
my age who is really kind. She always talks to me in French to help me practice. You
wouldn’t believe how quickly my French has improved because of that. I’m very
comfortable speaking French now. Although I still make lots of mistakes, it doesn’t
worry me as it used to.
My biggest challenge is learning how to behave at the dinner table. As you can imagine,
things are very diff erent from the way they are at home. For example, you’re not
supposed to put your bread on your plate. You’re supposed to put it on the table! I
thought that was pret y strange at first, but now I’m used to it. Another example is
that you’re not supposed to eat anything with your hands except bread, not even
fruit. You have to cut it up and eat it with a fork. Another thing is that it is impolite
to say you’re full. If you don’t want any more food, you should just say, “T at was
delicious.” Also, you’re not supposed to put your elbows on the table. I have to say
that I find it difficult to remember everything, but I’m gradually get ing used to it. I
don’t find French customs so strange anymore.
I’ll write again soon and tell you more about
my life in France. Hope you’re having a good
school year.
Yours,
Lin Yue
39
You’re supposed to shake hands.
UNIT 5
3a
Your pen pal is coming to China on an exchange program. He/She is
asking you about Chinese customs and what he/she is supposed to do
or not. Make notes in the chart.
Table manners
It‛s polite/impolite to ...
House rules
You‛re supposed/not supposed to ...
Going out with people
You should ...
2c
Read the sentences and replace the underlined words with the phrases
in the box.
1. Making mistakes in French used
to make Lin Yue nervous.
2. It was quite hard for her to feel
good about speaking French.
3. T e host family tried very hard to
help Lin Yue.
4. Lin Yue has slowly learned how to be like her French friends.
went out of their way
be comfortable (doing)
gradually got en used to being
(something) worry (someone)
2d
Review the passage and make notes about French customs in the chart.
Dos
Don’ts
You‛re expected to put your bread
on the table.
You‛re not supposed to put your
bread on your plate.
2e
Compare the table manners in France and China in your group. How
are they the same or diff erent? Make a list.
e.g. In France, people put their bread on the table. But in China, we always
put our food on a plate or in a bowl. We never put food on the table.
40
UNIT 5
Self Check
1
Fill in the blanks with the words in the box.
1. In many countries, it is impolite to show up at someone’s
house for the first time with
hands. You should
always bring a small gif .
2. Billy was very uncomfortable at a fine-dining restaurant last
night because he didn’t know
table manners.
3. It is
spending the time to learn about the customs
of a country before you go there. T at way, you will know what
you are supposed to do in diff erent situations.
4. T e
is always the worst in the
city. It is
important to leave earlier if you are traveling by car.
5. Sandy went into her sister’s room without
on the
door. T at made her sister
.
3b
Write a let er to your pen pal to give him / her advice and suggestions
on how to behave properly in China.
Dear
,
You must be excited about coming to China soon. Let me give you some
suggestions and advice about Chinese customs. When you‛re eating at the
table, it‛s impolite to
In our house, you‛re supposed to
When you go out with people, you should
Have a safe trip, and I look forward to meeting you soon!
Best wishes,
2 T ink about your culture and make statements.
In my culture, when you ...
you’re supposed to
.
you’re not supposed to
.
you’re expected to
.
it’s impolite to
.
it’s important to
.
worth
capital
basic
traffic
empty
mad
knocking
41
1c
Role-play a conversation between Amy and Tina.
Amy: I’d rather go to Blue Ocean because I like to listen to
quiet music while I’m eating.
Tina: But that music makes me sleepy. I want to have the
hamburgers at Rockin’ Restaurant.
1a
Look at the two restaurants below. Which would
you like to go to? Why?
Language Goal:
Talk about how
things affect you
Sad movies make me cry.
Section
A
UNIT 6
Listen and fill in the blanks. T en match the restaurants with the
statements.
1b
Rockin’ Restaurant
1. T e
pictures make Amy
.
2. T e
music makes Amy
.
Blue Ocean
3. T e
music makes Amy
,
but it makes Tina
.
42
UNIT 6
Listen and number the pictures [1–4] in the order you hear them.
2a
Listen again. Complete the statements.
2b
1. Waiting for Amy drove Tina
.
2. Amy didn’t want to
at Rockin’ Restaurant.
3. Loud music makes John want to
.
4. T e movie was so sad that it made Tina and Amy
.
5. Sad movies don’t make John cry. T ey just make him want to
.
2c
Look at 2a and 2b. Role-play a conversation between Tina and John.
Use the example to begin your conversation.
John: Did you have fun with Amy last night?
Tina: Well ... yes and no. She was really late.
2d
Role-play the conversation.
Nancy: Hey, Bert. I think I’ve made Alice mad
and I’m not sure what to do about it.
Bert:
What happened?
Nancy: You know Julie is Alice’s best friend,
right?
Bert:
Uh-huh.
Nancy: Well, the more I get to know Julie, the
more I realize that we have a lot in common. So we’ve been spending
more time together lately.
Bert:
But what’s wrong with that?
Nancy: Umm ... it makes Alice unhappy because she thinks Julie is now bet er
friends with me than with her.
Bert:
I see. Mmm ... why don’t you ask Alice to join you each time you do
something with Julie? T en she won’t feel lef out.
Nancy: Oh, good idea! T at can make our friendship stronger.
43
Sad movies make me cry.
UNIT 6
T e Shirt of a Happy Man (Part I)
A long time ago, in a rich and beautiful country,
there lived an unhappy king. He slept badly and
didn’t feel like eating. His face was always pale as
chalk. He of en cried for no reason. T is made
the queen and his people worried.
One day, a doctor was called in to examine the king. But he found nothing wrong
with his body. “It’s all in his mind. Neither medicine nor rest can help him. What
he needs is the shirt of a happy person to wear. T at’ll make him happy.”
T e prime minister was called to the palace. But when they explained the king’s
situation to him, he said, “Although I have a lot of power, it doesn’t make me
happy. I’m always worried about losing my power. Many people are trying to
take my position.”
T en, the king’s banker came to the palace. “Oh, I’m afraid I’m not happy either,”
he said. “I have a lot of wealth, but I’m always worried about
losing my money. Someone tries to steal my money every day.”
Next, the palace singer came to the king’s room. But this was
what he said: “It’s true that I’m famous and everyone loves my
songs. But I’m not happy because I’m always worried about
being followed by others. I cannot be free!”
Finally, the king’s top general was told to go out and find a
happy man in three days’ time.
(To be continued)
3a
Read the story and answer the questions.
3c
Role-play the story with your group.
1. Can medicine help the king?
Why or why not?
2. Why does power not make the
prime minister happy?
3. Why does money not make the
banker happy?
4. Why does fame not make the
singer happy?
3b
Find words or phrases from the story with meanings similar to these
phrases.
1. did not want to eat
2. was asked to come and help
3. look carefully at
4. becoming less important
5. get my job
44
UNIT 6
The loud music makes me nervous.
Soft and quiet music makes me relax.
Money and fame don’t always make people happy.
She said that the sad movie made her cry.
Grammar
F o c u s
4a
T ink of appropriate words for the blanks. T en compare your choices
with your partner.
Dear Diary,
June 29th
I thought today was going to be really bad. To start with, it was cloudy and
grey, and cloudy days make me
. And this was the day we would get
our exam results back, but I didn’t answer the exam questions very well last
week. T at made me
. I walked to school with my best friend Holly.
She didn’t say much to me. T at made me a lit le
. In class, the teacher
handed back our exams. T at made me
. But I found out that I didn’t
do too badly. T at made me very
. T en things got even bet er. Holly
bought me my favorite lemon drink and a turkey sandwich for lunch, and we
talked a lot. T at made me
.
4b
Complete the survey. T en ask two other students.
What makes you ...?
You
Student 1
Student 2
happy
want to cry
uncomfortable
angry
nervous
feel like dancing
A: What makes you angry?
B: When people throw rubbish on the streets, it makes me angry.
C: Me, too. It makes me want to tell them to clean up the streets.
45
Sad movies make me cry.
UNIT 6
Section
B
1e
Do you agree with the poor man’s thoughts about happiness? Discuss
your ideas with your group. T en role-play the rest of the story.
Listen again. Answer the questions.
1d
1. How long did it take the general to find the happy man?
2. What was the poor man doing on the street?
3. What made the poor man so happy even though he had no power, money
or fame?
4. Do you think the general will return to the king with the poor man’s shirt?
Why or why not?
Look at the possible endings to the story about the
unhappy king. Do you think any of these is the right
one? If so, which one?
1a
a. T e general cannot find a happy person and the king
remains unhappy forever.
b. T e general finds a happy person with power and money.
c. T e general realizes he is a happy person and gives his shirt
to the king to wear.
d. T e king suddenly becomes happy without the shirt of a
happy person.
1b
What are some other possible endings to the story? Discuss your ideas
with your partner.
Listen to T e Shirt of a Happy Man (Part II) and check (✔) the things
that happened in the rest of the story.
1c
T e general searched for three
days and found a happy person.
T e general could not find a
happy person.
T e general saw a poor man on
the street.
T e poor man was a happy man.
T e poor man gave the general
his shirt.
46
UNIT 6
2a
Have you ever made a mistake? How did it make you feel? Talk to your
partner about what happened.
2b
Read the story and number the events in the correct order.
RECOGNIZING IDIOMS AND PHRASES
Knowing the meanings of idioms
and verb phrases can improve your
English.
T e Winning Team
Peter kept his eyes on the ground. He
felt like there was a heavy weight on his
shoulders as he walked home alone. It
was the worst day of his life. His mind would not stop thinking about what happened
only just an hour ago on the school soccer field. How could he have missed scoring
that goal? He had let his whole team down. His stupid mistake made him angry. His
team had lost the game because of him. He was really worried that his coach might
kick him off the team.
As soon as he walked through the door, his father asked, “What’s wrong, son?”
Peter’s feelings were writ en all over his face. “I lost the game,” Peter replied. T en
he went into his room without another word. Ten minutes later, Peter heard his
father knocking on his bedroom door. He opened the door to let him in.
“Look, Peter. I don’t know what happened. But whatever it was, don’t be too hard
on yourself.”
“I lost the game, Dad. I failed my team. T ey’ll probably never let me play again.”
“Soccer is about team eff ort. You’re not the only reason your team lost. If you have
a good team, you should support each other. Besides, winning or losing is only half
the game. T e other half is learning how to communicate with your teammates and
learning from your mistakes.”
Peter didn’t say anything, but what his father said made him think carefully.
T e next day, Peter went to soccer practice with courage rather than fear in his heart.
“Hey, guys,” he said to his teammates. “I’m really sorry about yesterday. We were
so close to winning that game. But I think if we continue to pull together, we’re
going to win the next one.”
To his surprise and relief, his teammates all
nodded in agreement.
“Yeah,” they said, “don’t worry about it. It’s
never just one person’s fault. We should think
about how we can do bet er next time.”
Peter smiled. It made him feel lucky to know
that he was on a winning team.
47
Sad movies make me cry.
UNIT 6
2e
Role-play a conversation between Peter and his father.
Father: What’s wrong, Peter? You look sad.
Peter: I missed scoring a goal. I made my team lose the game.
...
Peter got home and went into his room.
Peter talked to his teammates.
Peter missed a goal.
Peter’s father gave him advice.
Peter realized that he was worried for no reason.
● winning/losing a competition
● get ing good/bad grades on an exam
● performing something well/badly in front of a big group of people
● get ing into a fight with your best friend
● your first trip outside your hometown
3a
T ink of some experiences that made you feel very happy or sad. Tell
your partner about them. Use the following ideas to help you.
2d
Find idioms or phrases from the story to replace the underlined parts
of these sentences.
1. He could not believe that he did not get the ball into the basket.
2. She was worried because she disappointed her parents.
3. Tony was sad that he was asked to leave the team.
4. You should learn to relax and not put so much pressure on yourself.
5. T e teacher told the students to work hard together and not give up.
2c
Read the story again and answer the questions.
1. Why did Peter feel angry and worried?
2. What advice did Peter’s father off er him?
3. Do you agree with Peter’s father? Why or why not?
4. What happened af er Peter told his teammates that he was sorry?
5. Why did Peter think that he was on a winning team even though they lost
the last game?
48
UNIT 6
3b
Write a story similar to the one in 2b using your notes in 3a.
In your story, try to explain the following:
● What happened?
● When did it happen?
● Where did it happen?
● How did it make you feel? Why?
● What did you learn from the experience?
Self Check
1
Put the words in the appropriate place in the chart.
2 Write sentences using the words given.
1. sad movies / cry
2. speaking in front of many people / nervous
3. money and fame / not always happy
4. sof piano music / relaxed
5. rainy days / stay at home and watch TV
Sad movies make me cry.
3 Number the things [1–6] (1 = least important, 6 = most
important). Write a reason for each choice.
e.g. Fame is not very important. It can make me nervous if too many
people follow me around.
fame
power
friendship
wealth
health
family
nervous
unhappy
uncomfortable worried
comfortable
relaxed
angry
awful
happy
uneasy
Positive
Negative
49
Language Goal:
Narrate past
events
Life is full of the unexpected.
Section
A
UNIT 7
1c
Take turns being Mary. Look at
the pictures above and talk about
what happened this morning.
A: What happened?
B: I overslept. By the time I got up,
my brother had already got en
in the shower.
1a
Look at the pictures.
What happened to
the girl?
I‛m taking
a shower!
Listen to Mary talking about her morning. Complete the sentences.
1b
1. By the time I got up, my brother
already
in the shower.
2. By the time I got outside, the bus
already
.
3. When I got to school, I realized I
my
backpack at home.
1
2
3
5
4
50
UNIT 7
2d
Role-play the conversation.
Matt: Why were you late for class today, Kevin?
Kevin: My alarm clock didn’t go off ! I kept sleeping, and when I woke up it was
already 8:00 a.m.!
Matt: Oh, no!
Kevin: So I just quickly put on some clothes and rushed out of the door.
Matt: You didn’t eat breakfast?
Kevin: No, I didn’t even brush my teeth or wash my face! But before I got to the
bus stop, the bus had already lef .
Matt: T en how did you get here?
Kevin: Luckily, Carl’s dad saw me on the street and gave me a lift in his car.
Matt: Well, at least by the time you got to school, you were only five minutes
late for class.
2c
Make up an ending for the story
and share it with your partner.
T e teacher looked at Mary and ...
Fill in the blanks with the correct forms of the verbs in brackets. T en
listen again and check your answers.
2b
1. When I
(get) home, I realized I
(leave) my keys
in the backpack.
2. By the time I
(get) back to school, the bell
(ring).
3. By the time I
(walk) into class, the teacher
(start)
teaching already.
Listen to Mary continue her story. Number the pictures [1–4] in the
correct order.
2a
51
Life is full of the unexpected.
UNIT 7
Life Is Full of the Unexpected
In May 2001, I found a job in New
York at the World Trade Center. On
September 11, 2001, I arrived at my building
at around 8:30 a.m. I was about to go up
when I decided to get a coff ee first. I went
to my favorite coff ee place even though it
was two blocks east from my office. As I
was waiting in line with other office workers,
I heard a loud sound. Before I could join
the others outside to see what was going
on, the first plane had already hit my office building. We stared in disbelief at the
black smoke rising above the burning building. I felt lucky to be alive.
Almost 10 years later, I woke up at 10:00 a.m. on February 21, 2011 and realized
that my alarm had never gone off . I jumped out of bed and went straight to the
airport. But by the time I got to the airport, my plane to New Zealand had already
taken off. “T is is the first holiday I’ve taken in a year, and now I’ve missed my
plane. What bad luck!” I thought to myself. T e other planes were full so I had
to wait till the next day. T e next morning, I heard about the earthquake in New
Zealand the day before. My bad luck had unexpectedly turned into a good thing.
3a
Read the passage and answer the questions.
1. Which two events does the writer mention?
2. How did the writer end up missing both events?
3b
Find words from the passage with opposite meanings to the words
below. T en write a sentence with each word.
1. lost:
2. west:
3. below:
4. dead:
5. empty:
3c
Retell one of the events to your partner. Use these words and phrases
to help you.
stare
in disbelief
take off
unexpected
burn
above
alive
till/until
arrive at
be about to
even though
e.g. On September 11, 2001, I arrived at my ...
52
UNIT 7
When I got to school, I realized that I had left my backpack at home.
By the time I got back to school, the bell had rung.
Before I got to the bus stop, the bus had already left.
I was about to go up to my offi ce when I decided to get a coffee fi rst.
As I was waiting in line with other offi ce workers, I heard a loud sound.
Grammar
F o c u s
4a
Make sentences using by the time or before.
1. Tim went into the bathroom.
Mary got up.
2. T e coff ee became cold.
I put cream in the coff ee.
3. T e teacher collected the math homework. I got to school.
4. I completed the work for my boss.
T e workday ended.
5. T e movie started.
I arrived at the cinema.
6. My mother finished making the apple pie. I got home from my language course.
By the time Mary got up, Tim had already gone into the bathroom.
4b
Fill in the blanks with the correct forms of the words in the box.
1. By the time I arrived at the party, everyone else
already
.
2. When he put the noodles into a bowl, he realized he
to add the
green beans.
3. By the time my mother came back from the market, I
already
of the door to go to my piano lesson.
4. Before she got to the airport, she
about the earthquake.
5. When she
the movie theater, she remembered she had forgot en
to feed her dog.
6. Before she got a chance to say goodbye, he
the building.
2
3
4
5
6
rush out
forget
arrive at
go into
show up
fi nd out
4c
Write two true statements and one false statement about your day
yesterday. T en ask your classmates to guess the false statement.
1. By the time I lef for school in the morning,
2. By the end of the school day,
3. By dinner time, I
53
Life is full of the unexpected.
UNIT 7
Section
B
1e
Tell April Fool’s Day stories in your
group. Use the information in 1c and
1d.
A: What happened to Dave on
April Fool’s Day?
B: Well, a friend invited him to
a costume party ...
fool
invite
costume
embarrassed
go off
call
get dressed
empty
show up
realize
change
clock
tired
stay up
Put these words in the correct columns in the chart.
Some words can go in more than one column.
1a
Nouns
(people, places, things)
Verbs
(action words)
Adjectives
(description words)
fool
fool
embarrassed
Tell your partner about something
that happened to you recently. Use
two or more words in 1a.
1b
Last Friday night, my friend
invited me to his birthday party ...
1.
a costume party
4.
was tired
2.
my alarm went off
5.
was really embarrassed
3.
stayed up all night
6.
the other kids showed up
D
Listen again. Who says each of the phrases below? Write D for Dave,
N for Nick and J for Joe.
1d
Dave, Nick and Joe are talking about April Fool’s Day. Listen and write
each person’s name under the correct picture.
1c
c
a
b
d
SCHOOL
54
UNIT 7
2a
Have you ever played jokes on others, especially on April Fool’s Day?
Have you ever been fooled by others? Tell your story to your partner.
April Fool’s Day is a celebration that takes
place in diff erent countries around the
world. It happens on April 1st every year
and is a day when many people play all
kinds of tricks and jokes on each other.
One April Fool’s Day, a reporter in England
announced that there would be no more spaghet i because the spaghet i farmers in
Italy had stopped growing spaghetti. Many people ran to their local supermarkets to
buy as much spaghet i as they could. By the time people realized that the story was a
hoax, all of the spaghet i across the country had been sold out. In another famous trick
a TV show in England reported the discovery of special water. T ey said this water
would help people lose weight and that one customer had already lost a lot of weight
in just four months. By the end of the day, more than 10,000 people had phoned the
TV station to find out how to get this water.
Many April Fool’s jokes may end up being not very funny. A famous TV star once
invited his girlfriend onto his show on April Fool’s Day. He asked her to marry him.
T e lady was so happy because she really wanted to get married. However, when she
said yes, he replied, “April Fool!” T at lit le joke didn’t have a very happy ending.
T e TV star lost his girlfriend and his show was canceled.
One of the world’s most famous tricks, however, happened in October rather than in
April. In that month in 1938, actor Orson Welles announced on his radio program
that aliens from Mars had landed on the earth. He
described where they had landed and told how
they were moving across the United States. Welles
made it sound so real that hundreds of people
believed the story, and fear spread across the
whole country. By the time police officers
announced that the story was a hoax, thousands
of people had lef their homes.
2b
Read the passage quickly. T en match each paragraph with the main
idea.
Paragraph 1
One of the most famous tricks played
Paragraph 2
Examples of funny stories that happened on April Fool’s Day
Paragraph 3
An introduction to April Fool’s Day
Paragraph 4
A sad story that happened on April Fool’s Day
gheti because the spagheti farmers in
USING BACKGROUND KNOWLEDGE
Carefully reading the fi rst sentence
in each paragraph can activate your
own knowledge of the topic and
help you guess what the whole text
is about.
55
Life is full of the unexpected.
UNIT 7
What was the date?
What happened fi rst?
Was this lucky or unlucky? Why?
What happened next?
How did the day end?
How did you feel about this day?
3a
Can you remember a lucky or an unlucky day? What happened? Make
some notes about what you remember.
2e
Tell your funny story from 2a to the class. T e class will vote for:
A: What’s your story?
B: Well, last year, on the first day of
school, my sister put a piece of
paper on my back that said “Please
say hello.” All morning at school ...
a. the funniest joke
b. the most embarrassing joke
c. the most creative joke
2c
Read the passage again and answer the questions.
1. Why did the supermarkets run out of spaghet i one April Fool’s Day?
2. What did the TV show say the special water could do?
3. Why did the TV star’s joke have a bad ending?
4. When did Orson Welles tell people about aliens from Mars landing on the earth?
5. Why did so many people believe Orson Welles?
6. Which of these stories is the most believable? Which is the least believable? Why?
7. Would you be fooled by any of these stories?
2d
Fill in the blanks with the correct forms of the verbs in brackets.
