01 Textbook Analysis

# 文字版上海2026年九年级（上）英语课本

以下是将该PDF教材内容转换为Markdown格式的完整文本。所有图片均以专业英文描述替代，所有表格已转为标准Markdown表格，文字内容原样保留（中文），结构按原教材顺序呈现。



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# 义务教育教科书（五·四学制）

# 英语 九年级上册



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## 致同学



亲爱的同学：



欢迎与我们一起继续初中阶段的英语学习！



接下来，你将和教材中的小伙伴们一起，探索新世界，思考大问题（Big Question），在真实情境中“讲（文化）小故事，悟（人生）大道理，学百科新知识，用英语做事情”。



这套教材依据《义务教育英语课程标准（2022年版）》编写，以主题为引领，每个单元从大问题入手，设有五个小话题，分别对应视听、口语、阅读、写作和项目探究五大板块，话题和学习任务层层推进，帮助你在完成单元学习后，最终形成对单元大问题更加全面、深入的认识和理解。



围绕不同的主题，教材呈现了丰富的语篇类型，通过鲜活真实的语言素材，为你提供地道的语言示范。本册教材中，视听、口语板块的多模态文本图文结合，均以日常生活中常见的真实情境为范本设计（如海报、记事簿、广告、清单、旅游手册、网页、节目单、杂志页面等）；视听板块配有对话、讲座、街头采访、宣传片、访谈等各类视频或音频素材；在阅读板块，你可以接触到人物传记、日记、博客、报刊文章、在线帖子、建议书等丰富的语篇类型；教材中小伙伴们的日常会话和他们的习作，也会为你提供口语和写作表达的范例。



在你学习晋级的过程中，智能机器人“胡博士”（Dr Hu）将会继续陪伴你左右，协助你掌握必备知识、关键技能和学习策略。每单元最后的“项目探究”（Project），为你准备了更多的挑战任务。你和你的同伴们准备好迎接挑战了吗？



本册教材除了六个常规主题单元之外，还设有两个文化角（Culture corner）和一个文学角（Literature corner）。文化角不仅带你学会用英语讲中国故事，还会带你领略世界文化的魅力，并了解世界文化的交融与互动；文学角精选广受青少年喜爱的优秀文学作品片段，供学有余力的同学品味、赏析，并由此开展课外拓展。



希望这套教材让你更加喜欢英语，学会更好地安排自己的学习，为你插上一双逐梦的翅膀。让我们继续学习之旅吧！



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## 教材目录（Contents）

# Contents

|Unit|Viewing and listening|Speaking|
|---|---|---|
|**Unit 1\<br\>Teenage life \(p\. 2\)\<br\>BQ: What does it mean to grow up?**|Changes in teenagers \(p\. 4\)\<br\>■ A talk poster\<br\>■ A talk: Changes in teenagers\<br\>Pronunciation: Strong form vs weak form\<br\>Word study: Word building|Voices of teenagers \(p\. 6\)\<br\>🟢 A conversation: Making an appointment\<br\>■ A weekly planner|
|**Unit 2\<br\>People and their jobs \(p\. 18\)\<br\>BQ: Why do people work?**|Importance of jobs \(p\. 20\)\<br\>■ A job ad: Jobs for you\<br\>■ A vox pop: My job\<br\>Pronunciation: Incomplete plosion|Job requirements \(p\. 22\)\<br\>🟢 A conversation: Talking about my dream job\<br\>■ Job cards: Requirements|
|**Unit 3\<br\>Travellers’ tales \(p\. 34\)\<br\>BQ: What are the benefits of travel?**|Travel preparation \(p\. 36\)\<br\>■ A list: Travel essentials\<br\>🟢 A conversation: Packing for a trip\<br\>Pronunciation: Complex word stress|Day trips and activities \(p\. 38\)\<br\>🟢 A conversation: Planning a day trip\<br\>■ A travel brochure: Nepal|
|**Unit 4\<br\>Folk customs \(p\. 50\)\<br\>BQ: What do folk customs bring us?**|Types of folk customs \(p\. 52\)\<br\>■ A leaflet: A folk customs festival programme\<br\>🟢 A speech: An opening speech of Folk Customs Festival\<br\>Pronunciation: Assimilation in sentences|Seasonal folk customs \(p\. 54\)\<br\>🟢 A conversation: Talking about seasonal folk customs in different cultures\<br\>■ A visual aid: Outline|

|Reading|Writing|Discovery|Project|
|---|---|---|---|
|**Growing up \(p\. 8\)**\<br\>■ A biography: From an ugly duckling to a swan\<br\>Grammar in use: Linking verbs|**Teenagers’ stories \(p\. 14\)**\<br\>■ A story: My growing\-up moment|■ New discoveries about the teenage brain\! \(p\. 16\)|**Teenagers’ ideas \(p\. 17\)**\<br\>🟠 Making peer counselling advice cards|
|**Attitude towards jobs \(p\. 24\)**\<br\>■ An interview: Giving old books a new life\<br\>Word study: Word building\<br\>Grammar in use: Relative clauses with "who", "which" or "that"|**My dream job \(p\. 30\)**\<br\>■ A school newspaper article: My dream job|■ Craftsmanship spirit \(p\. 32\)|**My action \(p\. 33\)**\<br\>🟠 Making a poster about a worthwhile job|
|**Inspiring travel stories \(p\. 40\)**\<br\>■ A travel blog: Teranga: The word that defines Senegal\<br\>Word study: Word meaning\<br\>Grammar in use: Infinitives after Wh\- words|**Travelling experiences \(p\. 46\)**\<br\>■ A story: My travel story|■ World’s great travellers \(p\. 48\)|**Travel destinations \(p\. 49\)**\<br\>🟠 Designing a brochure about a travel destination|
|**Importance of folk customs \(p\. 56\)**\<br\>■ An opinion article: Folk customs, the mirror of the past\<br\>Word study: Words in context\<br\>Grammar in use: Present simple passive|**Folk customs around us \(p\. 62\)**\<br\>■ A story: My experience with folk customs|■ Interesting folk events around the world \(p\. 64\)|**Sharing folk customs \(p\. 65\)**\<br\>🟠 Making a digital booklet about a folk custom|

|Unit|Viewing and listening|Speaking|
|---|---|---|
|**Unit 5\<br\>Buildings \(p\. 66\)\<br\>BQ: Why do we construct buildings?**|Famous buildings \(p\. 68\)\<br\>■ A web page: Pictures of famous buildings around the world\<br\>■ A video: Famous buildings around the world\<br\>Pronunciation: Word\-class pairs|Buildings around us \(p\. 70\)\<br\>🟢 A conversation: Talking about buildings\<br\>■ Photos of buildings|
|**Unit 6\<br\>Pollution \(p\. 82\)\<br\>BQ: How should we protect our Earth from pollution?**|Knowing about pollution \(p\. 84\)\<br\>■ A magazine page\<br\>■ A video: Air pollution\<br\>Pronunciation: British English vs American English|Caring about pollution \(p\. 86\)\<br\>🟢 A discussion: Discussing causes of pollution\<br\>■ A brainstorming diagram|

**Culture corner** \(p\. 98\)  

- Exploring China: Chinese architecture \(p\. 98\)  

- Exploring the world: Oceania \(p\. 101\)  

    

**Literature corner** \(p\. 104\)  

- A chapter to start with: *The Boy Who Harnessed the Wind* \(p\. 104\)  

- A scene to act out: *Around the World in 80 Days* \(p\. 106\)  

- A poem to savour: *Travel for Fun* \(p\. 108\)  

    

**Notes** \(p\. 109\)  

**Pronunciation file** \(p\. 116\)  

**Word study support** \(p\. 120\)  

**My learning notes support** \(p\. 124\)  

**Grammar file** \(p\. 125\) – Linking verbs \(U1\), Relative clauses with “who/which/that” \(U2\), Infinitives after Wh\-words \(U3\), Present simple passive \(U4\), Past simple passive \(U5\), Future simple passive \(U6\)  

**Words and expressions in each unit** \(p\. 131\)  

**Words and expressions in alphabetical order** \(p\. 135\)  

**Proper nouns** \(p\. 140\)  

**Numbers** \(p\. 141\)  

**Irregular verbs** \(p\. 145\)  

**Glossary** \(p\. 148\)  

**音视频文字和答案** \(p\. 155\) – Scripts and answer keys



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# Unit 1 Teenage life



**Big Question:** What does it mean to grow up?



**Learning objectives:**  

1. Listen to a talk about changes in teenage years\.  

2. Talk about teenagers' troubles and feelings\.  

3. Read a story about growing up\.  

4. Write a story about growing up\.  

5. Give advice as a peer counsellor\.

    

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## Getting started

1. What does the singer want?  

2. What are your hopes for your future?

    

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## A Changes in teenagers – Viewing and listening



Here is a Markdown\-formatted description of the image that faithfully captures its content and layout:



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# Description of the Image



## Main Heading

**A** – *Changes in teenagers*  

**Viewing and listening**  



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## Introduction

Professor Yang, an experienced counsellor, is going to give a talk about the changes that teenagers experience\.  



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## School Name

**New Star Middle School**  



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## Student Questions \(Bulletin Board Style\)

- *My pimples really trouble me\. What shall I do?*  

- *None of my classmates is willing to make friends with me\. What can I do about this?*  

- *I seem to suffer from stress from schoolwork\. I feel tired all the time\. Who can help me?*  

- *My parents want me to become a doctor, but I don’t want to\. How can I talk to them?* 



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## Talk Details

- Topic: Changes in teenagers

- Speaker: Professor Yang

- Time: 4:20 p\.m\.

- Place: Lecture Hall

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## Call to Action

*Do you have the same problem?*  

*Come and join us\!*



### A1 Look and say

Look at the poster and talk about the problems that teenagers go through\.



### A2 Listen and tick

Listen for signal words such as "so, along with, finally, \.\.\." and tick \(√\) the types of changes discussed by the speaker\.



|Types of changes|
|---|
|physical changes|
|emotional changes|
|voice changes|
|social changes|
|behavioural changes|



### A3 Listen and take notes

Listen again and fill in the blanks with the information from the talk\.

|Types 变化类别|Changes 具体表现|Suggestions 建议|
|---|---|---|
|Physical 生理|• Get pimples on your face\.\<br\>1 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ rapidly\.（身体快速长高）|Don’t be bothered by your 2 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\.（外貌）|
|Social \& Emotional 社交\&情绪|• Make your own choices and 3 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ independently\.（独立做决定）\<br\>• Have trouble 4 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ your family and friends\.（和亲友相处）\<br\>• Become 5 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ or easily upset\.（情绪化易怒）|• 6 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ more to ease the trouble\.（多沟通）\<br\>• Do 7 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ to calm strong emotions\.（呼吸练习平复情绪）|
|8 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ 行为|Do something dangerous to fit in with others because of peer pressure\.|Don’t have to do anything that 10 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\.（让自己不舒服的事）|



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## Pronunciation – Strong forms vs weak forms



Read the conversation below and pay attention to the underlined prepositions\.



**Yiming:** How beautiful that painting is\!  

**Bailing:** Guess where I got it from\.  

**Yiming:** First, tell me who you got it for\.  

**Bailing:** Lu Yao, of course\. Of all my friends, she will appreciate it the most\.



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## Word study – Word building: Suffixes \-ive and \-al



Add more words with the suffixes \-ive and \-al in the table\.



|Suffix|Meaning|Words with suffixes|
|---|---|---|
|\-ive|relating to, of or like|Adjectives: active, positive, \.\.\.|
|\-al|relating to|Adjectives: natural, emotional, traditional, \.\.\.<br>Nouns：hospital，\.\.\.|



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## Update my to\-do list

Listen to the talk again\. Describe the possible changes teenagers may face\.



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## B Voices of teenagers – Speaking

After the talk, Wang Yiming is talking to Professor Yang about his problems\.

### B1 Listen, read and think

Listen to the conversation\. What help does Yiming get from Professor Yang?



**Yiming:** Professor Yang, I have a question for you\. I'm having a hard time getting along with others\. I feel like a fool when talking to my classmates\. Is this common?  

**Professor Yang:** I think this is something that everyone goes through\. Don't worry too much\!  

**Yiming:** I want to make more friends\. Could you give me some advice?  

**Professor Yang:** I would love to\! But, sorry, I'm quite busy today\. Could you come to my office during lunch break on Wednesday?  

**Yiming:** Yes, of course\! Where is your office?  

**Professor Yang:** It's Room 104 in Building B\. So I will see you at twelve there\.  

**Yiming:** Great\! Thank you very much, Professor Yang\.



*\[Image description: A notebook with the heading*

*"My learning notes" and phrases for making arrangements:*

*"Is nine o'clock OK? What time works for you? Will you be free this coming Christmas Eve?"\]*



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### TEEN skill – Using polite words

- Polite words like *please, thank you, I'm sorry* and *excuse me* make others feel appreciated and respected\.  

- We use polite words with strangers, people we don't know well or people of greater age\. Usually we use them to make a request, ask for information or show respect\.

    

### B2 Role\-play

Here is Professor Yang's weekly planner\. Make an appointment with him to seek advice\. Work in pairs\.



|Day|Time|Schedule|
|---|---|---|
|Mon|9:00–11:00|Meeting|
|Tue|13:00–15:00|Teenager counselling|
|Tue|8:30–10:30|Lecture|
|Wed|13:00–17:00|Teenager counselling|
|Wed|10:00–11:00|Meeting|
|Thu|12:00–16:00|Teenager counselling|
|Thu|9:00–10:00|Visiting a doctor|
|Fri|10:30–13:00|Teenager counselling|
|Fri|10:00–15:00|Lessons|



Suppose your partner is your school counsellor\. Make an arrangement to talk to him or her about something that is troubling you\.



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## C Growing up – Reading



Some students are training to become peer counsellors\. They are reading a biography of Hans Christian Andersen\.



### C1 Predicting

Look at the title and pictures below and answer the question: What is the biography about?



*\[Image description: Cover of the book "The Ugly Duckling" with a swan and duckling illustration\.\]*  

*\[Image description: Portrait of Hans Christian Andersen, a man with a top hat\.\]*  

*\[Image description: A small house – Andersen's birthplace in Odense\.\]*



### C2 Read the biography\.



# From an ugly duckling to a swan



**1\.**  

Hans Christian Andersen was born in 1805 in a one\-bedroom house in Odense, Denmark\. This tiny house was shared by 12 people\. Although it was crowded, it helped to develop his unique imagination\. Andersen rarely spoke highly of his childhood, however, the only thing from his childhood that he always spoke fondly of was a bookshelf full of books\. With a lively imagination, he loved to tell stories he had read to anyone who would listen\.



**2**  

When Andersen was 11, the already struggling family experienced a big blow — Andersen's father passed away\. To support the family, his mother tried to put an end to Andersen's dream of becoming a writer by sending him to work\. But Andersen knew that his only interest lay in books and stories\. In the following years, Andersen lived in extreme poverty\. To earn money and follow his dream, at 14, the young Andersen left for Copenhagen where he tried different jobs, like a weaver, a tailor, or a ballet dancer, \.\.\. but he couldn't do them very well\.



**3**  

At the age of 17, Andersen's hard work paid off\. Jonas Collin, a director of the Royal Danish Theatre, read some of Andersen's works and felt that he showed promise\. With the help of Collin, Andersen was able to continue his education\. At school, Andersen was not an excellent student because he had difficulty in reading and spelling\. He was often made fun of for his appearance and voice, which made him feel lonely\. Even his teacher thought it was impossible for him to become a writer\. Whatever happened, Andersen stayed positive and didn't give up\. He kept learning to read and write\.



**4**  

Finally, from 1835, Andersen received praise for his "fairy tales", and he began to enjoy his hard\-earned success\. He once described his schooldays as the bitterest time of his life, and admitted that most of his stories were a reflection of his own life\. But such experiences gave birth to fairy tales such as *The Ugly Duckling* and \*The Little Mermaid\*\. Much like the ugly duckling, Andersen only in his late 60s became the "swan"—a "national treasure" of Denmark\.



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### Personal touch

What quality do you admire most about Andersen?



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### C3 General understanding

Study subheadings A–D, and match them to paragraphs 1–4 in the text\. Write the letters in the blanks\.



A\. Bitter school life  

B\. Success as a writer  

C\. Attempts to make money at an early age  

D\. A hard childhood and teenage life



### C4 Detailed reading

Read the biography again\. Complete the timeline with details about Andersen's lif

|Timeline|Experiences|Influences|
|---|---|---|
|In 1805|He was born 1 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|He rarely spoke highly of his childhood, but 2 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|
|3 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|His father 4 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\.\<br\>His mother 5 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\*\\*|He knew his interest lay in books and stories\.|
|In the following years|He lived 6 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|To 7 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_, he tried different jobs to earn money\.|
|At the age of 17|He 8 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_ for his appearance, voice and poor learning ability\.|He 9 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_, and kept reading and writing\.|
|From 1835 to 10 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|He received praise for his “fairy tales”, and he began to enjoy his 11 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_|He was considered a “12 \\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_\\\_” of Denmark\.|

### C5 Further thinking

1. What helped Andersen get through the difficulties of his teenage years?  

2. What's your understanding of the title?

    

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### Vocabulary focus

Fill in the blanks with the proper forms of the words and phrase in the box\.



**imagination, poverty, support, make fun of, positive, follow**



This biography is about Hans Christian Andersen, a famous writer and a gifted storyteller with a lively \\ \. His fairy stories are very popular with children and adults at home and abroad\.  

Back to his teenage years, Andersen was raised in **/**\. He lost his father at an early age and had to do different jobs to/ his family\. With encouragement from a director of the Royal Danish Theatre, who liked his writing, he returned to school\. However, his classmates/him and his teacher didn't believe in his ability\. Despite these painful moments, he remained/ and always/  his dream of becoming a writer\. In the end, he received great success and grew from an ugly "duckling" into a fine "swan"\.  

Andersen's story reminds us of a very important principle in life: Although we all face difficulties from time to time, we also have a choice in how we face them\!



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### Update my to\-do list

In what way do you think Andersen is a "swan"? Find the facts from the story or search online for more evidence, and tell the reasons\.



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## Grammar in use – Linking verbs



### 1 Read and think

Look at the underlined verbs and identify what follows the verbs\.



\(1\) Just **stay **active when you experience changes as a teenager\.  

\(2\) During this period, you may notice that you **grow** taller\.  

\(3\) With the help of Collin, Andersen** was** able to continue his education\.  

\(4\) Andersen was often made fun of for his appearance and voice, which made him **fee**l lonely\.  

\(5\) As time went on, I** became** less nervous\.  

\(6\) Everyone needs to** keep** calm in the face of danger\.



### 2 Work out the rules

Choose the correct answer\(s\)\.



\(1\) A linking verb:  

A\. expresses action  

B\. describes or identifies a subject  



\(2\) 

are used to express changes;

are used to describe the five senses; 

are used to talk about a situation that has not changed; 

are used to show the state of being\.

**A Be B get  C turn D keep E become, F feel G stay H come  I seem J look K taste Lapper M go N smell O remain P sound**



### 3 Practise

Complete the brief introduction of Lisa with the proper forms of any possible linking verbs in the box\.



**become, feel, be, seem, get, grow, go**



Lisa got her first tennis rackets when she was 7 years old\. From then on, she started playing tennis and gradually **/** interested in it\. Five years later, she entered the youth tennis team of the city\. When asked how to balance study and sports, she said, "I use time wisely and put in the extra effort and time\. Whether it's to school or to a tournament, I even use my time in the car to review notes and study\." Now she / to be the city champion\.  

What makes tennis such an important part of her life? Here is what she said in the interview: "I / excited playing tennis\. It's a good way to have a break from study\. Also, when I win a game, I can see my fans / joyous and celebrate my success together\. I** /** so inspired by them\. Finally, I always feel my mum's support and love\. She / very sure of everything I do\."



### 4 Describe

Write a short paragraph to describe your feelings and changes in teenage years\. Include:  

- one thing that has changed about you or is changing about you;  

- one thing you have tried to change but decided to leave it unchanged;  

- how you feel about yourself\.

    **You may use the example below to help you\.**

    I used to *be *a dependent and quiet girl\. Now I have learned to do a lot of things by myself and *become *more independent of my parents\. I tried to make more friends, but I found it hard\. Although I *remain *quiet in many situations, I *feel *comfortable most of the time\.

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## D Teenagers' stories – Writing



You are attending a teen counselling group session\. Students are sharing stories about a meaningful "growing\-up moment" in their lives\.



### D1 Think

Read the story\. How did the writer change in the end?



> In the 8th grade, our English teacher required everyone to practise public speaking in front of the class\. Each time, I would practise on the way to school the day before, and rehearse before my turn came\. The first few times, my voice was shaking, my hands were sweating, and I even forgot parts of my speech\.  
> 
> As time went on, I became less nervous and gained more confidence as a speaker, especially when I saw my classmates become interested in my talk\.  
> 
> Now, I feel confident about speaking to a crowd, even in English\. I always prepare my speeches well, and I don't get as nervous as I used to\.
> 
> 



### D2 Prepare

Put the time expressions used in the story in the table below and add more if you can\.



|Time expressions|
|---|
|in the 8th grade|



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### TEEN skill – Using time expressions

When writing a story, you may use time expressions to describe events in the order they happened\. 

We use time expressions in stories to put events in order, such as:

*yesterday, later, meanwhile\.\.\.*

*last week, in the meantime, as soon as, by the end of October\.\.\.*

*the next time I saw him, until one day, as daylight broke, \.\.\.*



### D3 Plan

Plan your story by making notes about:

1. What was your growing\-up moment?  

2. What happened to you? And how did you feel at that time?  

3. What have you learned from your experience?

    

### D4 Write

Write your story\.



### D5 Check

Check your writing\. Pay attention to your use of time expressions\.



Work in pairs\. Exchange your story with your partner\. Find the time expressions to show sequence in your partner's writing\.



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## Discovery – New discoveries about the teenage brain\!