1. Af er the spaghet i story
(appear) in the news, everyone
(rush) to the supermarkets.
2. By the time people
(find out) the story was not true, all the
spaghet i in the supermarkets
(disappear).
3. By the time the day
(end), more than 10,000 people
(call) the TV station to ask about the special water.
4. By the time the show
(end), the TV star
(lose)
his girlfriend.
5. By the time police officers
(tell) the country that the story
was a hoax, many people
(run away) from their homes.
56
UNIT 7
3b
Write a story about your lucky or unlucky day and tell your story to a
partner or the class.
My lucky/unlucky day
I will always remember the date ...
This was the luckiest/unluckiest day of my life ...
When I woke up that morning ...
Later that day, ...
I couldn‛t believe ...
Then/After that, ...
Finally, ...
I think ...
What a lucky / an unlucky day!
Self Check
2 T ink of ways to finish the answers.
1. A: Why didn’t you hand in your science homework?
B: Before I could start working on it,
.
2. A: Why didn’t you take a shower this morning?
B: By the time I got up,
.
3. A: Why did you have to walk home from school?
B: By the time I lef my school,
.
1
Complete the passage with the correct form of the words in the
box.
cancel
miss
west
accident
lady
officer
market
unexpected
Last Saturday af er my French course, I decided to drive to the
to buy a meat pie for dinner. As I was heading
, I saw a huge truck in the middle of the road.
T ere had been a(n)
and there were many police
around. I turned around and decided to go to a
nearby mall. However, I
the road that led to the
mall. T en I saw a restaurant that sold chicken noodles. I went
inside and the
, who was the owner, served me
the most delicious bowl of chicken noodles ever. I had made
a(n)
discovery! I’m so glad that I
my plan to go to the market.
57
Language Goal:
Talk about
pollution and
environmental
protection
Section
A
UNIT 8
We’re trying to save the earth!
1c
Role-play the conversation. T en make your own conversations about
the kinds of pollution in 1a.
Mark: T e river was dirty. Even the bot om of the river was full of rubbish.
Tony: But it used to be so clean!
Mark: Yes, but people are throwing litter into the river.
Tony: Everyone in this town should play a part in cleaning it up!
Listen and complete the sentences.
1b
1
R l
l
th
ti
T
k
ti
b
t
What was the problem?
T e river was
. Even the bottom of the
river was full of
. T ere were no more
for fishermen to catch.
What caused the problem?
People are throwing
into the river.
Factories are putting
into the river.
How should the problem be
solved?
We should write to the
and ask them to
the factories. Everyone should help to
the river.
1a
Here are some words related to diff erent kinds of
pollution. Write them in the box below. T en add
more words.
loud music
cars
rubbish
planes
littering
ships
factories
smoking
building houses
mobile phones
noise pollution
air pollution
water pollution
58
UNIT 8
Listen to the interview. Circle the kinds of pollution that Jason and
Susan talk about.
2a
A. land pollution
B. air pollution
C. noise pollution
D. water pollution
Listen again and complete the sentences.
2b
1. T e air is badly polluted because there are
on the road
these days.
2. Factories that burn coal also
the air with a lot of black
smoke.
3. T ere is also too much rubbish and waste. People
things every day.
4. People are also lit ering in
like parks. T is is turning
beautiful places into ugly ones.
2c
Use the information in 2a and 2b to role-play conversations between
Jason and Susan.
Jason: T e air has become really polluted around here.
I’m getting very worried.
Susan: Yes, I used to be able to see stars in the sky.
Jason: T e problem is that ...
2d
Role-play the conversation.
Interviewer: Jason and Susan, what are your ideas for solving these problems?
Jason:
Well, to cut down air pollution, we should take the bus or subway
instead of driving.
Susan:
Yeah, or ride a bike. T ere are other advantages of bike riding. It’s
good for health and it doesn’t cost anything!
Interviewer: Great ideas! What about waste pollution?
Susan:
Mmm, I think simple things like bringing a bag to go shopping can
help. I started doing that a year ago.
Jason:
Me, too. Also, I never take wooden chopsticks or plastic forks when
I buy takeaway food. I use the ones at home.
Susan:
And remember to throw rubbish in the bins and keep public places
clean and beautiful for everyone.
Interviewer: So together, our actions can make a diff erence and lead to a better
future!
59
We’re trying to save the earth!
UNIT 8
3a
Read the passage about sharks and complete the fact sheet below.
Save the Sharks!
Many have heard of shark fin soup. But do you
realize that you’re killing a whole shark each
time you enjoy a bowl of shark fi n soup?
When people catch sharks, they cut off
their fins and throw the sharks back into
the ocean. T is is not only cruel, but also
harmful to the environment. Without a fin, a shark can no
longer swim and slowly dies. Sharks are at the top of the food chain in the ocean’s
ecosystem. If their numbers drop too low, it will bring danger to all ocean life.
Many believe that sharks can never be endangered because they are the strongest
in their food chain. But in fact, around 70 million sharks are caught and traded in
this industry every year. T e numbers of some kinds of sharks have fallen by over
90 percent in the last 20 to 30 years.
Environmental protection groups around the world, such as WildAid and the
WWF, are teaching the public about “finning”. T ey have even asked governments
to develop laws to stop the sale of shark fins. So far, no scientific studies have shown
that shark fins are good for health, so why eat them? Help save the sharks!
u
hark can no
Number of sharks caught and traded every year
How governments can help
Two environmental groups against “fi nning”
3b
Read the passage again and fill in the blanks with the words in the box.
1. Many people do not realize they are killing a whole shark
they enjoy a bowl of shark fin soup.
2. Sharks are at the top of the food chain,
if their numbers
drop, the ocean’s ecosystem will be in danger.
3. Many think that sharks are too strong to be endangered,
they
are wrong.
4.
there are no scientific studies to support this, a lot of
people believe that shark fins are good for health.
5. Sharks may disappear one day
we do not do something to
stop the sale of shark fins.
2. S
d
3. M
a
4.
p
5 S
so
although
if
but
when
60
UNIT 8
Grammar
F o c u s
We’re trying to save the earth.
Present progressive
The river used to be so clean.
used to
The air is badly polluted.
Passive voice
No scientifi c studies have shown that shark fi ns are good for health. Present perfect
We should help save the sharks.
Modal verbs
A: I think that everyone should use public transportation.
B: I disagree. It’s difficult for parents with young children to use public transportation ...
4c
Make a list of things that people
can do to help the environment and
discuss your list with your partner.
use public transportation
Joe:
you ever
(take) part in an environmental project?
Ken: Yes, I have. I
(help) with a Clean-Up Day last year. It was
(consider) the biggest clean-up project this city
ever
(have).
Joe: How many people
(take) part?
Ken: I
(think) more than 1,000 people
(come) to help out.
Joe: T at’s fantastic! I guess everyone in this city is
(try) to improve
the environment.
Ken: Yes, we can’t afford to
(wait) any longer to take action!
4a
Fill in the blanks with the correct forms of the verbs in brackets.
4b
Fill in the blanks with the appropriate modal verbs from the box.
can
would
could
have to
should
must
may/might
People
think that big things
be done to save the
earth. Many forget that saving the earth begins with small things. For
example, you
save electricity by turning off the lights when
you leave a room. You
also use reusable bags instead of plastic
bags. I think it’s a great idea that you now
pay for plastic bags
in some stores. And instead of driving to school or work, you
ride your bike or walk. If it’s far, you
take the bus. All these
small things
add up and become big things that
improve the environment. Let’s take action now!
61
We’re trying to save the earth!
UNIT 8
stop riding in cars
recycle books and paper
turn off the lights when you leave a room
turn off the shower while you are washing
your hair
don’t use paper napkins
Section
B
What can we do to help save the earth? Rank these
items from the easiest (1) to the most difficult (5).
1a
Listen again. Check (✔) the things that Julia is doing now, the things
she will do in the future and the things she would never do.
1d
Make a conversation using the information from the chart above. Say
what is true for you.
1e
A: We really shouldn’t use paper napkins, you know.
B: I know. I stopped using them last year.
Compare your answers in
1a with your partner.
1b
A: Recycling paper is really easy.
B: I agree. But it’s hard to stop riding in cars.
Listen and check (✔) the things that Julia and Jack talk about.
1c
Things Julia and Jack talk
about
Things Julia is
doing now
Things Julia will
do in the future
Things Julia
would never do
turning off the lights
turning off the shower
not using paper napkins
taking your own bags
when shopping
not riding in cars
riding a bike
recycling paper
✔
62
UNIT 8
Rethink, Reuse, Recycle!
Do you of en throw away things you
don’t need anymore? Have you ever
thought about how these things can
actually be put to good use? Nothing is a
waste if you have a creative mind.
You have probably never heard of Amy Hayes, but
she is a most unusual woman. She lives in a house
in the UK that she built herself out of rubbish.
T e windows and doors come from old buildings
around her town that were pulled down. T e top
of the house is an old boat turned upside down.
And the gate in front of her house is made of
rocks and old glass bottles. Amy recently won a
prize from the Help Save Our Planet Society. T e president said, “Amy is an
inspiration to us all.”
Amy isn’t the only one who is good at recycling.
Jessica Wong from Hong Kong, China uses old clothes
that people don’t wear anymore to make bags. She
has been doing this for a few years now. She opened a
small shop where she sells her bags, and she has also
set up a website to sell them online. She especially
likes to use old jeans to make handbags. Her bags are
cute and useful. “I plan to write a book about new
ways to use old clothes,” she said. “I hope people can read my book and enjoy it!”
Wang Tao set up a small business in Shanghai four years ago. He is known for using
iron and other materials from old cars to make beautiful art pieces.
Some are large pieces that look like animals or humans, and
some are smaller pieces you can put at home. T e more popular
works can even be seen in art shops around the city. Wang Tao
hopes to set up a “metal art” theme park to show people the
importance of environmental protection. Not only can the art
bring happiness to others, but it also shows that even cold, hard
iron can be brought back to life with a lit le creativity.
2a
Look at the title and the pictures in 2b. Can you guess what the passage
is about?
UNDERSTANDING PREFIXES AND
SUFFIXES
Recognize how prefi xes and suffi xes
may change the meanings of words
and how they are used.
2b
Read the passage and complete the chart below.
Names
What materials did they use?
What did they make?
63
We’re trying to save the earth!
UNIT 8
2e
Make a list of things that need to be done to save the environment.
Which things can be done by common people every day? Which things
have to be done by governments and organizations? Discuss these with
your group.
3a
T ink about the environment in your town/city and complete the chart
below.
Which parts of the town/city have a nice environment? Why are they nice?
Which parts need to be improved? Why?
Good environment
Why?
Bad environment
Why?
2c
Fill in the blanks with the correct forms of the phrases in the box.
1. Amy Hayes lives in the UK. Many of the old buildings in her neighborhood
were
.
2. All the rubbish and old things in Amy’s neighborhood were then
when Amy built her house.
3. Amy is very creative. She
her front gate
rocks and old glass bot les. She put an old boat on top of her house.
4. Jessica Wong sells her bags in a small shop, but she has also
an online business to sell them.
5. T ough Jessica’s bags are made from old clothes, her bags are
being cute and useful.
6. Wang Tao
makes large pieces of metal art that look like
animals or humans,
makes smaller pieces for the home.
put to good use
build ... out of
pull down
set up
known for
not only ... but also
2d
Underline the words in the passage based on the words below. What are
the diff erences?
think
use
usual
recycle
build
create
special
recent
environment
important
protect
inspire
64
UNIT 8
Self Check
1
Write diff erent forms of the words. T en add more to each
group.
v. — n.
n. — adj.
adj. — n.
adj. — adv.
pollute—
fame—
diff erent—
slow—
act—
wood—
important—
wide—
protect—
science—
sudden—
inspire—
health—
real—
build—
south—
create—
care—
3 Write ways to cut down on these kinds of pollution.
Kinds of pollution
Ways to cut down
water pollution
land pollution
noise pollution
air pollution
2 Match each statement with the grammar structure.
Statement
Grammar
T e river used to be so clean.
Present progressive
We have seen many changes in the environment.
Modal verbs
People should take public transportation more.
Passive voice
T e river is polluted by factories.
used to
T e air pollution is get ing worse and worse.
Present perfect
In your let er, describe the environmental problems in your town/city.
● What are the problems?
● Where are they?
● What or who is causing these problems?
T en, give suggestions or possible ways to solve the problems.
3b
Write a let er to the city mayor about the problems and your suggestions.
I think that ...
We should/could ...
I suggest ...
65
It‘s important to have good habits.
UNIT 9
Language Goals:
Talk about
what is
important
to you;
Compare
habits
and behaviors
It’s important to have good
habits.
Section
A
to spend time
with the family
to talk with
teachers
to get enough sleep
to help out
not to play computer
games too much
to exercise
to spend time
with friends
I think it‛s important
for teenagers to
talk problems over
with someone.
to study hard
to talk with parents
a
e
d
b
c
g
f
i
h
1a
Check (✔)
the things
you think it’s
important to
do.
Listen. Match the students with
their ideas from 1a.
1b
1c
Make conversations
using the ideas in 1a.
A: Do you think it’s important to exercise?
B: I guess so. How about you?
A: Yeah, I do. Exercising helps teenagers
to stay healthy.
B: I think it’s also important to spend time
with friends.
A: Uh-huh, I agree.
Meimei
Peter
Lingling
Mark
a
UNIT 9
66
UNIT 9
Listen again. Complete the sentences.
2b
Listen to a class conversation. Choose the correct answer.
2a
2d
Role-play the conversation.
2c
Make conversations using the information in 2a and 2b.
1. What has Mr. Brown come to talk about?
A. behavior at school
B. health and happiness
2. What does one girl ask if she is too young to do?
A. to make her own decisions B. to stay out late
3. What does Mr. Brown tell them not to do?
A. agree to meet strangers
B. chat on the Internet
Mr. Brown: In order to be healthy, teenagers
enough sleep.
It’s
talk things over with your parents.
Girl: My parents tell
chat on the Internet.
Teacher: ... What’s most important is
believe that
adults want to help.
Boy:
Mr. Brown, my parents say I’m too quiet at home.
Mr. Brown: Maybe they think you’re unhappy. You should let them know about
your life—share more of your thoughts with them.
Girl:
Mr. Brown, my parents tell me it’s dangerous to chat on the Internet.
But do you think it’s OK?
Mr. Brown: Well, you need to be very careful in order to be safe ...
Frank: My parents are going away on business for
a few days. I have to cook my own food
but I don’t know how to cook.
Li Ling: I can fill an empty stomach with tomato
and egg soup, but that’s all.
Julie:
We really should learn how to look after ourselves when our parents
aren’t with us.
Frank: I agree. It’s important to learn some basic life skills, like cooking,
washing clothes and tidying up our rooms.
Li Ling: But now our parents do almost everything for us. They just want us to
study all the time.
Julie:
We shouldn’t depend so much on our parents. Actually, cooking is not
that difficult. I know how to cook some simple dishes. I learned from
my mom.
Frank: That’s great! Could you teach me, Julie?
Julie:
Why not? You can be my student!
67
It‘s important to have good habits.
UNIT 9
3a
What habits do you have? What do you think of your habits? Write
them below and then discuss with your partner.
3b
Read the passage and circle the habits the two teenagers have.
3c
Read again and fill in the chart. Th en give suggestions in groups.
Habits
Your opinions
Life can sometimes be difficult for
teenagers. Most, however, get through
their teenage years with the help of
their families and friends. Du Fei and
Wang Le are two typical teenagers.
Du Fei is 15 years old.
Like many teenagers,
he has a few habits that
are not so good for
him. For example, he
listens to very loud
music that is bad for
his hearing. On the other hand, he
doesn’t eat many snacks—he prefers
his mother’s home cooking. But in school
he doesn’t pay att ention in class, and his
parents always tell him to try harder.
His parents and teachers want him to
change his att itude, and are happy to
help him. Th ey know it is never too late
to change bad habits.
Wang Le wants to do
things that most teenagers
do. For her, it’s important
to have friends, and to
spend time with them.
But perhaps she hangs
out with them a litt le too
much. Wang Le likes to eat junk food,
and she would rather drink coff ee and
cola than water. Her parents have
asked her to try to eat more healthily,
but she doesn’t like to. However, Wang
Le’s parents trust her because she tells
them her problems. They know she
always does her best at school, so they
let her organize her own life. She is
hardly ever stressed and she laughs a
lot.
Names
Good habits
Bad habits
Du Fei
Wang Le
A: I think in order to be
healthier, Du Fei needs to…
B: Yes, and he should…
C: He can also…
68
UNIT 9
to exercise
not to give
not to make
to have
to go swimming
to make
It’s important to talk problems over with someone.
It’s important not to play computer games too much.
In order to be healthy, teenagers need to get enough sleep.
She is too young to make her own decisions.
Tell them not to meet strangers.
4c
What do you oft en do aft er school? Do you think those activities are
important? Make a conversation according to the example.
4b
Write sentences using the words given.
4a
Fill in the blanks with the words in the box.
1. It’s too cold for people
in winter.
2. Th e purpose of new technology is to make life easier,
it more difficult.
3. It’s necessary for the old
every day.
4.
his grandparents happy, Tom visits them every week.
5. Teenagers want
some time for themselves on weekends.
6. You can always ask your boss
you too much pressure.
e.g. eat junk food / it / important / kids
It‛s important for kids not to eat junk food.
A: Do you think it’s important to watch TV?
B: Yes, I think we can learn a lot on TV.
C: But too much TV …
’ i
Grammar
F o c u s
1. necessary / exercise more / the teenagers / it
2. decide / the boy / such loud music / listen
3. him / the good news/ tell / remember
4. Jane’s friend / lose weight / every morning / run
5. a litt le kid /not easy / the math problem / it / work out
● watch TV
● play sports
● study hard
● get enough sleep
● …
69
It‘s important to have good habits.
UNIT 9
Section
B
Look at the sentences below. Number them in the
order that they are important to you.
1a
Listen again. Fill in the chart below.
1d
1b
Listen to a conversation between Li Wei and her parents. Check (✔)
the phrases you hear.
1c
I need to do homework more carefully.
I need to find more time to read books.
I need to eat more healthily.
I want to talk things over with my parents more oft en.
I need to exercise more regularly.
I need to go to bed earlier.
Discuss the answers in 1a with your partner. Give each other advice on
how to improve your habits.
Find someone who does each thing in the chart below. Write the name
of your classmate in the chart.
1e
Find someone who ...
NAME
eats more healthily now.
oft en hangs out with friends.
needs to sleep more.
does homework late at night.
Philip
A: Th e most important thing for me is eating healthier food.
B: Why’s that?
A: Because I eat junk food much too oft en.
B: Well, you should eat it less oft en, and you need to exercise more.
A: I guess you’re right.
B: Yes. Th e more you exercise, the healthier you’ll become.
weigh the most
help us do bett er
the most healthily
eat earlier
working much harder
much more than you think
Li Wei’s problems
Father’s suggestions
Mother’s suggestions
A: Do you eat more healthily now
than before, Sue?
B: Me? No, sorry!
A: OK. How about you, Philip?
C: Yes, I do. I’ve given up junk food.
70
UNIT 9
2a
Discuss the following questions with your partner.
2b
Read the passage and answer the questions.
1. How many hours do you and your partner sleep every day?
2. What will happen if people do not have enough sleep?
1. Why is it important for us to get
enough sleep?
2. How many times a day do we need
to sleep?
It’s Important to Get Enough Sleep.
We are oft en told that it’s important to get enough sleep, but do we know why?
Th e truth is, even scientists can’t agree on why we need to sleep. However, it’s
clear that the less we sleep, the worse we perform in everyday life.
Have you ever felt tired in the middle of the day, especially aft er lunch? Actually,
this is quite normal. Researchers have found that it may be healthier to sleep
twice a day—a long sleep at night, and a nap in the aft ernoon. Even a ten-minute
nap at lunchtime can allow us to work bett er in the aft ernoon. And if we really
can’t find a chance to nap, we should get a longer sleep at night so we don’t feel
tired aft er lunch.
Not getting enough sleep has serious effects on our brain’s ability to work. If
you go without sleep, you might have problems with your memory or with
your concentration. In order to concentrate at school or perform well in tests,
we really need to get a good night’s sleep.
Some people have trouble sleeping, especially if they are nervous or stressed about
something. Sleep experts say that it’s bett er not to try too hard to get to sleep, and
certainly not to keep looking at the time. To have good sleeping habits, it’s bett er
to sleep at regular times, and to sleep in a dark and quiet environment. It’s also
good not to sleep too soon aft er eating, or aft er drinking too much water.
The amount of sleep we need is different from
person to person, though the average seems to be
just under eight hours. Jim Steed, a sleep researcher,
has a simpler way of looking at it. “Forget about
facts and figures. If we feel tired in the daytime, it
means we need to get more sleep.”
MAKING INFERENCES
There is extra information that the
writer did not say directly
in the reading. As you read,think
about related information that we
can infer from the reading.
21 22
23 24
71
It‘s important to have good habits.
UNIT 9
2c
Check (✔) the information that we can infer from the passage.
2d
In your own words, explain what the writer is saying in each paragraph.
3a
Look at the teenagers in the pictures. What do you think of their habits?
Write down your ideas.
2e
In your group, list ways that help people to get to sleep or get bett er sleep.
1. A large amount of research has been done to understand sleep.
2. It’s important for everyone to get the right amount of sleep.
3. Everyone needs a nap at lunchtime.
4. Students should not stay up and study all night before exams.
5. Th e brain needs to rest in order to work at its best.
✔
In Paragraph 1, the writer says that gett ing enough sleep is important.