Scientists have discovered that our brains go through great changes during our teenage years\. One of their findings is that the brains of teenagers are only about 80% developed\.  

Some parts of the brain develop first, while some develop later\. The last part to be fully developed is the frontal lobe\. It controls higher thinking, judgement, attention, behaviour and feelings\. This is why teenagers are more sensitive to risky behaviour and peer pressure and have less self\-control\.  

When the brain is not fully developed, making smart decisions is also much more difficult\. For example, in certain situations, you may find yourselves thinking about things like:  

"I'm doing well enough in Chinese and I really want to see a movie tonight\. One night of skipping studying won't matter\."  

When you grow up, you might think:  

"While I do love movies, I need to study for my finals first\."  

So, don't worry\! It does take you a while to become a good decision\-maker\.



**Read and think:** Why making smart decisions is not easy for teenagers?



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## Project – Making peer counselling advice cards



In the training course, you will work in groups as peer counsellors and give advice to some students on their problems\.

*Problem:I can’t seem to get organised, and it’s affecting my schoolwork and social life\. I wish I could remember what to do, but I keep messing up\. What should I do?*

Tips:  Organisation is an important life skill, but it is not a gift\.You can learn to be a well\-organised person\. It’s a good idea to turn off your phone to stay focused\. \-\- From Amy

Perhaps you’re trying to do too many things at the same time\. Why not try to deal with tasks one by one and also set alarms to remind you about important events? I hope you will feel better soon\. \-\-From Alice



**Step 1 Choose:** Collect the different problems that teenagers face and choose one to give tips\.  

**Step 2 Collect ideas:** Discuss the problem and brainstorm tips\.  

**Step 3 Write:** Write down the problem and your tips on a card as shown above\.  

**Step 4 Share:** Describe the problem to the class and share the advice\.

### Update my to\-do list

Pin your cards on the display board in the classroom\.



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# Unit 2 People and their jobs



**Big Question:** Why do people work?



**Learning objectives/To\-do list**  

1. Watch a vox pop about the importance of work\.  

2. Talk about job requirements\.  

3. Read an interview with a book restorer\.  

4. Write an article about my dream job\.  

5. Make a poster to introduce a worthwhile job\.

    

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## Getting started



Look at the pictures below, read the sentences and answer the questions\.



*\[Image description: A young man in casual clothes looking tired – caption: "My cousin has to work at the weekend\. He complains he has no time for himself\."\]*  

*\[Image description: A woman teacher in a classroom, smiling – caption: "My mother works hard\. She is happy to see her students making progress\."\]*



1. Are the people you know happy with their work?  

2. Why do they work?

    

---



## A Importance of jobs – Viewing and listening



Ms Chen asks the students to carry out a research on "Importance of jobs"\. Wang Yiming and Lu Yao have asked people questions in the street and made a vox pop\.

## Job Listings

### Emergency doctor

- Duties:

    - Acting quickly to help patients

    - Using medical equipment

- Requirements:

    - Degree in medicine

    - Training in emergency care

---

### Interior designer

- Duties:

    - Creating decorating plans for homes

    - Requirements:

        - Degree in  architecture or home design

---

### Social media influencer

- Duties:

    - Introducing products on camera

- Requirements:

    - Excellent communication skills



### A1 Look and say

Look at the pictures and tell what jobs are mentioned\.



### A2 Watch and tick

Watch a vox pop with people from different walks of life\. Tick \(√\) the jobs mentioned\.



|Jobs|
|---|
|delivery man \(√\)|
|social media influencer|
|journalist|
|interior designer|
|photographer|
|emergency doctor \(√\)|
|community volunteer \(√\)|
|chemistry teacher|



### A3 Watch and take notes

Watch the vox pop again and complete the notes below\.



|Interviewee|What job?|Why works?|
|---|---|---|
|1|Collecting parcels and driving them to people’s homes|He’s happy to                       his family\.|
|2|Selling |She likes being |
|3|Working for a                                          and<br>meeting                                      |She feels |
|4|patients and<br>giving first aid to                                   |He thinks / is his responsibility\.|
|5|the community –  the community –  <br>|He loves  / ; he feels good when he is                                      |



---



## Pronunciation – Incomplete plosion



Listen to a recording and notice which sounds at the end of the words are not fully pronounced\.



> My dreams become true,  
> 
> Yet it takes wor\(k\) before they do\.  
> 
> My hope gives a start,  
> 
> Yet without\(t\) work my dreams depart\.  
> 
> Visions take action,  
> 
> And the wor\(k\) brings satisfaction\.  
> 
> The goal pulls me through,  
> 
> The vital wor\(k\) that I mus\(t\) do\.  
> 
> I le\(t\) my work flow,  
> 
> For this primary truth I know\.  
> 
> Dreams with wor\(k\) combined,  
> 
> Bring wealth and a happy mind\.
> 
> 



---



## Update my to\-do list

Watch the vox pop again\. What are the pros and cons of each job according to the interviewees?



---



## B Job requirements – Speaking



Wang Yiming is asking Ms Chen about how to get his dream job\.



### B1 Listen, read and think

Listen to the conversation\. What is Yiming's dream job?



**Yiming:** Ms Chen, could you please give me some ideas on how to get my dream job? 

**Ms Chen:** OK, sure\. What would you like to do?  

**Yiming:** I'd like to be a photographer\. I want to take photos for magazines\.  

**Ms Chen:** That sounds cool\! Why do you want to do that?  

**Yiming:** Because I am interested in taking photos of everything\.  

**Ms Chen:** I see\. Do you know what skills are required?  

**Yiming:** I think I'll have to be very familiar with all kinds of cameras\.  

**Ms Chen:** I'm afraid that's not enough\. You need to have some knowledge of art\. You'll need to take some courses and get trained\.  

**Yiming:** That's true\. But before that I'm trying to get some experience\. I'm taking photos for the school newspaper\.  

**Ms Chen:** Good thinking, Yiming\. Set a goal and work towards it\. I'm sure your dream will come true\.  

**Yiming:** Thank you, Ms Chen\.



---



### My learning notes – Expressing obligations:

- It's necessary for me to learn some skills\.  

- It's my responsibility/duty to do it\.

    

### B2 Role\-play

With a partner, act out Ms Chen and another student's conversation about his or her dream job\. Use the conversation in B1 as a model\. You may refer to the following jobs or choose your own\.



*\[Image description: A music teacher with children and musical instruments – requirements: Teacher certification, knowledge of basic instruments and music, patience with children, skills in organising performances and school concerts\.\]*  

*\[Image description: An architect at a drafting table – requirements: Degree in architecture, communication and management skills, office software skills, presentation skills\.\]*

**Update my to\-do list**

Conduct the activity in B2 again with the same partner but switch roles\.



---



## C Attitude towards jobs – Reading



Wang Yiming is reading an interview in a magazine\. A journalist from China News is interviewing a book restorer at the National Library\.



### C1 Background knowledge

If you have a damaged ancient book, how would you deal with it?



### C2 Read the interview\.



# Giving old books a new life



**Journalist:** Hello, Mr Du\. Not many people have heard of book restoration\. Could you tell us what you do?  

**Mr Du:** Actually, my job is to repair the ancient books which have been damaged over the long periods of time\. In our country, more than 10 million old books are waiting for restoration due to worms eating their way into books or because of some damage caused by damp, fire or war\.  

**Journalist:** What does it take to restore ancient books?  

**Mr Du:** Professional skills\. In the past, only simple tools like scissors, tweezers and brushes were needed\. But now, modern equipment is also very helpful for testing the paper and carrying out other types of research\. When we work, we need to be very careful and patient\. Sometimes, it takes a whole day or even more to fix only one page if it is seriously damaged\. Repairing an ancient book is like doing an operation on a patient\. Some people call us book savers\.  

**Journalist:** How long have you been working as a book saver?  

**Mr Du:** Since 1974\. After I left the army, I learned from my master in a local museum\. I soon took an interest in this work\. I have been doing this for decades\.  

**Journalist:** What keeps you going?  

**Mr Du:** It's love and passion that keep me going\. I never feel bored\. This is what I am good at\. Once I took up this work, it meant a job for life\. However, I am worried as we don't have enough "doctors" to rescue so many old "patients"\. Saving their "lives" is our responsibility and we are racing against time\. But we cannot work extra hours or at weekends, because our "patients" are stored away then\.  

**Journalist:** What would you like to say to young people?  

**Mr Du:** It's great to see more young people joining our team and choosing to stay\. They have good educational backgrounds, and use more scientific methods\. They also help with digitalisation, so the public can read these records\. Young savers call me "Master", but I would rather think of myself as their teacher\. Some masters might be unwilling to pass down all their skills, but as a teacher, I want these young people to do better than me\.



---



### Personal touch

Would you like to be a book restorer? Why or why not?



---



### C3 General understanding

What is the interview mainly about? Tick \(✓\) the one\(s\) you agree with\.



- The work of a book restorer \(/\)  

- A new life of old books \(/\)  

- A book restorer's new life \(/\)  

    

### C4 Detailed reading

Read the interview and make notes\.



**Interview notes**  

- Interviewee: Mr Du  

- Job: Book restorer  

- Job requirements: Professional skills, carefulness and patience  

- Daily work: Fixing damaged pages; using simple tools and modern equipment; teaching young restorers  

- Reasons for doing the job: Love and passion, responsibility, national need

    

### C5 Further thinking

Do you think it is challenging to be an ancient book restorer? Why or why not?



---



### Vocabulary focus

Complete the conversation with the words and phrases in the box\. There is one more than you need\.



**allowed, patient, damaged, took up, brushes, treasure, passed down, examine**



**Journalist:** Mr Du, could you show us how a book is restored?  

**Mr Du:** With pleasure\. Look at this poor book which is seriously / by damp\. It was / from the Song dynasty\. We must first cut a piece of paper from it and then the chemist will / it with some special tools so that we can decide how to repair the book\.  

**Journalist:** Do you mean you will cut a piece of paper off the book?  

**Mr Du:** No\. This book is more than eight hundred years old\. It's valuable /\. Can you see the small pieces that broke off from the book? We will save them and keep them well in a plastic bag\.  

**Journalist:** I see\. Restoration work is changing with the development of science and technology\.  

**Mr Du:** But/ and needles are still important tools\. We need to be very /\. Mistakes are not /\.



---



### Word study – Word building: Job\-related suffixes

Think of more job words that are formed with the suffixes below\. Add them to the word web\.



|Suffix|Examples|
|---|---|
|\-er/\-or|driver, engineer, baker, farmer, photographer, lawyer, singer, firefighter, gardener, designer, trainer, researcher, employer, programmer, painter, director, editor, investigator, advisor, operator, supervisor, counsellor, translator, navigator, conductor, inventor, collector, creator|
|\-ist|pianist, psychologist, journalist, specialist, biologist, economist|
|\-ian|librarian, musician, politician, electrician, technician, magician, physician, mathematician|
|\-man/\-woman|businessman/businesswoman, fisherman, dustman, spokesman/spokeswoman, chairman/chairwoman|
|\-ess|actress, waitress|
|\-ant/\-ent|assistant, accountant, merchant|



---



## Update my to\-do list

Describe the job duties of a book restorer to a partner\.



---



## Grammar in use – Relative clauses with "who", "which" or "that"



### 1 Read and think

What is the function of the underlined part?



- My job is to repair the books **which have been damaged over the long periods of time**\.  

- I work as a journalist for a magazine **that focuses on music, arts and culture**\. I will interview someone **who restores ancient books**\.

    

### 2 Work out the rules

Tick \(√\) the one\(s\) you agree with\.



\(1\) The underlined part is 

a **relative clause     a main clause\. ** 

\(2\) A relative clause is /  the noun it modifies \(√\)\.  

**Before        after** 

\(3\) The relative pronoun "who" refers to

**a person   ** **a thing**\. 

\(4\) The relative pronoun "which" refers to 

**a person    a thing\.**

\(5\) The relative pronoun "that" refers to

**a person   ** **a thing**\.



### 3 Practise

Match the two halves of the sentences\.



\| \(1\) We save each piece of paper \| A\. that you will send out\. \|

\| \(2\) A delivery man will collect these parcels \| B\. which breaks off from the book\. \|

\| \(3\) The police found the car \| C\. that you lost last week\. \|

\| \(4\) The company is looking for someone \| D\. who know this traditional skill\. \|

\| \(5\) We can ask for help from the people \| E\. who can help sell its products online\. \|



**Answers:** \(1\)\-B, \(2\)\-A, \(3\)\-C, \(4\)\-E, \(5\)\-D



### 4 Review

Underline the relative clauses and answer the questions\.



Mr Lu is a skilled craftsman who has been working with wood for over 20 years\. He is known for his attention to detail and his ability to create beautiful, unique pieces of furniture\. Mr Lu learned his craft from his father, who was also a master woodworker\. Mr Lu takes great pride in his work and is always looking for new ways to improve his skills\.

Mr Lu has successfully restored an old Chinese chest that had been damaged in a fire\. The chest, which was over 100 years old, had detailed carvings and beautiful designs\. Mr Lu spent months carefully repairing the damage and restoring the chest to its original beauty\. When it was finished, it looked as good as new and was even more stunning than before\.

Mr Lu's dedication to his craft and his commitment to excellence have earned him a reputation as one of the best woodworkers in the region\. His clients trust him to create pieces that will last a lifetime and be treasured for generations to come\.



**Questions:**  

1. What kind of craftsman is Mr Lu? \(He is a skilled craftsman who has been working with wood for over 20 years\.\)  

2. What kind of person was Mr Lu's father? \(He was a master woodworker\.\)  

3. What kind of chest has Mr Lu successfully restored? \(An old Chinese chest that had been damaged in a fire\.\)  

4. What kind of pieces do Mr Lu's clients trust him to create? \(Pieces that will last a lifetime and be treasured for generations\.\)

    

---



## D My dream job – Writing



Your school newspaper is collecting students' articles about their dream jobs\.



### D1 Think

Read a student's article\. What is his dream job, and why?



> I want to be a scientist who studies living things\.  
> 
> Many people don't care about nature these days\. I want to help by doing research\. I've read about animals that are in trouble\. It's important to let people know how valuable nature is and how to protect it\.  
> 
> I'm good at Biology and Geography, and I like doing experiments\. I also enjoy researching and solving problems, and that's why I'm in my school's Science Club and the World Wide Fund for Nature\.  
> 
> I know it will be hard to become a life scientist, but I'll try my best to make it happen\.
> 
> 



### D2 Prepare

Focus on types of sentence structures in the article\. Mark "S" for simple sentences, "CD" for compound sentences, "CX" for complex sentences, and "CDCX" for compound\-complex sentences\.



|Sentences|Types|
|---|---|
|I want to be a scientist who studies living things\.|CX|
|Many people don't care about nature these days\.|S|
|I'm good at Biology and Geography, and I like doing experiments\.|CD|
|I also enjoy researching and solving problems, and that's why I'm in my school's science club and the World Wide Fund for Nature\.|CDCX|
|I know it will be hard to become a life scientist, but I'll try my best to make it happen\.|CD|



---



### TEEN skill – Varying sentence types

We can use different sentence types in our writing:  

- Simple sentences: e\.g\. He wants to be an astronaut\.  

- Compound sentences: e\.g\. I have always loved animals, but being a full\-time vet is very challenging\.  

- Complex sentences: e\.g\. When he was young, he dreamed of being a firefighter\.  

- Compound\-complex sentences: e\.g\. My uncle wanted to be an architect when he was young, but he ended up becoming a teacher, which he finds very rewarding, even if it wasn't his original dream job\.

    

### D3 Plan

Plan your writing \(use the outline provided in the book\)\.

My dream job 

### D4 Write

Write your article\.



### D5 Check

Check your writing\. Pay attention to the use of different sentence types\.

**Update my to\-do list**

Work in groups\. Share your articles and tell your group members what you like about their articles\.



---



## Discovery – Craftsmanship spirit



**FAST chief scientist**  

FAST is the world's largest single\-dish radio telescope\. It is the brainchild of chief scientist Nan Rendong\. FAST aims to discover how life began and to receive possible messages from alien civilizations\. It took Nan twelve years to find a perfect site in Guizhou Province\. During the construction, Nan oversaw everything despite suffering from cancer\. He died less than a year after the project's completion in 2016\.



**German manufacturing**  

Germany is well known for manufacturing\. Some companies have concentrated on one product for many years\. They have "craftsmanship spirit", which lets them focus on each product while trying to keep improving\. Passionate artisans get the very best out of wood, glass, ceramics, metal and even plastics\. For example, lots of workers and engineers are devoted to the car industry in Germany, and make it highly developed\.



**Glass\-blowers**  

Italy has centuries of glass\-blowing history\. It takes a craftsman a lot of skills to take near\-liquid glass and make shapes from it\. The glass\-blower rolls the glass into different shapes on a table\. Using a hollow steel tube attached to the glass, glassblowers blow air into it, which makes the glass into the correct shape\.



**Read and think:** What kinds of craftsmanship spirit do these stories show?



---



## Project – Making a poster about a worthwhile job



Work in groups\. Make a poster about a worthwhile job that requires craftsmanship spirit\.



**Example – Book Restorer**  

- Duties: Repairing ancient books; testing the paper and choosing the right type of paper, paste, bind, etc\.  

- Requirements: Professional skills and experience in repairing ancient books; interest in this job; patience and carefulness  

- Reason for choice: Saving valuable books

    

**Step 1 Discuss:** Decide what job you are going to focus on\. Each group member suggests a job that has value for society\. Discuss and choose one job for the group to work on\.  

**Step 2 Research:** Collect information about the job and include as many aspects as possible, including job title, duties, requirements and reason\(s\) for choice\.  

**Step 3 Create:** Design a poster describing the job\.  

**Step 4 Share:** Share your poster, tell your classmates which job you considered, and explain your choice\.

**Update my to\-do list**

Read posters made by other groups\. Which do you like best? Have any of the posters or discussions in your own group caused you to think differently about one or more jobs?



---



# Unit 3 Travellers' tales



**Big Question:** What are the benefits of travel?



**Learning objectives:**  

1. Listen to a conversation about what to take on a trip\.  

2. Discuss and plan day trips\.  

3. Read a travel blog about a traveller's experiences\.  

4. Write a story about travelling experiences\.  

5. Design a travel brochure\.

    

---



## Getting started – Travel quotes

*– Chinese proverb: Don't listen to what they say; go see\.*

*– Paulo Coelho: Travel is never a matter of money but of courage\.*



1. What do these two quotes mean? Explain each one in your own words\.  

2. Which quote makes you think more? Explain why\.

    

---



## A Travel preparation – Viewing and listening



Lisa and her parents are preparing for a trip to Nepal\.



### A1 Look and match

Look at the list of travel essentials\. Match the words with the pictures\. Write letters A–H beside the pictures\.

Travel essentials

- A passport  

- B camera  

- C water bottle  

- D hiking boots  

- E toothbrush  

- F first\-aid kit  

- G travel adapter  

- H mobile phone charger

### A2 Think and say

Work in pairs\. Discuss item\(s\) you need to have when travelling\.



> Do we take a passport with us when we're travelling?  
> 
> You need to have a passport if you travel abroad\. For travels within China, you don't need to take a passport\.
> 
> 



### A3 Listen and take notes

Listen to a conversation between Lisa's parents and complete the tasks\.



**Taking notes**  

1. Listen for the items Lisa's parents are packing\. Write down the names of the items in A1\.  

2. Listen again for the reasons why Lisa's parents take the items\. Use a slash \("/"\) if the reason is not mentioned\.

    

|Items to take|Reasons|
|---|---|
|hiking boots|autumn: best time for hiking; suitable for the mountains|
|water bottles|rare, drink water|
|toothbrushes and shampoo|better for the environment|
|first\-aid kit|not get sick, no accident / in case of getting sick or an accident|
|travel adapter|for charging all our devices|
|passport|/|
|mobile phone charger|/|



---



## Pronunciation – Complex word stress



Read the pairs of words and pay attention to the stress\.



- 'courage – cou'rageous  

- pre'pare – prepa'ration  

- trans'port – transport'ation

    

---



## Update my to\-do list

Listen to the conversation again\. Predict what Lisa's family might do when they travel in Nepal\.



---



## B Day trips and activities – Speaking



Lisa and her parents are now in Nepal\.



### B1 Listen, read and think

Listen to the conversation between Lisa's parents\. What are they talking about?

**Mrs Green:** It's so hard to decide where to go first on our sightseeing trip\! I think it would be fun to visit Kathmandu\.  

**Mr Green:** That's the biggest city in Nepal\! It will be too crowded\.  

**Mrs Green:** But Kathmandu is where all the best food is\! It might be worth trying out some of the local snacks and exploring the city\.  

**Mr Green:** I do want to try some of the local restaurants\. Why don't we go visit the museum in the morning and then stop for lunch?  

**Mrs Green:** I think we should visit the food stalls for breakfast before we go to the museum\. You can't appreciate art on an empty stomach\.  

**Mr Green:** All right\.



---



### My learning notes – Persuading someone to do something:

- Why don't you think about/consider \(doing\) \.\.\.?  

- Perhaps you could \.\.\.

    

### B2 Role\-play

Lisa's parents are reading a brochure and discussing what to do for the next day in Nepal\. With a partner, act out their conversation\.

Are you interested in 

Hiking in Nepal Tours \& Sightseeing Special Activities Climbing \& Expeditions

*try local food go hiking  take a Tuk Tuk *

*watch wild animals  do some sightseeing  buy souvenirs from locals*

---



### TEEN skill – Persuading

When you want to persuade someone to do something, do not do it directly\. Instead, you might make a statement or ask a question to find out the other person's view\. In this way, you are persuading others to do something very politely\.

**Update me to\-do list**

With a partner, discuss and work out a plan for a day trip\. Reach an agreement on the time, places to go, and things to do\.



---



## C Inspiring travel stories – Reading

Lisa is reading some travel blogs\.