In Paragraph 2,
In Paragraph 3,
In Paragraph 4,
In Paragraph 5,
72
UNIT 9
3b
Read this lett er from a friend and write a reply for Li Ling.
Self Check
1
2
Fill in the blanks with the correct forms of words in the box.
Write about changes you want to make in your life, and how you
plan to make them. Use the phrases in the box to help you.
Dear Kim,
Of course I want to help you.
I think
Your good friend,
Li Ling
CHANGES
HOW TO ACHIEVE THEM
I want to study more seriously.
I’ll make a good study plan.
1.
1.
2.
2.
3.
3.
1. It’s important for teenagers to have good
.
2. A: John has a problem and I can’t help him.
B:
talk it over with his parents.
3. He used to behave
in class.
4. It’s
for teenagers to get enough sleep.
5. My parents want me to eat more
.
●
enough / not enough
●
too much / many
●
more / less
●
much more / less
●
ask my parents to
●
ask a teacher to
●
to help me to
badly
healthily
habit
tell him to
important
Dear Li Ling,
l have a problem that I need to talk over
with you, because it’s difficult for me to
talk to my parents. I don’t think they
understand me as well as you do, and I’m
af aid they might be angry with me if I
talk to them. T ere are two things that are
important to me at the moment.
T e first is that I want to be happier, and
the second is I need to eat more healthily.
My parents don’t let me go out with my
f iends very of en, and I of en feel bored.
And I’m heavier than I should be. Can
you please tell me what to do?
A f iend who needs help,
Kim
73
Language Goals:
Share past
memories and
experiences;
Look ahead to
the future
Section
A
UNIT 10
1a
Check (✔) the things you remember doing at junior
high school. Add more to the list.
1c
List some
memories and
experiences
from junior
high school.
Share your lists
with your
partner.
Memories and experiences
I remember ...
scoring two goals in a row during a soccer competition.
I have ...
learned to play the keyboard in music class.
Listen and match the memory with the person.
1b
Mary
a. did homework carefully to meet the standards of a strict teacher
Frank
b. remembers losing a schoolbag
Sarah
c. remembers meeting this group of friends
Peter
d. has enjoyed every year of junior high school
At junior high school,
I remember:
winning a prize
being a volunteer
doing a school survey
a friend helping me with
a problem
I remember meeting all of you
in Grade 6.
Well, junior high
school days are over.
Do you have any
special memories?
I remember
meeting all of you
in Grade 6.
74
UNIT 10
Listen again. Match each question with the name of the person.
2b
Question
Answer
1. Who wants to study medicine?
a. Luke
2. Who told someone to take a break from running?
b. Brian
3. Who hurt his or her knee?
c. Mr. Hunt
4. Who thinks the Th at’s Life concert is the best memory?
d. Lisa
2d
Role-play the conversation.
Judy: Which teachers will you miss the most aft er junior high school, Clara?
Clara: Ms. Lee and Mr. Brown.
Judy: I know that Ms. Lee was always patient with you in math class. She
helped you to work out the answers yourself no matt er how difficult they
were.
Clara: Yes, and Mr. Brown guided me to do a lot bett er in science. He always
took the time to explain things to me clearly whenever I couldn’t understand
anything. Who will you miss?
Judy: Ms. Griffin. She encouraged me in English class. She always told me,
“You can do it!” Because of her, I put in more eff ort and my exam scores
doubled.
Clara: Shall we get each of them a card and gift to say thank you?
Judy: Good idea. Let’s go shopping tomorrow!
Listen to the conversation. Check (✔) the facts you hear.
2a
Someone didn’t like P.E.
Someone was advised to take a break from running by a teacher.
Someone had a health problem.
Someone joined the school band.
Someone liked Mr. Hunt’s teaching methods.
2c
Role-play a conversation
in your group using the
information in 2a and 2b.
A: Do you remember Mr. Hunt?
B: Of course! He’s a great teacher. He gave
really clear instructions during P.E. class.
C: Yeah, he ...
75
I remember meeting all of you in Grade 6.
UNIT 10
3c
Have you experienced any of the following things? How did you feel?
How does the writer feel about them?
1. trying to be on time for morning readings
2. running to the dining hall when the lunch bell rings
3. training for sports day
4. starting the first day in Grade 6
5. slowly making some new friends
6. helping classmates with homework
7. preparing for art festivals
8. going to New Year’s parties
9. learning English
3a
Read the passage and answer the questions.
1. What kind of writing is this?
2. What is the main subject of this writing?
3. Who do you think the writer is?
I Remember
Looking back at these past four years
I remember many things
Trying to be on time for morning readings
Running when the lunch bell rings
I remember the excitement
Of the school sports day each year
The many long hours of training
Pride of overcoming fear
I remember starting day one
The shyest in my whole class
Never speaking to anyone
And thinking I would not pass
Then slowly I made some new friends
To remember forever
Helping each other with homework
Getting better together
Preparing for art festivals
And making a great big mess
Having fun at New Year’s parties
Wishing everyone the best
We have learned a different language
That is from a foreign land
English brings many challenges
We work hard to understand
And now it’s time to graduate
We will leave our lovely school
I can’t believe it’s been four years
I’m trying to keep my cool
But it’s difficult not to cry
I’ll miss the school trees and flowers
And our kind and caring teachers
Wonderful memories of ours
3b
Read the poem again. Write the words that rhyme with the words below.
things
year
class
land
school
fl owers
rings
76
UNIT 10
4b
Write your own answers to the questions.
1. What do you remember about Grade 6?
2. What happened in Grade 7 that was special?
3. What did you use to do that you don’t do now?
4. How have you changed since you started junior high school?
5. How do you think things will be diff erent in senior high school?
6. What are your plans for next year?
7. What are you looking forward to?
4a
Number the sentences to make a paragraph.
When I get to senior high, I will join the school swim team.
My time in junior high school has been enjoyable.
In Grade 7, I studied harder but I still got poor grades in English. I
had problems with pronunciation and reading texts. So the next year, I
worked much harder and got bett er grades.
Next year, I will be in senior high school. I can’t believe how fast the
time went by!
Th is year, with Mr. Trent’s help, my English level has been improving
and I hope to get good grades at the end of the year.
In the first year, I didn’t work very hard in class, but I joined many
diff erent school clubs and had a lot of fun.
1
What happened in Grade 6 that was
special?
Our team won the school basketball
competition.
How have you changed since you started
junior high school?
I’ve become much better at speaking
English.
How do you think things will be different
in senior high school?
I think that I’ll have to study much harder
for exams.
What are your plans for next year?
I’m going to join the school volleyball
team.
What do you remember about Grade 8?
I remember being a volunteer.
What did you use to do that you don’t
do now?
I used to take dance lessons, but I don’t
anymore.
What are you looking forward to?
I’m looking forward to going to senior
high school.
Grammar
F o c u s
77
I remember meeting all of you in Grade 6.
UNIT 10
Section
B
Listen again. Complete the passage.
1d
Today is the students’ last class. Bob feels
about it and
thinks Mrs. Chen’s classes have been
. Th e students talk
about what they want to do in the future. Bob hopes to
the exam to get into senior high school. Shirley wants to get into a
school. Ken is good at
and he won a
for it. So he wants to be a(n)
.
Mrs. Chen believes in all of them and tells them to “
”. To
celebrate the end of junior high, they are having a
. Th ey
ask Mrs. Chen to come, and she is happy to accept the invitation.
Prepare a speech for your graduation. Use the questions to help you.
Present your speech to your group.
1e
How have you changed since you started junior high school?
Who has helped you most?
What advice have your parents given you?
What will you do aft er you graduate?
What are you looking forward to?
Write about what you would like to do in the future.
1a
1.
2.
3.
get a business degree and become a manager
Talk about what you hope to do in the future.
1b
A: What do you hope to do in the future?
B: I hope to get a business degree and become a manager.
Listen to a class discussion. Check (✔) the hopes you hear.
1c
✔
78
UNIT 10
2a
What is the most important thing you have learned in junior high
school? Discuss the question with a partner.
IDENTIFYING TEXT TYPE AND PURPOSE
Quickly read through a text to see what
kind of writing it is, who wrote it and
why it was written.
2b
Read the passage and answer the questions.
1. What kind of text is this? Is it a story, a speech or a notice?
2. Who do you think wrote it?
3. Who is it for?
Ladies and gentlemen,
Th ank you for coming today to
att end the graduation ceremony at
No. 3 Junior High School. First of all, I’d like to congratulate all the students who
are here today. I remember meeting all of you when you were just starting Grade
6 at this school. You were all so full of energy and thirsty for knowledge. And yes,
some of you were a litt le difficult to deal with! But today I see a room full of talented
young adults who are full of hope for the future. You’ve all grown up so much and I’m
so proud of you.
Although you’ve all worked very hard over the last four
years, none of you did it alone. I hope you’ll remember the
important people in your lives who helped and supported
you — your parents, your teachers and your friends.
Please consider what they’ve done for you and what
they mean to you. Never fail to be thankful to the people
around you.
Lastly, the end of junior high school is the beginning of
a new life. I don’t need to tell you that life in senior high
school will be harder and that you have many difficult
tasks ahead of you. You’ll make mistakes along the way,
but the key is to learn from your mistakes and never give up. But along with
difficulties, there will also be many exciting things waiting for you. Behind each
door you open are chances to learn new things, and you have the ability to make
your own choices. Choose wisely and be responsible for your decisions and
actions. Although you have to go your separate ways now, I hope that in a few years’
time, you’ll come back to visit our school. As you set out on your new journey, you
shouldn’t forget where you came from. Th e future is yours.
Good luck and hope to see you again sometime soon!
79
I remember meeting all of you in Grade 6.
UNIT 10
2c
Read the passage again and answer the questions.
1. What were the students like in Grade 6?
2. How have the students changed?
3. Who should the students thank and why?
4. What will senior high be like?
5. How should the students deal with the future?
6. What advice would you give to students who are just starting junior high
school?
2e
Underline the sentences you like in the passage. Tell your partner what
they mean and why you like them.
2d
Fill in the blanks with the correct forms of the words in the box.
1. It is time to say goodbye, but
of us want to leave.
2. It is always hard to separate from those whom you have spent so much time
with for the past four years. However, we are still excited to
on a new journey when we enter senior high school.
3. Th e teacher can see in our eyes that we
knowledge. She tells
us that knowledge will give us wings to fl y.
4. We will
the junior high graduation ceremony tomorrow. It
is a very special time for us.
5. Our teachers and parents will
us because we have grown up
and can be responsible for ourselves.
attend
be thirsty for
none
set out
be proud of
3a
Th ink of a person or an event from junior high school that you will
never forget. Make some notes about how this person or event changed
your life in some way.
Who is the person? / What is the event?
When and where did you first meet this person? / When and where did
this event happen?
How did you feel when you met this person? / How did you feel when
this event happened?
How did this person help you? / What happened later?
How has this person’s advice/event changed your life?
80
UNIT 10
Self Check
2 Fill in the blanks with the correct forms of the verbs in brackets.
I can’t
(believe) that today is the last day of junior high
school. I still
(remember) the first day of Grade 6 like
it was yesterday. I used to
(be) a really shy person, so
on the first day of junior high, I
(be) so scared and
nervous. I
(think) that I would never make any friends.
But now, I
(realize) that I was just being silly. Since then, I
(make) so many good friends and I
(share)
so many good memories with them. Even though I
(be) sad
that junior high is over, I
(look) forward to new experiences
in senior high!
3b
Write a passage about the person or event you thought about in 3a.
● Describe the person/event.
● Explain how you feel about this person/event.
● Describe how this person/event has changed your life.
1
What happened in junior high that made you have these
feelings? Complete the chart.
Feelings
Memories / Experiences
excited
happy
worried
sad
tired
proud
shy
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Notes on the Text
Notes on the Text
Unit 1
When was it invented?
1. Well, you do seem to have a point ... 嗯，看来你说的确实有点儿道理⋯⋯
这句话中的助动词do放在动词seem前面主要用来加强语气，通常可译作“的确；确
实”。在谓语动词前添加助动词do表示强调的用法常见于肯定句和祈使句中。例如：
I do hope you can come to my party. 我真的希望你能来参加我的聚会。
在英语中，have a point通常指某人的说法或想法“有道理”。例如：
Perhaps you have a point there, but the problem is that we don’t have a choice. 也许
你说的有道理，但问题是我们没有选择。
2. It is said that a Chinese ruler called Shen Nong was the first to discover tea
as a drink. 据说有一位叫作神农的中国统治者最早发现了茶可以饮用。
It is said that ...是一个常见句式，表示“据说⋯⋯”， that后面接完整的句子。例如：
It is said that thirteen is an unlucky number in many Western countries. 据说在许多
西方国家13是个不吉利的数字。
本单元还有一个类似的句式：It is believed that ..., 意思是“人们认为⋯⋯”，其后同
样接完整的句子。例如：
It is believed that tea was brought to Korea and Japan during the 6th and 7th
centuries. 人们认为，茶在六至七世纪传到了朝鲜和日本。
3. Cha Jing 《茶经》
《茶经》是我国唐代一部有关茶叶及品茶的专著，作者陆羽。该书共分三卷十节，全
面叙述了茶叶生产的历史、源流、生产技术以及饮茶技艺和茶道原理，享有“茶叶百科全
书”之美誉。
4. In 1875, Mr. Bell learned how to send musical notes through an instrument
similar to a telephone. 1875年，贝尔先生学会用一种类似电话的器械发送乐符。
musical note意为“乐符”。作为术语，在音乐主题下常简写作note。如：high notes
为“高音符”，low notes为“低音符”。
5. Today, the popularity of basketball has risen around the world, with many
young people dreaming of becoming famous players. 如今，许多年轻人都梦想成为著
名的篮球运动员，篮球在世界各地也越来越普及。
1) 此处today用作副词，修饰整个句子，并非指具体的“今天；今日”，而是表示当
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Notes on the Text
前的一段时间，相当于汉语“如今；当今”的意思，这与汉语“今天”一词的使用十分相
似。再如：
Today, only a few kinds of these beautiful animals still live on the earth. 现今，这些美
丽的动物只有少数几种还生活在地球上。
It seems to me that kids today depend more on their parents. 在我看来，如今的孩子
更加依赖他们的父母。
2) 本句中，介词with与在意义上有主谓关系的复合结构many young people dreaming
of ...构成短语，用作状语。
6. The number of foreign players, including Chinese players, in the NBA has
increased. NBA中的外国球员数量有所增加，其中也包括中国球员。
1) 此句主语的核心名词是number，表示“数量”，由于是单数形式，谓语动词需要
与之相匹配，故为has increased。语法上，人们将这种主语和谓语在数上的匹配称作“主
谓一致”。当主语为复数概念时，谓语动词用复数形式与之匹配；当主语为单数概念时，
谓语动词则用单数形式。例如：
People there are very friendly. 那里的人们十分友善。（people为复数概念）
The United Nations is an international organization that tries to find peaceful
solutions to world problems. 联合国是一个尝试寻求和平解决世界问题的国际组织。（the
United Nations是一个组织，为单数概念）
2) 短语the number of ... 意为“⋯⋯的数量；⋯⋯的数目”，如：the number of
students in the class（班级人数），the number of animals（动物的数量）。The number
of ...用作主语时，其谓语动词应用单数形式。英语另有a number of ...短语，表示“若
干的；一些”，用来修饰可数名词，如：a number of students（一些学生），a number of
mistakes（一些错误）。A number of ...用作主语时，其谓语动词应用复数形式。注意不要
将两者混淆。试比较：
The number of people killed in the accident hasn’t been announced yet. 这次事故中
死亡的人数尚未公布。
A number of people are unhappy with this decision. 一些人对这项决定并不满意。
Unit 2
Teenagers should be allowed to choose their own clothes.
1. No way! 不行！
这是英语口语中一个直接拒绝对方的表达用语，强调不赞同别人的观点，或根本没有
可能按其要求去做某事，具体意思类似于汉语的“不可能；不行”等。
另外，英语口语中还常用There’s no way ...这样的惯用表达，用以陈述某人无法做某
事。例如：
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Notes on the Text
There’s no way I’m going to stay in a hotel for 800 yuan a night. That’s too expensive
for me. 我根本无法去住800元一晚的宾馆，那对我来说太贵了。
There is, of course, no way to know for sure. 当然，没有什么办法能够得到确切的答案。
2. Sixteen-year-olds should be allowed to get their ears pierced. 应该允许16岁
的孩子穿耳洞。
此句中的get是使役动词，其搭配用法多种多样，这里接的是带有过去分词的复合结
构。get something done是一个常见的固定搭配，常用来表达“请别人做某事；使某事完
成（自己也可能参与）”，something与其后所接的done（过去分词）存在逻辑上的动宾关
系。例如：
Go and get your hair cut. 去找人理一下发。（相当于Go and get someone to cut your
hair.）
3. When I was a tiny baby crying all night, my mom sang to me and stayed by
my side. 当我还是一个整夜哭闹的小宝宝时，妈妈会给我唱歌，陪伴在我身旁。
此句中的crying all night是一个动词-ing形式短语，用在名词baby后面作定语，起
修饰名词的作用。由于本单元的语篇“Mom Knows Best”属于诗歌体裁，文中运用了排
比的修辞手法，因此，动词-ing形式短语作后置定语的现象在文中出现了多次。在初中阶
段，学生只需要理解这一结构在句子中的作用和含义即可，不必要求掌握或运用。
4. Now I’m an adult, thinking back to those times. 现在我已长大成人，回想起那
过去的岁月。
此处名词times意指“时光；岁月；时代”。除times一词外，有时人们还会使用days
表达类似含义。例如：
People started to train and use the horse in ancient times. 在古代人们就开始驯养和
利用马匹了。
In those days, people used to write a lot more letters. 那时候人们更习惯写信。
5. Only then will I have a chance to achieve my dream. 只有那样我才会有机会实
现我的梦想。
这是一个倒装句，正常语序是I will have a chance to achieve my dream only then，
但由于与前文的连贯性及强调的需要，only then被置于句首。
英语的句子大多主语在前，谓语在后。但在一些句子中，由于修辞或句子结构上的需
要，谓语被部分或完全置于主语之前，构成“倒装语序”。
only用于句子的开头，后接副词、介词短语或状语从句时，句子应倒装。例如：
Only yesterday did he find out that his watch was lost. 直到昨天他才发现他的手表丢了。
Only after a year did I begin to see the results of my work. 直到一年后，我才开始看
到我工作的成果。
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Notes on the Text
Unit 3
It must belong to Carla.
1. Well, where did you last put it? 那么，最后一次你把它（书包）放在哪里了呢？
本句中last为副词，意思是“上次；最近的一次；最后一次”。last除用于句末外，还
常置于句子中间。例如：
When I last saw her, she was working in Shanghai. 我上次见她时，她在上海工作。
When did you see him last? 你最近见到他是什么时候？
2. I think somebody must have picked it up. 我想一定有人捡到它了。
此句情态动词must表示推测，意为“一定”。英语中当情态动词后接have done时，
表达对过去的事情进行推测，故must have done something表示“过去一定做过了”这样
的意思。例如：
He’s playing outside. He must have finished his homework. 他在外边玩，一定已经把
作业做完了。
3. Stonehenge 巨石阵
巨石阵位于英国伦敦西南100多公里索尔兹伯里平原上，是一处呈环形屹立的巍峨巨
石建筑遗迹，也是欧洲著名的史前时代文化神庙遗址。巨石阵是如何建造的、其目的何在
对现代人类来说仍是一个谜，这也正是巨石阵吸引人们之处。在英国人心目中，巨石阵是
一个神圣的地方，每年都有大量的游客前往观光，感受巨石阵的神奇魅力。
4. For many years, historians believed Stonehenge was a temple where ancient
leaders tried to communicate with the gods. 多年以来，历史学家们认为巨石阵是古代
首领用来与神灵沟通的一座神庙。
此句中的where ancient leaders tried to communicate with the gods是由关系副词
where引导的一个定语从句，修饰名词temple。
5. The large stones were put together in a certain way. 这些大块的石头以某种方
式被摆放在一起。
in a certain way表示“以某种方式”，其中certain表达“某一；某个；某些”的意
思，仅用于名词之前。例如：
The doctor is only at this hospital on certain days. 那位医生只有在某些日子才在这所
医院里。
The library is only open at certain times of the day. 图书馆仅在一天的某些时段开放。
It’s wrong and dangerous to leave children under a certain age alone in the house. 把
某个年龄以下的孩子独自留在家中是不对而且危险的。
6. As you walk there, you can feel the energy from your feet move up your
body. 当你走到那儿，你能感觉到（一股）能量从你的双脚上升到你的身体里。
此句中的feel是感官动词，其后可接宾语（the energy from your feet）和不带to的动
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Notes on the Text
词不定式充当的宾语补足语（move up your body），其用法与see，hear，watch等词一
样。例如：
We felt the house shake. 我们感到房子在晃动。
Unit 4
I like music that I can dance to.