### C1 Predicting

1. Where can we find a travel blog?  

2. What can we probably read in a travel blog?

    

### C2 Read the blog\.



# Teranga: The word that defines Senegal



You never know what to expect on your trip\. As I waited for my plane to Dakar, a woman dressed in boubou asked if she could use my mobile phone\. While I was hesitating, a similarly dressed traveller presented her phone to the woman without a second thought\. This was my introduction to Teranga: The Senegalese way of life\.

During the summer I spent volunteering in Dakar, Teranga helped me learn about and enjoy Senegalese culture\. I accepted an invitation to stay with a local family, and regular offers to visit their neighbours and drink coffee\. In Dakar, a friend told me, people would be willing to share whatever they have\. Requests to strangers for a place to rest, a bathroom, a phone or water, would likely be answered with Teranga\.

When we went on trips to the villages, it was clear that Teranga begins with children\. The children were taught to smile and play with foreign visitors, and were raised to believe that community members – even strangers – will always support each other\. I often saw adults educating and guiding neighbourhood children like a parent would\.

Teranga is especially visible in Senegal's food culture\. Senegalese families cook in a manner that expects the arrival of guests; it can be a friend or a stranger\. To prepare to greet even unplanned visitors with Teranga, there's often an extra plate ready\. And for guests who do show up at mealtime, they will always get the best part of the dish\. The local people truly believe that the more you give, the more you receive\.

Teranga builds a culture where there is no "other" and keeps neighbourhood life harmonious\. As a song says, "When people come to your country, welcome them and honour them so much that when they leave they will want to return\." It's no wonder visitors to the country can't wait to go back\.



---



### Personal touch

Have you ever had any similar experiences during your trips?



---

**Text type     Travel blogs**

A travel blog is a regularly updated website or web page on one’s travel experiences\. It often presents pictures, videos and the writer’s personal stories about them

### C3 General understanding

Find the main ideas of the paragraphs and give each one a subheading\. Match paragraphs 1–5 with the subheadings A–E\.



|Paragraphs|Subheadings|
|---|---|
|1|C\. Travel and new experiences|
|2|A\. Learning more about Teranga|
|3|D\. Teranga and community|
|4|E\. Teranga and food|
|5|B\. Teranga encouraging visitors to come back|



### C4 Detailed reading

Complete the outline in no more than 3 words for each blank\.



**Teranga in daily life**  

- Willingness to **share and help** others  

- Sense of **community and support**  

- Children's **trust and ease** with strangers  

- Adults acting as **mentors and guides**

    

**Teranga in food culture**  

- Keeping **extra plates** ready for unexpected guests  

- Offering the **best part** of the dish to guests  

- Belief in **giving and receiving**

    

**Teranga as a foundation for harmonious neighbourhood life**  

- No distinction between **us and others**  

- **Welcoming and honouring** visitors  

- **Desire** for visitors to return

    

### C5 Further thinking

1. Would you like to travel to countries like Senegal? Why or why not?  

2. What do you think is the word that defines your city or country?

    

---



### Vocabulary focus

Complete the following summary with the proper forms of the words in the box\. There is one more than you need\.



**enjoy, invite, during, other, share, support**



I never expected to experience Teranga before I went to Senegal\. **During** my stay in Dakar, I was shocked by the culture but **enjoyed** it at the same time\. In Dakar, the local people are willing to **share** everything they have with other people, even strangers\. They take good care of **other** people's children\. They would welcome any guests and **invite** them to a meal at mealtime\. They believe that the more they give, the more they receive\.



---



### Word study – Chameleon Words

Match the underlined words with their meanings\.



1. While I was hesitating, a similarly dressed traveller **presented** her phone to the woman without a second thought\. → **to give**  

2. You need to **present** yourself better\. → **to show or offer**  

3. \.\.\. they were **raised** to believe that community members \- even strangers \- will always support each other\. → **to bring up**  

4. We are organising a charity sale to **raise** money to help people in need\. → **to collect**

    

---



## Update my to\-do list

Read the blog again\. What have you learned from the writer's experience?



---



## Grammar in use – Infinitives after Wh\-words



### 1 Read and think

Read the sentences and think: How are the underlined parts formed?

- It's so hard to decide **where to go** first on our sightseeing trip\!  

- I don’t know **what to pack**

    

### 2 Work out the rules

Tick \(√\) the one\(s\) you agree with\.



We can use some verbs with Wh\-words \(what, when, where, which, who, whom, how\) followed by infinitives to \.\.\.  

- state the purpose  

- give information about nouns  

- give information about actions \(√\)

    

### 3 Practise

Lisa is looking forward to the coming trip\. She is excited but nervous\. Her father tries to calm her down\. Complete their conversation with the expressions in the box below\.



**A\. what to do**  

**B\. how to use it**  

**C\. when to wake you up**  

**D\. what to look out for**  

**E\. where to hike**  

**F\. what time to have breakfast**



**Lisa:** Dad, what if I oversleep tomorrow?  

**Mr Green:** Don't worry, Lisa\. Just let me know \(C\) **when to wake you up**\.  

**Lisa:** I want to get up at 6 o'clock\.  

**Mr Green:** All right\! Did Mum tell you \(F\) **what time to have breakfast**?  

**Lisa:** Yes\. Breakfast is served between 7:00 and 10:00\. We'll be the earliest guests\! Dad, can I use your camera to take some photos during the trip?  

**Mr Green:** Of course\. I'll show you \(B\) **how to use it** on the bus\.  

**Lisa:** Dad, have you ever gone hiking before?  

**Mr Green:** I've been hiking once before\. We followed a trail in a rainforest and were told \(E\) **where to hike** in the forest to the fullest\. It was really fascinating\!  

**Lisa:** Sounds exciting\! Dad, can you tell me \(D\) **what to look out for** before and during the hike? Oh, Dad, you haven't told me \(A\) **what to do** tomorrow\!  

**Mr Green:** No worries\! We'll talk about that on our way to the camp\. But now it's time for bed\. Sweet dreams\!



### 4 Write a list

Imagine you are Lisa\. Your family is going to camp in the mountains\.



\(1\) Make a list of things to consider for the camping, using Wh\-words and infinitives\.  

Example: ① where to camp, ② what to wear, ③ when to leave, ④ how long to stay, ⑤ what to take, ⑥ how much food/water to take, ⑦ what activities to do at night, etc\.



\(2\) Work in groups and share your lists\. Agree on the "Top 5 things to consider before camping"\. Present the result in class\.



---



## D Travelling experiences – Writing



Your school newspaper is collecting students' travel stories\.



### D1 Think

Read Lisa's travel story\. Why will she never forget the trip?



> My trip to Edinburgh was the most memorable I have ever had\.  
> 
> On 15 August last year, my parents took me to Edinburgh for the Edinburgh Festival Fringe\. There were lots of people from all over the world\. I had never seen so many street performances\. As I walked on the street, a show called *Around the world in 80 days* caught my attention\. The show was great, even though it was a shortened version\. In another show, a talented woman was painting lovely images on a sand table\. That was a great show for all ages\.  
> 
> I will never forget my time at the Edinburgh Festival Fringe\.
> 
> 



### D2 Prepare

Read the story again and find out how Lisa begins each sentence in the story\. Check her strategies against the list in "TEEN skill"\.



---



### TEEN skill – Varying sentence beginnings

In English, sentences may begin with:  

- a noun or pronoun;  

- an adverbial phrase;  

- "there be" structure;  

- a dependent clause;  

- an adverb;  

- \.\.\.

    

### D3 Plan

Think of a trip you took and make notes in the mind map below \(time, place, activities, feelings, etc\.\)\.

Something special that happened

How I felt and why



### D4 Write

Write your travel story\.



### D5 Check

Check your writing\. Pay attention to how you begin each sentence\.

![Image](https://internal-api-drive-stream.feishu.cn/space/api/box/stream/download/authcode/?code=Y2QzMDZiNDFlNmZhMWQ5N2UwOTAxYjEzZWZlMTdmNWFfYjBiNGI3N2NlMjdmNjJjNmY0MGQ1NzY4NjA3OGM1ZTJfSUQ6NzY1NzQ1MjM1Nzk4NjYzNDk1NV8xNzgyOTYxNTgzOjE3ODMwNDc5ODNfVjM)

**Update my to\-do list**

Work in groups and find out how many ways your classmates use to begin a sentence in their writing\.



---



## Discovery – World's great travellers

**Xu Xiake** \(1587–1641\) was a famous Chinese traveller and geographer\. For decades of years he travelled around China and conducted surveys\. As he travelled, he kept detailed notes in journals and these were later made into the book The Travel Diaries of Xu Xiake\.



**Marco Polo** \(c\.1254–1324\) was born into a Venetian merchant family in today's Italy\. Between 1275 and 1292, he travelled to China, which was ruled by Kublai Khan then\. He served the emperor for many years before returning to Venice in 1295\. He was captured in a war in 1298 and put into prison, where the writer Rusticiano helped Polo turn his story into the book \*The Travels of Marco Polo\.



**Ibn Battutah** \(1304–1377\) was a famous Moroccan traveller\. After travelling to Mecca in 1325, he decided to visit as many parts of the world as possible\. His journey, which lasted nearly thirty years, took him to about 40 countries in several continents\. He dictated the story from memory to the scholar Ibn\-Juzai\. The resulting book was the Rihlah\.



**Read and think:** Which traveller\(s\) do you know most about? Tell your classmates what you find interesting or surprising about them\.



---



## Project – Designing a brochure about a travel destination



You want to recommend a travel destination to your classmates for the winter holidays\. In groups, choose a destination, and then design a brochure describing it\.



**Step 1 Decide and search:** Decide on a place and search online for information\.  

**Step 2 Write:** Write the text of your travel brochure\. Include:  

- A general introduction to the destination  

- What to see  

- What to do  

- Where to go  

- How to get around  

**Step 3 Create:** Create the visuals for your travel brochure\. Pay attention to:  

- Choose eye\-catching photos  

- Design the layout  

**Step 4 Present:** Display your travel brochure and share it in class\.

Update my to\-do list

Listen to the presentations of other groups and vote for the best brochure in your class\. Give three reasons for your choice\.



---



# Unit 4 Folk customs



**Big Question:** What do folk customs bring us?



**Learning objectives:**  

1. Listen to an opening speech about different types of folk customs in four countries\.  

2. Talk about seasonal folk customs across cultures\.  

3. Read an opinion article about the importance and value of folk customs\.  

4. Write a story about my folk custom experiences\.  

5. Make a digital booklet about folk customs\.

    

---



## Getting started

Look at the pictures and answer the questions\.

Folk dance black suit sugar painting sky lantern

1. Which of the four pictures are folk customs? Why do you think so?  

2. Do you know any other kinds of folk customs? What are they?

    

---



## A Types of folk customs – Viewing and listening



New Star Middle School is having a Folk Customs Festival\.

*Friday, 20 Sept\. Schedule: *

*9:00 a\.m\. Opening speech; *

*10:00 a\.m\. Reading hours \(Folk customs around the world, Importance of folk customs\); *

*1:00 p\.m\. Exhibition stands \(Folk costumes, Folk art, Folk eating customs, Folk dances\); *

*4:00 p\.m\. Writing competition \(My folk custom experiences\)\.\]*



### A1 Look and choose

Choose the right types of exhibition stands in the programme leaflet for the pictures below\.

*Picture A – afternoon tea with sandwiches and cakes \(Folk eating customs\)\. *

*Picture B – traditional German costumes \(Folk costumes\)\. *

*Picture C – a Mexican clay pot with glass balls \(Folk art\)\. *

*Picture D – Maori haka dance \(Folk dances\)\.\]*



### A2 Listen and match

Listen to the opening speech of the festival and match the following descriptions with the correct pictures A–D in A1\.



1. It is a tradition that helps to get to know people\. → A  

2. It is a tradition in Germany\. → B  

3. It is a tradition between the Maori people\. → D  

4. It is a tradition from Mexico\. → C

    

### A3 Listen and take notes

Listen again and complete the chart about the folk customs\.



|Folk custom|Country|Description|
|---|---|---|
|Afternoon tea|Britain|Eating finger sandwiches, small cakes and biscuits while drinking tea; a way to get to know people|
|Traditional costumes|Germany|Men wore short leather trousers; women wore blouse and full skirt; now worn for traditional festivals|
|Haka|New Zealand|Originally a war dance, now a way of greeting|
|Clay pot|Mexico|Made of thousands of colourful little glass balls; takes many hours to complete|



---



## Pronunciation – Assimilation in sentences



Read and learn\.



- You wouldn't eat a hamburger at afternoon tea, **would you** \(wo du:u:\)?  

- **Would you** \(wo du:u:\) like to buy one?  

- **Don't you** \(doun tju:u:\) think that's interesting?

    

---



## Update my to\-do list

Work in pairs and take turns to talk about the four folk customs in A3\. Check if you cover all the key information in the chart\.



---



## B Seasonal folk customs – Speaking



Li Bailing is preparing for a project on folk customs and now she is chatting with her internet friend, Gorden, a Greek student\.



### B1 Listen, read and think

Listen to their conversation\. What folk customs are they talking about?



**Bailing:** Gorden\! I have a perfect idea for our folk customs project\!  

**Gorden:** What is it? I'm all ears\!  

**Bailing:** Why don't we do "chunjie"? Have you heard of it before?  

**Gorden:** I guess so\. That's Chinese New Year, also known as the Spring Festival\. It marks the beginning of the Chinese Lunar Calendar and the start of spring\.  

**Bailing:** Yes, we have a big dinner with family and set off fireworks\.  

**Gorden:** I have no idea about the customs, but they sound very exciting\!  

**Bailing:** You're from Greece\. How do you celebrate the beginning of the year there?  

**Gorden:** People throw clay pots with water out of their windows to wash away bad luck\.  

**Bailing:** Our customs are so different\!  

**Gorden:** I guess many different countries have their own traditions for the same thing\.  

**Bailing:** Yes, I am sure that's what makes each place so special\!



---



### My learning notes – Expressing certainty and uncertainty:

- I'm certain of \.\.\. / I'm positive that \.\.\. / Of course\.  

- I couldn't say for sure\. / It's possible, I suppose\.  

- I'm not sure \.\.\. / I have no idea\.

    

### B2 Pair and share

Work in pairs and choose one folk custom below to make a conversation, using B1 as a model\.



|Area|Some European countries|Munich, Germany|
|---|---|---|
|Time|24 June|From late September to the first Sunday in October|
|Customs|Setting campfires; dancing around midsummer pole|Drinking beer; eating German sausages; wearing traditional costumes; dancing|
|Meaning|To mark the change of the seasons|To celebrate autumn harvest|



Search for more folk customs in winter, and exchange information with your partner\.



---



## C Importance of folk customs – Reading



Li Bailing is reading an opinion article on a website\.



### C1 Predicting

Look at the picture and the title of the article\. Guess what the article might be about\.



### C2 Read the article\.



# Folk customs, the mirror of the past



It is clear that folk customs are very important because they exist in every country\. There are three reasons for the importance of folk customs: They explain identity, they pass on history, and they unite the world\.



Firstly, folk customs help explain identity because they connect us back to our roots\. Even if we don't practise folk customs ourselves, we can identify with them and relate to them\. They influence who we are and how we see the world\. We celebrate special festivals and other important days in ways that relate back to our ancestors\. For example, the Spring Festival is celebrated throughout China\. Although many of the traditions have changed, there is still the same focus on family and friends\.



The second key point is that history must be valued and folk customs help achieve this\. Today's society is built on yesterday's society\. In other words, folk customs are the bridge between the past and the present\. In addition, they teach us about ways of living in the past\. We are reminded that we can learn from history\.



Finally, folk customs help unite people around the world\. When we practise folk customs, we show others something about ourselves and our culture\. Harmony is encouraged in this way\. As people from different backgrounds learn about each other, society becomes stronger\.



To conclude, folk customs give us a strong connection to ourselves, our history and each other\.



---



### Personal touch

How much do you agree with the article about the importance of folk customs?



---



### C3 General understanding

Which of the following sentences best summarises the author's opinion?



A\. Today's society is built on yesterday's society, so we can learn from history\.  

B\. Our society will become stronger as long as we learn different folk customs from each other\.  

C\. Folk customs tell people who they are, and connect them to their history and different cultures\. → **Correct**



### C4 Detailed reading

Read the article again and complete the table\.



|Topic sentences|Details/Examples|
|---|---|
|Paragraph 2: Folk customs help explain identity because they connect us back to our roots\.|The Spring Festival is celebrated throughout China\. Although many of the traditions have changed, there is still the same focus on family and friends\.|
|Paragraph 3: History must be valued and folk customs help achieve this\.|Folk customs are the bridge between the past and the present\. In addition, they teach us about ways of living in the past\. We are reminded that we can learn from history\.|
|Paragraph 4: Folk customs help unite people around the world\.|When we practise folk customs, we show others something about ourselves and our culture\. As people from different backgrounds learn about each other, society becomes stronger\.|



### C5 Further thinking

What can folk customs in different cultures bring us?



---



### Vocabulary focus

Choose the answer that has the closest meaning to the underlined word from the text\.



1. If two groups of people **unite** \(paragraph 1\), they →

**A\.Fall apart  B\. go ahead**  **C\. join together**  

2. If a folk custom can **influence** \(paragraph 2\) you, it can → 

**A\. Make a decision for you B\. have an effect on you** ** C\.help you grow**

3. "He finally **achieved** \(paragraph 3\) his goals\." means → 

**A\. He was successful in doing so B\.He was unable to do so C\.it was difficult for him to do so**

4. If the photo **reminds** \(paragraph 3\) you of your family members, it makes you 

**A\.Keep in touch with them  B\.say something about them  C\. think about them  **

5. When you **conclude** \(paragraph 5\) an article, you 

    **A\.write the last thing  B\.stop writing C\. Start a new subject**

    

---



### Word study – Words in context

Read the sentences\. What factor\(s\) in the contexts help us understand the meaning of the underlined words?

the word before it ; its form; the word after it ;the meaning of other words in the sentence 



|Sentences|Words in context|
|---|---|
|1\. It **marks** the beginning of the Chinese Lunar New Year and the start of spring\.|It's a verb which means "to show as a sign"\.|
|2\. My close friend spends a lot of money chasing fashion, and she is not getting good **marks** for quite a few subjects\.|It's a noun which means "grades or scores \(on school assignments or tests\)"\.|
|3\. Cao Chong asked some people to put rocks onto the boat until the **mark** reached the water\.|It's a noun which means "a line or a level"\.|



---



## Update my to\-do list

What is your understanding of the article? Share your ideas with your classmates\.



---



## Grammar in use – Present simple passive



### 1 Read and think

How are the underlined parts formed? Who does the action in each sentence?



\(1\) Fireworks **are set off** to celebrate the coming new year\.  

\(2\) Clay pots **are thrown** to wash out bad luck\.  

\(3\) Folk songs **are sung** to celebrate our history\.  

\(4\) Traditional dishes **are cooked** with love and **shared** among family and friends\.  

\(5\) We live in a world where time **is seen** as money\.  

\(6\) Our society **is united** by people from different cultures\.



### 2 Work out the rules

Write T \(True\) or F \(False\) for each rule and correct the wrong rules\.



\(1\) In passive voice, who does the action is more important than the action itself\. → **F** \(The action itself is more important\.\)  

\(2\) We use present simple passive to talk about regular events and facts\. → **T**  

\(3\) "To be \+ \-ed" is the only form of passive voice\. → **F** \(It is one form; also "to be \+ past participle"\.\)  

\(4\) We sometimes use "by" to introduce who does the action, but the sentence can still make sense without it\. → **T**



### 3 Practise

Complete the conversation with the verbs below in their present simple passive\.



**give, make, create, celebrate, perform, throw, practise**



**Anna:** Hey Peter, did you know red envelopes with money **\(1\) are given** out in China for Chinese New Year?  

**Peter:** Oh, that's really interesting\! What about in your family, any fun customs?  

**Anna:** Yeah\! In Germany, wood carvings and decorations **\(2\) are created** for holiday markets\.  

**Peter:** That sounds beautiful\! Lots of folk customs **\(3\) are celebrated** around the world\. In India, traditional dances **\(4\) are performed** around bonfires during Holi Festival\.  

**Anna:** Wow, I'd love to see those dances\. In Greece, pots **\(5\) are thrown** against friends' doors on New Year's Day — the more pieces, the more luck\.  

**Peter:** That's so cool\. In Kenya, colourful hand\-woven baskets and fabrics **\(6\) are made** by local tribes as gifts and for ceremonies\.  

**Anna:** It's fascinating to learn about different traditions that **\(7\) are practised** globally\. I want to travel and experience them someday\.  

**Peter:** Me too\!



### 4 Describe

Describe how a kite is made according to the pictures and information given below\. You can search the internet for more information\. Use the passive voice if necessary\.



*\[Image description: Steps to make a kite – materials: thin sticks, coloured paper, string, tape\. Steps: build frame, place shorter stick across longer stick and tape together, stick paper onto frame, attach tail, join string\.\]*



---



## D Folk customs around us – Writing



Your school is collecting students' stories about their experiences with folk customs\. The stories will be posted on the school's official account during the Folk Customs Festival\.



### D1 Think

Read Li Bailing's story\. How did she feel about the situation of the folk art?



> Today, many kinds of Chinese folk art made by hand are dying out\.  
> 
> Last weekend when I was walking in the park, an old man painting with sugar caught my eye\. With a spoon and hot sugar, the aged artist sat at a table and produced shapes of animals and Chinese characters\.  
> 
> This also attracted many children, and they were begging their parents to buy one\. The old man told us that, in the future, sugar painting would probably only exist in people's memories because fewer people would learn the skill\. I felt sad and worried after hearing his words\.  
> 
> This cultural treasure will disappear if we don't find ways to save it\.
> 
> 



### D2 Prepare

Find words or phrases in the article with similar meanings to the words below\.



- made = produced  

- aged = old  

- disappear = die out

    

---



### TEEN skill – Avoiding repetition

To avoid repetition and make your writing more interesting, you can use these steps:  

1. Read and mark what has been repeated many times\.  

2. Replace repeated words and phrases with different words that mean the same thing or use pronouns instead\.  

3. Write the sentences in different ways by making them shorter or changing their structure\.  

4. Check the new expressions and make sure the meanings are the same\.

    

### D3 Plan

Plan your writing by making notes in the following table\.



|Time|Place|Folk custom|Event\(s\)|Feeling\(s\)/Opinion\(s\)|
|---|---|---|---|---|
|\.\.\.|\.\.\.|\.\.\.|\.\.\.|\.\.\.|



### D4 Write

Write your story\.



### D5 Check

Check your story\. Avoid repeating the same words or ideas too much\.

**Update my to\-do list**

Work in groups to check if you follow the steps of avoiding repetition\. Share your writing within your group\.



---



## Discovery – Interesting folk events around the world



**The Burryman Day, Scotland** – Takes place on the second Friday of August\. A local man is covered in sticky plants and walks a seven\-mile route through the town\. It's been held for so long but no one knows why\. Some say the burryman is a symbol of growing well\.



**The Battle of the Oranges, Italy** – The biggest food fight in Italy\. It remembers a citizens' fight against the town's rulers nearly a thousand years ago\. It takes place every year from Sunday to Tuesday, at the end of the Ivrea Carnival\. Nine teams represent the people against the rulers and throw oranges at each other\.



**Fruit Feast for Monkeys, Thailand** – Every November thousands of local long\-tailed monkeys enjoy a big meal of fruit in Lopburi Province\. The monkeys live around the temple and the feast is now a big tourist attraction\. The lucky creatures get to eat about two tons of food and the tourists help the town's economy\.

**Read and think:** Do you know any other interesting folk customs around the world?



---



## Project – Making a digital booklet about a folk custom



Work with your group members and make a class digital booklet to introduce one of the following types of folk customs around the world\.



**Step 1 Collect ideas:** Work in groups\. Tick \(✓\) one type of folk customs that you are all interested in\. Write down what you are talking about\.  

Such as: Folk art;folk dance;folk eating customs;folk events;others

**Step 2 Prepare:** Search for information about the folk custom you are writing down\. Make notes\. Choose pictures or videos about it\.  

**Step 3 Design:** Put the notes, pictures or videos together to make a complete section about the folk custom you have chosen, and combine the works of each folk custom into a digital booklet\.  

**Step 4 Present:** Show the group work to your classmates and introduce the type of folk custom you choose\.

**Update my to\-do list**

Discuss with members in your group and choose the best booklet\. Do you have any feedback on their presentation?



---



# Unit 5 Buildings



**Big Question:** Why do we construct buildings?



**Learning objectives:**  

1. Watch a video about famous buildings around the world\.  

2. Talk about buildings around us\.  

3. Read an introduction about a famous building\.  

4. Write an online post about your preferred place to live in\.  

5. Prepare a proposal for a new school building\.

    

---



## Getting started



*\[Image description: Photos of various buildings – a shopping mall, a swimming pool, a house, an office building, a school\.\]*



1. What kinds of buildings can you see in the pictures?  

2. What are they mostly used for?

    

---



## A Famous buildings – Viewing and listening



Lu Yao is searching the internet for famous buildings around the world\.



*\[Image description: Web page with pictures of six famous buildings – Sydney Opera House, Oriental Pearl TV Tower, Big Ben, Eiffel Tower, Colosseum, Yellow Crane Tower\.\]*



### A1 Look and match

Match the pictures of buildings on the web page with their names\.



\( \) A\. Sydney Opera House  

\( \) B\. The Oriental Pearl TV Tower  

\( \) C\. Big Ben  

\( \) D\. The Eiffel Tower  

\( \) E\. The Colosseum  

\( \) F\. The Yellow Crane Tower



**Answers:** A\-④, B\-②, C\-①, D\-⑤, E\-③, F\-⑥



### A2 Watch and match

Watch a video about some famous buildings around the world\. Write down the letters of the buildings A–F listed in A1\.



1. C \(Big Ben\)  

2. D \(Eiffel Tower\)  

3. E \(Colosseum\)  

4. A \(Sydney Opera House\)  

5. B \(Oriental Pearl TV Tower\)

    

### A3 Watch and take notes

Watch the video again and fill in the table\.



|Building|Country|Facts|Year built|
|---|---|---|---|
|Big Ben|the UK|Name given to the **bell** inside the **clock tower**|in 1859|
|The Eiffel Tower|France|At one point the **tallest** building in the world|in **1889**|
|The Colosseum|**Italy**|Seating around **50,000** people|in CE 82|
|Sydney Opera House|Australia|Roof looking like **white shells / sails of a boat**|in **1973**|
|The Oriental Pearl TV Tower|**China**|Built in Shanghai and the three large spheres known as the **"pearls"**|in 1994|



---



## Pronunciation – Word\-class pairs



Read the rhyme\.



> Palace of the Sun\.  
> 
> Laughter, joys and fun,  
> 
> Built as presents for play,  
> 
> Records the wonders made\.  
> 
> Palace for the Young  
> 
> Presents the magic done,  
> 
> Records of the adventures are found,  
> 
> For the happiness not bound\.
> 
> 



---



## Update my to\-do list

Watch the video again\. What makes each of the buildings famous?



---



## B Buildings around us – Speaking



Lu Yao and Lin Dong are talking about different types of buildings they are interested in\.



### B1 Listen, read and think

Listen to their conversation and note down what kinds of buildings are mentioned\.



**Lin Dong:** Look\! The CBD \(Central Business District\) office buildings in this picture are tall and so cool\. They are located in the city centre\. We can see them from miles away\.  

**Lu Yao:** Tall buildings show our progress in technology and design\. They are built of steel and new materials\. I know you are a fan of tall buildings\. Do you think taller buildings are better?  

**Lin Dong:** Well, maybe\. Every few years, the record for the highest building in the world is broken\. But it is a pity that buildings cannot be as high as we'd like\. There must be a limit\.  

**Lu Yao:** Tall buildings have pros and cons\. But in the past, low buildings were also wonderful for living and working in\. Some were constructed in very unique ways, and they looked so beautiful\! Also it was easy to get in and out\.  

**Lin Dong:** Yes, you're right\. But I'm sorry to say some of them were put down or not well kept\.



---



### My learning notes – Showing pity and regret:

- I'm afraid \.\.\. is no longer \.\.\.  

- Sorry about that\.

    

### B2 Talk to your partner

What kinds of buildings you see or know attract you most? Use B1 and the pictures below for reference\.



**Suzhou Museum**

•  **Style: **combining modernist forms with classic Suzhou garden design

•  **Features: **glass pyramids on the roof, large windows and skylights, white walls and dark grey roofs

•  **Materials: **glass, concrete



**The Summer Palace**

•  **Style**: Chinese landscape garden design

•  **Features**: natural landscape of hills and open water, manmade buildings such as pavilions, halls, palaces and bridges

•  **Materials**: wood, stone

## Update my to\-do list

Work in pairs\. Describe your school buildings\. How do you feel about them?



---



## C Buildings as culture icons – Reading



Lu Yao recommends to her classmates the introduction to a brochure about the Palace Museum\.



### C1 Background knowledge

Have you visited the Palace Museum? What do you know about this historic building?



### C2 Read the introduction\.



# The Palace Museum



The Palace Museum was China's great palace and is one of the largest and best\-kept ancient buildings in the world\. It started to be built in 1406, and was completed in 1420 during the Ming dynasty\. In 1925, it was turned into a public museum\.



The Palace Museum has a central axis, with halls, palaces, gates and gardens on both sides\. The northern part is the Inner Court with gardens and smaller palaces\. The southern area contains the Outer Court with larger halls and palaces such as the Taihe Hall \(meaning "supreme harmony"\), which is also the tallest and largest building in the Palace Museum\.



The main colours of the Palace Museum are yellow and red\. Yellow was a symbol of power, used only by the emperors\. The walls, pillars, doors and windows were mostly in red, a symbol of good luck and happiness\.



The buildings have special roof designs\. The corners of the roofs turn up and different tile shapes let water run off easily, so people under the roof do not get wet\. Also, the roof tiles are clean and slippery, making it impossible for birds to land on them\.



In Chinese architecture, the wooden structures are smartly constructed, without any nails\! Yet, the buildings in the Palace Museum even stood up to the force of earthquakes\. This is because the upturned umbrella\-like blocks under the roofs have been designed to act like springs\.



In Chinese culture, the dragon is a symbol of power and pride\. The stone steps are made of jade, carved with dragons\. The floors reflect light and are like "golden bricks"\.



The Palace Museum shows the great construction craftsmanship of Chinese people\. Together with its collections, it displays the wealth of Chinese culture and records Chinese history over thousands of years\.



---



### Personal touch

What information in this introduction to the Palace Museum is new to you?



---



### C3 General understanding

Read and choose the correct answers\. Tick \(✓\) the topics referred to in the introduction\.



- History \(✓\)  

- Design \(✓\)  

- Collections \(✓\)  

- Connection with culture and people \(✓\)  

- Craftsmanship \(✓\)

    

### C4 Details

Complete the table about the attractive features of the Palace Museum\.



|Attractive features|Details|
|---|---|
|Colour|Yellow: symbol of power; Red: walls, pillars, doors, windows – symbol of good luck and happiness|
|Roof|Corners turn up; different tile shapes; clean and slippery|
|Wooden structures|Smartly constructed without nails; umbrella\-like blocks act like springs|
|Stone steps|Made of jade; carved with dragons|



### C5 Further thinking

How does the article help you understand the quote "Architecture is the very mirror of life\."?



---



### Vocabulary focus

Fill in the blanks with the words and phrase in the box\.



**pride, emperors, a central axis, public, symbol, power, arranged, dragons**



Hello, everyone\. Today I would like to introduce the Palace Museum, one of the largest well\-kept ancient buildings in the world\.  

The Palace Museum was China's great palace\. It has **a central axis** with gates, palaces and gardens on both sides\. Its main colours are yellow and red\. Yellow was a **symbol** of **power**, used only by **emperors**\. The wooden structures are smartly formed with umbrella\-like blocks **arranged** like springs under the roofs\. The steps are made of jade stone, carved with **dragons**, which shows the power and **pride**\.  

It is a place open to the **public** and worth visiting\. I hope you will see it with your own eyes one day\.



---



### Word study – Word group

Can you think of more building actions, building materials, building features and building styles? Add them to the mind map\.



- Actions: decorate, paint, construct, design, etc\.  

- Materials: stone, cement, glass, concrete, wood, steel, etc\.  

- Features: chimney, balcony, skylight, pillars, etc\.  

- Styles: Romanesque, Gothic, modernist, traditional, etc\.

    

---



## Update my to\-do list

Discuss with your partner\. What are the main characteristics of the Palace Museum according to the article?



---



## Grammar in use – Past simple passive



### 1 Read and think

Read the following sentences\. What do the underlined sections have in common?



\(1\) The buildings in the Palace Museum **were designed** to act like springs\.  

\(2\) It **was built** in the Ming dynasty\.  

\(3\) Yellow **was used** by emperors as a symbol of power\.



### 2 Work out the rules

Complete the rules\.



\(1\) The past simple passive is normally used to talk about completed actions in the **past**\.  

\(2\) We use **was/were not** \+ past participle to form the negative of past simple passive sentences\.  

\(3\) We put **was/were** before the subject to make the question of past simple passive sentences\.



### 3 Practise

Fill in the blanks using the verbs in brackets in the past simple active or passive\.



Buildings are usually roofed and walled structures built for people\. They were first simple and satisfactory places to live in\. Later, buildings **\(1\) were constructed** for other functions, such as food storage and places for people to get together\. Leaves, branches and animal skins **\(2\) were used** as early building materials but they were unsatisfactory as they could not last long\. Later, more natural materials such as clay, stone and timber, and then materials such as brick, concrete, metals and plastics, and even rubbish **\(3\) were included**, to add to the strength of the building\. With better technology, buildings **\(4\) were made** of ever greater height and size and for many uses\. They **\(5\) helped** make people comfortable and feel relaxed\.



### 4 Pair and share



\(1\) Talk about Notre Dame de Paris with a partner\. Add more information to the fact sheet according to what you know\.



**Notre Dame de Paris**  

- Year building work started: 1163  

- Year completed: 1345  

- Year burnt: 2019 \(huge fire destroyed large part of the roof and spire\)  

- Status: It was mostly closed to visitors after the fire and reopened in \.\.\.  

- Famous for: Gothic architecture, Hugo's novel *Notre\-Dame de Paris* published in 1831  

- More information: \.\.\.

    Small conversation 

    Sis: When was it built? 

    Bro:The building work was started in 1163 and it was finally completed in 1345

    Sis: When was it burn?

    Bro:\.\.\.

\(2\) Share with your partner the information you know about a famous building\. Make notes about the building\.



---



## D Different places to live in – Writing



You are reading online posts about different places to live in\. You want to send a reply\.



### D1 Think

How does Pan feel about the place where he lives now?



> Hi guys\! I used to live in small flats and now I have moved into a new building\. It has a larger living space\. I'm happy\. Whenever I move, I feel excited\. What kind of place do you prefer to live in? 
> 
> 



**Pan:**  

I used to live with my parents and grandparents in a big house in the suburb of Sunny City\. It was built of natural materials such as wood\. It was close to nature and was often visited by small animals\. It's such a lovely place\!  

Now I live in a building in the city centre with my parents\. It's not tall or very large, but it is comfortable\. There are gyms and supermarkets nearby\. It is also an environmentally friendly building\. Waste and rubbish are quickly cleared\. We have separate units but we can meet our neighbours in the common area\. I like where I live now\.



### D2 Prepare

Which do you prefer in each pair, A or B? Why?



1. A\. It was close to nature and was often visited by small animals\.

B\. It was close to nature\. Small animals often visited it\.  

2. A\. It is also an environmentally friendly building\. Waste and rubbish are quickly cleared\.

B\. It is also an environmentally friendly building\. Cleaners quickly cleared waste and rubbish\.



---



### TEEN skill – Using active and passive voices

We use the active voice to say what the subject does\. But when the subject is unknown or not important, we use the passive voice\. The active voice is used more often than the passive voice\. When two or more sentences are used to talk about the same thing, usually they have the same voice to keep unity\.



### D3 Plan

Use the following outline to make notes about your preferred place\.



- Description:Location, Materials  , size\.\.\.

- Reasons : why I like it

    Feelings: how I feel about living in it

    

### D4 Write

Write your post\.



### D5 Check

Check your post\. Pay attention to the proper use of active and passive voices\.

## Update my to\-do list

Work in pairs\. Compare the building where you live with your partner's\. Try to identify similarities and differences\.



---



## Discovery – Green buildings



**The Vertical Forest, Milan, Italy** – Two towers about 80 and 112 metres high\. It has a total of 800 trees planted on the balconies and many ground\-covering plants\. The green curtain of the buildings keeps humidity, produces oxygen and absorbs CO₂\. The buildings focus on not only human beings but also the relationship between humans and other living species\.



**Dubai Municipality, UAE** – Became the world's largest 3D\-printed building in 2020\. It is a two\-storey building of 640 square metres\. Only three workers and one machine were needed to print wall structures for the entire building\. This saves about 60% in time, money and materials\.



**Shanghai Tower** – Uses energy from the ground for heating and cooling\. Rainwater and wastewater are recycled for internal use in toilets and green spaces\. The tower's double "skin" fills it with natural light and reduces the force of the wind, construction materials and the building's carbon footprint\.



**Read and think:** What energy\-saving measures have the green buildings taken?



---



## Project – Preparing a proposal for a new school building



A new building is to be constructed on campus\. Your school is collecting ideas for its design\. Work in groups and make a proposal\.



**Step 1 Collect ideas:** Discuss in groups and decide on the details of the following aspects\.  

- Stories of the building  

- The shape of the building  

- Rooms with different functions  

- Smart use of light and energy  

- Facilities  

- \.\.\.  

    

**Step 2 Create:** Work together and write the proposal for the building\. Your proposal should include:  

- Purpose of your proposal: background information of the buildings now and your hope to make a better one  

- Design of the new building: advantages and functions of the new building  

- Pictures: floor plan and design sketch  

- Details: the description of the building  

    

**Step 3 Share:** Present your proposal to the whole class\.

## Update my to\-do list

Vote for the best proposal in your class and hand it in to your school\.



---



# Unit 6 Pollution



**Big Question:** How should we protect our Earth from pollution?



**Learning objectives:**  

1. Watch a video about air pollution\.  

2. Talk about causes of pollution\.  

3. Read a magazine article about a teenager's solution to plastic pollution\.  

4. Write a proposal letter about pollution problems at school\.  

5. Make an action lapbook\.

    

---



## Getting started

Look at the picture and answer the questions\.

1. What kinds of pollution can you see in the pictures?  

2. Do you know any other kinds of pollution?

    

---



## A Knowing about pollution – Viewing and listening



Lu Yao and her friends are reading a magazine\.



### A1 Look and match

Look at "Photos of the week" in the magazine\. Match each photo with a caption\.



- A\. Breathing problems caused by PM2\.5  

- B\. Shark in polluted seas and oceans  

- C\. Loss of healthy soil  

- D\. Plants' growth changed by lighting

    

### A2 Watch and think

Watch a video about air pollution\. What is the purpose of the video?



A\. To describe new machines that clean the air\.  

B\. To inform how bad air pollution is and how it can make us sick\. \(Correct\)  

C\. To compare dirty air inside homes and outside\.  

D\. To analyse different kinds of energy to stop air pollution\.



### A3 Watch and take notes

What do the numbers in the video say about air pollution? Note down the numbers and complete the table\.



|Numbers|Effects of air pollution|
|---|---|
|on **health**|**99%** of people are **breathing** polluted air\.|
|**About 7 million**|People **die** from breathing polluted air every year\.|
|**Around a third**|People have **dangerous** levels of air pollution inside their homes\.|



---



## Pronunciation – British English vs American English



Listen and compare the pronunciations\.



|Word|British English|American English|
|---|---|---|
|earth|/ɜːθ/|/ɜːrθ/|
|heart|/hɑːt/|/hɑːrt/|
|plant|/plɑːnt/|/plænt/|
|chance|/tʃɑːns/|/tʃæns/|
|population|/pəpjʊˈleɪʃn/|/pɜːpjuˈleɪʃn/|



---



## Update my to\-do list

Watch the video again\. What do other numbers say about the effects of air pollution? \(Over 9,000 dollars per second are spent on economic and health care\.\)



---



## B Caring about pollution – Speaking



Lu Yao and her friends are preparing for a presentation about causes of noise pollution\.

### B1 Listen, read and think

Listen to their discussion\. What causes noise pollution?

**Lu Yao:      **Guys, how should we introduce noise pollution in our presentation?

**Yiming:     **Can we talk about where noise pollution comes from?

**Bailing:     **OK\.We can start with noise from buildings and restaurants\.

**Lu Yao:      **That’s a good point\! Most people don’t know that noise is often caused by fans and air conditioners\.

**Yiming:     **Maybe that’s true, but what about traffic noise? It is the biggest cause of noise in cities\.

**Lu Yao:      **Yes\. Road works play a big part in noise pollution too\.

**Bailing:      **Don’t forget the noise people make at home\. Pets,TVs and musical instruments can all be very loud\.

**Lu Yao:       **I agree\.

**Yiming:     **Sorry, but I’m not sure we have enough time for all these great ideas in our presentation\.

**Bailing:      **Let’s talk about which ideas will be included and which ones will be cut out\.

**Yiming:     **Yes, let’s not make more noise pollution by talking for too long\!

### My learning notes – Expressing one's attitude:

- I couldn't agree more\!  

- I'm afraid I disagree\.

    

### B2 Pair and share

Use the diagram below to discuss the main causes of each pollution\.



Main causes of pollution

***Air pollution ***

•  Traffic smoke

•  Factory smoke

•  Fires

***Water pollution ***

•  Oil spill

•  Wastewater

•  Chemical waste

***Soil pollution***

•  Litter

•  Mining

•  Dirty rain

### Update my to\-do list

Work in pairs\. List pollution problems in your community/town/city\. Talk about the causes of one specific pollution problem\.



---



## C Acting green – Reading

Lu Yao is collecting information about pollution for her group project\. This is a story she has read in a magazine\.

**C1  Background knowledge ** How long do you think it takes for different items of waste to break down naturally? Match each item to the time period\.

|Item|Time to break down|
|---|---|
|newspaper|1 month?|
|glass bottle|4,000 years or more|
|mobile phone|1,000 years or more|
|plastic bag|20 years?|

### C2 Read the magazine article\.

**Environment and pollution **

A teenager's solution to plastic pollution



Sophie, 15, was walking along the beach when she noticed some plastic\. She picked it up and quickly realised that there were hundreds of tiny pieces of plastic, so many that it would be impossible for her to pick them all up\.



About eight million tons of plastic waste is thrown into the ocean every year and it can take hundreds of years to break down\. Millions of ocean animals and birds die every year because of this plastic waste\. Tiny pieces of plastic increase risk more than large ones because they are so small and harder to clean up, and a lot of people aren't aware of how harmful they can be\.



Sophie wanted to do something about it\. She began designing a robot that would search for plastic in the ocean\. This robot is called a remotely\-operated vehicle \(ROV\)\. It is a waterproof machine that can be controlled from the surface of the ocean and find the plastic\. Its camera has three kinds of light that can make plastic stand out from the sand and plant life\. The ROV also locates plastic by their unnatural colours and shapes\. It then sends the information back to the computer\.



"She has a very good engineering sense to break down a problem like this and then go after it," says an expert\. "It sounds simple, but it's a level of thinking that's really amazing\."



Sophie started attending public events and workshops at university when she was little, and so she picked up the engineering skills necessary to build her robot\. She says getting her robot to actually move through water was not easy\. She failed many times, but she never gave up trying and testing\.