1. Hmm, depends which movie. 嗯，取决于哪部电影。
1) 本句省略了depends前的主语it和which movie后的从句部分we’ll watch，这是
典型的口语表达形式。在口语和非正式场合，为保持语言简洁明了，交流者往往会省略彼
此所知或逻辑上可明确推断的内容。例如：
Will come and meet you at around ten tomorrow morning. Hope you’ll get every
thing ready. 明天上午10点左右前来见面。希望你把一切准备就绪。（省略will和hope前
的主语I）
Anything I can do for you? 我能为您做些什么吗？（省略句首部分Is there）
Please hand me one of those books; I don’t care which. 请把那些书递给我一本，不
管哪本都行。（省略句尾部分you hand me）
2) It depends (on) who/what/how/whether ...是一个常见句型。当depend后接含
有who，what，how等词的不定式短语或宾语从句时，介词on常会省略。例如：
It depends what day you catch me, and at what time of day. 这取决于你哪天见我，以
及见我的时间。
Well, as for this matter, I can’t decide for now. Depends whether or not your dad will
say yes. 嗯，这件事我现在决定不了，取决于你老爸是否会同意。
2. I just want to laugh and not think too much. 我只想笑一笑，不想过多费神思考。
这句话中的to laugh和not think too much均为动词不定式，但后者在not和think之
间省略了to。英语语句中当多个不定式结构并列使用时，to出现在第一个结构中，后面的
往往会省略。例如：
She likes to sing, dance and hang out with her friends. 她喜欢唱歌、跳舞、与朋友们
外出消遣。
3. When I’m down or tired, I prefer movies that can cheer me up. 当我心情不好
或疲惫时，我更爱看那些能使我高兴起来的电影。
此句中down为形容词，表示“不高兴；心情不畅；伤心”等，仅用于连系动词之后
作表语。例如：
He’s been feeling a bit down ever since he got his exam results. 从他获知自己的考试
成绩以来，他一直感觉有些郁闷不快。
She’s been really down since her husband died. 自从她丈夫去世后，她一直都很伤心
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Notes on the Text
低落。
4. The piece which was played on the erhu especially moved me. 那首用二胡演
奏的乐曲尤其使我感动。
此句中piece表示音乐作品，相当于汉语的“一首歌；一支乐曲”等。例如：
When he was a small boy, he could hum songs and difficult pieces of music. 当他还
是个小孩子，就会哼唱歌曲和颇有难度的乐曲。
I especially like that short piece by Beethoven. 我特别喜欢贝多芬的那首小曲。
5. It is a pity that only six pieces of music in total were recorded for the future
world to hear, but his popularity continues to this day. 遗憾的是，一共只有六首曲子被
录了下来得以传世，但时至今日，他（阿炳）依旧颇受欢迎。
popularity在此表示“声望；知名度”之意。当我们说to win popularity或to enjoy
popularity即指“享盛名；得众望；受欢迎”。例如：
Country music is growing in popularity. 乡村音乐正逐渐得到更多人的喜爱。
Unit 5
You’re supposed to shake hands.
1. I held out my hand and to my surprise, she kissed me on both sides of my
face! 我伸出手来（想要握手），可令我吃惊的是，她居然亲吻了我的双颊！
kiss为“亲吻”之意，既可作动词，也可作名词。作动词使用时，后面可接某人作宾
语，若需进一步说出所亲吻的部位时，再用介词on引入，即形成kiss somebody on ... 结
构，本句便是如此。例如：
Will you kiss him? 你会吻他吗？
She kissed the child on the forehead. 她吻了孩子的额头。
当kiss用作名词时，常用于give somebody a kiss on ...，例如：
She gave me a quick kiss on the cheek and said goodbye. 她在我面颊上轻快一吻，向
我道别。
2. Where I’m from, we’re pretty relaxed about time. 在我们那个地方，我们的时
间观念比较随意。
此句中的where用作连词，引导地点状语从句，说明主句行为发生的地点。例如：
Where I live, there are plenty of peach trees. 在我住的地方有很多桃树。
Remember to keep the kids where you can see them. 记住让孩子们待在你能看得见
的地方。
3. We value the time we spend with our family and friends in our everyday
lives. 我们特别珍惜平日生活中和家人、朋友在一起的时光。
1) 动词value表示“珍视；珍重；重视”等含义。例如：
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I’ve always valued my teachers’ advice. 我一直很重视老师们所给的建议。
2) life在此句中的意义是“生活”，用作可数名词。例如：
Many people make different kinds of friends in their social lives. 许多人在他们的社交
生活中结交了各种不同的朋友。
一些常用短语和表达，如：live/have/lead a ... life，常用life的单数形式。例如：
She just wanted to live a quiet life. 她只想过平静的生活。
4. Also, we never visit a friend’s house without calling first. 而且，我们也从不事
先未通电话便登门拜访朋友。
这是一个双重否定的句子，其中never和without均表示否定，合在一起表达肯定的
意义，即“一定会”。这一点，英、汉两种语言表现相近。例如：
Some girls would never go out without taking time to dress themselves up. 有些女孩
不花些时间穿着打扮一番是不会出门的。
You will hardly ever be able to speak good English without practicing. 你不练习几乎
是不可能把英语说好的。
5. Mind your manners! 注意你的礼仪！
1) Mind ... 是一个警示句型，相当于汉语的“注意⋯⋯；当心；小心⋯⋯”。例如：
Mind your head, please! 请当心碰头！
Mind your steps! 小心台阶！
2) 此句中manners意为“礼貌；规矩；礼节；礼仪”，在表达这一意义时，manner
通常用复数形式。例如：
have (no) manners 讲（不讲）礼貌；有（没有）礼貌；懂（不懂）礼貌
It’s bad manners to talk with your mouth full. 满嘴食物时说话是不礼貌的行为。
6. You wouldn’t believe how quickly my French has improved because of that.
你简直都想不到就因为这样我的法语提高得有多快。
You wouldn’t believe ...是一个常用句式，相当于汉语所说的“你无法想象⋯⋯；你
想都想不到⋯⋯；你绝不会相信⋯⋯”，表示所陈述的事情超出想象之外。与此类似的
表达还有You would never believe ...或You would hardly believe ...。例如：
You wouldn’t believe that he found his long-lost sister in Taiwan! 你绝对想不到他在
台湾找到了失散多年的姐姐！
You would never believe what quick progress he’s made ever since he attended your
class. It is a miracle! 您根本无法想象，自从他听了您的讲课后进步有多大。简直是个奇迹！
7. My biggest challenge is learning how to behave at the dinner table. 我最大的
挑战是学习餐桌礼仪。
learning how to behave at the dinner table是动词-ing形式短语，在句中作表语。
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Notes on the Text
例如：
His main hobby is fishing. 他的主要爱好是钓鱼。
The most important thing is getting there in time. 最重要的事是及时到达那里。
Unit 6
Sad movies make me cry.
1. John: Did you have fun with Amy last night? 约翰：昨晚你和埃米玩得开心吗？
Tina: Well ... yes and no ... 蒂娜：嗯，既开心又不开心⋯⋯
yes and no表示对某一问题的两可回答，意思是“既是又不是；不能说定”。例如：
A: Were you surprised when you received something from Andy?你收到安迪的东西时
惊讶吗？
B: Well, yes and no. I knew he would send me something. But I just wasn’t sure what it
would be.嗯，既惊讶又不惊讶。我知道他会给我送东西，但是不知道他会送什么。
2. Mmm ... why don’t you ask Alice to join you each time you do something
with Julie? 嗯⋯⋯每次和朱莉在一起的时候，你何不邀请艾丽斯加入呢？
这里each time引导时间状语从句，类似each time引导时间状语从句的连词还有
every time，next time等。例如：
Every time I come, he is busy. 每次我来他都很忙。
Next time you go skating, please wear warm clothes. 下次滑冰要穿暖和的衣服。
3. Then she won’t feel left out. 那么她就不会觉得自己被冷落。
to be/feel left out表示“被遗忘；被忽略；被冷落；被抛弃”之类的意思。例如：
A new father often feels left out when his baby arrives. 当自己的孩子出生时，新爸爸
往往有被冷落的感觉。
If you don’t catch up, you’ll be left out. 如果你不抓紧赶上大家，你就会落在我们之后啦。
4. His face was always pale as chalk. 他总是面色苍白。
(as) pale as chalk是一种明喻修辞结构，虽然英语把苍白比作chalk（白垩，一种白色
石灰岩），但汉语不可直译，相当于我们说的“惨白；苍白”。例如：
You look as pale as chalk today. What’s wrong? 今天你看着面色苍白，哪里不舒服？
另外值得注意的是，汉语描述不健康的人的面部颜色时常用“白”字，如：“煞白；
苍白；灰白”等等，英语常用pale来表达。例如：
He suddenly went pale. 他突然面色变白。
5. How could he have missed scoring that goal? 他怎么没把球射进呢？
此句could have done表示“过去本能够做某事却未做”，包含“责备”意义。例如：
How could he have been such a fool? 他怎么这么糊涂？
How could she have forgotten what kind of man he was? 她怎么能忘记他是哪种人呢？
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Notes on the Text
6. But whatever it was, don’t be too hard on yourself. 但不管结果怎样，不要对自
己要求太苛刻。
to be hard on somebody是一个常用短语，表示“过于严格地要求某人；对某人过于
严厉”或“以刻薄的方式批评、对待某人”。例如：
Some teachers today are too hard on their students. 如今一些老师对学生的要求过于
严厉。
Perhaps I’m too hard on my daughter. 或许我对我女儿要求过头了。
7. The next day, Peter went to soccer practice with courage rather than fear in
his heart. 第二天，彼得并没有害怕，而是勇敢地去参加足球训练。
rather than意思是“并非；而不是”。例如：
I, rather than you, should do the work. 该做这工作的是我，而不是你。
The most valuable thing is time, rather than money. 最珍贵的是时间，而不是金钱。
8. But I think if we continue to pull together, we’re going to win the next one.
但我想只要我们继续团结一致，我们就会赢得下一场比赛。
pull together是一个常用短语，意思是“齐心协力；通力合作”。例如：
If all of us can pull together, there must be something we can do to improve the
environment. 如果我们都能齐心协力，我们一定能做点什么来改善环境。
Unit 7
Life is full of the unexpected.
1. I was about to go up when I decided to get a coffee first. 我正要上楼，这时我
决定先去买杯咖啡。
be about to do something是一种表达将来的结构。Somebody is about to do something
或Something is about to happen表示“某人即将做某事”或“某事就要发生”，表达的是一
种眼下的、最近的将来。例如：
We were just about to set off when Kate returned with the bad news. 我们正要出发，
这时凯特回来了，带来了坏消息。
Oh, I was just about to leave you a message. 噢，我正要给你写个留言条呢。
注意：be going to do something表达对未来的“计划；打算”。例如：
We’re going to have a picnic this weekend. 本周末我们打算进行一次野餐。
2. We stared in disbelief at the black smoke rising above the burning building.
我们直愣愣地盯着燃烧着的大楼上升起的黑烟，无法相信（这一切）。
1) stare表示“（目不转睛地）盯着瞧；凝视”的意思，是不及物动词，用法与look
类似，接宾语时需要用介词at来引入所注视的内容。例如：
What are you staring at? 你眼睛一动不动地在盯着看什么呢？
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Notes on the Text
Don’t stare at people like that. It’s rude. 别那样盯着人看，这不礼貌。
2) 介词短语 in disbelief 用来表示人们持有怀疑、疑虑的态度，常与stare at
somebody, shake one’s head等搭配使用。例如：
I stared at him in disbelief, shocked at what he had said. 我直盯着他，十分震惊，不
相信他说的一切。
My grandmother shook her head in disbelief. 我奶奶摇着头，丝毫不信。
3. April Fool’s Day 愚人节
这是英美等英语国家一个特有的娱乐性节日。每年4月1日，朋友、熟人间往往会无
中生有，编出一些玩笑来相互愚弄，人们一旦相信，便被大家嬉笑为“四月愚人”（April
fool）。由于其特定的愉悦氛围和文化特质，这一节日深受大众，尤其是青年人喜爱，也
逐渐流传到世界其他国家。
4. Many April Fool’s jokes may end up being not very funny. 许多愚人节玩笑的
结局并不是那么有趣。
end up意为“结束；以⋯⋯告终”，后面常接介词短语或动词的-ing形式。例如：
Marley warns Scrooge to change his ways if he doesn’t want to end up like him. 马利
告诫斯克鲁奇，若是不想与他落得同样下场就得改变自己的行事方式。
He needs to think about what will happen if he doesn’t end up as a professional
runner. 他需要思考，如果最终不能成为职业赛跑运动员会怎么样。
Every time she went to see that movie, she ended up crying her eyes out. 每次她去看
那部电影，最后都哭得跟泪人似的。
Unit 8
We’re trying to save the earth!
1. So together, our actions can make a difference and lead to a better future! 因
此，我们齐心协力就能带来变化，创造更加美好的未来。
make a difference (to ...)表示“（对⋯⋯）产生影响或作用”。例如：
Do you think his words would make any difference to the final decision? 你认为他的
话会对最后的决定产生影响吗？
The new teacher always encourages little Tom. This has made a big difference to him.
新来的老师总是鼓励小汤姆，这对他影响很大。
2. If their numbers drop too low, it will bring danger to all ocean life. 如果它们
（鲨鱼）的数目降至过低，会给所有海洋生物带来危险。
此句复数形式的numbers表达全球海洋中鲨鱼的总量。当表示数值的高或低时，
number要用high或low修饰。例如：
In that country, the number of children going to school is higher in cities than in
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Notes on the Text
towns and villages. 在那个国家，城市儿童入学人数比乡镇及农村要高。
常与number搭配的动词有grow、fall等。例如：
The number of families that own cars has been growing quickly recently. 近来拥有轿
车的家庭数量增长很快。
3. Environmental protection groups around the world, such as WildAid and
the WWF, are teaching the public about “finning”. 世界各地的环境保护组织，如野生
救援协会和世界自然基金会，都在教育公众有关“猎翅”（获取鱼翅而猎杀鲨鱼）的行为。
1) 英语中fin本为名词，指“鱼鳍”。此句的finning由动词化的fin（割鲨鱼鳍以获
取鱼翅）的-ing形式转化而成，指课文中所陈述的“猎翅”（获取鱼翅而猎杀鲨鱼）这一
行为。
2) WildAid和WWF组织
WildAid（美国野生救援协会）是保护野生动物及栖息地环境的一个非盈利性的机构，
1999年注册成立，其宗旨是保护及救助世界范围内的野生动物；WWF（世界自然基金会）
英文全称为World Wide Fund For Nature，成立于1961年，是享有国际盛誉、全球最大
的独立性非政府环境保护组织之一。
4. She lives in a house in the UK that she built herself out of rubbish. 她住在英
国，房子是她自己用废弃物建造而成。
that she built ...是一个定语从句，修饰前面的名词house。
build/make ... out of ...表示“用⋯⋯建造/制作”。例如：
This art piece is made out of glass. 这个艺术品是用玻璃做的。
5. The top of the house is an old boat turned upside down. 房子的顶部是一条翻
转过来的旧木船。
此处过去分词短语turned upside down意为“被翻转过来的；被颠倒过来的”，用作
后置定语，修饰名词boat。英语中短语和从句用作定语时，一般置于名词之后，作后置定
语。例如：
the sign on the wall 墙上的标志牌（介词短语后置作定语）
the children boating on the lake 湖上泛舟的孩子们（现在分词短语后置作定语）
the stories invented by eight- and nine-year-olds 八九岁小孩子编写的故事（过去分词
短语后置作定语）
a machine that can do many kinds of housework 一个能做多种家务的机器（句子后
置作定语）
6. Not only can the art bring happiness to others, but it also shows that even
cold, hard iron can be brought back to life with a little creativity. 艺术不但可以给他人
带来快乐，而且也说明只需要一点创造力，即便是冰冷、坚硬的铁也可产生活力。
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Notes on the Text
not only ... but also ...是一个并列连词，相当于汉语的“不但⋯⋯而且⋯⋯”。例如：
Basketball has not only become a popular sport to play but it has also become a
popular sport to watch. 篮球不仅成为一项人们喜欢玩的运动，也成为一项人们喜欢观看
的运动。
Stonehenge is not only one of Britain’s most famous historical places, but also one of
its greatest mysteries. 巨石阵不仅是英国最著名的历史古迹之一，也是英国最大的未解之
谜之一。
当not only ... but (also) ...连接两个并列分句时， not only后的分句用倒装语序。例如：
Not only did he hear it, but also he saw it. 他不但听见了，而且也看见了。
Not only does he speak English correctly, but he also speaks it fluently. 他不仅英语说
得正确，还说得流利。
Unit 9
It’s important to have good habits.
1. It’s important to have good habits. 有良好的生活习惯很重要。
在此句中，It是形式上的主语，不定式to have good habits是真正的主语。句型结构
为：It+be+adj./n.+to do sth./not to do sth. 例如：
It is unwise to give the children whatever they want. 给孩子他们想要的一切是不明
智的。
It is necessary to learn a foreign language. 学一门外语是很必要的。
2. Actually, cooking is not that difficult. 实际上，煮饭并不难。
that在此句中是副词，意思是“那么，那样”，强调程度之深。
3. Most, however, get through their teenage years with the help of their
families and friends. 然而，大部分的青少年都能在家人和朋友的帮助下顺利地度过他们
的青春期。
介词短语with the help of…意思是“在⋯⋯的帮助下”，还可以表达为“with one’s
help”。例如：
With the teacher’s help, I’ve made great progress in English. 在老师的帮助下，我的英
语取得了很大进步。
4. The more you exercise, the healthier you’ll become. 你运动得越多，你就会变
得越健康。
“the+比较级，the+比较级”表示“越⋯⋯，就越⋯⋯”，是英语中一种固定的表
达方式。其中前面的句子是状语从句，后面的句子是主句。the用在形容词或副词的比较
级前。例如：
The sooner, the better. 越早越好。
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The more she learns, the more she wants to learn. 她越学就越想学。
5. Not getting enough sleep has serious effects on our brain’s ability to work. 得
不到足够的睡眠会严重影响我们大脑的工作能力。
1) 在此句中，动名词的否定形式“not getting enough sleep”作主语。这句话与本
单元中的“Exercising helps teenagers to stay healthy.”属于同一类型的句子结构。
2) have an effect on意思是“对⋯⋯有影响”。例如：
The environment has a great effect on the growth of children. 环境对孩子的成长影响
很大。
6. The amount of sleep we need is different from person to person. 我们需要的
睡眠多少因人而异。
the amount of意思是“⋯⋯的数量”，an amount of意思是“大量的”，后面通常接
不可数名词。例如：
The amount of rainfall determines the quality of the crop. 降雨量决定着收成的好坏。
A million dollars is an amount of money. 一百万美元是一笔庞大的资金。
Unit 10
I remember meeting all of you in Grade 6.
1. We have learned a different language. 我们学习了一种不同的语言。
That is from a foreign land. 它来自异国他乡。
这两行诗句实为一个句子，从句that is from a foreign land是language的定语，表示
“一门来自异国的不同语言”。land在此指“国家”，a foreign land便是“外国”之意，但
这种说法多见于诗歌或散文等文学语言中。
2. I’m trying to keep my cool. 我在尽力保持冷静。
keep one’s cool意思是“保持沉着；不让自己失去控制”，cool在此用作名词。例如：
“I must keep my cool,” she thought. “Losing my temper isn’t going to help.” 她想：
“我要保持冷静，发脾气是不会起作用的。”
与keep one’s cool意思相似的还有keep cool。例如：
Keep cool!保持冷静！
注意：keep cool中的cool用作形容词，而keep one’s cool中的cool为名词。
3. As you set out on your new journey, you shouldn’t forget where you came
from. 在新的旅行启程之际，不应忘了你来自何处。
1) set out on something意思是“开始进行新的或重要的事情”。例如：
When we set out on this project, we knew it would be difficult. 我们开始着手这个项
目时就知道它的难处。
2) set out是一个常用短语，表示“出发”。例如：
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Notes on the Text
After a three-day rest, the travelers set out again. 这些旅行者休息三天后又出发了。
3) journey的本义是“旅程”，此句里用的是它的引申义，即它的隐喻用法，意思是
“ (人生的) 阶段或行程”。隐喻在英语中很常见，例如：
Learning is a life-long journey. 学习是终身旅程。
Time is money. 时间就是金钱。
The book is the fruit of the couple’s hard work. 这本书是这对夫妇辛苦付出的成果。
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Tapescripts
Unit 1 When was it invented?
Section A, 1b
Alice:
Was your life very difficult when
you were a kid?
Grandma: Oh, not really. Why?
Alice:
Well, you didn’t have modern
inventions like a telephone, right?
Grandma: Of course we did! How old do you
think I am? The telephone was
invented in 1876. You need to take
a history class, Alice!
Alice:
Haha! How about cars? They
weren’t invented yet, were they?
Grandma: Yes, they were. Cars were invented
in 1885. My family had a car.
Alice:
Well, did you have a TV?
Grandma: No, we couldn’t afford one. They
were expensive in those days. The
TV was invented around 1927, I
think.
Alice:
Well, I know that you didn’t have
a computer, because we learned
in school that personal computers
were invented in 1971.
Grandma: You’re right. But I have one now!
Section A, 2a, 2b
Alex:
Hi, Carol. Wow, what are those?
Carol: Hello, Alex. Oh, these are some of the
interesting inventions that I’m writing
about for my English homework.
Alex:
I see ... What’s that, then?
Carol: They’re shoes with lights. You use
them for seeing in the dark when you
get up at night.
Alex:
Oh, that’s a cool idea! I always hit my
toe against something on the way to
the bathroom at night.
Carol: Next is a special ice-cream scoop. This
is my favorite invention. It runs on
electricity and becomes hot.
Alex:
I know what it’s for! It’s used for
serving really cold ice-cream.
Carol: Yes, that’s right! The last invention
I’m going to write about is shoes with
special heels. You can move the heels
up and down.
Alex:
What are they used for?
Carol: Well, you can change the style of your
shoes. You can raise the heels if you are
going to a party or lower them if you
are just going out for shopping.
Section B, 1c, 1d
Boy 1: Hey, did you know that potato chips
were invented by mistake?
Boy 2: Really? What do you mean?
Boy 1: Well, here on the bag it says that they
were invented by a cook called George
Crum.
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Tapescripts
Boy 2: When was that?
Boy 1: Oh, it was back in 1853.
Boy 2: So, why was it an accident?
Boy 1: Well, one day, a customer came into
the restaurant where George worked.
He ordered a plate of fried potatoes.