"I live right next to the ocean and so from a very young age I've always had connection with the ocean," she says\. "So my love for the beach and my passion for the environment just grew and blossomed\."



Although plastic pollution seems like a big problem, Sophie believes everyone can make a difference in their own way to help solve it\. We can spread the word about the problem, clean up a beach or park, or do science projects\. Every little thing helps\.



---



### Personal touch

What impressed you most in Sophie's story?



---



### C3 General understanding

Summarise the story\.



Sophie, a 15\-year\-old girl, loves the sea and is very sad about the plastic pollution\. She sees lots of **tiny plastic** on the beach and wants to **clean it up**\. Since plastic is a big problem for **the ocean animals** and **the environment**, Sophie decides to use her **engineering skills** to do something\. She believes that everyone can help save the ocean by **doing small things** like cleaning beaches and learning about pollution\.



### C4 Detailed reading

Use the information in the article to complete the problem\-solution diagram\.



|Problem|Solution|
|---|---|
|/ increase risk to the ocean\.|What: ROV；<br>How：The ROV has / with / that can  locate the plastic it can also find the unnatural<br>/that make the plastic stand out <br>HowROV with camera and three kinds of light to locate plastic by colours and shapes|



### C5 Further thinking

1. What are the reasons for Sophie's success in helping to solve the pollution problem?  

2. What small simple action can you take to help the environment?

    

---



### Vocabulary focus

Choose the answer that has the closest meaning to the underlined word from the text\.



1. About eight million tons of plastic waste is thrown into the ocean every year and it can take hundreds of years to **break down** \(paragraph 2\)\. → 

**A\.Stop working**

**B\. separate into small parts**  

2. Its camera has three kinds of light that can make plastic **stand out** \(paragraph 3\) from the sand and plant life\. → 

**A\. be easy to see**  

**B\.rise up**

3. \.\.\. and so she **picked up** \(paragraph 5\) the engineering skills necessary to build her robot\. →

    **A\. learned**

    **B\.Took up**

    

---



### Word study – Homophones

Write in Column B a word that sounds the same as the word in Column A\.



|Column A|Column B|
|---|---|
|peace|piece|
|see|sea|
|through|threw|
|whether|weather|
|would|wood|



---



## Update my to\-do list

Read the article again\. How helpful is the green action in the story for the plastic pollution?



---



## Grammar in use – Future simple passive



### 1 Read and think

Read the sentences and think: How are they formed?



\(1\) The problem **will be solved**\.  

\(2\) Air pollution **will not be reduced** if we don't take action\.  

\(3\) **Will** air pollution **be reduced**?  

\(4\) What **will be done** to save our Earth from pollution?  

\(5\) Let's talk about which ideas **will be included** and which ones **will be cut out**\.



### 2 Work out the rules

Tick \(√\) the one\(s\) you agree with\.



We use the passive voice in the future simple tense to stress \.\.\.  

- the **effect** of an action that will happen in the future \(√\)  

- the cause of an action that will happen in the future

    

### 3 Practise

Lu Yao is telling the class that a visit will be organised\. Complete the announcement\.



**Date:** Friday, 20 December  

**Place:** Environment Museum  

**Activities:** Present recycling projects\. Explore the environmental exhibits\. Attend an interview about teenagers' actions\.  

**Organised by the Students' Union**



Our school is organising a one\-day visit to the Environment Museum on 20 December\.  

First, the students **\(1\) will be invited** to present their recycling projects\. Then, they **\(2\) will be shown** round the museum by the museum manager\. After the tour, the class **\(3\) will be given** time to have a look round by themselves\.  

A reporter will be there\. Some of the students **\(4\) will be interviewed** about their ideas for action\. And some photographs **\(5\) will be printed** in the local newspaper\.



### 4 Discuss



**Step 1:** Work in groups\. Share your views on the given ideas for action\. Will they help to make a cleaner environment? What can be done to improve the environment in your school/community/city?



> I hope a repair centre will be run at school\. Broken items won't be thrown away\. They will be reused\.  
> 
> What will be fixed in the repair centre?
> 
> 



**Step 2:** Add more ideas for action\. Discuss and agree on the three most useful ideas to be put into practice in your school/community/city\.



---



## D Thinking green – Writing



Your head teacher encourages students to propose measures to deal with pollution problems at school\. Write a proposal letter\.



### D1 Think

Read Lu Yao's letter\. Why does she write this letter?



> Dear Mr Lin,  
> 
> I am Lu Yao, a student of Grade 9\. Plastic waste is produced almost every day in our school\. I have seen plastic bottles thrown on the playground several times\. As you know, plastic waste is not only harmful to the environment, but also to our health\. I am therefore writing to suggest actions to reduce plastic pollution at our school\.  
> 
> I recommend that the school use recycled plastic for art projects\. The school can also make it easier to recycle\. For example, recycling bins can be placed in convenient locations, and clear signs can be put up to encourage the correct use of the bins\.  
> 
> If the proposal could be carried out, our school could greatly reduce plastic waste\. I hope my proposal will be taken\.  
> 
> Yours sincerely,  
> 
> Lu Yao
> 
> 



### D2 Prepare

Use formal language in D1 to replace the informal language\.



|Formal|Informal|
|---|---|
|/|Hello, Mr Lin|
|/|So I'm writing to give some ideas on how we can cut down on plastic waste at school\.|
|/|Be well, Lu Yao|



---



### TEEN skill – Using formal and informal English

Formal language and informal language show particular choices of grammar and vocabulary\. Formal writing avoids contracted forms \(e\.g\. don't, I'm\), incomplete sentences and spoken forms\.

Read the formal and informal expressions in letter writing:

|Formal|Informal|
|---|---|
|I am writing to propose/suggest|Just wanted to check in on\.\.\.|
|Mr/Ms Smith,Dr Smith,|Hi,Hello,John|
|Yours sincerely,David Brown|Bye for now,Aym<br>Cheers,Thoms|

### D3 Plan

Brainstorm pollution problems in your school or community\. Plan your proposal letter by completing the notes\.



- Greet the person you are writing to  

- Introduce yourself and describe the problem  

- Make suggestions  

- State your purpose of the proposal  

- Close the letter

    **My Learning notes**

    Making suggeations in a proposal letter:

    I recommend that\.\.\.

    If the proposal could be carried out,\.\.\.

    

### D4 Write

Write your proposal letter\.



### D5 Check

Check your proposal letter\. Pay attention to the use of formal and informal English\.

### Update my to\-do list

Work in groups\. Help each other proofread and revise the proposal letter\.



---



## Discovery – Young people in action against pollution



**Bamboo Bicycle Project, Ghana** – Provides local people with a healthy non\-polluting form of transport\. The use of bamboo and local production addresses issues such as climate change, environmental problems and youth unemployment\. Young people in the project get help with how to make bicycles and how to plant bamboo\.



**Air Pollution Youth Mappers Programme, Mongolia** – Teenagers from Mongolia are actively involved in dealing with air pollution through data collection\. They aim to record the harmful effects of air pollution in their communities\. Students create digital maps of the most polluted areas in the community\. The teenagers also spread the message to their peers, teachers and parents about reducing the harmful effects of air pollution\.



**Oil Recycling Programme, Barbados** – Students at Lester Vaughan Secondary School collected used vegetable oil from their homes and communities\. They turned the used vegetable oil into biodiesel, an environmentally\-friendly fuel for diesel cars and trucks\.



**Read and think:** How have the young people in these texts contributed to the fight against pollution?



---



## Project – Making an action lapbook



Work in groups\. Make a lapbook about actions for dealing with one pollution problem in your city\.



**Step 1 Brainstorm:** Work in groups\. Think about pollution problems in your city\. Decide on one pollution problem\.  

**Step 2 Research:** Search for information about the pollution problem\. Complete the table below\.  

For example: / pollution peoblem

Causes;Effects;Actions

**Step 3 Visualise:** Create a table, chart, graph or diagram to visualise the information in Step 2\. You can use pictures or photos too\.  

**Step 4 Present:** Design a lapbook to show how the pollution problem will be dealt with\.

### Update my to\-do list

Display your lapbooks in class\. Evaluate how helpful the actions in the lapbooks are\.



---



# Culture corner



## Exploring China: Chinese architecture

Chinese architecture seems to have developed along a line different from that of the West\. Its main tendency \(a\) is to seek harmony \(b\) with nature\.

—LinYutang

**First impressions**  

Xi'an has one of the oldest city walls in China\. The wall is a living history of China\. People can walk along it and get a view of the city\. Standing on the wall, you can see both ancient and modern architecture\.  

I like Shanghai Museum, the museum of this city\. The building has a square base and a round roof\. This design tells me about China's ancient understanding of the world: round sky and square earth\. It's on my list of must\-visit places in China\.



**Hutong \(alley\) and siheyuan \(courtyard house\)** – Hutong and siheyuan are special places unique to the city centre of Beijing\. A hutong is an ancient city alley lined with siheyuan\. In a siheyuan, the walls around the buildings form a yard in the middle\. "Si" means east, west, south and north, the four directions\. "He" means the traditional value of harmony in Chinese families\. Many local people recognise hutong and siheyuan as the real home of Beijing's culture\. Nobody can say they have truly experienced Beijing without exploring hutong and siheyuan\.



**Classical gardens of Suzhou** – According to UNESCO, "represent the development of Chinese landscape garden design over more than two thousand years"\. The gardens date back to the 6th century BCE\. The gardens arrange water, stones, plants and different kinds of buildings into limited space\. They present different views to visitors at each step forward\. They are praised as the finest examples of Chinese "natural mountain and water gardens"\. The unique designs have a great influence on both Eastern and Western garden art\.



**The National Stadium of China** – Served as the main stadium of the 2008 Beijing Olympic Games\. It was designed by Chinese and Swiss architects\. The stadium is also called Bird's Nest\. The steel structure makes it look like a bird's nest or a cradle, the place to nurture a new life\. It is a symbol of people's hope for the future\. The simple but new design makes the stadium a special landmark for the 2008 Olympic Games\. The Bird's Nest has become a tourist attraction and a sports stadium for the public ever since the Olympics\.



**Explore** – Find out more famous buildings in China and introduce them to your classmates\.



---



## Bridging cultures – Letter about tulou



***Lu Yao has a hobby of collecting stamps\. She often shares knowledge about stamps with other collectors around the world\. Read the following letter about a stamp on the theme of“Chinese local architecture”, and think about what you know about *****tulou *****\(earthen building\)\.***



Hi Jim,

I found an interesting stamp about *tulou*, the residences of the Hakka people , usually in Fujian Province, Guangdong Province and some other places\.

In 2008, 46 *tulous *were selected as UNESCO World Heritage Sites\.This kind of building was built with earth

and wood\.The walls facing the outside have only one entrance and no windows\. Other doors and windows face the yard\. Such a design can protect people from danger from the outside\.

Each *tulou *can house hundreds of people\.These people usually belong to a large family\. One *tulou *is like a small village, with space for activities in the large yard\.

Since you’re collecting stamps on the theme of architecture, I’d like to give it to you\. Hope you like it\.

Yours,

Lu Yao



**Explore** – What are the features of buildings in your hometown? Introduce the building styles to your classmates\.

**Word bank**

alley（建筑群中间或后面的）胡同，小巷

hutong \(alley\)  胡同

siheyuan \(courtyard house\)  四合院

Chinese landscape garden  中国山水园林

a Hakka people  客家人

National Stadium \(Bird’s Nest\)  国家体育场（鸟巢）

tulou \(earthen building\)  土楼 residence  住所

---



## Exploring the world: Oceania



**First impressions** – Are the following statements about the Oceania continent true or false?  

- Oceania is a world under the Pacific Ocean\. \(False\)  

- Oceania has two countries — Australia and New Zealand\. \(False\)  

- The biggest city in Oceania is Melbourne\. \(False\)  

    

**Read and check:**

Oceania is not an underwater world like the lost city of Atlantis\. Instead, it's a real place resting in the Pacific Ocean\. Oceania is the smallest continent in the world by land area\. There are 16 different countries in Oceania\. The largest country in Oceania is Australia\. The biggest city is Sydney\. Oceania is home to many animal species, like kangaroo and koala\.



**Highlights** – Which of the following are cultural landmarks in Oceania? Which are natural?

**Sydney Opera House**

**Sydney Opera House** – A world\-famous building in Australia\. It is a great achievement in engineering and modern design\. Its roof has three groups of "shells," and there are two main halls and a restaurant in it\. It serves as a world\-class performing art centre\. The creative design and building technology of the Sydney Opera House has had a great influence on the architecture of the 20th century\.



**The Great Barrier Reef** – A natural wonder on the northeast coast of Australia\. It is known as one of the most beautiful coral reefs in the world\. The reef has thousands of reef systems and hundreds of small islands with beautiful golden beaches\. It also holds great scientific interest as the habitat for many precious sea life species\.



**Tongariro National Park** – One of the three UNESCO World Heritage Sites in New Zealand\. It is also the fourth largest national park in the world\. The mountains at the heart of the park are active or extinct volcanoes\. They are thought of as the spiritual links between the Maori community and its environment\.



**Explore** – Look for more information about other cultural and natural landmarks in Oceania\. Share your findings with your classmates\.



---



## Bridging cultures – Emails about colour customs



**Lu Yao** and her Australian e\-friend Sam exchange emails about the custom of colours in China and Australia\.Read and underline the parts that are new to you\.



**Hi  Yao,**

I was invited to a party to celebrate Chinese New Year\. I plan to make a lantern as a gift to the host\. I'm not sure about which colours I may choose\. In addition to the traditional colour of red, are blue and white good colours for New Year decorations? Can you tell me the taboos about colour in Chinese culture?



**Hi Sam, **

Thanks for your interest in Chinese culture\. A lantern as a gift is a good idea, but I'm afraid the colours blue and white are not good choices\. Besides, the white lanterns are the traditional Chinese symbol of mourning\. Instead, red is the colour for most festivals in China\. Is there any interesting custom about colour in Australia?



**Hi  Yao,**

Thanks for your sharing\. Australia is a multicultural nation, and we should know more about different cultures and respect the differences\. Gold and green are Australia's national colours\. Gold is the colour of our mineral wealth, beaches, the golden fleece of Australian wool and the harvest of golden grains\. Green is the colour of the Australian forests and trees\. Australians are free to use our national colours\. However, when used as national colours, gold and green should appear together and not be separated by white\.



Search for more information about the meanings of colours in different cultures\. Share your findings with your classmates\.

**Word bank**

---



# Literature corner



## A chapter to start with – *The Boy Who Harnessed the Wind* \(Prologue excerpt\)



*\[Image description: Cover of the book The Boy Who Harnessed the Wind – a young boy standing next to a windmill\.\]*



**Background:** The book, co\-authored by William Kamkwamba and Bryan Mealer, tells the true story of a young man from Malawi who constructed a windmill from recycled materials to generate electricity for his family and village\.

***The Boy Who Harnessed *** ***the Wind ***is a book published in 2009, co\-authored  by William Kamkwamba and Bryan Mealer\. It tells the true story of Kamkwamba, a young man from a poor farming village in Malawi who constructed  a windmill  from recycled materials to generate  electricity  for his family and village\. The prologue of the book documents Kamkwamba’s success with the windmill\.



**Prologue excerpt:**  

The preparation was complete, so I waited\. The muscles in my arms still burned from having worked so hard, but now I was finished\. The machine was in place\. The tower was safe and unmoving under the weight of steel and plastic\. Looking at it now, it appeared exactly as it was – something out of a dream\.  

News of the machine had spread to the villages, and people were starting to arrive\. I recognised these faces\. Some of these people had laughed at me for months, and still they talked, even laughed\. More of them were coming\. It was time\.  

Balancing the small stick and wires in my left hand, I used the other to pull myself onto the tower's first rung\. The soft wood made a noise under my weight, and the crowd fell silent\. I continued to climb, slowly, until I was facing the machine\.  

"Quiet down," someone said\. "Let's see how crazy this boy really is\."  

I held the stick and wires and waited for the magic\. Finally it came, at first a tiny light in my hand, then a bright light\. The crowd were surprised\. The children pushed for a better look\.  

"It's true\!?" someone said\.  

"Yes," said another\. "The boy has done it\."  

CHAPTER ONE

Before I discovered the miracles of science, magic ruled the world\.

Magic and its many mysteries have always been around, giving me my earliest memory as a boy — the time my father saved me from certain death and became the hero he is today\.  

I was six years old, playing in the road, when a group of herd boys approached, singing and dancing\. This was in Masitala village near the city of Kasungu, where my family lived on a farm\. The herd boys worked for a nearby farmer who kept many cows\. They explained how they'd been looking after their cows that morning and discovered a giant bag in the road\. When they opened it up, they found it filled with bubblegum\. Can you imagine such a treasure? I can't tell you how much I loved bubblegum\.



**Annotate my reading** – Use symbols to annotate the text \(example symbols provided in the book\)\.

Annotating symbols for Close Reading

This is important/main idea\.

key word or detail

I understand

unfamiliar word

I don’t understand

evidence that supports the main idea

I’m surprised\!

I love this part

The picture on the left is an example of some annotating symbols\. Use them to annotate the text while reading\.You can also have your own way of annotating a text\.

**Post\-reading activities**  

1. Why did some people laugh at the boy?  

2. Why did the boy say "Before I discovered the miracles of science, magic ruled the world"?  

3. Do you think the boy could finally help the people in the village? Why or why not?

    

---



## A scene to act out – *Around the World in 80 Days* \(excerpt\)



*\[Image description: Illustration of Phileas Fogg and his friends at the Reform Club\.\] ****Around the World in 80 Days***** **is a story by the French writer Jules Verne \(1828–1905\), first published in French in 1873\. In the story, Phileas Fogg of London and his new French worker Passepartout try to travel around the world in 80 days on a bet \(a\) of £20,000 set by his friends at the Reform Club\. It is one of Verne’s most popular works\.

**Background:** The story by Jules Verne – Phileas Fogg and his servant Passepartout try to travel around the world in 80 days on a bet\.

**Excerpt:**  

That evening Phileas Fogg was joined by his usual partners for cards\. They were all rich and well known, even in a club for only the princes of English money\. It included Gauthier Ralph, one of the directors of the Bank of England\.

**Mr Fogg:** Well, Ralph, what about the robbery?  

**Ralph:** We'll catch him\. I have detectives watching every port\.  

**Mr Fogg:** But do they know what to look for?  

**Ralph:** The Daily Telegraph says he's a gentleman\.  

The robbery was the talk of the town\. A package of notes worth 55,000 pounds had been taken from the Bank of England\. The daring thief had simply picked them up from a table and walked off\.  

The card game began, but between hands, talk of the robbery started up again\.  

**Ralph:** I say that the chances are in the robber's favour\. The world is a big piece\.  

**Mr Fogg:** It was once\. Cut the cards, sir\.  

Again, it was quiet as the hand was played\.  

**Ralph:** Well now, just because you can go around the world in three months \.\.\.  

**Mr Fogg:** Correction: in eighty days\!  

**A friend:** That is true, as the Daily Telegraph says, now that the Great Indian Railroad is open\.  

**Ralph:** But what of bad weather, train wrecks and such?  

**Mr Fogg:** It's still eighty days\.  

**Ralph:** I'd bet that can't be done\!  

**Mr Fogg:** Very well, I have 20,000 pounds at Barings which I will bet\.  

**Ralph:** You are joking\! 20,000 pounds which could be lost by a single delay?  

**Mr Fogg:** A true Englishman does not joke about a bet\. I will bet I can circle the world in eighty days or less\. Do you accept?  

After taking together, his partners answered:  

**Friends at the card table:** We accept\!  

**Mr Fogg:** Good\! The train leaves for Dover at a quarter to nine\. I will take it\.  

The group offered to stop the game so Mr Fogg could get ready to leave\.  

**Mr Fogg:** I am ready enough now, thank you\. Let us finish the game, gentlemen\.  

And so, twenty minutes later, having won twenty guineas at cards, Mr Fogg left the Reform Club to travel around the world\.



---



## A poem to savour – *Travel for Fun* by Santhini Govindan

**Santhini Govindan **\(1959 –   \)is an award\-winning author of children’s literature in India\. This poem is selected from her collection of poems for children *To Catch a Poem *published in March, 2022\.

***Travel for Fun ***describes a child’s longing for travelling around the world\. In the poem, you can find the wild imagination of the child about the freedom of travelling and the wonders of the world\. The poem comes to a surprising end by mentioning the rain, which stops the child’s dream\. In your mind, what are the other ways to travel for fun?

**Background:** The poem describes a child's longing for travelling around the world, with a magic carpet, but ends with a worry about rain\.



> I want to travel around the world for fun,  
> 
> And see different lands, one by one\.  
> 
> But I would not like to travel by plane, train or by car  
> 
> I would like to have a magic carpet that will take me afar\.  
> 
> I will keep the carpet under my bed, rolled upright,  
> 
> So it will be easy to reach, when I want to take off\.  
> 
> I won't need to get a passport, or buy a ticket when I want to fly,  
> 
> I'll just sit on my magic carpet, and wave everyone good\-bye\!  
> 
> I'll cross rivers and mountains, and the snowy Himalayas so tall,  
> 
> And fly to faraway China to see the Great Wall\.  
> 
> Then I'll float to Egypt, and visit the great Nile,  
> 
> And see the pyramids, and the sphinx's funny smile\.  
> 
> I'll travel to the Africa where wild animals live,  
> 
> And visit European cities like London, Paris and Rome\.  
> 
> But on my magic carpet, before I set out,  
> 
> There's something that I'm a little worried about\.  
> 
> There's something that I'm a little worried about\.  
> 
> I keep thinking of it, again and again –  
> 
> What will happen if my magic carpet gets caught in the rain?  
> 
> I'm sure that wet carpets can't fly far away –  
> 
> So, to travel for fun, I must find another way\!
> 
> 



---



# Notes \(selected\)



## Unit 1 Notes

1. \(Page 8\)  Hans Christian Andersen was born in 1805 in a one\-bedroom house in Odense, Denmark\.