When the potatoes came, he said they
were cut too thick and sent them back
to the kitchen.
Boy 2: So what happened?
Boy 1: Well, George was angry, so he cut
the potatoes really, really thin, and
he cooked them for a long time until
they were crispy. And he put lots of
salt on them so they were really salty.
He thought the customer would hate
them.
Boy 2: And?
Boy 1: And the customer loved them and
asked for more. He told the other
customers about them, and soon
everyone was ordering thinly cut,
crispy, salty potato chips.
Boy 2: And we’re still eating them today.
What a cool story!
Unit 2
Teenagers should be allowed to
choose their own clothes.
Section A, 1b
Anna:
Mom, can I go to the shopping center
with John? He just got his driver’s
license.
Mom: No way! I don’t think sixteen-year-
olds should be allowed to drive. They
aren’t serious enough. I’m worried
about your safety.
Anna:
But Gaby’s getting her ears pierced
at the shopping center and I want to
watch.
Mom:
Sixteen-year-olds shouldn’t be
allowed to get their ears pierced
either. They’re too young.
Anna:
I agree, but it’s fun to watch. Can I
take the bus then?
Mom:
Well, OK.
Anna:
Great! I want to buy a new skirt, too.
Mom:
What kind of skirt? Maybe I should
go with you.
Anna:
Aw, Mom. I’m not a child. I think
teenagers should be allowed to
choose their own clothes.
Mom:
Well, I just want to make sure you get
something nice.
Section A, 2a, 2b
Kathy: Hi, Molly. Where’s your brother
Larry? I thought he was joining us.
Molly: Hi, Kathy. I’m sorry. Larry can’t join
us after all. He is working late tonight.
Kathy: Oh, Larry’s working late again?
Molly: Yeah, he is.
Kathy: I see ... I really don’t think sixteen-
year-olds should be allowed to work
at night. Young people need to sleep.
Molly: Oh, I disagree with you. Teenage boys
never get tired.
Kathy: Well, maybe. But Larry shouldn’t
work every night.
Molly: That’s true. He needs time to do
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homework.
Kathy: And you know, Molly ... he should
really cut his hair.
Molly: Oh, I don’t know. Do you think it’s
too long?
Kathy: Yes, I do. It doesn’t look clean. And I
think he should stop wearing that silly
earring.
Molly: Hmm ... I disagree. I kind of like it. It
looks cool!
Kathy: You know another thing that worries
me? Larry doesn’t seem to have many
friends.
Molly: Yeah, I know. I think he shouldn’t
work on weekends.
Kathy: That’s right. He needs to spend time
with friends.
Section B, 1c, 1d
Dad: What’s the matter, Peter?
Peter: I think I’m going to fail a math test,
Dad.
Dad: You are? Why?
Peter: Well, I missed the bus and I had to walk
to school.
Dad: So?
Peter: I’m not allowed to get to class late, and
there was a big test today.
Dad: And you weren’t allowed to take the
test?
Peter: That’s right. But I know I could pass
that test.
Dad: Well, Peter, the school has to have
rules, you know.
Peter: I know. But they should let me take the
test later. It’s not fair if they don’t even
give me a chance!
Dad: Well, you might still be allowed. Maybe
you could talk to the teacher after
school.
Peter: Yeah. Maybe if I explain what happened,
she’ll understand.
Unit 3 It must belong to Carla.
Section A, 1b
Girl 1: Whose volleyball is this?
Boy:
It must be Carla’s. She loves volleyball.
Girl 1: How about this toy truck?
Girl 2: Hmm ... that toy truck must belong
to Jane’s little brother. He was the
only little kid at the picnic. And the
magazine must belong to Deng Wen.
He loves rabbits.
Boy:
Oh, look, someone left a book.
Girl 2: That book must be Mary’s. J. K.
Rowling is her favorite writer.
Girl 1: OK ... and how about this CD?
Girl 2: Hmm ... The CD must belong to
Grace. She always listens to pop music.
Section A, 2a, 2b
Bob:
Hey, look! Whose schoolbag do you
think this is?
Anna: I don’t know. Look, here’s a school
T-shirt.
Bob:
Well then, the person must go to our
school. Oh! Here is a hair band, so the
person can’t be a boy.
Anna: It could be Mei’s hair band. She has
long hair.
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Bob:
Or the hair band might belong to
Linda. She was at the picnic, wasn’t
she?
Anna: Yes, she was. But then the schoolbag
could belong to Rita. She’s always
forgetting things.
Bob:
Oh, look! Tennis balls.
Anna: Then it must be Linda’s schoolbag. She
has long hair and she’s on the tennis
team.
Bob:
You’re right!
Section B, 1b, 1c
Man:
Hey, look at the man running
down the street. I wonder what’s
happening.
Woman: He could be running for exercise.
Man:
But he’s wearing a suit. He might be
late for work.
Woman: He looks kind of afraid. (pause) Oh,
no! What’s that?
Man:
Where?
Woman: There’s something in the sky.
Man:
It could be a plane.
Woman: No, it can’t be a plane. It’s too big. It
must be a UFO.
Man:
A UFO? What’s going on?
Woman: Look, now the UFO is landing ...
Man:
And there’s something strange
getting out. It must be an alien.
Woman: And the alien is running after the
man! I must be dreaming.
Man:
Maybe we should call the police.
(pause) Hey, wait a minute. What’s
that?
Woman: Where?
Man:
Over there.
Woman: It’s a woman with a camera.
Man:
She could be from the TV news.
Woman: No, look at all those other people.
They’re actors. Oh! They must be
making a movie.
Unit 4 I like music that I can dance to.
Section A, 1b
Betty: Oh, look! There’s the new Cool Kids
CD.
Tony: The Cool Kids? Do you like them?
Betty: Oh, yeah. They’re my favorite band. I
like music that I can dance to.
Tony: You’re kidding. I think they’re awful.
I prefer music that has great lyrics ...
music that I can sing along with.
Betty: I like songs that I can sing along with,
too. So what’s your favorite band?
Tony: The Lions. They always have
interesting lyrics.
Section A, 2a, 2b
Xu Fei:
Look, Carmen. These T-shirts are
great! Look at this one.
Carmen: What a great T-shirt, Xu Fei! I
really love the Australian singer Dan
Dervish. I like musicians who play
different kinds of music.
Xu Fei:
Hmm ... I guess he’s OK ...
Carmen: He’s only OK?! You must be joking.
Xu Fei:
Well, I like musicians who write
their own songs. Dan Dervish
doesn’t write his own music.
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Carmen: Hmm. Well, I think he’s great.
Xu Fei:
The Modern’s T-shirt is interesting.
Carmen: The Modern are really great. I love
electronic music that’s loud.
Xu Fei:
I know you do ... but I prefer groups
that play quiet and slow songs.
Section B, 1b, 1c
Ali:
Wow, you sure have lots of cool
things. What a great jacket!
Michael: Yeah, it’s new. I really like it. I like
clothes that are unusual.
Ali:
Me, too. Say ... is that a new book
over there?
Michael: Yes, it is. It’s a book about
volleyball. It tells you how you can
be a good player.
Ali:
Is it good?
Michael: Yeah, it’s great. I like writers who
explain things well.
Ali:
Me, too. Umm, Michael?
Michael: Yes?
Ali:
Where did you get that movie
poster?
Michael: Oh, my brother got it for me. He
works at a movie theater.
Ali:
Wow, you’re so lucky. It’s a great
poster!
Michael: Yes, it is. I love movies that are scary.
What about you?
Ali:
I sure do. Say ... Michael ... Do you
think your brother could get the
same poster for me, too?
Michael: Probably. I’ll ask him.
Ali:
Great, thanks!
Unit 5 You’re supposed to shake hands.
Section A, 1b
Yoshi:
What are people supposed to do
when they meet in your country,
Rodrigo?
Rodrigo:
Do you mean when people meet
for the first time?
Yoshi:
Yeah.
Rodrigo:
In Mexico, we shake hands.
Yoshi:
What about in Brazil, Celia?
Celia:
Well, in Brazil, people sometimes
kiss. How about in Japan, Yoshi?
What are people expected to do
when they meet for the first time?
Yoshi:
We bow.
Kim:
And in South Korea we also bow.
Mike:
Well, I guess in most Western
countries we shake hands.
Section A, 2a, 2b
Daisy: Hi, Maria. How was Paul’s party?
Maria: Oh, Daisy, it was terrible.
Daisy: It was?
Maria: Uh-huh.
Daisy: What happened?
Maria: Well, I was supposed to arrive at 7:00,
but I arrived at 8:00.
Daisy: Oh, so you were late.
Maria: Yeah, but in my country, it’s
different. When you’re invited for
7:00, you’re expected to come later!
It’s considered strange to turn up on
time.
Daisy: I see.
Maria: Then when I met Paul’s mom, I kissed
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her.
Daisy: Oh ... you were supposed to shake
hands instead.
Maria: That’s right. And I wore a fancy dress.
Daisy: What’s wrong with that?
Maria: Well, it turned out that it was an
outdoor party, Daisy. Everyone else
was in a T-shirt and jeans.
Daisy: I guess next time you should ask what
you’re supposed to wear.
Section B, 1b, 1c
Yang Ming: You must be excited about leaving
for China tomorrow, Steve!
Steve:
Yeah, but I’m a little nervous, too.
Yang Ming: Why?
Steve:
Well, for one thing, I don’t know
how to use chopsticks very well ...
and I don’t know how to behave
at the dinner table.
Yang Ming: Oh, I see. Well, one important
thing is that you’re not supposed
to start eating first if there are
older people at the table.
Steve:
That’s interesting. In the United
States, it doesn’t matter.
Yang Ming: Yeah, I know. It’s also impolite
to stick your chopsticks into
your food. You shouldn’t point
at anyone with your chopsticks,
either.
Steve:
Oh, OK.
Yang Ming: Oh, and there’s one more thing
you need to know. You’re not
supposed to talk when you’re
eating dinner. Only parents are
expected to talk at the dinner
table. Children are not allowed to
speak.
Steve:
Wow! That’s ... that’s unusual!
Yang Ming: Haha, I’m just kidding!
Unit 6 Sad movies make me cry.
Section A, 1b
Tina: I’m hungry, Amy.
Amy: So am I. Why don’t we get something
to eat?
Tina: Yeah. Let’s go to Rockin’ Restaurant. I
love their hamburgers.
Amy: Oh, Tina ... I hate Rockin’ Restaurant.
Tina: Why? The food is great, isn’t it?
Amy: The food’s fine. I just don’t like the
environment. Those awful pictures on
the walls make me uncomfortable, and
the loud music makes me nervous.
Tina: OK. So where do you want to go, Amy?
Amy: Let’s go to Blue Ocean. The soft music
makes me relax.
Tina: Not me. It makes me sleepy.
Section A, 2a, 2b
John: Did you and Amy have fun last night,
Tina?
Tina: Well ... yes and no.
John: Was Amy late as usual?
Tina: Yes, she was, and waiting for her drove
me crazy.
John: Oh dear. Where did you go for dinner,
then?
Tina: First we went to Rockin’ Restaurant,
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but Amy didn’t want to stay. She said
that the loud music made her nervous.
John: That’s funny. Loud music always makes
me want to dance.
Tina: Me, too. So we went to Blue Ocean. It
was quiet and the food was great. We
had a good time.
John: Then did you go to the concert at the
high school?
Tina: No. We decided to go to the movies. We
saw Remember Me Forever. It was a
really good movie, but it was so sad that
it made us cry.
John: Sad movies don’t make me cry. They
just make me want to leave!
Tina: You sound just like my brother!
Section B, 1c, 1d
The general searched and searched but
couldn’t find anyone. It seemed that everyone
had their own problems, and no one was truly
happy. Two days passed. Just as he was about
to give up, he saw a poor man on the street. He
was eating with his hands and singing happily
to himself. The general went up to him.
General: Hello! I’m the king’s top general.
Man:
Hi, General. What can I do for you
today?
General: I heard you singing just now, and
you sound very happy.
Man:
That’s because I am happy.
General: But I don’t understand. What makes
you so happy? You have no power,
money or fame.
Man:
I have everything I want, and I
don’t want what I can’t have. So I’m
happy, and my song comes from the
happiness in my heart.
General: Then I need to give your shirt to the
king. Is it there in your bag? How
much do you want for it?
Man:
Shirt? What shirt? I don’t own any
shirts!
Unit 7
Life is full of the unexpected.
Section A, 1b
Boy:
Hi, Mary. You look so tired.
Mary: I am. I had a bad morning.
Boy:
Really? What happened?
Mary: Well, first of all I overslept. By the time
I got up, my brother had already gotten
in the shower.
Boy:
Oh, what a pain!
Mary: So, after he got out of the shower, I
took a quick shower and got dressed.
But by the time I went outside, the bus
had already left.
Boy:
Oh, no!
Mary: Oh, yes! So I ran all the way to school.
But when I got to school, I realized I
had left my backpack at home.
Boy:
No wonder you look stressed.
Section A, 2a, 2b
Boy:
So then what did you do, Mary?
Mary: Well, I ran home to get my backpack.
But when I got home, I realized I had
left my keys in the backpack.
Boy:
You’re kidding!
Mary: So I ran back to school without my
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keys or my backpack. But by the time I
got back to school, the bell had rung.
Boy:
Oh, no!
Mary: And by the time I walked into class,
the teacher had started teaching
already. She asked for our homework,
but of course I didn’t have it.
Section B, 1c, 1d
Nick: Has someone ever tricked you on April
Fool’s Day, Dave?
Dave: Yes. A friend once invited me to a
costume party. When I got there, I
found that it wasn’t a costume party. I
was the only person wearing a costume,
and I was really embarrassed. How
about you, Nick?
Nick: Well, last April Fool’s Day, when my
alarm went off, I got up, took a shower,
got dressed, and went to school. But
when I got there, the school was empty.
I was the only one there. After an hour,
the other kids showed up, and I realized
that my brother had fooled me.
Dave: He had?
Nick: Uh-huh. He had changed the clock to
an hour earlier. What about you, Joe?
What happened to you on April Fool’s
Day?
Joe:
Well, my friend called me on March
31st last year and told me we had a
math test the next day. By the time I
got to math class, I was tired because I
had stayed up all night studying. Then
I found out that my friend had fooled
me. We didn’t have a test at all!
Unit 8
We’re trying to save the earth!
Section A, 1b
Tony: Hey, Mark, maybe we could go
swimming in the river later this
afternoon.
Mark: I don’t think I want to go, Tony.
Tony: Why not?
Mark: I was there last weekend and the river
was really dirty. Even the bottom of
the river was full of rubbish, and there
were no more fish for fishermen to
catch.
Tony: No way! It used to be so clean. In fact,
it has always been the nicest river in
this town.
Mark: Not anymore. I think people are
throwing litter into the river. Factories
are also putting waste into the river.
Tony: That’s terrible! We should write to the
government. They should close down
the factories.
Mark: Good idea! But I think everyone in
this town should help to clean up the
river, too. Everyone should play a part,
not just the government.
Section A, 2a, 2b
Interviewer: Today we’re talking to Jason
and Susan about environmental
problems. Jason and Susan, can
you tell us about some of the
problems you’ve seen?
Jason:
I think one problem is that the air
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is badly polluted. I hardly ever see
blue skies anymore.
Susan:
Yes, and I used to see the stars
clearly.
Interviewer: What do you think has caused
this problem?
Susan:
Well, there are more cars on the
road these days.
Jason:
And factories that burn coal also
pollute the air with a lot of black
smoke.
Interviewer: What other problems do you see?
Susan:
I guess there’s too much rubbish
and waste in the streets.
Jason:
Yes! Every day people are throwing
away things like wooden chopsticks,
plastic bowls and plastic bags.
Susan:
They’re also littering in
public places, for example, during
picnics in parks. This is turning
beautiful places into ugly ones.
Interviewer: You’re right. These are serious
problems for our environment.
Next, let’s talk about the things
we can do to help.
Section B, 1c, 1d
Jack:
Turn off the lights, Julia. It saves
electricity.
Julia: Oh, I usually do that. I was just in a
hurry.
Jack:
I see. I’ve just read a book which
gives ideas about how we can save
the environment. For example, you
should turn off the shower when you’re
washing your hair.
Julia: Oh, I would never do that. I have very
short hair. It only takes a few minutes
to wash. What else does it say?
Jack:
You should take your own bags when
you go shopping.
Julia: Oh, that’s easy. I’ll do that from now
on. What else?
Jack:
People should stop riding in cars and
start riding bikes.
Julia: No way! It would take me 45 minutes
to get to school by bike!
Jack:
But it’s good for the environment!
Besides, I like riding my bike.
Julia: Yes, and you also live close to school!
Unit 9
It’s important to have good habits.
Section A, 1b
Mei: What’s the matter, Peter? You look
tired.
Peter: I am, Mei. Life’s tough for teenagers
sometimes, isn’t it?
Mei: Well, yes, it’s not as easy as before.
Peter: It’s important to my parents that I do
well at school. But it’s so hard for me. I
need to get a good report card so badly.
Mei: Well, I’ve learnt that if you have a
problem, it’s important to talk it over
with someone. What do you think,
Ling?
Ling: Well, I think Peter needs to get enough
sleep. For me that’s harder to do now in
Grade 9.
Peter: You’re right. But I think it’s more
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important for teenagers to work hard
than to sleep more.
Ling: Do you? But what about friends?
Mark: Of course, friends are important to
every teenager, but we need to balance
our time between work and leisure.
And another thing ...
Ling: Hey, Mark, you sound like my father!
Mark: I do? Well, maybe that’s because I have
a close relationship with my parents.
In fact, I think spending time with my
parents is the most important thing.
Section A, 2a, 2b
Teacher(F): Good morning, class. Today
we have Mr. Brown, the school
advisor, to talk to us.
Mr. Brown: Good morning, everybody. First,
I’m sure you often feel that adults
don’t care about your health and
happiness, but I want to tell you
that we do. So, let’s start with
some questions. Yes?
Boy 1: We are given a lot of homework,
and so I need to study late every
night to finish it. Is this good for
me?
Mr. Brown: Well, not really. In order to be
healthy, teenagers need to get
enough sleep. Can you ask your
teachers to help you with this
problem?
Girl: I’m nearly 16. Do you think I am
too young to decide what to do in
my free time?
Mr. Brown: That’s another good question. I
don’t think you’re too young to
decide, but it’s always better to talk
things over with your parents. Let
them know about your life—share
it with them more.
Boy 2: I need to do that. My parents say
I’m too quiet at home.
Mr. Brown: Well, maybe they think you’re
unhappy.
Teacher: One last question?
Girl: Yes. Mr. Brown, my parents tell
me it’s dangerous to chat on the
Internet. But do you think it’s
okay?
Mr. Brown: In order to be safe, you need to
be very careful. There are many
dangers—especially for teenagers.
Choose carefully who you chat
with on the Internet, and never
agree to meet a stranger—it’s just
not safe enough these days.
Teacher: Thank you. It seems that what is
most important is for you all to
believe that adults want to help you
to live safely and happily. Thank
you for coming, Mr. Brown.
Section B, 1c, 1d
Father: Li Wei, you seem very quiet these
days. Do you have a lot of stress
at school?
Li Wei: Yea. I’m working much harder
now because of the exams.
Mother: I hope you are getting enough
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sleep, Li Wei. In order to do well, you
need to sleep much more than you
think.
Li Wei: Mom, I’m worried about my weight,
too. I’m sure I weigh the most in the
class, and I want to weigh much less.
Father: Be careful, Li Wei. Lose weight
sensibly. You can do it by exercising
more.
Li Wei: Can we go to the gym together
sometimes, Dad?
Father: Yes, why not?
Mother: We could eat earlier and then you can
go in the evening.
Li Wei: Good idea. It’s healthier to eat earlier,
anyway.
Mother: And talking about eating habits—
neither of you eat well enough.
Li Wei: We don’t eat badly. But I know you
eat healthily, Mom. Can you help Dad
and me to do better?
Mother: Sure, I’ll help you. I’ll use less salt
and less oil in my cooking.
Father: I hope it tastes as good.
Mother: I’ll do my best. My family’s happiness
is very important to me.
Li Wei: Thanks, Mom! Did you know that
I think you’re the best mom in the
world?
Unit 10
I remember meeting all of you
in Grade 6.
Section A, 1b
Mary:
Hey, Frank! Peter, Sarah and I were
just sharing memories of junior high
school.
Frank: Great! Do you have any special
memories, Mary?
Mary:
Oh yeah, lots ... I remember losing my
schoolbag in Grade 6.
Frank: I remember that! We all helped you to
look for it, remember?
Mary:
Yes, and Peter found it. Thanks for
saving my life that day!
Peter:
No problem!
Mary:
How about you, Peter? What do you
remember?
Peter:
Hmm ... I used to be scared of Mr.
Brown in Grade 8. He was so strict! I
always did my homework carefully to
meet his standards.
Sarah: Me, too. And I remember meeting all
of you in Grade 6. And we’ve been
good friends ever since, haven’t we,
Frank?
Frank: Yeah! I’ve enjoyed every year of junior
high school.
Peter:
And we’re all going to miss this place.
Section A, 2a, 2b
Lisa:
So Brian, here we are at the end of
junior high.
Brian: Yeah, I’m so happy I don’t have to do
P.E. again.
Lisa:
Oh, Brian! But we did have a great
P.E. teacher. He gave us really clear
instructions so that we’d be safe when
playing sports.
Brian: Yeah, I remember Mr. Hunt was kind
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when I hurt my knee. He told me to
take a break from running.
Lisa:
What about you, Luke? Do you have
any special memories?
Luke: My best memory is when That’s Life
played at school. Remember we wrote
a letter to the band about our dream of
hearing them play, and they offered to
come?
Lisa:
Yeah, that was so cool. Don’t you think
that junior high has been fun?