译文：1805 年，汉斯·克里斯蒂安·安徒生出生在丹麦欧登塞一间一居室的房子里。

注释：one\-bedroom 是由“数词\+ 名词（以连字符相连接）”构成的复合名词，类似的还有two\-bedroom apartment（两居室的公寓房）。

2. \(Page 8\)When Andersen was 11, the already struggling family experienced a big blow —Andersen’s father passed away\.

译文：当安徒生11 岁时，他的父亲去世了。这给本已生活拮据的家庭带来了巨大的打击。

注释：英文中的破折号一般起到“解释说明”或“强调”的作用。这句话中的破折号“—”及其后面的文字补充说明了a big blow 的具体内容是Andersen’s father passed away。另外，pass away 是“去世；死去”的意思，这是一种礼貌和委婉的表达。比如：She passed away peacefully in her sleep\. 她在睡梦中安详地去世了。

3. \(Page 8\)To earn money and follow his dream, at 14, the young Andersen left for Copenhagen where he tried different jobs, like a weaver, a tailor, or a ballet dancer, \.\.\., but he couldn’t do them very well\.

译文：为了赚钱并同时追求梦想，14 岁的时候，年轻的安徒生前往哥本哈根，他在那里尝试了织布工人、裁缝、芭蕾舞演员等不同的工作，但都做不好。

注释：这句话中有一个由关系副词where 引导的关系从句，修饰先行词 Copenhagen，以说明安徒生在哥本哈根从事不同的工作，where 相当于in which的结构。

4. \(Page 9\) Much like the ugly duckling, Andersen only in his late 60s became the“swan”—a“national treasure”of Denmark\.

译文：与丑小鸭极其相似，安徒生在快七十岁时才变成了“天鹅”，被公认为

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是丹麦“国宝”。

注释：这句话中也出现了破折号，是对swan 的解释，说明安徒生是丹麦的国宝。同时swan 和national treasure 都打上了引号，在句子中起到强调作用，表明安徒生在晚年才成为丹麦的“国宝”，就像丑小鸭最终变成了“天鹅”一样。

**Unit 2**

1. \(Page 24\) In our country, more than 10 million old books are waiting for restoration due to worms eating their way into books or because of some damage caused by damp, fire or war\.

译文：在我国，由于虫蛀或者因为潮湿、火灾、战争等原因导致的损坏，超过一千万册古籍正亟待修复。

注释：due to 和because of 意思相同，作介词短语，表示原因，后面接名词\( 名词短语\) 或代词。eating their way into books 是一个现在分词短语，用作定语来修饰名词worms。这个短语描述了虫子对书籍造成损坏的方式，即通过啃咬书籍。

2. \(Page 25\) It’s love and passion that keep me going\.

译文：是爱和热情让我能（这样）坚守。

注释：这里It’s \.\.\.that \.\.\. 引导的是一个强调句，that 是强调句中的引导词，没有实际意义。此句也可以用“Love and passion keep me going\.”的方式来表达，但显然不如强调句那样有突出love and passion 是古籍修复师坚持不懈的原因的效果。

3. \(Page 25\) Once I took up this work, it meant a job for life\.

译文：择一事，终一生。

注释：在这个句子中，“once”表示“一旦”的意思，引导的是一个时间状语从句。它用来描述一个特定的时间点或事件，即“我接受了这项工作”。take up 意为“开始从事”或者“接手（这份工作）”。比如：I took up Peking Opera singing five years ago and I love it\. 我五年前开始学习唱京剧，我非常喜欢它。

4. \(Page 25\) Saving their“lives”is our responsibility and we are racing against time\.

译文：抢救它们（古籍）的“生命”是我们的责任，我们正在与时间赛跑。

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注释：这里用拟人化的手法，把古籍比拟为“有生命”的个体。古籍修复师想表达的是：如果不尽快修复这些古籍，这些文化瑰宝可能就会损毁得更加严重，最终导致彻底无法修复。

**Unit 3**

1. \(Page 40\) As I waited for my plane to Dakar, a woman dressed in boubou asked if she could use my mobile phone\.

译文：当我在等待航班前往达喀尔的时候，一位穿着西非宽大长袍的女士问我她能否使用我的手机。

注释：As I waited for my plane to Dakar 是由as 引导的时间状语从句。a woman dressed in boubou 指“一位穿着西非宽大长袍的女士”，其中，dressed 引导的过去分词短语作后置定语修饰woman，用来描述这位女士的状态或特征，表示“穿着……的”；从句if she could use my mobile phone 作谓语动词asked 的宾语，是由if 引导的宾语从句。

2. \(Page 40\)While I was hesitating, a similarly dressed traveller presented her phone to the woman without a second thought\.

译文：在我犹豫的时候，一个穿着打扮相似的游客毫不犹豫地把自己的手机递给了那位女士。

注释：本句中，While I was hesitating 是由while 引导的时间状语从句。while引导时间状语从句时，强调主句表示的动作延续到从句所指的整个时间段。比如：Don’t talk while you’re eating\. 食不言。

3. \(Page 40\) In Dakar, a friend told me, people would be willing to share whatever they have\.

译文：一个朋友告诉我，在达喀尔，人们愿意与别人分享自己的所有。

注释：a friend told me 这个分句在全句中是插入语。英语中，插入语的位置可位于句首、句中或者句尾。比如：You see, it’s possible for me to write a story in an hour\. 你看，我是有可能在一小时之内写出一个故事的。又如：You can tell the story in English, I think\. 我认为你可以用英语讲这个故事。share whatever they have 这个短语中，whatever 引导的从句在主句中充当宾语的角色，其含义大致相

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当于anything that they have 或everything that they have。

4. \(Page 41\) I often saw adults educating and guiding neighbourhood children like a parent would\.

译文：我经常看到大人们像家长那样教育和指导社区里的孩子。

注释：本句中，saw adults educating and guiding neighbourhood children 使用的是see somebody doing something 的结构，表示看到某人做某事（的过程）。比如：I saw a man jogging\. 我看到一个人在慢跑。

5. \(Page 41\) It’s no wonder visitors to the country can’t wait to go back\.

译文：难怪来过这个国家的人都迫切地想再回去看看。

注释：no wonder 表示“难怪；不足为奇”的意思。比如：No wonder the children are excited—this is the first time they’ve been in the museum\. 孩子们那么兴奋并不奇怪——这是他们第一次来这个博物馆。It 是形式主语，指代后面省略了连接词that 的从句\(that\) visitors to the country can’t wait to go back。比如： It’s no wonder that so many students like the book\. It tells stories about teenagers in foreign countries\. 难怪这本书如此受学生们的欢迎，因为它讲述了许多关于外国青少年的故事。

**Unit 4**

1. \(Page 54\) I’m all ears\!

译文：我洗耳恭听！

注释：be all ears 是一个非正式的习语，意思是“全神贯注地听；聚精会神地听”。英语中有关ear 的习语还有：fall on deaf ears（对……置若罔闻；充耳不闻）；wet behind the ears（乳臭未干；初出茅庐）和go in one ear and out the other（左耳进右耳出）等。

2. \(Page 56\) Firstly, folk customs help explain identity because they connect us back to our roots\.

译文：首先，民俗有助于解释身份认同，因为它们将我们与我们的根联系起来。注释：该句中的roots 指的是与出生地或原籍相关联的情感或联系。此处表

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达的意思是民俗将我们与我们的出生地、原籍或血统联系在一起。

3. \(Page 56\) Even if we don’t practise folk customs ourselves, we can identify with them and relate to them\.

译文：即使我们自己不践行民俗，我们也能识别它们并与它们建立联系。

注释：even if 引导让步状语从句，意思是“即使；尽管；虽然”。比如：I wouldn’t lose courage even if I should fail ten times\. 即使我失败十次，我也不会失去勇气。

4. \(Page 57\)The second key point is that history must be valued and folk customs help achieve this\.

译文：第二个关键点是必须重视历史，而民俗有助于实现这一点。

注释：此句中that 引导的是表语从句，用在系动词后，充当句子的表语成分，用来说明主语The second key point 是什么。must be valued 为情态动词的被动语态，value 在句中为动词，意为“重视”。比如：I’ve always valued her advice\. 我对她的建议一向很重视。

5. \(Page 58\) Our society will become stronger as long as we learn different folk customs from each other\.

译文：只要我们相互学习不同的民俗文化，我们的社会就会变得更加强大。

注释：as long as 在句中引导条件状语从句，意为“只要”，相当于if。比如：As long as you’re happy,that’s all that matters\. 只要你幸福，这就是最重要的事情。

**Unit 6**

1. \(Page 86\)Yes, let’s not make more noise pollution by talking for too long\!译文：是的，我们别讨论太久，制造更多噪音污染了！

注释：let’s not \+ 动词原形的结构，常用于礼貌地提议或建议大家一起不做某事的情况。它比直接说“Don’t \.\.\.”或使用“No \+ 动词\-ing 形式”结构更礼貌和温和。试比较：

Don’t make noise\. 不要制造噪音。

Let’s not make noise\. 我们不要制造噪音吧。

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前一句更直接，有时可能听起来是命令式的或不礼貌；后一句听起来更柔和、包容，像是在提一个建议。

2. \(Page 88\)Tiny pieces of plastic increase risk more than large ones because they are so small and harder to clean up, and a lot of people aren’t aware of how harmful they can be\.

译文：小塑料片比大塑料片带来的风险更大，因为它们非常小，更难清理，而且很多人没有意识到它们可能造成的严重危害。

注释：large ones 指的是“大塑料片”。这里的ones 代替了之前提到的名词

pieces of plastic（塑料片），这是英语中常见的省略用法，用以避免重复。比如： Many cities have problems with water pollution, especially the ones near factories\.许多城市都面临水污染问题，尤其是那些靠近工厂的城市。

3. \(Page 89\) remotely\-operated vehicle \(ROV\)

译文：无人遥控潜水器（通常用于水下作业和研究）

注释：remotely\-operated 是由“副词\+ 过去分词（以连字符相连接）”构成的复合形容词，常用于名词前，用以准确地描述事物的状态和特性。类似的短语还有：newly\-discovered planet（新发现的行星）；carefully\-designed room（精心设计的房间）和freshly\-picked fruit（新鲜采摘的水果）等。

4. \(Page 89\) \.\.\. and so she picked up the engineering skills necessary to build her robot\.

译文：……于是，她学会了建造她的机器人所需的工程技能。

注释：pick up 这个短语表示她通过经验、实践或自学获得了某种技能，而不是通过正式的教育。句中necessary to build her robot 是后置定语，用于修饰the engineering skills。后置定语放在名词之后，用来对该名词进行详细描述或提供额外信息。

5. \(Page 89\) So my love for the beach and my passion for the environment just grew and blossomed\.

译文：因此，我对海滩愈加热爱，对环境的热情不断增长。

注释：在描述感情、兴趣或理念的发展时，grow 常被用来形象地表达它们从

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较小或初始阶段开始，逐渐变得强烈和成熟的过程，是一种比喻的用法。blossom字面意思是指“花朵开放”，在这个语境中，它通过比喻意义表示爱好、情感或者兴趣从萌芽发展到丰富、成熟的状态。这个词在英语中常用来描述事物或关系的正面发展。句中的grew 与blossomed 一起，进一步强化这种成长和发展的形象。

6. \(Page 89\)We can spread the word about the problem, clean up a beach or park, or do science projects\.

译文：我们可以（向人们）传播有关这个问题的信息，清理海滩或公园，或者开展科学项目。

注释：spread 本身的意思是“传播”或“扩散”，the word 在这里不是指一个单独的词，而是指信息或消息。所以，spread the word 的意思是“传播消息、信息”或“告诉其他人”。

---



# Pronunciation file \(summary\)



|规则|说明|示例|
|---|---|---|
|Strong form vs weak form强式读音和弱式读音|英语中的一些功能词（function words），如助动词、介词、连词等，可以有两种不同方式的发音：强式读音和弱式读音。这些词在某些场合用强式读音，但更多场合下用弱式读音。<br>使用强式读音的通常包括以下场合：<br>•  在句末时•  在与另一个词形成对比时•  表示强调时•  被单独引用时|I’ll see you at lunch\.\(weak form: /Rt/\)<br>What are you staring at?\(strong form: /æt/\) He tries hard to go to college\.<br>\(weak form: /tR/\) I don’t want to\.\(strong form: /tu:/\)<br>You can kiss the trophy now\.<br>\(weak form: /kRn/\) I think we can\.\(strong form: /kæn/\)|
|Incomplete plosion  <br>不完全爆破 <br>在句子中，当前一个单词 <br>以辅音结尾，后一个单词 <br>以辅音开始时，前一个单 <br>词的结尾音通常不发音， <br>这种现象称为不完全爆破|前一个单词结尾的爆破音等辅音不发音，仅仅是做好发音的准备，阻挡气流|have a har\(d\) time don’\(t\) worry qui\(te\) busy ge \(t\) trained goo \(d\) thinking ta \(ke\) photos slee\(p\) badly|
|Complex word stress复合词的重音|复合词是由两个或更多的语法单位（音素）构成的词。复合词有两大类：“词干\+ 词缀”构成的复合词，以及两个独立词构成的复合词。<br>其中，“词干\+ 后缀”是常见的复合词构成形式。后缀对词的重音的影响有三种：<br>•  有些后缀本身带主要重音，如：\-ee，\-eer 等•  有些后缀不影响主要重音位置，如：\-able，\-ful，\-ing 等•  有些后缀影响词干中重音的位置，如：\-ion，\-ic 等，使主要重音落在词干最后的音节上|**\-ee: **interview'ee<br>**\-eer: **engi'neer, pio'neer, volun'teer<br>**\-able:**<br>'comfort →'comfortable<br>**\-ful:**<br>'wonder →'wonderful<br>**\-ing:**<br>a'maze →a'mazing<br>**\-ment:**<br>'punish →'punishment<br>**\-tion:**<br>i'magine →imagi'nation'educate →edu'cation'organise →organi'sation<br>**\-ic:**<br>'energy →ener'getic<br>**\-ian:**<br>'music →mu'sician|
|Assimilation in sentences句子中发音的同化<br>发音的同化是指两个相邻的音在一起生成另一个音|•  字母d 和y 连读，读作/dZ/•  字母t 和y 连读，读作/tS/|Would you like to have a magic carpet  that will take you after?<br>You will always get the best part of the dish, won’t you?|
|Word\-class pairs兼类词的重音|英语中有一类词因词类（或词性）不同而重音不同。这类词作名词或形容词时，重音落在第一音节；作动词时，重音在第二个音节|**object**<br>•  What is that object over there?<br>\(/9BbdZIkt/*n\. *thing\)<br>•  Will she object if I use her laptop?<br>\(/Rb9dZekt/*v\. *to complain\)<br>**survey**<br>•  We are doing a survey of parents and students about their use of technology\.<br>\(/9sF:veI/*n\. *an examination of opinions\)<br>•  He got out of the car to survey the road condition\.<br>\(/sR9veI/*v\. *to examine\)<br>**object**<br>•  What is that object over there?<br>\(/9BbdZIkt/*n\. *thing\)<br>•  Will she object if I use her laptop?<br>\(/Rb9dZekt/*v\. *to complain\)<br>**survey**<br>•  We are doing a survey of parents and students about their use of technology\.<br>\(/9sF:veI/*n\. *an examination of opinions\)<br>•  He got out of the car to survey the road condition\.<br>\(/sR9veI/*v\. *to examine\)|
|British English vs American English 英式英语与美式英语的比较英式英语，British English，是全球最广泛使用的英语口音之一。<br>而美式英语，American English，是在美国普遍使用的英语口音|英式英语中重度闭音节的o 发/B/ 的音，但是在美式英语中会发/A:/ 的音<br>部分以\-tary, \-tory 结尾的词，英式英语读作/trI/，而美式英语读作/tRrI/ 或/tBrI/。<br>部分由元音\+ r 构成的字母组合，英式英语不发/r/ 音，美式英语要<br>发/r/ 音。<br>部分单词里的字母a，英式英语中读作/A:/，而美式英语中读作/C/。|pod /pBd/ \(BrE\); /pA:d/ \(AmE\) mop /mBp/ \(BrE\); /mA:p/\(AmE\)<br>secretary /9sekrRtri/ \(BrE\) ;/9sekrRtRri/\(AmE\)<br>work /wF:k/ \(BrE\); /wF:rk/\(AmE\)<br>door /dO:/ \(BrE\); /dO:r/ \(AmE\)<br>ask /A:sk/ \(BrE\); /æsk/ \(AmE\)|



---



# Word study support 

## Unit 1 – **Word building: Suffixes *****\-ive *****and *****\-al ***构词法：后缀 **\-ive **和 **\-al**

## **Suffixes *****\-ive *****and *****\-al ***构词法：后缀 **\-ive **和 **\-al**

Suffixes \(***\-ive***, ***\-al***\)Adjectives for describing teenagers or their lives

*\-ive    *

**aggressive, imaginative, talkative, attractive, sensitive, defensive,*\-ive*

protective

*\-al  *

**traditional, emotional, natural, personal, educational

## Unit 2 –**Word building: Job\-related suffixes **构词法：与职业有关的词汇后缀

Suffixes

People and their jobs

*\-er*

driver, engineer, baker, farmer, photographer, lawyer, singer, firefighter, gardener, designer, trainer, researcher, employer, programmer, painter

*\-or*

director, editor, investigator, advisor, operator, supervisor, counsellor, translator, navigator, conductor, inventor, collector, creator

*\-ist*

pianist, psychologist,journalist, specialist, biologist, economist

*\-ant*

assistant, accountant, merchant

*\-ian*

librarian, musician, politician, electrician, technician, magician, physician, mathematician

*\-man/\-woman*

businessman/businesswoman, fisherman, dustman, spokesman/ spokeswoman, chairman/chairwoman

*\-ress*

actress, waitress



## Unit 3 – 

**Word meaning: Chameleon words **词汇意义：一词多义

•  You can’t **appreciate **art on an empty stomach\. \(= enjoy\)

•  Ann stood by me when I most needed it\. I’ll always **appreciate **that\. \(= be grateful for\)

•  When people come to your country, welcome them and **honour **them so much that when they leave they will want to return\. \(= show great respect for\)

•  We need to find an appropriate way to **honour **these brave people\. \(= show admiration for\)

•  As I walked on the street, a **show **called“Around the world in 80 days” caught my attention\. \(= performance\)

•  The dog **show **was being held in the Agricultural Hall\. \(= exhibition\)



## Unit 4 – Present simple passive

**Words in context **通过上下文判断词义

一个英语单词往往会有多种词性或词义（一词多义），因此，这样的词汇在特定句子或段落中的含义，通常需要结合上下文语境才能具体地体现出来。

Sentences

Words in context

\(1\)  Folk customs help explain identity because they connect us back to our roots\.

It’s a noun which means“the place or culture that a person or their family comes from”\.

\(2\)  Tree roots can cause damage to buildings\.

It’s a noun which means“the part of a plant that grows under the ground”\.

\(3\)  Most plants will root in about six to eight weeks\.

It’s a verb which means“to grow and develop roots”\.



## Unit 5 – Past simple passive

- The words are arranged in a web\-like structure around a central node \(the building/home\), with connected lines indicating semantic relationships\. The terms are grouped loosely by function: structural elements, indoor rooms, and outdoor spaces\.

    The central concept is "Building / House", with related words branching out into categories such as:

    ### Structural Parts 

    - roof

    - door

    - window

    - floor

    - fence

    ### Rooms and Interior Spaces

    - attic

    - basement

    - bathroom

    - bedroom

    - kids' bedroom

    - baby's room

    - living room

    - dining area

    - kitchen

    - garage

    ### Outdoor Areas

    - yard

    

## Unit 6 – Future simple passive

**Word meaning: Homophones **词汇意义：同音异形异义词

同音异形异义词，是指在发音上相同，但在拼写和意义上不同的单词。

Unit 6

## Word meaning: Homophones

Homophones are words that sound the same but differ in spelling and meaning\.

同音异形异义词，是指在发音上相同，但在拼写和意义上不同的单词。

|Word 1|Word 2|Pronunciation|
|---|---|---|
|board|bored|/bɔːd/|
|by|buy|/baɪ/|
|blue|blew|/bluː/|
|flour|flower|/ˈflaʊə\(r\)/|
|hair|hare|/heə\(r\)/|

|Word 1|Word 2|Pronunciation|
|---|---|---|
|hear|here|/hɪə\(r\)/|
|hole|whole|/həʊl/|
|mail|male|/meɪl/|
|meat|meet|/miːt/|
|no|know|/nəʊ/|
|pair|pear|/peə\(r\)/|
|right|write|/raɪt/|
|sale|sail|/seɪl/|
|son|sun|/sʌn/|
|two|to/too|/tuː/|
|weak|week|/wiːk/|







---



# My learning notes supports



Unit 1 Making arrangements:

- Are you free this Friday morning at eight?

- Would you like to come around for a meal?

- Are you doing anything on Monday?

- How about Wednesday? Is that OK for you?

- What time would you like to meet?

- Are you free next Friday?

- When would be convenient for you?

Unit 2 Expressing obligations:

- I think I'll have to \.\.\.

- You need to \.\.\.

- I must \.\.\.

Unit 3 Persuading someone to do something:

- Perhaps you could think about/consider doing \.\.\.

- It might be a good idea to \.\.\.

- I would appreciate it if you could \.\.\.

Unit 4 Expressing certainty and uncertainty

- It exactly is \.\.\.

- It might be \.\.\.

- It's totally not true\.

Unit 5 Showing pity and regret

- It is a pity/shame that \.\.\.

- I feel a great pity that \.\.\.

- I simply can't think why \.\.\.

Unit 6 Expressing one's attitude

- Exactly\! I was thinking the same thing\.

- That makes sense to me\.

- I feel the same way\.

- I don't really agree with that\.

- That's an interesting point, but I don't agree\.

- I don't think that's the case\.

- That doesn't sound right to me\.