Luke: Yes ... and a lot of hard work, too!
What are you going to do after you
graduate, Lisa?
Lisa:
I want to go to senior high and then
university, so I can study medicine.
Section B, 1c, 1d
Class:
Good morning, Mrs. Chen.
Mrs. Chen: Morning, everyone! Well, today is
our last class together.
Bob:
That makes me sad, Mrs. Chen.
Your classes have been great.
Mrs. Chen: I’m glad to hear that. But the future
will be exciting, too. What do you
hope to do in the future, Bob?
Bob:
I hope to pass the exam to get into
senior high school.
Shirley:
I’m going to try to get into a music
school. I want to play in a band.
Mrs. Chen: I think you can do it, Shirley. And
you, Ken? I remember you won a
prize for science ...
Ken:
Yes, last year. I’d like to be an
astronaut and go into space. It
would be so exciting if I could do
that.
Anna:
I’m going to improve my English so
that I can teach kids English in the
future.
Mrs. Chen: That’s an excellent plan, Anna. All
of you should go for it. I believe in
you, all of you.
Shirley:
Thank you, Mrs. Chen. Oh, this
weekend we’re celebrating the end
of junior high school. We’re having
a party ...
Ken:
... and we’d like you to come!
Mrs. Chen: Why, of course, I’d love to! I’ll
bring a graduation cake.
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Grammar
I. 动词（Verbs）（VII）
1. 被动语态 （Passive Voice）
1) 主动语态和被动语态
英语动词有两种语态，即主动语态（Active Voice）和被动语态（Passive
Voice）。当主语为动作的执行者时，谓语的形式为主动语态；当主语为动作的
承受者时，谓语要用被动语态。例如：
Many people speak English.（主动语态，句子的主语many people是动作speak
的执行者）
English is spoken by many people. （被动语态，句子的主语English是动作speak
的承受者）
Bell invented the telephone in 1876.（主动语态）
The telephone was invented by Bell in 1876.（被动语态）
2) 被动语态的构成
被动语态由“助动词be＋及物动词的过去分词”构成。助动词be有人称、数
和时态的变化，其变化规则与be作为连系动词时完全一样。现以动词ask为例，
将一般现在时和一般过去时被动语态的肯定式、否定式及疑问式列表如下：
表1 一般现在时与一般过去时的被动语态
Grammar
肯定式
否定式
疑问式
一般现在时
I am asked ...
He/She is asked ...
We/You/They are
asked ...
I am not asked ...
He/She is not asked ...
We/You/They are not
asked ...
Am I asked ...?
Is he/she asked ...?
Are we/you/they
asked ...?
一般过去时
I was asked ...
He/She was asked ...
We/You/They were
asked ...
I was not asked ...
He/She was not asked ...
We/You/They were not
asked ...
Was I asked ...?
Was he/she asked ...?
Were we/you/they
asked ...?
3) 含有情态动词的被动语态
含有情态动词的被动语态由“情态动词＋be＋及物动词的过去分词”构成。
例如：
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Teenagers should be allowed to make their own decisions.
Your room must be cleaned every day.
The trees may be planted behind the house.
This game can be played in the winter.
4) 被动语态的用法
当我们不知道谁是动作的执行者，或者没有必要说明谁是动作的执行者， 或者
只需强调动作的承受者时，要用被动语态。例如：
The blouse is made of silk.
The zipper is often used in our daily lives.
I think the TV was invented after the car.
被动语态常用于陈述事实，一般用在科技文章或新闻报道中。
2. 情态动词 （Modal Verbs）（III）
很多情态动词都可以用于表达推测，但所包含的意义不尽相同。
1) must
must表示很大的可能性，意为“一定；必定”，只用于肯定句中。例如：
The backpack must belong to Carla. 那个背包肯定是卡拉的。
It’s 10:00 p.m. He must be at home by now. 现在是晚上十点。他这会儿肯定在家。
2) can和can’t
can常用于否定句或疑问句中表示惊异、怀疑、不相信等。can’t表示“不大可
能”。例如：
Can it be true? 那可能是真的吗？
What can he mean? 他可能是什么意思呢？
He can’t be more than 40. 他不可能超过四十岁。
I trust Joe. He can’t be lying. 我信任乔。他不大可能说谎。
除了上述情态动词以外，may、might、could 都能表示“可能”。could、
might语气更委婉，might语气最为缓和，含义更不确定。例如：
She looks beautiful. I think she may be an actress. 她看起来很漂亮。我觉得她可
能是个演员。
It could be Mei’s hair band. Or it might belong to Linda. They both have long
hair. 这有可能是梅的发带，也有可能是琳达的。她们俩都是长发。
3. 过去完成时（Past Perfect Tense）
1) 过去完成时的构成
过去完成时由“助动词had（用于各种人称和数）＋过去分词”构成。
*
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Grammar
2) 过去完成时的用法
表2 过去完成时的用法
关系代词
例 句
that在从句中作
主语或宾语
指
物
或
指
人
I love movies that are funny. （作主语）
April Fool’s Day is a celebration that takes place in different
countries around the world. （作主语）
Everything (that) you learn becomes a part of you and changes you.
（作宾语）
That’s the man (that) you are looking for.
which 在从句中
作主语或宾语
指
物
The book which is on the table is mine. （作主语）
The story (which) he told was very interesting. （作宾语）
who, whom在从
句中分别作主语
和宾语
指
人
I’d like to congratulate all the students who are here today.（作主语）
I love singers who write their own music. (作主语）
The person to whom you just spoke is Mr. Li.（作宾语）
注：关系代词在句中作宾语时常可省略。
用法
例句
过去完成时表示在过去某一时间或动作
之前已经发生或完成了的动作。它表示
动作发生的时间是“过去的过去”。表示
过去某一时间可用by、before等构成的
短语，也可用when、before等引导的从
句，或者通过上下文表示。
By the time I got outside, the bus had
already left.
When I got to school, I realized I had left
my backpack at home.
The movie had started before I arrived at
the cinema.
By the time I got to the airport, my flight
had already taken off.
注：had not 常简略为hadn’t。
II. 定语从句（Attributive Clauses）
在复合句中，修饰某一名词或代词的从句叫作定语从句。定语从句通常置于它修饰的
名词或代词之后，被修饰的名词或代词叫作先行词。例如：
I like music that I can dance to.
Carmen likes musicians who play different kinds of music.
上面两句中的music和musicians 是定语从句所修饰的词，叫作先行词，定语从句放
在先行词的后面。引导定语从句的词有关系代词that、which、who（宾格whom，所有格
whose）和关系副词where、when、why。关系代词和关系副词放在先行词和定语从句之
间，起联系作用，同时又代替先行词担当定语从句的一个成分。
由关系代词引导的定语从句：
表3 定语从句的用法
110
Words and Expressions in Each Unit
Unit 1
heel /hi:l/ n. 鞋跟；足跟
p.2
scoop /sku:p/ n. 勺；铲子
p.2
electricity /IlektrIs@ti/ n. 电；电能
p.2
style /staIl/ n. 样式；款式
p.2
pleasure /pleZ@(r)/ n. 高兴；愉快
p.2
zipper /zIp@(r)/ n. (= zip) 拉链；拉锁 p.2
daily /deIli/ adj. 每日的；日常的
p.2
have a point 有道理
p.2
website /websaIt/ n. 网站
p.2
pioneer /paI@nI@/, /paI@nIr/
n. 先锋；先驱
p.2
list /lIst/ v. 列表；列清单
n. 名单；清单
p.2
mention /menSn/ v. 提到；说到
p.2
spread /spred/ v. (spread, spread)
传播；展开 n. 蔓延；传播
p.3
by accident 偶然；意外地
p.3
accidental /ksIdentl/ adj. 意外的；
偶然的
p.3
ruler /ru:l/ n. 统治者；支配者
p.3
boil /bOIl/ v. 煮沸；烧开
p.3
remain /rImeIn/ v. 保持不变；剩余 p.3
sage /seIdZ/ n. 圣人；智者
p.3
trade /treId/ n. 贸易；交易
v. 做买卖；从事贸易
p.3
popularity /ppjulrti/,
/pA:pjulrti/
n. 受欢迎；普及
p.3
Words and Expressions in Each Unit
（注：在本词表中，重点词汇用黑体标出。
在英式和美式发音有区别时，英式发音在前，美式发音在后。）
doubt /daUt/ n. 疑惑；疑问 v. 怀疑
p.3
without doubt 毫无疑问；的确
p.3
fridge /frIdZ/ n. 冰箱
p.4
low /l/ adj. 低的；矮的
p.4
somebody /smbdi/
pron. 某人 n. 重要人物
p.4
warn /wO:(r)n/ v. 警告；告诫
p.4
lock /lQk/, /lA:k/ v. 锁上；锁住
n. 锁
p.4
ring /rIN/ v. （rang /rN/, rung /rN/）
（使）发出铃声或钟声；打电话
p.4
earthquake /3:(r)TkweIk/n. 地震
p.4
sudden /sVd@n/ adj. 突然（的）
p.4
all of a sudden 突然；猛地
p.4
bell /bel/ n. 钟（声）；铃（声）
p.4
biscuit /bIskIt/ n. 饼干
p.4
cookie /kUki/ n. 曲奇饼
p.4
musical /mju:zIkl/ adj. 音乐的；
有音乐天赋的
p.4
instrument /Instr@mnt/ n. 器械；
仪器；工具
p.4
crispy /krIspi/ adj. 脆的；酥脆的
p.5
salty /sO:lti/ adj. 咸的
p.5
sour /saU@(r)/ adj. 酸的；有酸味的 p.5
by mistake 错误地；无意中
p.5
customer /kVst@m@(r)/ n. 顾客；
客户
p.5
the Olympics /@lImpIks/
奥林匹克运动会
p.6
111
Words and Expressions in Each Unit
Canadian /k@neIdi@n/ adj. 加拿大的；
加拿大人的 n. 加拿大人
p.6
divide /dIvaId/ v. 分开；分散
p.6
divide ... into 把⋯⋯分开
p.6
basket /bA:skIt/, /b{skIt/
n. 篮；筐
p.6
not only ... but also ...
不但⋯⋯而且⋯⋯
p.6
look up to 钦佩；仰慕
p.6
hero /hI@r@U/, /hIr@U/ n. 英雄；
男主角
p.6
professional /prfenl/
adj. 职业的；专业的
p.7
nearly /nI@li/, /nIrli/ adv. 几乎
p.8
Berlin /b3:(r)lIn/ 柏林（德国城市）
p.6
NBA (National Basketball
Association)国家篮球协会
（美国职业篮球联赛）
p.6
CBA (China Basketball Association)
中国篮球协会
（中国职业篮球联赛）
p.6
Roy /rI/ 罗伊（男名）
p.2
Whitcomb /wItk@m/ Judson /dZVds@n/
惠特科姆· 贾德森
p.2
Ruby /ru:bi/ 鲁比（女名）
p.4
Thomas /tQm@s/ Watson /wQts@n/
托马斯· 沃森
p.4
George /dZO:(r)dZ/ Crum /krVm/
乔治· 克拉姆
p.5
James /dZeImz/ Naismith /neIsmIT/
詹姆斯· 奈史密斯
p.6
Unit 2
license /laIsns/n. (= licence) 证；
证件
p.9
safety /seIfti/ n. 安全；安全性
p.9
smoke /sm@Uk/ v. 吸烟；冒烟 n. 烟 p.9
part-time /pA:(r)t taIm/
adj. & adv. 兼职（的）
p.9
pierce /pI@s/, /pIrs/ v. 扎；刺破；
穿透
p.9
earring /I@rIN/, /IrIN/ n. 耳环；耳饰 p.10
flash /flS/ n. 闪光灯；闪光
v. 闪耀；闪光
p.10
tiny /tani/ adj. 极小的；微小的
p.11
cry /kraI/ v. & n. 哭；叫喊
p.11
field /fi:ld/ n. 田野；场地
p.11
hug /hVg/ n. & v. 拥抱；搂抱
p.11
lif /lIft/ v. 举起；抬高
n. 电梯；搭便车
p.11
badly /bdli/ adv. 严重地；差；
非常
p.11
talk back 回嘴；顶嘴
p.11
awful /O:fl/ adj. 很坏的；讨厌的
p.11
teen /ti:n/ n. （13至19岁之间的）
青少年
p.11
regret /rIgret/ v. & n. 感到遗憾；
懊悔
p.11
poem /p@UIm/ n. 诗；韵文
p.11
community /k@mju:n@ti/ n. 社区；
社团
p.12
keep ... away from 避免接近；远离
p.12
make one’s own decision 自己做决定 p.12
educate /edZukeIt/ v. 教育；教导
p.12
manage /m{nIdZ/ v. 完成（困难的
事）；管理
p.12
112
Words and Expressions in Each Unit
society /s@saI@ti/ n. 社会
p.12
get in the way of 挡⋯⋯的路；妨碍 p.14
support /s@pO:(r)t/ v. & n. 支持
p.14
end up 最终成为；最后处于
p.14
enter /ent@(r)/ v. 进来；进去
p.14
Picasso /pIk{s@U/, /pIkA:s@U/
毕加索（西班牙画家）
p.10
Unit 3
truck /trVk/ n. 卡车；货车
p.17
rabbit /r{bIt/ n. 兔；野兔
p.17
whose /hu:z/ adj. & pron. 谁的
p.17
valuable /v{lju@bl/ adj. 贵重的；
很有用的；宝贵的
p.18
pink /pINk/ adj. 粉红色的
n. 粉红色
p.18
anybody /enibdi/, /enib:di/
pron. 任何人
p.18
déjà vu /deIZ: vu:/
n. 似曾经历过的感觉；似曾相识 p.19
mystery /mIstri/ n. 奥秘；神秘事物 p.19
be known as 被称为；被认为是
p.19
theory /TI@ri/ n. 学说；理论；看法 p.19
familiar // adj. 熟悉的；
常见到的
p.19
hidden // adj. 秘密的；隐藏的 p.19
power // n. 能力；权力
p.19
link // n. 联系；连接
p.19
parallel // adj. 平行（的）；
同时发生的
p.19
universe // n. 宇宙
p.19
parallel universes 平行宇宙
p.19
mix-up // n. 混乱；杂乱
p.19
generally // speaking
一般来说
p.19
trick // n. 引起错觉（或记忆紊
乱）的事物；诡计 v. 欺骗；欺诈 p.19
unsolved // adj. 未解决的；
未破解的
p.19
laboratory /l@bQr@tri/, /l{br@tO:ri/
n. 实验室
p.20
outdoors /aUtdO:(r)z/ adv. 在户外；
在野外
p.20
coat /k@Ut/ n. 外套；外衣
p.20
lie // v. (lay //, lain //)
平躺；处于
p.20
sleepy /sli:pi/ adj. 困倦的；瞌睡的 p.20
land /lnd/ v. 着陆；降落
n. 陆地；大地
p.21
alien /eIli@n/ n. 外星人
p.21
run after 追逐；追赶
p.21
suit /sju:t/, /su:t/ n. 西服；套装
v. 适合
p.21
purpose /p3:(r)p@s/ n. 目的；目标 p.22
at the same time 同时；一起
p.22
circle /s3:(r)kl/ n. 圆圈 v. 圈出
p.22
Britain /brItn/ 不列颠
p.22
historian /hIstO:rin/ n. 历史学家；
史学工作者
p.22
leader /li:d@(r)/ n. 领导；领袖
p.22
midsummer /mIdsVm@(r)/
n. 仲夏；中夏
p.22
medical /medIkl/ adj. 医疗的；
医学的
p.22
prevent /prIvent/ v. 阻止；阻挠
p.22
113
Words and Expressions in Each Unit
energy /en@(r)dZi/ n. 力量；精力
p.22
position /p@zISn/ n. 位置；地方
p.22
burial /beri@l/ n. 埋葬；安葬
p.22
honor /Qn@/, /A:n@r/ (= honour)
v. 尊重；表示敬意 n. 荣幸；荣誉 p.22
ancestor /{nsest@(r)/ n. 祖宗；祖先 p.22
victory /vIkt@ri/ n. 胜利；成功
p.22
enemy /en@mi/ n. 敌人；仇人
p.22
period /pI@ri@d/, /pIri@d/
n. 一段时间；时期；句号
p.22
noise // n. 声音；噪音
p.23
Stonehenge /st@UnhendZ/ 巨石阵
p.22
Carla /kA:(r)l@/ 卡拉（女名）
p.27
J. K. Rowling /r@UlIN/
J. K. 罗琳 （英国作家）
p.27
Jean /dZi:n/琼（女名）
p.20
Paul Stoker /st@Uk@(r)/
保罗· 斯托克
p.22
Unit 4
prefer /prIf3:(r)/ v. 更喜欢
p.25
lyrics /lIrIks/ n. (pl.) 歌词
p.25
Australian /QstreIli@n, O:streIli@n/
adj. 澳大利亚（人）的
n. 澳大利亚人
p.26
electronic /IlektrQnIk/, /IlektrA:nIk/
adj. 电子的；电子设备的
p.26
smooth /smu:D/ adj. 悦耳的；平滑的 p.26
spare /spe@/, /sper/ adj. 空闲的；
不用的 v. 抽出；留出
p.26
director /d@rekt@(r)/, /daIrekt@(r)/
n. 导演；部门负责人
p.26
case /keIs/ n. 情况；实情
p.26
in that case 既然那样；假使那样的话 p.26
war /wO:(r)/ n. 战争；战争状态
p.26
stick /stIk/ v. (stuck /stk/, stuck)
粘贴；将⋯⋯刺入
p.27
stick to 坚持；固守
p.27
down /daUn/ adj. 悲哀；沮丧
p.27
ending /endIN/ n. （故事、电影等的）
结尾；结局
p.27
documentary /dQkjumentri/,
/dA:kjumentri/ n. 纪录片
p.27
drama /drA:m@/ n. 戏；剧
p.27
plenty /plenti/ pron. 大量；众多
p.27
plenty of 大量；充足
p.27
shut /SVt/ v. (shut, shut) 关闭；关上 p.27
shut off 关闭；停止运转
p.27
superhero /su:p@(r)hI@r@U/
n. 超级英雄
p.27
once in a while 偶尔地；间或
p.27
intelligent /IntelIdZ@nt/
adj. 有才智的；聪明的
p.28
sense /sens/ v. 感觉到；意识到
n. 感觉；意识
p.30
sadness /sdns/ n. 悲伤；悲痛
p.30
pain /peIn/ n. 痛苦；疼痛；苦恼
p.30
reflect /rIflekt/ v. 反映；映出
p.30
moving /mu:vIN/ adj. 动人的；
令人感动的
p.30
perform /p@(r)fO:(r)m/ v. 表演；
执行
p.30
lifetime /laIftaIm/ n. 一生；
有生之年
p.30
pity /pIti/ n. 遗憾；怜悯
v. 同情；怜悯
p.30
114
Words and Expressions in Each Unit
total /t@Utl/ n. 总数；合计
adj. 总的；全体的
p.30
in total 总共；合计
p.30
master /mA:st@(r)/, /m{st@r/
n. 大师；能手；主人 v. 掌握
p.30
praise /preIz/ v. & n. 表扬；赞扬
p.30
recall /rIkO:l/ v. 回忆起；回想起
p.30
wound /wu:nd/ n. 伤；伤口；创伤
v. 使（身体）受伤；伤害
p.30
painful /peInfl/ adj. 令人痛苦的；
令人疼痛的
p.30
World War II 第二次世界大战
p.26
Men in Black 《黑衣人》（电影名）
p.27
Kung Fu Panda 《功夫熊猫》（电影名） p.27
Titanic /taIt{nIk/
《泰坦尼克号》（电影名）
p.27
March of the Penguins /peNgwInz/
《帝企鹅日记》（电影名）
p.27
Spider-Man 《蜘蛛侠》（电影名）
p.27
Carmen /kA:(r)men/ 卡门（女名） p.26
Dan /d{n/ Dervish /d3:(r)vIS/
丹· 德维什
p.26
Unit 5
bow /baU/ v. & n. 鞠躬
p.33
kiss /kIs/ v. & n. 亲吻；接吻
p.33
greet /gri:t/ v. 和⋯⋯打招呼；迎接 p.34
relaxed /rlkst/ adj. 放松的；
自在的
p.35
value /v{lju:/ v. 重视；珍视
n. 价值
p.35
drop by 顺便访问；随便进入
p.35
capital /k{pItl/ n. 首都；国都
p.35
after all 毕竟；终归
p.35
noon /nu:n/ n. 正午；中午
p.35
mad /m{d/ adj. 很生气；疯的
p.35
get mad 大动肝火；气愤
p.35
effort /ef(r)t/ n. 努力；尽力
p.35
make an effort 作出努力
p.35
passport /pA:spO:t/, /p{spO:rt/
n. 护照
p.36
clean ... off 把⋯⋯擦掉
p.36
chalk /tSO:k/ n. 粉笔
p.36
blackboard /bl{kbO:(r)d/ n. 黑板
p.36
northern /nO:(r)D@(r)n/
adj. 北方的；北部的
p.36
coast /k@Ust/ n. 海岸；海滨
p.36
season /si:zn/ n. 季；季节
p.36
knock /nQk/, /nA:k/ v. 敲；击
n. 敲击声；敲击
p.36
eastern /i:st@(r)n/ adj. 东方的；
东部的
p.36
take off 脱下（衣服）；（飞机等）起飞 p.36
worth /w3:(r)T/ adj. 值得；
有⋯⋯价值（的）
p.36
manner /m{n@(r)/ n. 方式；方法
(pl.) 礼貌；礼仪
p.36
exchange /IkstSeIndZ/ n. & v. 交换 p.36
go out of one’s way
特地；格外努力
p.38
make ... feel at home
使（某人）感到宾至如归
p.38
teenage /ti:neId/ adj. 十几岁的；
青少年的
p.38
115
Words and Expressions in Each Unit
granddaughter /gr{ndO:t@(r)/
n. （外）孙女
p.38
behave /bIheIv/ v. 表现；举止
p.38
except /Iksept/ prep. 除⋯⋯之外
conj. 除了；只是
p.38
elbow /elb@U/ n. 肘；胳膊
p.38
gradually /gr{dZu@li/
adv. 逐步地；渐进地
p.38
get used to 习惯于
p.38
suggestion /s@dZestS@n/ n. 建议
p.40
Brazil /br@zIl/ 巴西
p.33
Mexico /meksIk@U/ 墨西哥
p.33
Cali /kA:li/ 卡利（哥伦比亚城市）
p.35
Colombia /k@lVmbI@/
哥伦比亚（南美洲国家）
p.35
Lausanne /l@Uz{n/, /l@UzA:n/
洛桑（瑞士城市）
p.35
Norway /nO:(r)weI/ 挪威
p.36
Maria /m@ri:@/ 玛丽亚（女名）
p.34
Katie /keIti/ 凯蒂（女名）
p.34
Sato /sA:tU/ 佐藤（日本姓氏）
p.34
Marie /m@ri:/ 玛丽（女名）
p.34
Teresa /t@ri:z@/, /t@reIz@/
Lopez /l@Upez/特蕾莎· 洛佩斯 p.35
Marc /mA:(r)k/ LeBlanc /l@blA:N/
马克· 勒布朗
p.35
Unit 6
rather /rA:/, /rr/ adv. 相当；
相反
p.41
would rather （通常缩写为’d rather）
宁愿
p.41
drive /draIv/ v. (drove /dr@Uv/,
driven /drIvn/) 迫使
p.42
drive sb. crazy/mad 使人发疯/发狂 p.42
the more ... the more ...
越⋯⋯越⋯⋯；愈⋯⋯愈⋯⋯
p.42
lately /leItli/ adv. 最近；不久前
p.42
be friends with sb. 成为某人的朋友 p.42
leave out 忽略；不提及；不包括
p.42
friendship /frendSIp/ n. 友谊；友情 p.42
king /kIN/ n. 国王；君主
p.43
prime /praIm/ adj. 首要的；基本的 p.43
minister /mInIst@(r)/ n. 大臣；部长 p.43
prime minister 首相；大臣
p.43
banker /bNk(r)/ n. 银行家
p.43
fame /feIm/ n. 名声；声誉
p.43
pale /peIl/ adj. 苍白的；灰白的
p.43
queen /kwi:n/ n. 王后；女王
p.43
call in 召来；叫来
p.43
examine /Igz{mIn/
v. （仔细地）检查；检验
p.43
nor /nO:(r)/ conj. & adv. 也不
p.43
neither ... nor ... 既不⋯⋯也不⋯⋯
p.43
palace /p{l@s/ n. 王宫；宫殿
p.43
wealth /welT/ n. 财富
p.43
to start with 起初；开始时
p.44
grey /greI/ adj. （天空）阴沉的；
昏暗的；灰色的
p.44
lemon /lem@n/ n. 柠檬
p.44
uncomfortable /nkmf(r)tbl/
adj. 使人不舒服的；令人不舒适的 p.44
weight /weIt/ n. 重量；分量
p.46
shoulder /S@Uld@(r)/ n. 肩；肩膀 p.46
goal /g@Ul/ n. 球门；射门；目标
p.46
116
Words and Expressions in Each Unit
let ... down 使失望
p.46
coach /k@UtS/ n. 教练；私人教师
p.46
kick /kIk/ v. 踢；踹
p.46
kick sb. off 开除某人
p.46
be hard on sb. 对某人苛刻；对某人
要求严厉
p.46
besides /bIsaIdz/ adv. 而且
p.46
teammate /ti:mmeIt/ n. 同队队员；
队友
p.46
courage /kVrIdZ/, /k3:rIdZ/
n. 勇敢；勇气
p.46
rather than 而不是
p.46
guy /gaI/ n. （非正式）家伙
(pl.) 伙计们
p.46
pull together 齐心协力；通力合作
p.46
relief /rIli:f/ n. 轻松；解脱
p.46
nod /nQd/, /nA:d/ v. 点头
p.46
agreement /@gri:m@nt/
n. （意见或看法）一致；同意
p.46
fault /fO:lt/ n. 过失；缺点
p.46
disappoint /dIs@pOInt/ v. 使失望
p.47
Bert /b3:(r)t/ 伯特（男名）
p.42
Holly /hQli/, /hA:li/ 霍莉（女名）
p.44
Unit 7
unexpected /nIkspektId/
adj. 出乎意料的；始料不及的
p.49
by the time ... 在⋯⋯以前
p.49
backpack /b{kp{k/ n. 背包；
旅行包
p.49
oversleep /@Uv@(r)sli:p/ v.
(overslept /@Uv@(r)slept/,
overslept)睡过头； 睡得太久
p.49
give ... a lift 捎⋯⋯一程
p.50
block /blQk/, /blA:k/ n. 街区
p.51
in line with 与⋯⋯成一排
p.51
stare /ste@(r)/, /ster/ v. 盯着看；凝视 p.51
disbelief /dIsbIli:f/ n. 不信；怀疑 p.51
above /@bVv/ prep. 在⋯⋯上面
adv. 在上面
p.51
burn /b3:(r)n/ v. (burnt /b:(r)nt/,
burnt; burned /b:(r)nd/,
burned) 着火；燃烧
p.51
burning /b:(r)nIN/
adj. 着火的；燃烧的
p.51
alive /@laIv/adj. 活着；有生气的
p.51
airport /e@pO:(r)t/n. 机场
p.51
till /tIl/ prep. & conj. 到；直到
p.51
west /west/ adv. 向西；朝西
adj. 向西的；西部的
n. 西；西方
p.51
dead // adj. 死的；失去生命的
p.51
cream /kri:m/ n. 奶油；乳脂
p.52
workday/w:(r)kdeI/ n. 工作日
p.52
pie /paI/ n. 果馅饼；果馅派
p.52
show up 赶到；露面
p.52
bean /bi:n/ n. 豆；豆荚
p.52
market /mA:(r)kIt/ n. 市场；集市
p.52
by the end of 在（某时间点）以前
p.52
fool /fu:l/ n. 蠢人；傻瓜 v. 愚弄
p.53
costume /kQstju:m/, /kA:stu:m/
n. （特定场合穿的）服装；装束
p.53
embarrassed /Imb{r@st/
adj. 窘迫的；害羞的
p.53
costume party 化装舞会
p.53
announce /@naUns/ v. 宣布；宣告
p.54
117
Words and Expressions in Each Unit
spaghetti /sp@geti/ n. 意大利面条
p.54
hoax /h@Uks/ n. 骗局；恶作剧
p.54
sell out 卖光
p.54
discovery /dIskVv@ri/ n. 发现；
发觉
p.54
lady /leIdi/ n. 女士；女子
p.54
cancel /k{nsl/ v. 取消；终止
p.54
officer /fIs@/, /A:fIs@r/
n. 军官；官员
p.54
believable /bIli:v@bl/
adj. 可相信的；可信任的
p.55
disappear /dIspI/ v. 消失；不见 p.55
embarrassing /Imb{r@sIN/
adj. 使人害羞的（难堪的或
惭愧的）
p.55
New Zealand /nju:zi:l@nd/ 新西兰 p.51
Italy /It@li/ 意大利
p.54
Mars /m:(r)z/ 火星
p.54
Matt /mt/马特 （男名）
p.50
Kevin /kevIn/凯文 （男名）
p.50
Carl /kA:(r)l/ 卡尔（男名）
p.50
Orson /O:(r)s@n/ Welles /welz/
奥森· 韦尔斯
p.54
Unit 8
litter /lIt@(r)/ v. 乱扔
n. 垃圾；废弃物
p.57
ship /SIp/ n. （大）船；舰
v. 船运；运输
p.57
coal /k@Ul/ n. 煤；煤块
p.58
ugly /Vgli/ adj. 丑陋的；难看的
p.58
advantage /@dvA:ntIdZ/,
/@dv{ntIdZ/ n. 优点；有利条件 p.58
cost /kQst/, /kO:st/ v. (cost, cost)
花费 n. 花费；价钱
p.58
wooden /wUdn/ adj. 木制的；
木头的
p.58
plastic /pl{stIk/ adj. 塑料的
n. 塑料；塑胶
p.58
takeaway /tekweI/ n. 外卖食物
p.58
bin /bn/ n. 垃圾箱
p.58
fin /fIn/ n. （鱼）鳍
p.59
cruel /kru:@l/ adj. 残酷的；残忍的 p.59
harmful /hA:(r)mfl/ adj. 有害的
p.59
be harmful to 对⋯⋯有害
p.59
at the top of 在⋯⋯顶部或顶端
p.59
chain /tSeIn/ n. 链子；链条
p.59
the food chain 食物链
p.59
ecosystem /i:k@UsIst@m/
n. 生态系统
p.59
industry /Ind@stri/ n. 工业；行业
p.59
law /lO:/ n. 法律；法规
p.59
scientific /saIntIfIk/
adj. 科学上的；科学的
p.59
present // adj. 现在的
n. 现在；礼物
p.60
take part in 参加
p.60
afford /@fO:(r)d/ v. 承担得起（后
果）；买得起
p.60
turn off 关掉
p.60
reusable /ri:ju:z@bl/ adj.
可重复使用的；可再次使用的
p.60
pay for 付费；付出代价
p.60
take action 采取行动
p.60
118
Words and Expressions in Each Unit
transportation /tr{nspO:(r)teISn/
n. 运输业；交通运输
p.60
recycle /ri:saIkl/ v. 回收利用；
再利用
p.61
napkin /n{pkIn/ n. 餐巾；餐巾纸
p.61
throw away 扔掉；抛弃
p.62
put sth. to good use 好好利用某物
p.62
pull ... down 拆下；摧毁
p.62
upside /psaId/ down 上下颠倒；
倒转
p.62
gate /geIt/ n. 大门
p.62
bottle /bQtl/, /b:tl/ n. 瓶子
p.62
president /prezId@nt/ n. 负责人；
主席；总统
p.62
inspiration /Insp@reISn/ n. 灵感；
鼓舞人心的人（或事物）
p.62
iron /aIn/ n. 铁
p.62
metal /metl/ n. 金属
p.62
bring back 恢复；使想起；归还
p.62
creativity /kri:eItIv@ti/ n. 创造力；
独创性
p.62
WildAid /waIldeId/
野生救援协会（美国）
p.59
WWF (World Wide Fund for Nature)
世界自然基金会
p.59
Jason /dZeIs@n/贾森（男名）
p.58
Hayes /heIz/ 海斯（姓）
p.62
Jessica /dZesIk/杰西卡（女名）
p.62
Unit 9
talk over 商量；讨论
p.65
behavior // n. 行为；举止
p.66
get through 度过；通过；做完
p.67
cola /k@Ul@/ n. 可乐饮料
p.67
nap // n. （白天）小睡；打盹
p.70
concentrate /kQns@ntreIt/ v. 专心于 p.70
effect // n. 效果；作用；影响 p.70
regular /@(r)/ adj. 有规律的
p.70
amount /@maUnt/ n. 数量；数额
p.70
average /v@rIdZ/ adj. 平均的
p.70
figure /fIg@(r)/ n. 数字
p.70
Unit 10
survey /s3:(r)veI/ n. 调查
p.73
standard /st{nd@(r)d/
n. 标准；水平
p.73
row /r@U/ n. 一排；一列；一行
p.73
in a row 连续几次地
p.73
keyboard /ki:bO:(r)d/ n. 键盘；
键盘式电子乐器
p.73
instruction /InstrkSn/ n. 指示；
命令
p.74
double /dVbl/ v. 加倍；是⋯⋯的两倍
adj. 两倍的；加倍的
p.74
shall /S{l, S@l/ modal v. 将要；将会 p.74
look back at 回首（往事）；回忆；
回顾
p.75
overcome /@Uv@(r)kVm/ v.
(overcame /Uv(r)keIm/,
overcome) 克服；战胜
p.75
make a mess 弄得一团糟（一塌糊涂） p.75
graduate /gr{dZut/ v. 毕业；
获得学位
p.75
keep one’s cool 沉住气；保持冷静
p.75
119
Words and Expressions in Each Unit
caring /ke@rIN/ adj. 体贴人的；
关心他人的
p.75
ours /aU@(r)z/ pron. 我们的
p.75
senior /si:ni@(r)/
adj. 级别（或地位）高的
p.76
senior high (school) 高中
p.76
text /tekst/ n. 课文；文本
p.76
go by （时间）逝去；过去
p.76
level /levl/ n. 水平
p.76
degree /dIgri:/ n. （大学）学位；
度数；程度
p.77
manager /m{nIdZ@(r)/ n. 经理；
经营者
p.77
believe in 信任；信赖
p.77
gentleman /dZentlm@n/ n. 先生；
绅士
p.78
graduation /gr{dZueISn/ n. 毕业
p.78
ceremony /ser@m@ni/ n. 典礼；
仪式
p.78
first of all 首先
p.78
congratulate /k@ngr{tS@leIt/
v. 祝贺
p.78
thirsty /T3:(r)sti/ adj. 渴望的；
口渴的
p.78
be thirsty for 渴望；渴求
p.78
thankful /TNkfl/ adj. 感谢；
感激
p.78
be thankful to sb. 对某人心存感激
p.78
lastly /lA:stli/, /lstli/ adv. 最后
p.78
task /tA:sk/, /t{sk/ n. 任务；工作 p.78
ahead /@hed/ adv. 向前面；在前面 p.78
ahead of 在⋯⋯前面
p.78
along with 连同；除⋯⋯以外还
p.78
responsible /rIspQns@bl/,
/rIspA:ns@bl/adj. 有责任心的
p.78
be responsible for 对⋯⋯有责任；
负责任
p.78
separate /seprt/ adj. 单独的；分离的
v. 分开；分离
p.78
set out 出发；启程
p.78
separate from 分离；隔开
p.79
wing /wIN/ n. 翅膀；翼
p.79
Luke /lu:k/ 卢克（男名）
p.74
Brian /braI@n/ 布赖恩（男名）
p.74
Griffin /grIfIn/ 格里芬（姓）
p.74
Trent /trent/ 特伦特（姓）
p.76
120
Vocabulary Index
A
above /@bVv/ prep. 在⋯⋯上面
adv. 在上面
p.51
accidental /ksIdentl/ adj. 意外的；
偶然的
p.3
advantage /@dvA:ntIdZ/, /@dv{ntIdZ/
n. 优点；有利条件
p.58
afford /@fO:(r)d/ v. 承担得起（后
果）；买得起
p.60
after all 毕竟；终归
p.35
agreement /@gri:m@nt/
n. （意见或看法）一致；同意
p.46
ahead /@hed/ adv. 向前面；在前面 p.78
ahead of 在⋯⋯前面
p.78
airport /e@pO:(r)t/n. 机场
p.51
alien /eIli@n/ n. 外星人
p.21
alive /@laIv/adj. 活着；有生气的
p.51
all of a sudden 突然；猛地
p.4
along with 连同；除⋯⋯以外还
p.78
amount /@maUnt/ n. 数量；数额
p.70
ancestor /{nsest@(r)/
n. 祖宗；祖先
p.22
announce /@naUns/ v. 宣布；宣告
p.54
anybody /enibdi/, /enib:di/
pron. 任何人
p.17
at the same time 同时；一起
p.22
at the top of 在⋯⋯顶部或顶端
p.59
Vocabulary Index
（注：在本词表中，重点词汇用黑体标出。
在英式发音和美式发音有区别时，英式发音在前，美式发音在后。）
Australian /QstreIli@n, O:streIli@n/
adj. 澳大利亚（人）的
n. 澳大利亚人
p.26
average /v@rIdZ/ adj. 平均的
p.70
awful /O:fl/ adj. 很坏的；讨厌的
p.11
B
backpack /b{kp{k/ n. 背包；
旅行包
p.49
badly /bdli/ adv. 严重地；差；
非常
p.11
banker /bNk(r)/ n. 银行家
p.43
basket /bA:skIt/, /b{skIt/
n. 篮；筐
p.6
be friends with sb. 成为某人的朋友 p.42
be hard on sb. 对某人苛刻；对某人
要求严厉
p.46
be harmful to 对⋯⋯有害
p.59
be known as 被称为；被认为是
p.19
be responsible for 对⋯⋯有责任；
负责任
p.78
be thankful to sb. 对某人心存感激
p.78
be thirsty for 渴望；渴求
p.78
bean /bi:n/ n. 豆；豆荚
p.52
behave /bIheIv/ v. 表现；举止
p.38
behavior // n. 行为；举止
p.66
believable /bIli:v@bl/
adj. 可相信的；可信任的
p.55
121
Vocabulary Index
believe in 信任；信赖
p.77
bell /bel/ n. 钟（声）；铃（声）
p.4
besides /bIsaIdz/ adv. 而且
p.46
bin /bn/ n. 垃圾箱
p.58
biscuit /bIskIt/ n. 饼干
p.4
blackboard /bl{kbO:(r)d/ n. 黑板
p.36
block /blQk/, /blA:k/ n. 街区
p.51
boil /bOIl/ v. 煮沸；烧开
p.3
bottle /bQtl/, /b:tl/ n. 瓶子
p.62
bow /baU/ v. & n. 鞠躬
p.33
Britain /brItn/ 不列颠
p.22
bring back 恢复；使想起；归还
p.62
burial /beri@l/ n. 埋葬；安葬
p.42
burn /b3:(r)n/ v. (burnt /b:(r)nt/,
burnt; burned /b:(r)nd/,
burned) 着火；燃烧
p.51
burning /b:(r)nIN/adj. 着火的；
燃烧的
p.51
by accident 偶然；意外地
p.3
by mistake 错误地；无意中
p.5
by the end of 在（某时间点）以前
p.52
by the time ... 在⋯⋯以前
p.49
C
call in 召来；叫来
p.43
Canadian /k@neIdi@n/ adj. 加拿大的；
加拿大人的 n. 加拿大人
p.6
cancel /k{nsl/ v. 取消；终止
p.54
capital /k{pItl/ n. 首都；国都
p.35
caring /ke@rIN/ adj. 体贴人的；
关心他人的
p.75
case /keIs/ n. 情况；实情
p.26
ceremony /ser@m@ni/ n. 典礼；仪式 p.78
chain /tSeIn/ n. 链子；链条
p.59
chalk /tSO:k/ n. 粉笔
p.36
circle /s3:(r)kl/ n. 圆圈 v. 圈出
p.22
clean ... off 把⋯⋯擦掉
p.36
coach /k@UtS/ n. 教练；私人教师
p.46
coal /k@Ul/ n. 煤；煤块
p.58
coast /k@Ust/ n. 海岸；海滨
p.36
coat /k@Ut/ n. 外套；外衣
p.20
cola /k@Ul@/ n. 可乐饮料
p.67
community /k@mju:n@ti/ n. 社区；
社团
p.12
concentrate /kQns@ntreIt/
v. 专心于
p.70
congratulate /k@ngr{tS@leIt/
v. 祝贺
p.78
cookie /kUki/ n. 曲奇饼
p.4
cost /kQst/, /kO:st/
v. (cost, cost)花费
n. 花费；价钱
p.58
costume /kQstju:m/, /kA:stu:m/
n. （特定场合穿的）服装；装束
p.53
costume party 化装舞会
p.53
courage /kVrIdZ/, /k3:rIdZ/
n. 勇敢；勇气
p.46
cream /kri:m/ n. 奶油；乳脂
p.52
creativity /kri:eItIv@ti/ n. 创造力；
独创性
p.62
crispy /krIspi/ adj. 脆的；酥脆的
p.5
cruel /kru:@l/ adj. 残酷的；残忍的 p.59
cry /kraI/ v. & n. 哭；叫喊
p.11
customer /kVst@m@(r)/ n. 顾客；
客户
p.5
122
Vocabulary Index
D
daily /deIli/ adj. 每日的；日常的
p.2
dead // adj. 死的；失去生命的
p.51
degree /dIgri:/ n. （大学）学位；
度数；程度
p.77
déjà vu /deIZ: vu:/
n. 似曾经历过的感觉；似曾相识 p.19
director /d@rekt@(r)/, /daIrekt@(r)/
n. 导演；部门负责人
p.26
disappear /dIspI/ v. 消失；不见 p.55
disappoint /dIs@pOInt/ v. 使失望
p.47
disbelief /dIsbIli:f/ n. 不信；怀疑 p.51
discovery /dIskVv@ri/ n. 发现；
发觉
p.54
divide /dIvaId/ v. 分开；分散
p.6
divide ... into 把⋯⋯分开
p.6
documentary /dQkjumentri/,
/dA:kjumentri/ n. 纪录片
p.7
double /dVbl/ v. 加倍；是⋯⋯的两倍
adj. 两倍的；加倍的
p.74
doubt /daUt/ n. 疑惑；疑问 v. 怀疑
p.3
down /daUn/ adj. 悲哀；沮丧
p.27
drama /drA:m@/ n. 戏；剧
p.27
drive /draIv/ v. (drove /dr@Uv/,
driven /drIvn/) 迫使
p.42
drive sb. crazy/mad 使人发疯/发狂 p.42
drop by 顺便访问；随便进入
p.35
E
earring /I@rIN/, /IrIN/
n. 耳环；耳饰
p.10
earthquake /3:(r)TkweIk/n. 地震
p.4
eastern /i:st@(r)n/ adj. 东方的；
东部的
p.36
ecosystem /i:k@UsIst@m/
n. 生态系统
p.59
educate /edZukeIt/ v. 教育；教导
p.12
effort /ef(r)t/ n. 努力；尽力
p.35
effect // n. 效果；作用；影响 p.70
elbow /elb@U/ n. 肘；胳膊
p.38
electricity /IlektrIs@ti/ n. 电；电能
p.2
electronic /IlektrQnIk/, /IlektrA:nIk/
adj. 电子的；电子设备的
p.26
embarrassed /Imb{r@st/
adj. 窘迫的；害羞的
p.53
embarrassing /Imb{r@sIN/
adj. 使人害羞的（难堪的或
惭愧的）
p.55
ending /endIN/ n. （故事、电影等的）
结尾；结局
p.27
end up 最终成为；最后处于
p.14
enemy /en@mi/ n. 敌人；仇人
p.22
energy /en@(r)dZi/ n. 力量；精力
p.22
enter /ent@(r)/ v. 进来；进去
p.14
examine /Igz{mIn/
v. （仔细地）检查；检验
p.43
except /Iksept/
prep. 除⋯⋯之外
conj. 除了；只是
p.38
exchange /IkstSeIndZ/ n. & v. 交换 p.36
F
fame /feIm/ n. 名声；声誉
p.53
familiar // adj. 熟悉的；
常见到的
p.19
fault /fO:lt/ n. 过失；缺点
p.46
field /fi:ld/ n. 田野；场地
p.11
123
Vocabulary Index
figure /fIg@(r)/ n. 数字
p.70
fin /fIn/ n. （鱼）鳍
p.59
first of all 首先
p.78
flash /flS/ n. 闪光灯；闪光
v. 闪耀；闪光
p.10
fool /fu:l/ n. 蠢人；傻瓜 v. 愚弄
p.53
fridge /frIdZ/ n. 冰箱
p.4
friendship /frendSIp/
n. 友谊；友情
p.42
G
gate /geIt/ n. 大门
p.62
generally // speaking
一般来说
p.19
gentleman /dZentlm@n/ n. 先生；
绅士
p.78
get in the way of 挡⋯⋯的路；妨碍 p.14
get mad 大动肝火；气愤
p.35
get used to 习惯于
p.38
get through 度过；通过；做完
p.67
give ... a lift 捎⋯⋯一程
p.50
goal /g@Ul/ n. 球门；射门；目标
p.46
go by （时间）逝去；过去
p.76
go out of one’s way 特地；格外努力 p.38
gradually /gr{dZu@li/
adv. 逐步地；渐进地
p.38
graduate /gr{dZu@t/ v. 毕业；
获得学位
p.75
graduation /gr{dZueISn/ n. 毕业
p.78
granddaughter /gr{ndO:t@(r)/
n. （外）孙女
p.38
greet /gri:t/ v. 和⋯⋯打招呼；迎接 p.34
grey /greI/ adj. （天空）阴沉的；
昏暗的；灰色的
p.44
guy /gaI/ n. （非正式）家伙
(pl.) 伙计们
p.46
H
happening /hpnIN/ n. 事件；
发生的事情（常指不寻常的）
p.19
harmful /hA:(r)mfl/ adj. 有害的
p.59
have a point 有道理
p.2
heel /hi:l/ n. 鞋跟；足跟
p.2
hero /hI@r@U/, /hIr@U/ n. 英雄；
男主角
p.6
hidden // adj. 秘密的；隐藏的 p.19
historian /hIstO:rin/ n. 历史学家；
史学工作者
p.22
hoax /h@Uks/ n. 骗局；恶作剧
p.54
honor /Qn@/, /A:n@r/ (= honour)
v. 尊重；表示敬意 n. 荣幸；荣誉 p.22
hug /hVg/ n. & v. 拥抱；搂抱
p.11
I
in a row 连续几次地
p.73
in line with 与⋯⋯成一排
p.51
in that case 既然那样；假使那样的话 p.26
in total 总共；合计
p.30
industry /Ind@stri/ n. 工业；行业
p.59
inspiration /Insp@reISn/ n. 灵感；
鼓舞人心的人（或事物）
p.62
instruction /InstrkSn/ n. 指示；
命令
p.74
instrument /Instr@mnt/ n. 器械；
仪器；工具
p.4
intelligent /IntelIdZ@nt/
adj. 有才智的；聪明的
p.28
124
Vocabulary Index
iron /aIn/ n. 铁
p.62
K
keep ... away from 避免接近；远离
p.12
keep one’s cool 沉住气；保持冷静
p.75
keyboard /ki:bO:(r)d/ n. 键盘；
键盘式电子乐器
p.73
kick /kIk/ v. 踢；踹
p.46
kick sb. off 开除某人
p.46
king /kIN/ n. 国王；君主
p.43
kiss /kIs/ v. & n. 亲吻；接吻
p.33
knock /nQk/, /nA:k/ v. 敲；击
n. 敲击声；敲击
p.36
L
laboratory /l@bQr@tri/, /l{br@tO:ri/
n. 实验室
p.20
lady /leIdi/ n. 女士；女子
p.54
land /lnd/ v. 着陆；降落
n. 陆地；大地
p.21
lastly /lA:stli/, /lstli/ adv. 最后
p.78
lately /leItli/ adv. 最近；不久前
p.42
law /lO:/ n. 法律；法规
p.59
leader /li:d@(r)/ n. 领导；领袖
p.22
leave out 不包括；不提及；忽略
p.42
lemon /lem@n/ n. 柠檬
p.44
let ... down 使失望
p.46
level /levl/ n. 水平
p.76
license /laIsns/n. (= licence) 证；
证件
p.9
lie // v. (lay //, lain //)
平躺；处于
p.20
lifetime /laIftaIm/ n. 一生；
有生之年
p.30
lif /lIft/ v. 举起；抬高 n. 电梯；
搭便车
p.11
link // n. 联系；连接
p.19
list /lIst/ v. 列表；列清单
n. 名单；清单
p.2
litter /lIt@(r)/ v. 乱扔 n. 垃圾；废弃物 p.57
lock /lQk/, /lA:k/ v. 锁上；锁住 n. 锁 p.4
look back at 回首（往事）；回忆；
回顾
p.75
look up to 钦佩；仰慕
p.6
low /l/ adj. 低的；矮的
p.4
lyrics /lIrIks/ n. (pl.) 歌词
p.25
M
mad /m{d/ adj. 很生气；疯的
p.35
make ... feel at home
使（某人）感到宾至如归
p.38
make a mess 弄得一团糟（一塌糊涂） p.75
make an effort 作出努力
p.35
make one’s own decision 自己做决定 p.12
manage /m{nIdZ/ v. 完成（困难的
事）；管理
p.12
manager /m{nIdZ@(r)/ n. 经理；
经营者
p.77
manner /m{n@(r)/ n. 方式；方法
(pl.) 礼貌；礼仪
p.36
market /mA:(r)kIt/ n. 市场；集市
p.52
master /mA:st@(r)/, /m{st@r/
n. 大师；能手；主人 v. 掌握
p.30
medical /medIkl/ adj. 医疗的；
医学的
p.22
mention /menSn/ v. 提到；说到
p.2
metal /metl/ n. 金属
p.62
125
Vocabulary Index
midsummer /mIdsVm@(r)/
n. 仲夏；中夏
p.22
minister /mInIst@(r)/ n. 大臣；部长 p.43
mix-up // n. 混乱；杂乱
p.19
moving /mu:vIN/ adj. 动人的；
令人感动的
p.30
musical /mju:zIkl/ adj. 音乐的；
有音乐天赋的
p.4
mystery /mIstri/ n. 奥秘；神秘事物 p.19
N
nap // n. （白天）小睡；打盹
p.70
napkin /n{pkIn/ n. 餐巾；餐巾纸
p.61
nearly /nI@li/, /nIrli/ adv. 几乎
p.8
neither ... nor ... 既不⋯⋯也不⋯⋯
p.43
nod /nQd/, /nA:d/ v. 点头
p.46
noise // n. 声音；噪音
p.23
noon /nu:n/ n. 正午；中午
p.35
nor /nO:(r)/ conj. & adv. 也不
p.43
northern /nO:(r)D@(r)n/
adj. 北方的；北部的
p.36
not only ... but also ...
不但⋯⋯而且⋯⋯
p.6
O
officer /fIs@/, /A:fIs@r/
n. 军官；官员
p.54
once in a while 偶尔地；间或
p.27
ours /aU@(r)z/ pron. 我们的
p.75
outdoors /aUtdO:(r)z/ adv. 在户外；
在野外
p.20
overcome /@Uv@(r)kVm/ v.
(overcame /Uv(r)keIm/,
overcome) 克服；战胜
p.75
oversleep /@Uv@(r)sli:p/ v.
(overslept /@Uv@(r)slept/, overslept)
睡过头； 睡得太久
p.49
P
pain /peIn/ n. 痛苦；疼痛；苦恼
p.30
painful /peInfl/ adj. 令人痛苦的；
令人疼痛的
p.30
palace /p{l@s/ n. 王宫；宫殿
p.43
pale /peIl/ adj. 苍白的；灰白的
p.43
parallel // adj. 平行（的）；
同时发生的
p.19
parallel universes 平行宇宙
p.19
part-time /pA:(r)t taIm/
adj. & adv. 兼职（的）
p.9
passport /pA:spO:t/, /p{spO:rt/
n. 护照
p.36
pay for 付费；付出代价
p.60
perform /p@(r)fO:(r)m/ v. 表演；
执行
p.30
period /pI@ri@d/, /pIri@d/
n. 一段时间；时期；句号
p.22
pie /paI/ n. 果馅饼；果馅派
p.52
pierce /pI@s/, /pIrs/ v. 扎；刺破；
穿透
p.9
pink /pINk/ adj. 粉红色的 n. 粉红色 p.18
pioneer /paI@nI@/, /paI@nIr/
n. 先锋；先驱
p.2
pity /pIti/ n. 遗憾；怜悯
v. 同情；怜悯
p.30
plastic /pl{stIk/ adj. 塑料的
n. 塑料；塑胶
p.58
pleasure /pleZ@(r)/ n. 高兴；愉快
p.2
126
Vocabulary Index
plenty /plenti/ pron. 大量；众多
p.27
plenty of 大量；充足
p.27
poem /p@UIm/ n. 诗；韵文
p.11
popularity /ppjulrti/,
/pA:pjulrti/ n. 受欢迎；普及 p.3
position /p@zISn/ n. 位置；地方
p.22
power // n. 能力；权力
p.19
praise /preIz/ v. & n. 表扬；赞扬
p.30
prefer /prIf3:(r)/ v. 更喜欢
p.25
present // adj. 现在的
n. 现在；礼物
p.60
president /prezId@nt/ n. 负责人；
主席；总统
p.62
prevent /prIvent/ v. 阻止；阻挠
p.22
prime /praIm/ adj. 首要的；基本的 p.43
prime minister 首相；大臣
p.43
professional /prfenl/
adj. 职业的；专业的
p.7
pull ... down 拆下；摧毁
p.62
pull together 齐心协力；通力合作
p.46
purpose /p3:(r)p@s/ n. 目的；目标 p.22
put sth. to good use 好好利用某物
p.62
Q
queen /kwi:n/ n. 王后；女王
p.43
R
rabbit /r{bIt/ n. 兔；野兔
p.17
rather /r:/, /rr/ adv. 宁愿；
相当
p.41
rather than 而不是
p.46
recall /rIkO:l/ v. 回忆起；回想起
p.30
recycle /ri:saIkl/ v. 回收利用；
再利用
p.61
reflect /rIflekt/ v. 反映；映出
p.30
regret /rIgret/ v. & n. 感到遗憾；
懊悔
p.11
regular /@(r)/ adj. 有规律的
p.70
relaxed /rlkst/ adj. 放松的；
自在的
p.35
relief /rIli:f/ n. 轻松；解脱
p.46
remain /rImeIn/ v. 保持不变；剩余 p.3
responsible /rIspQns@bl/,
/rIspA:ns@bl/adj. 有责任心的
p.78
reusable /ri:ju:z@bl/ adj.
可重复使用的；可再次使用的
p.60
ring /rIN/ v. （rang /rN/, rung /rN/）
（使）发出铃声或钟声；打电话
p.4
row /r@U/ n. 一排；一列；一行
p.73
ruler /ru:l/ n. 统治者；支配者
p.3
run after 追逐；追赶
p.21
S
sadness /sdns/ n. 悲伤；悲痛
p.30
safety /seIfti/ n. 安全；安全性
p.9
sage /seIdZ/ n. 圣人；智者
p.3
salty /sO:lti/ adj. 咸的
p.5
scientific /saIntIfIk/
adj. 科学上的；科学的
p.59
scoop /sku:p/ n. 勺；铲子
p.2
season /si:zn/ n. 季；季节
p.36
sell out 卖光
p.54
senior /si:ni@(r)/
adj. 级别（或地位）高的
p.76
senior high (school) 高中
p.76
sense /sens/ v. 感觉到；意识到
n. 感觉；意识
p.30
127
Vocabulary Index
separate /seprt/ adj. 单独的；分离的
v. 分开；分离
p.78
separate from 分离；隔开
p.79
set out 出发；启程
p.78
shall /S{l, S@l/ modal v. 将要；将会 p.74
ship /SIp/ n. （大）船；舰
v. 船运；运输
p.57
shoulder /S@Uld@(r)/ n. 肩；肩膀 p.46
show up 赶到；露面
p.52
shut /SVt/ v. (shut, shut) 关闭；关上 p.27
shut off 关闭；停止运转
p.27
sleepy /sli:pi/ adj. 困倦的；瞌睡的 p.20
smoke /sm@Uk/ v. 吸烟；冒烟
n. 烟
p.9
smooth /smu:D/ adj. 悦耳的；
平滑的
p.26
society /s@saI@ti/ n. 社会
p.12
somebody /smbdi/ pron. 某人
n. 重要人物
p.4
sour /saU@(r)/ adj. 酸的；有酸味的 p.5
spaghetti /sp@geti/ n. 意大利面条
p.54
spare /spe@(r)/, /sper/
adj. 空闲的；不用的
v. 抽出；留出
p.26
spread /spred/ v. (spread, spread)
传播；展开 n. 蔓延；传播
p.3
standard /st{nd@(r)d/
n. 标准；水平
p.73
stare /ste@(r)/, /ster/ v. 盯着看；凝视 p.51
stick /stIk/ v. (stuck /stk/, stuck)
粘贴；将⋯⋯刺入
p.27
stick to 坚持；固守
p.27
style /staIl/ n. 样式；款式
p.2
sudden /sVd@n/ adj. 突然（的）
p.4
suggestion /s@dZestS@n/ n. 建议
p.40
suit /sju:t/, /su:t/ n. 西服；套装
v. 适合
p.21
superhero /su:p@(r)hI@r@U/
n. 超级英雄
p.27
support /s@pO:(r)t/ v. & n. 支持
p.14
survey /s3:(r)veI/ n. 调查
p.73
T
take action 采取行动
p.60
take off 脱下（衣服）；（飞机等）起飞 p.36
take part in 参加
p.60
takeaway /tekweI/ n. 外卖食物
p.58
talk back 回嘴；顶嘴
p.11
talk over 商量；讨论
p.65
task /tA:sk/, /t{sk/ n. 任务；工作 p.78
teammate /ti:mmeIt/ n. 同队队员；
队友
p.46
teen /ti:n/ n. （13至19岁之间的）
青少年
p.11
teenage /ti:neId/ adj. 十几岁的；
青少年的
p.38
text /tekst/ n. 课文；文本
p.76
thankful /TNkfl/ adj. 感谢；感激 p.78
the food chain 食物链
p.59
the more ... the more ...
越⋯⋯越⋯⋯；愈⋯⋯愈⋯⋯
p.42
the Olympics /@lImpIks/
奥林匹克运动会
p.6
theory /TI@ri/ n. 学说；理论；看法 p.19
thirsty /T3:(r)sti/ adj. 渴望的；
口渴的
p.78
128
Vocabulary Index
throw away 扔掉；抛弃
p.62
till /tIl/ prep. & conj. 到；直到
p.51
tiny /tani/ adj. 极小的；微小的
p.11
to start with 起初；开始时
p.44
total /t@Utl/ n. 总数；合计
adj. 总的；全体的
p.30
trade /treId/ n. 贸易；交易
v. 做买卖；从事贸易
p.3
transportation /tr{nspO:(r)teISn/
n. 运输业；交通运输
p.60
trick // n. 引起错觉（或记忆紊
乱）的事物；诡计 v. 欺骗；欺诈 p.19
truck /trVk/ n. 卡车；货车
p.17
turn off 关掉
p.60
U
ugly /Vgli/ adj. 丑陋的；难看的
p.58
uncomfortable /nkmf(r)tbl/
adj. 使人不舒服的；令人不舒适的 p.44
unexpected /nIkspektId/
adj. 出乎意料的；始料不及的
p.49
universe // n. 宇宙
p.19
unsolved // adj. 未解决的；
未破解的
p.19
upside /psaId/ down 上下颠倒；
倒转
p.62
V
valuable /v{lju@bl/ adj. 贵重的；
很有用的；宝贵的
p.18
value /v{lju:/ v. 重视；珍视
n. 价值
p.35
victory /vIkt@ri/ n. 胜利；成功
p.22
W
war /wO:(r)/ n. 战争；战争状态
p.26
warn /wO:(r)n/ v. 警告；告诫
p.4
wealth /welT/ n. 财富
p.43
website /websaIt/ n. 网站
p.2
weight /weIt/ n. 重量；分量
p.46
west /west/ adv. 向西；朝西
adj. 向西的；西部的
n. 西；西方
p.51
whose /hu:z/ adj. & pron. 谁的
p.17
wing /wIN/ n. 翅膀；翼
p.79
without doubt 毫无疑问；的确
p.3
wooden /wUdn/
adj. 木制的；木头的
p.58
workday/w:(r)kdeI/ n. 工作日
p.52
worth /w3:(r)T/ adj. 值得；
有⋯⋯价值（的）
p.36
would rather （通常缩写为’d rather）
宁愿
p.41
wound /wu:nd/ n. 伤；伤口；创伤
v. 使（身体）受伤；伤害
p.30
Z
zipper /zIp@(r)/ n. (= zip) 拉链；
拉锁
p.2
129
Irregular Verbs
Irregular Verbs
Verb
Past tense Past participle
be (am,
is, are)
was, were
been
bear
bore
born/borne
beat
beat
beaten
become
became
become
begin
began
begun
blow
blew
blown
break
broke
broken
bring
brought
brought
build
built
built
burn
burnt/
burned
burnt/burned
buy
bought
bought
catch
caught
caught
choose
chose
chosen
come
came
come
cost
cost
cost
cut
cut
cut
deal
dealt
dealt
dig
dug
dug
do
(does)
did
done
draw
drew
drawn
dream
dreamt/
dreamed
dreamt/dreamed
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
Verb
Past tense Past participle
fall
fell
fallen
feed
fed
fed
feel
felt
felt
fight
fought
fought
find
found
found
fly
flew
flown
forget
forgot
forgotten
get
got
got/gotten
give
gave
given
go
went
gone
grow
grew
grown
hang
(悬挂)
hung
hung
have
(has)
had
had
hear
heard
heard
hide
hid
hidden
hit
hit
hit
hold
held
held
hurt
hurt
hurt
keep
kept
kept
know
knew
known
lay
laid
laid
lead
led
led
learn
learnt/
learned
learnt/learned
leave
left
left
lend
lent
lent
130
Irregular Verbs
Verb
Past tense Past participle
let
let
let
lie (躺)
lay
lain
light
lit/lighted
lit/lighted
lose
lost
lost
make
made
made
mean
meant
meant
meet
met
met
mistake
mistook
mistaken
overcome overcame
overcome
oversleep overslept
overslept
pay
paid
paid
put
put
put
read
/ri:d/
read /red/ read /red/
ride
rode
ridden
ring
rang
rung
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
sell
sold
sold
send
sent
sent
set
set
set
shake
shook
shaken
shine
shone
shone
show
showed
shown
shut
shut
shut
Verb
Past tense Past participle
sing
sang
sung
sit
sat
sat
sleep
slept
slept
smell
smelt/
smelled
smelt/smelled
speak
spoke
spoken
speed
sped/
speeded
sped/speeded
spell
spelt/
spelled
spelt/spelled
spend
spent
spent
spread
spread
spread
stand
stood
stood
steal
stole
stolen
stick
stuck
stuck
swim
swam
swum
take
took
taken
teach
taught
taught
tell
told
told
think
thought
thought
throw
threw
thrown
under
stand
understood understood
wake
woke
woken
wear
wore
worn
win
won
won
write
wrote
written
出 版 说 明
本套教科书的修订、编写以教育部制定的《义务教育英语课程标准
（2011年版）》为依据，是在刘道义、郑旺全、David Nunan主编的，由人民
教育出版社出版的《义务教育教科书·英语》（七至九年级）的基础上改编而
成的。
《义务教育教科书（五·四学制）·英语》（六至九年级）吸取了五·四
学制地区多年来在实践中探索、积累的丰富经验，凝聚了教育专家、学科专
家、教材编写人员、教研人员及一线优秀教师的集体智慧，集中反映了基础教
育改革与实验的成果，得到了山东省教育厅、山东出版集团、山东省教育科学
研究院以及五·四学制地区的教研单位，特别是人民教育出版社的领导和学科
专家的帮助与支持。
参与本套教科书改编的人员有刘道义、吴欣、刘倩、高钧、宋纯杰、曹
凤华、肖宁、周飞宇、林常青、常晶晶、岳建梅，刘道义、吴欣任主编，刘倩
任副主编。本套教科书供五·四学制地区使用。
在本套教科书的使用过程中，我们不断收到使用反馈并根据各方意见作
了修订，真诚希望广大师生和家长继续提出宝贵意见和建议！
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