- 

    

---



# Grammar file

**Unit 1**

**Linking verbs  **连系动词

A linking verb is used to describe or identify the subject of the sentence\. It acts as a bridge between the subject \(noun or pronoun\) and the subject complement in a sentence\.

连系动词能用于描述主语或帮助我们确定句子的主语。它在句子中充当主语（名词或代词）和主语补语之间的桥梁。

Linking verbs are followed by adjectives, noun phrases or prepositional phrases\.连系动词后跟形容词、名词短语或介词短语。

**To show the state of being To express changes To talk about a situation not changed**

**To describe the five senses**

be, seem, appear

get, turn, grow

remain, keep, stay

feel, look, smell, sound, taste

Look at the following examples to understand how linking verbs are used:

请看下方例句，了解连系动词的用法：

1  *He ****seems ****in a good mood\.*

2  *He ****looks ****handsome today\.*

3  *She ****turned ****pale when she heard a lion roaring at her\.*

4  *Please ****keep ****quiet\. Mrs Wang has some good news to tell us\.*

5  *Finally Sue ****became ****my best friend\.*

6  *Her suggestion ****sounds ****like a good idea\.*

Compare:

\(1\)  *She spoke nicely\. *\(**Nicely **is an adverb modifying the verb\. It tells us about how the person spoke\.\)

（nicely 是副词，修饰动词spoke，体现说话人的方式。）

\(2\)  *She ****seems ****nice\. *\(**Nice **is an adjective\. It tells us about the person herself\.The word **seem **is a linking verb and can be substituted by **is**\.\)

（nice 是形容词，描述主语本身。seem 是连系动词，能用is 替换。）

\(Full list included in the original – not reproduced here for brevity\.\)



---

**Unit 2**

**Relative clauses with“who”,“which”or“that”**

“who”“which”或“that”引导的关系从句

A relative clause is a clause that modifies a noun or sometimes a pronoun in a complex sentence\. It is usually placed right after the noun or pronoun it modifies\. The relative clause functions as an attributive in the sentence, and the word

being modified by the relative clause is called the antecedent\. Relative clauses are introduced by relative pronouns \(such as **that**, **who**, **which**, etc\.\) and relative adverbs\(such as **when**, **where**, **why**, etc\.\)\.The relative pronoun **who **is generally used to refer to people, **which **is used to refer to things, and **that **can be used to refer to both people and things\.

关系从句是复合句中修饰名词（有时是代词）的从句，通常紧跟在被修饰的名词或代词之后。关系从句在句中起定语的作用，被关系从句所修饰的词称为先行词。引导关系从句的词有：关系代词（that、who 和which 等）和关系副词（when、where 和why 等\)。关系代词who 一般指人；which 一般指物；that 可以指人也可以指物。

Look at the following examples:

请看下方例句：

1  *Give the parcel to the delivery man\. He is waiting at the door\.= Give the parcel to the delivery man ****who/that ****is waiting at the door\.*

2  *The book is worth reading\. I borrowed the book from the library\.= The book ****which/that ****I borrowed from the library is worth reading\.*

Notes:

在第一组句子中，the delivery man 是先行词，关系从句who/that is waiting at the door 修饰the delivery man，意为“在门口等候的快递员”。who/that 作关系代词，引导关系从句。

**Unit 3**

**Infinitives after *****Wh\- *****words  **带有特殊疑问词的不定式

•  The infinitive after *Wh\- *words can be used as an object\.These *Wh\- *words usually are: **what**, **when**, **where**, **which**, **who**, **whom**, **how**, **whether **\(but not **if **or **why**\)\.带有特殊疑问词的不定式在句中可以作宾语。常用的特殊疑问词有what、 when、where、which、who、whom、how 和whether 等（但if 或why 后不带不定式）。

Normally, the following verbs can be used with *Wh\- *words\.They are: **tell**, **know**, **advise**, **ask**, **choose**, **consider**, **decide**, **discover**, **discuss**, **explain**, **forget**, **guess**, **hear**, **imagine**, **know**, **learn**, **remember**, **show**, **teach**, **think**, **wonder**, etc\.

下列动词后面常接带有特殊疑问词的不定式，如：tell、know、advise、ask、 choose、consider、decide、discover、discuss、explain、forget、guess、hear、 imagine、know、learn、remember、show、teach、think 和wonder 等。

e\.g\.

We don’t **know ***where to put the coffee table *\(= where we should put the coffee table\)\.

No one could **tell **me *how to operate the machine *\(= how I should operate the machine\)\.

I want someone to **explain ***where to go *\(= where I should go\)\.

The nurse will **advise **you *how to clear up the wound quickly and easily *\(= how you should clear up the wound quickly and easily\)\.

He couldn’t **decide ***whether to accept the offer or not *\(= whether he should accept the offer or not\)\.

•  The infinitive after *Wh\- *words can also be used as subject, subject complement or object complement\.

带有特殊疑问词的不定式在句中也可以作主语，主语补足语（通常是表语）或宾语补足语。

e\.g\.

*How to get everything done *is a daily question\.

The daily question is *how to get everything done\.*

I have no idea *how to get everything done\.*

127

•  And sometimes the structure can be used in titles because it’s nice and concise\.有时候这个结构也可用作标题，因为它十分简洁。

e\.g\.

How to get everything done in a single day

## **Unit 4**

## Present simple passive

### Formation Rule

We form the passive with the verb be \+ past participle\. We form the present simple passive with am/is/are \+ past participle\.



### Sentence Forms Table

|Form|Structure|Example Sentence|
|---|---|---|
|Affirmative|am/is/are \+ past participle|Folk songs are sung to tell stories of the past\.|
|Negative|am/is/are not \+ past participle|Traditional games are not forgotten and children will enjoy playing them\.|
|Question|am/is/are \+ subject \+ past participle|Is traditional clothing worn for special events?|



### Usage

The present simple passive is used to talk about some actions that are performed in the present or repeatedly \(habits\), simple statements of fact or universal truth\.

## **Unit 5 **

### Past simple passive

### Formation Rule

We form the past simple passive with was/were \+ past participle\.



### Sentence Forms Table

|Form|Structure|Example Sentence|
|---|---|---|
|Affirmative|was/were \+ past participle|The house was built by the workers in 2005\.|
|Negative|was/were not \+ past participle|The old house wasn’t torn down last month\.|
|Question|was/were \+ subject \+ past participle|When was the tower built?\<br\>Were the theatres built in the 19th century?|



### Usage

The past simple passive is used when referring to a single completed action in the past, focusing on the effect rather than the cause\.

## Unit 6

## Future simple passive

### Formation Rule

We form the future simple passive with will \+ be \+ past participle\.



### Sentence Forms Table

|Form|Structure|Example Sentence|
|---|---|---|
|Affirmative|will \+ be \+ past participle|The problem will be solved\.|
|Negative|will not/won’t \+ be \+ past participle|Broken items won’t be thrown away\.|
|Question|will \+ subject \+ be \+ past participle|— Will air pollution be reduced?\<br\>— Yes, it will\.|



### Usage of future simple passive

The future simple passive is used to predict what will happen to something or someone, or to make a promise\.



---



### Usage of the passive

- The passive is used when it is not known, or important who does an action\.

e\.g\. This room is cleaned every day\.

\(= Someone cleans this room every day, but we do not know who\.\)

In passive sentences, the subject receives the action\.



- The passive is used when we want to be impersonal and not to mention the name of the person who does the action\. We often use the passive in scientific or 

technical processes\.

当我们想要客观表达事实，不想提及施动者的名字时，会使用被动语态。在科学或技术领域中常会使用被动语态。

e\.g\.The computer **is used **to plan the exact shape of the car\.

•  The passive is used when it is obvious who did the action, e\.g\. teachers, or we do not want to use a general subject, e\.g\. people, they\.

当施动者是谁很明显时，例如是老师做了某事，或者我们不想使用一个通用的主语，例如“人们、他们”时，常会使用被动语态。

e\.g\.We **were required **to write a travel story\. 我们被要求写一篇旅行故事。（施动者很有可能是老师）

In ancient times, fires **were lit **to use smoke as a signal over long distances\. 在古代，人们点燃篝火，用烟雾作为远距离的信号。（施动者为通用的主语）

**Usage of“by”  **被动语态中 **by **的使用 We use“by”:

•  when it is important to know the“agent”or person who does the action执行动作的“媒介”或执行人很重要的情况下

e\.g\.The first books **were **probably **printed *****by the Chinese ***more than a thousand

years ago\.

•  only when it is really necessary仅在确实必要的情况下

Notes:

Only transitive verbs can be made passive\. 只有及物动词才会有被动语态。

# **Words and expressions in each unit**

## Unit 1

- teenage /ˈtiːneɪdʒ/ adj\. 十几岁的（指13至19岁）；青少年的

- counsellor /ˈkaʊnsələ\(r\)/ n\. 顾问

- none /nʌn/ pron\. 没有一个；毫无

- pimple /ˈpɪmpl/ n\. 粉刺

- stress /stres/ n\. 压力

- emotional /ɪˈməʊʃənl/ adj\. 情感的；情绪的

- behavioural \(AmE behavioral\) /bɪˈheɪvjərəl/ adj\. 行为的；行为上的

- emotion /ɪˈməʊʃn/ n\. 情感；情绪

- peer /pɪə\(r\)/ n\. 同龄人

- pressure /ˈpreʃə\(r\)/ n\. 心理压力；紧张

- fool /fuːl/ n\. 蠢人；傻瓜

v\. 欺骗；愚弄

- Christmas /ˈkrɪsməs/ n\. 圣诞节

- counsel /ˈkaʊnsl/ v\. 提供专业咨询

- ugly /ˈʌɡli/ adj\. 丑陋的

- duckling /ˈdʌklɪŋ/ n\. 小鸭子

- tiny /ˈtaɪni/ adj\. 微小的

- speak highly of 赞扬

- struggle /ˈstrʌɡl/ v\. 挣扎

- blow /bləʊ/ n\. 打击；挫折

- pass away 去世

- poverty /ˈpɒvəti/ n\. 贫穷；贫困

- weaver /ˈwiːvə\(r\)/ n\. 织布工；编织工

- ballet /ˈbæleɪ/ n\. 芭蕾舞

- pay off 得到回报

- continue /kənˈtɪnjuː/ v\. 继续

- appearance /əˈpɪərəns/ n\. 外表；外貌

- lonely /ˈləʊnli/ adj\. 孤独的；寂寞的

- fairy tale 童话

- bitter /ˈbɪtə\(r\)/ adj\. 苦的

- admit /ədˈmɪt/ v\. 承认

- reflection /rɪˈflekʃn/ n\. 反映

- treasure /ˈtreʒə\(r\)/ n\. 极贵重的物品；珍宝

v\. 珍视；珍爱

- national treasure 国宝

- rehearse /rɪˈhɜːs/ v\. 排练；排演

- nervous /ˈnɜːvəs/ adj\. 紧张的

---



## Unit 2

- vox pop 街头采访

- patient /ˈpeɪʃnt/ adj\. 忍耐的；有耐心的

n\. 患者；病人

- equipment /ɪˈkwɪpmənt/ n\. 设备；装备

- requirement /rɪˈkwaɪəmənt/ n\. 要求；必要条件

- interior /ɪnˈtɪəriə\(r\)/ adj\. 内部的

- architecture /ˈɑːkɪtektʃə\(r\)/ n\. 建筑学；建筑术

- delivery /dɪˈlɪvəri/ n\. 传送；递送

- journalist /ˈdʒɜːnəlɪst/ n\. 新闻工作者

- parcel /ˈpɑːsl/ n\. 包裹

- interviewee /ˌɪntəvjuːˈiː/ n\. 接受采访者

- chemistry /ˈkemɪstri/ n\. 化学

- certification /ˌsɜːtɪfɪˈkeɪʃn/ n\. 证明；出具课程结业证书

- organise \(AmE organize\) /ˈɔːɡənaɪz/ v\. 组织；筹备

- restorer /rɪˈstɔːrə\(r\)/ n\. 修补者；修复者

- restoration /ˌrestəˈreɪʃn/ n\.（损坏的建筑物、艺术品等的）修复

- period /ˈpɪəriəd/ n\. 一段时间；时期

- due to 由于；因为

- worm /wɜːm/ n\. 虫子；蠕虫

- damp /dæmp/ n\. 湿气；潮湿

## Unit 3

- professional /prəˈfeʃənl/ adj\. 职业的；专业的

- tweezers /ˈtwiːzəz/ n\. 镊子；钳子

- fix /fɪks/ v\. 修理；校准；校正

- army /ˈɑːmi/ n\. 军队

- race /reɪs/ n\. 赛跑

- extra /ˈekstrə/ adj\. 额外的

- background /ˈbækgraʊnd/ n\. 背景

- scientific /ˌsaɪənˈtɪfɪk/ adj\. 科学的

- digitalisation \(AmE digitalization\) /ˌdɪdʒɪtəlaɪˈzeɪʃn/ n\. 数字化

- unwilling /ʌnˈwɪlɪŋ/ adj\. 不愿意的；不情愿的

- policewoman \(pl\. policewomen\) /pəˈliːswʊmən/ n\. 女警察

- postman \(pl\. postmen\) /ˈpəʊstmən/ n\. 邮递员

- boss /bɒs/ n\. 老板

- dentist /ˈdentɪst/ n\. 牙科医生

- lawyer /ˈlɔːjə\(r\)/ n\. 律师

- fireman \(pl\. firemen\) /ˈfaɪəmən/ n\. 消防队员

- essential /ɪˈsenʃl/ adj\. 完全必要的；必不可少的；极其重要的

- wherever /weərˈevə\(r\)/ conj\. 在任何地方；无论哪里

- passport /ˈpɑːspɔːt/ n\. 护照

- toothbrush /ˈtuːθbrʌʃ/ n\. 牙刷

- first\-aid /ˌfɜːst ˈeɪd/ adj\. 急救用的

- kit /kɪt/ n\. 成套装备

- adapter /əˈdæptə\(r\)/ n\. 适配器

- mobile /ˈməʊbaɪl/ adj\. 易于移动的

- mobile phone 手机

- charger /ˈtʃɑːdʒə\(r\)/ n\. 充电器

- abroad /əˈbrɔːd/ adv\. 在国外；到国外

- pack /pæk/ v\. 收拾（行李）

- worth /wɜːθ/ adj\.（指行动）值得，有价值；有……价值

- stall /stɔːl/ n\. 货摊，摊位，售货亭（尤指集市上的）

- empty /ˈempti/ adj\. 空的

- stomach /ˈstʌmək/ n\. 胃

- expedition /ˌekspəˈdɪʃn/ n\.（短途的）旅行，出行

- souvenir /ˌsuːvəˈnɪə\(r\)/ n\. 纪念物；纪念品

- inspire /ɪnˈspaɪə\(r\)/ v\. 激励；鼓励

- define /dɪˈfaɪn/ v\. 定义

- hesitate /ˈhezɪteɪt/ v\. 犹豫；踌躇

- similarly /ˈsɪmələli/ adv\. 相似地；类似地；差不多地

- thought /θɔːt/ n\. 想法；看法；主意；记忆

- introduction /ˌɪntrəˈdʌkʃn/ n\. 初次经历；首次体验

- invitation /ˌɪnvɪˈteɪʃn/ n\.（口头或书面的）邀请

- regular /ˈreɡjələ/ adj\. 有规律的；定时的

- coffee /ˈkɒfi/ n\. 咖啡

- shocked /ʃɒkt/ adj\. 震惊的

- ease /iːz/ n\. 舒适

- educate /ˈedʒukeɪt/ v\.（在学校）教育，教导；教养

- visible /ˈvɪzəbl/ adj\. 明显的

- manner /ˈmænə\(r\)/ n\. 方式；方法；举止；态度

- unplanned /ˌʌnˈplænd/ adj\. 未计划（或筹划）的；意外的

- plate /pleɪt/ n\. 盘子；碟子

- harmonious /hɑːˈməʊniəs/ adj\. 友好和睦的；和谐的

- honour \(AmE honor\) /ˈɒnə\(r\)/ v\. 尊敬，尊重（某人）

- memorable /ˈmemərəbl/ adj\. 值得纪念的；难忘的

- shortened /ˈʃɔːtnd/ adj\. 缩短的

- version /ˈvɜːʃn/ n\.（电影、剧本、乐曲等的）版本，改写本

## Unit 4

- sand /sænd/ n\. 沙；沙子

- suit /sjuːt/ n\. 套装；西服

- exhibition /ˌeksɪˈbɪʃn/ n\. 展览；展出

- stand /stænd/ n\.（展示或推介物品的）桌，台，摊位

- sandwich /ˈsænwɪtʃ/ n\. 三明治

- biscuit /ˈbɪskɪt/ n\. 饼干

- leather /ˈleðə\(r\)/ n\. 皮革

- blouse /blaʊz/ n\.（女式）短上衣，衬衫

- be all ears 洗耳恭听

- lunar /ˈluːnə\(r\)/ adj\. 月球的；月亮的

- clay /kleɪ/ n\. 黏土；陶土

- beer /bɪə\(r\)/ n\. 啤酒

- sausage /ˈsɒsɪdʒ/ n\. 香肠

- suppose /səˈpəʊz/ v\.（根据所知）认为，推断，料想

- mirror /ˈmɪrə\(r\)/ n\. 镜子；写照

- exist /ɪɡˈzɪst/ v\. 存在

- identity /aɪˈdentəti/ n\. 身份

- unite /juˈnaɪt/ v\. 团结

- firstly /ˈfɜːstli/ adv\. 首先

- identify with 认同；支持；与……有密切关联

- relate to 理解；认同；与……产生共鸣

- ancestor /ˈænsestə\(r\)/ n\. 祖先

- value /ˈvæljuː/ n\. 价值

v\. 重视；珍视

- achieve /əˈtʃiːv/ v\.（凭长期努力）达到（某目标、地位、标准）

- harmony /ˈhɑːməni/ n\. 和谐；协调

- conclude /kənˈkluːd/ v\. 得出结论

- die out 消失；灭绝

- spoon /spuːn/ n\. 勺；匙

---



## Unit 5

- construct /kənˈstrʌkt/ v\. 修建；建立

- sphere /sfɪə\(r\)/ n\. 球；球体；球形

- locate /ləʊˈkeɪt/ v\. 把……安置在（或建造于）

- steel /stiːl/ n\. 钢；钢铁

- limit /ˈlɪmɪt/ n\. 限度；限制；界线

- combine /kəmˈbaɪn/ v\.（使）结合，组合，联合，混合

- modernist /ˈmɒdənɪst/ adj\.（尤指艺术）现代主义的

n\.（尤指艺术的）现代主义者

- feature /ˈfiːtʃə\(r\)/ n\. 特色；特征

- skylight /ˈskaɪlaɪt/ n\.（房顶的）天窗

- concrete /ˈkɒŋkriːt/ n\. 混凝土

- pavilion /pəˈvɪliən/ n\.（公园中的）亭，阁

- axis /ˈæksɪs/ n\. 轴（线）；中心线

- northern /ˈnɔːðən/ adj\. 北方的；北部的

- inner /ˈɪnə\(r\)/ adj\. 内部的

- court /kɔːt/ n\. 庭院

- southern /ˈsʌðən/ adj\. 南方的；南部的

- outer /ˈaʊtə\(r\)/ adj\. 外面的

- supreme /suːˈpriːm/ adj\.（级别或地位）最高的，至高无上的

- emperor /ˈempərə\(r\)/ n\. 皇帝

- pillar /ˈpɪlə\(r\)/ n\. 柱子，桥墩（尤指兼作装饰的）

- tile /taɪl/ n\. 瓷砖；瓦片

- slippery /ˈslɪpəri/ adj\. 滑的

- structure /ˈstrʌktʃə\(r\)/ n\. 结构；构造

- nail /neɪl/ n\. 钉子

- yet /jet/ conj\. 但是；然而

adv\.（用于否定句和疑问句，谈论尚未发生但可能发生的事）

- upturned /ˌʌpˈtɜːnd/ adj\. 向上翘的；面朝上的

- dragon /ˈdræɡən/ n\. 龙

- symbol /ˈsɪmbl/ n\. 象征；符号

- pride /praɪd/ n\. 自豪；骄傲

- stone /stəʊn/ n\. 石头；石块；石子

- jade /dʒeɪd/ n\. 碧玉；翡翠

- carve /kɑːv/ v\. 雕刻；切开

## Unit 6

- reflect /rɪˈflekt/ v\. 反射；反映

- golden /ˈɡəʊldən/ adj\. 金色的；黄金般的

- brick /brɪk/ n\. 砖

- construction /kənˈstrʌkʃn/ n\. 建造；建筑物

- craftsmanship /ˈkrɑːftsmənʃɪp/ n\. 技巧；技术

- collection /kəˈlekʃn/ n\.（常指同类的）收集物，收藏品

- guy /ɡaɪ/ n\. 家伙；伙计们

- suburb /ˈsʌbɜːb/ n\. 郊区

- environmentally friendly /ɪnˌvaɪrənˈmentəli frendli/ adj\. 对环境友好的

- pollution /pəˈluːʃn/ n\. 污染

- loss /lɒs/ n\. 减少

- soil /sɔɪl/ n\. 土壤

- shark /ʃɑːk/ n\. 鲨鱼

- polluted /pəˈluːtɪd/ adj\. 受污染的；被玷污的

- compare /kəmˈpeə\(r\)/ v\. 比较；对比

- air conditioner /ˈeə kəndɪʃənə\(r\)/ n\. 空调

- road /rəʊd/ n\. 路；道路；公路

- TV /ˌtiːˈviː/ n\. 电视；电视机

- spill /spɪl/ n\. 泄漏（量）

- mine /maɪn/ v\.（在某地）开矿，采矿

- solution /səˈluːʃn/ n\. 解决办法；处理手段

- break down 分解

- harmful /ˈhɑːmfl/ adj\. 有害的

- solve /sɒlv/ v\. 解决；处理

- remotely /rɪˈməʊtli/ adv\. 远程地

- operate /ˈɒpəreɪt/ v\. 操作；控制

- vehicle /ˈviːəkl/ n\. 车辆

- bottom /ˈbɒtəm/ n\. 底部

- unnatural /ʌnˈnætʃrəl/ adj\. 非自然的

- stand out 显眼

- go after 追求

- expert /ˈekspɜːt/ n\. 专家

- workshop /ˈwɜːkʃɒp/ n\. 研讨会；讲习班

- university /ˌjuːnɪˈvɜːsəti/ n\. 大学

- pick up 学会

- blossom /ˈblɒsəm/ v\. 开花

- peace /piːs/ n\. 和平；太平

- proposal /prəˈpəʊzl/ n\. 建议

- sincerely /sɪnˈsɪəli/ adv\.（用于正式信函末尾署名前）谨致问候

# **Words and expressions in alphabetical order**

## Word List Index \(A\-D\)

### Section A

- abroad /əˈbrɔːd/ adv\. 在国外；到国外 — U3

- achieve /əˈtʃiːv/ v\.（凭长期努力）达到（某目标、地位、标准） — U4

- adapter /əˈdæptə\(r\)/ n\. 适配器 — U3

- admit /ədˈmɪt/ v\. 承认 — U1

- air conditioner /ˈeə kəndɪʃənə\(r\)/ n\. 空调 — U6

- ancestor /ˈænsestə\(r\)/ n\. 祖先 — U4

- appearance /əˈpɪərəns/ n\. 外表；外貌 — U1

- architecture /ˈɑːkɪtektʃə\(r\)/ n\. 建筑学；建筑术 — U2

- army /ˈɑːmi/ n\. 军队 — U2

- axis /ˈæksɪs/ n\. 轴（线）；中心线 — U5

### Section B

- background /ˈbækgraʊnd/ n\. 背景 — U2

- ballet /ˈbæleɪ/ n\. 芭蕾舞 — U1

- be all ears 洗耳恭听 — U4

- beer /bɪə\(r\)/ n\. 啤酒 — U4

- behavioural \(AmE behavioral\) /bɪˈheɪvjərəl/ adj\. 行为的；行为上的 — U1

- biscuit /ˈbɪskɪt/ n\. 饼干 — U4

- bitter /ˈbɪtə\(r\)/ adj\. 苦的 — U1

- blossom /ˈblɒsəm/ v\. 开花 — U6

- blouse /blaʊz/ n\.（女式）短上衣，衬衫 — U4

- blow /bləʊ/ n\. 打击；挫折 — U1

- boss /bɒs/ n\. 老板 — U2

- bottom /ˈbɒtəm/ n\. 底部 — U6

- break down 分解 — U6

- brick /brɪk/ n\. 砖 — U5

### Section C

- carve /kɑːv/ v\. 雕刻；切开 — U5

- certification /ˌsɜːtɪfɪˈkeɪʃn/ n\. 证明；出具课程结业证书 — U2

- charger /ˈtʃɑːdʒə\(r\)/ n\. 充电器 — U3

- chemistry /ˈkemɪstri/ n\. 化学 — U2

- Christmas /ˈkrɪsməs/ n\. 圣诞节 — U1

- clay /kleɪ/ n\. 黏土；陶土 — U4

- coffee /ˈkɒfi/ n\. 咖啡 — U3

- collection /kəˈlekʃn/ n\.（常指同类的）收集物，收藏品 — U5

- combine /kəmˈbaɪn/ v\.（使）结合，组合，联合，混合 — U5

- compare /kəmˈpeə\(r\)/ v\. 比较；对比 — U6

- conclude /kənˈkluːd/ v\. 得出结论 — U4

- concrete /ˈkɒŋkriːt/ n\. 混凝土 — U5

- construct /kənˈstrʌkt/ v\. 修建；建立 — U5

- construction /kənˈstrʌkʃn/ n\. 建造；建筑物 — U5

- continue /kənˈtɪnjuː/ v\. 继续 — U1

- counsel /ˈkaʊnsl/ v\. 提供专业咨询 — U1

- counsellor /ˈkaʊnsələ\(r\)/ n\. 顾问 — U1

- court /kɔːt/ n\. 庭院 — U5

- craftsmanship /ˈkrɑːftsmənʃɪp/ n\. 技巧；技术 — U5

### Section D

- damp /dæmp/ n\. 湿气；潮湿 — U2

- define /dɪˈfaɪn/ v\. 定义 — U3

- delivery /dɪˈlɪvəri/ n\. 传送；递送 — U2

- dentist /ˈdentɪst/ n\. 牙科医生 — U2

- die out 消失；灭绝 — U4

- digitalisation \(AmE digitalization\) /ˌdɪdʒɪtəlaɪˈzeɪʃn/ n\. 数字化 — U2

- dragon /ˈdræɡən/ n\. 龙 — U5

- duckling /ˈdʌklɪŋ/ n\. 小鸭子 — U1

- due to 由于；因为 — U2

### E

- ease /iːz/ n\. 舒适 — U3

- educate /ˈedʒukeɪt/ v\.（在学校）教育，教导；教养 — U3

- emotion /ɪˈməʊʃn/ n\. 情感；情绪 — U1

- emotional /ɪˈməʊʃənl/ adj\. 情感的；情绪的 — U1

- emperor /ˈempərə\(r\)/ n\. 皇帝 — U5

- empty /ˈempti/ adj\. 空的 — U3

- environmentally friendly /ɪnˌvaɪrənˈmentəli frendli/ adj\. 对环境友好的 — U5

- equipment /ɪˈkwɪpmənt/ n\. 设备；装备 — U2

- essential /ɪˈsenʃl/ adj\. 完全必要的；必不可少的；极其重要的 — U3

- exhibition /ˌeksɪˈbɪʃn/ n\. 展览；展出 — U4

- exist /ɪɡˈzɪst/ v\. 存在 — U4

- expedition /ˌekspəˈdɪʃn/ n\.（短途的）旅行，出行 — U3

- expert /ˈekspɜːt/ n\. 专家 — U6

- extra /ˈekstrə/ adj\. 额外的 — U2

### F

- fairy tale 童话 — U1

- feature /ˈfiːtʃə\(r\)/ n\. 特色；特征 — U5

- fireman \(pl\. firemen\) /ˈfaɪəmən/ n\. 消防队员 — U2

- first\-aid /ˌfɜːst ˈeɪd/ adj\. 急救用的 — U3

- firstly /ˈfɜːstli/ adv\. 首先 — U4

- fix /fɪks/ v\. 修理；校准；校正 — U2

- fool /fuːl/ n\. 蠢人；傻瓜

v\. 欺骗；愚弄 — U1

### G

- go after 追求 — U6

- golden /ˈɡəʊldən/ adj\. 金色的；黄金般的 — U5

- guy /ɡaɪ/ n\. 家伙；伙计们 — U5

### H

- harmful /ˈhɑːmfl/ adj\. 有害的 — U6

- harmonious /hɑːˈməʊniəs/ adj\. 友好和睦的；和谐的 — U3

- harmony /ˈhɑːməni/ n\. 和谐；协调 — U4

- hesitate /ˈhezɪteɪt/ v\. 犹豫；踌躇 — U3

- honour \(AmE honor\) /ˈɒnə\(r\)/ v\. 尊敬，尊重（某人） — U3

### I

- identify with 认同；支持；与……有密切关联 — U4

- identity /aɪˈdentəti/ n\. 身份 — U4

- inner /ˈɪnə\(r\)/ adj\. 内部的 — U5

- inspire /ɪnˈspaɪə\(r\)/ v\. 激励；鼓励 — U3

- interior /ɪnˈtɪəriə\(r\)/ adj\. 内部的 — U2

- interviewee /ˌɪntəvjuːˈiː/ n\. 接受采访者 — U2

- introduction /ˌɪntrəˈdʌkʃn/ n\. 初次经历；首次体验 — U3

- invitation /ˌɪnvɪˈteɪʃn/ n\.（口头或书面的）邀请 — U3

### J

- jade /dʒeɪd/ n\. 碧玉；翡翠 — U5

- journalist /ˈdʒɜːnəlɪst/ n\. 新闻工作者 — U2

### K

- kit /kɪt/ n\. 成套装备 — U3

### L

- lawyer /ˈlɔːjə\(r\)/ n\. 律师 — U2

- leather /ˈleðə\(r\)/ n\. 皮革 — U4

- limit /ˈlɪmɪt/ n\. 限度；限制；界线 — U5

- locate /ləʊˈkeɪt/ v\. 把……安置在（或建造于） — U5

- lonely /ˈləʊnli/ adj\. 孤独的；寂寞的 — U1

- loss /lɒs/ n\. 减少 — U6

- lunar /ˈluːnə\(r\)/ adj\. 月球的；月亮的 — U4

### M

- manner /ˈmænə\(r\)/ n\. 方式；方法；举止；态度 — U3

- memorable /ˈmemərəbl/ adj\. 值得纪念的；难忘的 — U3

- mine /maɪn/ v\.（在某地）开矿，采矿 — U6

- mirror /ˈmɪrə\(r\)/ n\. 镜子；写照 — U4

- mobile /ˈməʊbaɪl/ adj\. 易于移动的 — U3

- mobile phone 手机 — U3

- modernist /ˈmɒdənɪst/ adj\.（尤指艺术）现代主义的

n\.（尤指艺术的）现代主义者 — U5

### N

- nail /neɪl/ n\. 钉子 — U5

- national treasure 国宝 — U1

- nervous /ˈnɜːvəs/ adj\. 紧张的 — U1

- none /nʌn/ pron\. 没有一个；毫无 — U1

- northern /ˈnɔːðən/ adj\. 北方的；北部的 — U5

### O

- operate /ˈɒpəreɪt/ v\. 操作；控制 — U6

- organise \(AmE organize\) /ˈɔːɡənaɪz/ v\. 组织；筹备 — U2

- outer /ˈaʊtə\(r\)/ adj\. 外面的 — U5

### P

- pack /pæk/ v\. 收拾（行李） — U3

- parcel /ˈpɑːsl/ n\. 包裹 — U2

- pass away 去世 — U1

- passport /ˈpɑːspɔːt/ n\. 护照 — U3

- patient /ˈpeɪʃnt/ adj\. 忍耐的；有耐心的 n\. 患者；病人 — U2

- pavilion /pəˈvɪliən/ n\.（公园中的）亭，阁 — U5

- pay off 得到回报 — U1

- peace /piːs/ n\. 和平；太平 — U6

- peer /pɪə\(r\)/ n\. 同龄人 — U1

- period /ˈpɪəriəd/ n\. 一段时间；时期 — U2

- pick up 学会 — U6

- pillar /ˈpɪlə\(r\)/ n\. 柱子，桥墩（尤指兼作装饰的） — U5

- pimple /ˈpɪmpl/ n\. 粉刺 — U1

- plate /pleɪt/ n\. 盘子；碟子 — U3

- policewoman \(pl\. policewomen\) /pəˈliːswʊmən/ n\. 女警察 — U2

- polluted /pəˈluːtɪd/ adj\. 受污染的；被玷污的 — U6

- pollution /pəˈluːʃn/ n\. 污染 — U6

- postman \(pl\. postmen\) /ˈpəʊstmən/ n\. 邮递员 — U2

- poverty /ˈpɒvəti/ n\. 贫穷；贫困 — U1

- pressure /ˈpreʃə\(r\)/ n\. 心理压力；紧张 — U1

- pride /praɪd/ n\. 自豪；骄傲 — U5

- professional /prəˈfeʃənl/ adj\. 职业的；专业的 — U2

- proposal /prəˈpəʊzl/ n\. 建议 — U6

### R

- race /reɪs/ n\. 赛跑 — U2

- reflect /rɪˈflekt/ v\. 反射；反映 — U5

- reflection /rɪˈflekʃn/ n\. 反映 — U1

- regular /ˈreɡjələ/ adj\. 有规律的；定时的 — U3

- rehearse /rɪˈhɜːs/ v\. 排练；排演 — U1

- relate to 理解；认同；与……产生共鸣 — U4

- remotely /rɪˈməʊtli/ adv\. 远程地 — U6

- requirement /rɪˈkwaɪəmənt/ n\. 要求；必要条件 — U2

- restoration /ˌrestəˈreɪʃn/ n\.（损坏的建筑物、艺术品等的）修复 — U2

- restorer /rɪˈstɔːrə\(r\)/ n\. 修补者；修复者 — U2

- road /rəʊd/ n\. 路；道路；公路 — U6

### S

- sand /sænd/ n\. 沙；沙子 — U3

- sandwich /ˈsænwɪtʃ/ n\. 三明治 — U4

- sausage /ˈsɒsɪdʒ/ n\. 香肠 — U4

- scientific /ˌsaɪənˈtɪfɪk/ adj\. 科学的 — U2

- shark /ʃɑːk/ n\. 鲨鱼 — U6

- shocked /ʃɒkt/ adj\. 震惊的 — U3

- shortened /ˈʃɔːtnd/ adj\. 缩短的 — U3

- similarly /ˈsɪmələli/ adv\. 相似地；类似地；差不多地 — U3

- sincerely /sɪnˈsɪəli/ adv\.（用于正式信函末尾署名前）谨致问候 — U6

- skylight /ˈskaɪlaɪt/ n\.（房顶的）天窗 — U5

- slippery /ˈslɪpəri/ adj\. 滑的 — U5

- soil /sɔɪl/ n\. 土壤 — U6

- solution /səˈluːʃn/ n\. 解决办法；处理手段 — U6

- solve /sɒlv/ v\. 解决；处理 — U6

- southern /ˈsʌðən/ adj\. 南方的；南部的 — U5

- souvenir /ˌsuːvəˈnɪə\(r\)/ n\. 纪念物；纪念品 — U3

- speak highly of 赞扬 — U1

- sphere /sfɪə\(r\)/ n\. 球；球体；球形 — U5

- spill /spɪl/ n\. 泄漏（量） — U6

- spoon /spuːn/ n\. 勺；匙 — U4

- stall /stɔːl/ n\. 货摊，摊位，售货亭（尤指集市上的） — U3

- stand /stænd/ n\.（展示或推介物品的）桌，台，摊位 — U4

- stand out 显眼 — U6

- steel /stiːl/ n\. 钢；钢铁 — U5

- stomach /ˈstʌmək/ n\. 胃 — U3

- stone /stəʊn/ n\. 石头；石块；石子 — U5

- stress /stres/ n\. 压力 — U1

- structure /ˈstrʌktʃə\(r\)/ n\. 结构；构造 — U5

- struggle /ˈstrʌɡl/ v\. 挣扎 — U1

- suburb /ˈsʌbɜːb/ n\. 郊区 — U5

- suit /sjuːt/ n\. 套装；西服 — U4

- suppose /səˈpəʊz/ v\.（根据所知）认为，推断，料想 — U4

- supreme /suːˈpriːm/ adj\.（级别或地位）最高的，至高无上的 — U5

- symbol /ˈsɪmbl/ n\. 象征；符号 — U5

### T

- teenage /ˈtiːneɪdʒ/ adj\. 十几岁的（指13至19岁）；青少年的 — U1

- thought /θɔːt/ n\. 想法；看法；主意；记忆 — U3

- tile /taɪl/ n\. 瓷砖；瓦片 — U5

- tiny /ˈtaɪni/ adj\. 微小的 — U1

- toothbrush /ˈtuːθbrʌʃ/ n\. 牙刷 — U3

- treasure /ˈtreʒə\(r\)/ n\. 极贵重的物品；珍宝

v\. 珍视；珍爱 — U1

- TV /ˌtiːˈviː/ n\. 电视；电视机 — U6

- tweezers /ˈtwiːzəz/ n\. 镊子；钳子 — U2

### U

- ugly /ˈʌɡli/ adj\. 丑陋的 — U1

- unite /juˈnaɪt/ v\. 团结 — U4

- university /ˌjuːnɪˈvɜːsəti/ n\. 大学 — U6

- unnatural /ʌnˈnætʃrəl/ adj\. 非自然的 — U6

- unplanned /ˌʌnˈplænd/ adj\. 未计划（或筹划）的；意外的 — U3

- unwilling /ʌnˈwɪlɪŋ/ adj\. 不愿意的；不情愿的 — U2

- upturned /ˌʌpˈtɜːnd/ adj\. 向上翘的；面朝上的 — U5

### V

- value /ˈvæljuː/ n\. 价值

v\. 重视；珍视 — U4

- vehicle /ˈviːəkl/ n\. 车辆 — U6

- version /ˈvɜːʃn/ n\.（电影、剧本、乐曲等的）版本，改写本 — U3

- visible /ˈvɪzəbl/ adj\. 明显的 — U3

- vox pop 街头采访 — U2

### W

- weaver /ˈwiːvə\(r\)/ n\. 织布工；编织工 — U1

- wherever /weərˈevə\(r\)/ conj\. 在任何地方；无论哪里 — U3

- workshop /ˈwɜːkʃɒp/ n\. 研讨会；讲习班 — U6

- worm /wɜːm/ n\. 虫子；蠕虫 — U2

- worth /wɜːθ/ adj\.（指行动）值得，有价值；有……价值 — U3

### Y

- yet /jet/ conj\. 但是；然而

adv\.（用于否定句和疑问句，谈论尚未发生但可能发生的事） — U5

# **Proper nouns**

# Proper Nouns \& Place Names

- Around the World in 80 Days /əˈraʊnd ðə wɜːld ɪn ˈeɪti deɪz/ 《环游地球80天》

- boubou /ˈbuːbuː/ \(西非男女均可穿的\)宽长大袍

- CBD \(=Central Business District\) 中央商务区

- Copenhagen /ˌkəʊpənˈheɪɡən/ 哥本哈根

- Dakar /ˈdækə\(r\)/ 达喀尔

- Denmark /ˈdenmɑːk/ 丹麦

- Edinburgh Festival Fringe /ˈedɪnbərə ˈfestɪvl frɪndʒ/ 爱丁堡边缘艺术节；爱丁堡艺穗节

- Gorden /ˈɡɔːdən/ 戈登\(男名\)

- Greece /ɡriːs/ 希腊

- haka /ˈhɑːkɑː/ 哈卡舞\(传统毛利人伴战舞\)

- Hans Christian Anderson /ˈhænz ˈkrɪstʃən ˈændəsən/ 汉斯·克里斯蒂安·安徒生\(丹麦作家\)

- Jonas Collin /ˈdʒəʊnəs ˈkɒlɪn/ 乔纳斯·柯林\(男名\)

- Kathmandu /kɑːtˈmɑːnduː/ 加德满都

- Māori /ˈmaʊri/ \(新西兰\)毛利人；毛利语

- Midsummer Day /ˈmɪdsʌmə\(r\) deɪ/ 仲夏日

- Munich /ˈmjuːnɪk/ 慕尼黑

- National Library /ˈnæʃnəl ˈlaɪbrəri/ 国家图书馆

- Odense /ˈəʊðenseɪ/ 欧登塞

- Oktoberfest /ɒkˈtəʊbəˌfest/ 德国慕尼黑黑啤酒节\(又称十月节\)

- PM₂\.₅ 可吸入颗粒物

- ROV 无人遥控潜水器

- Royal Danish Theatre /ˈrɔɪəl ˈdemɪʃ θɪətə\(r\)/ 丹麦皇家剧院

- Senegal /ˌsenəˈɡɔːl/ 塞内加尔

- Senegalese /ˌsenəɡəˈliːz/

n\. 塞内加尔人

adj\. 塞内加尔\(人\)的

- Sophie /ˈsəʊfi/ 索菲\(女名\)

- Suzhou Museum /mjuˈziːəm/ 苏州博物馆

- Sydney /ˈsɪdni/ 悉尼

- Sydney Opera House /ˈsɪdni ˈɒprə haʊs/ 悉尼歌剧院

- Teranga /teˈrɑːŋɡə/ 热情好客\(塞内加尔语\)

- the Colosseum /ðə ˌkɒləˈsiːəm/ 罗马圆形大剧场

- the Eiffel Tower /ði ˈaɪfl taʊə\(r\)/ 埃菲尔铁塔

- The Little Mermaid /ðə ˈlɪtl mɜːmeɪd/ 《小美人鱼》

- the Oriental Pearl TV Tower /ði ˌɔːriˈentl pɜːl ˌtiːˈviː taʊə\(r\)/ 东方明珠电视塔

- the Summer Palace /ðə ˈsʌmə\(r\) pæləs/ 颐和园

- The Ugly Duckling /ði ˈʌɡli ˈdʌklɪŋ/ 《丑小鸭》

- the Yellow Crane Tower /ðə ˈjeləʊ kreɪn taʊə\(r\)/ 黄鹤楼

- World Wild Fund for Nature /ˈwɜːld waɪld fʌnd fə\(r\) ˈneɪtʃə\(r\)/ 世界自然基金会

# Numbers

# Cardinal numbers 基数词

|Number|Word|Number|Word|
|---|---|---|---|
|0|zero|40|forty|
|1|one|50|fifty|
|2|two|60|sixty|
|3|three|70|seventy|
|4|four|80|eighty|
|5|five|90|ninety|
|6|six|100|one hundred|
|7|seven|102|one hundred and two|
|8|eight|110|one hundred and ten|
|9|nine|113|one hundred and thirteen|
|10|ten|120|one hundred and twenty|
|11|eleven|136|one hundred and thirty\-six|
|12|twelve|200|two hundred|
|13|thirteen|1000|one thousand|
|14|fourteen|1001|one thousand and one|
|15|fifteen|1012|one thousand and twelve|
|16|sixteen|1103|one thousand one hundred and three|
|17|seventeen|1230|one thousand two hundred and thirty|
|18|eighteen|1357|one thousand three hundred and fifty\-seven|
|19|nineteen|1500|one thousand five hundred|
|20|twenty|||
|21|twenty\-one|||
|30|thirty|||
|33|thirty\-three|||



---



# Decimal numbers 小数

### For temperatures 温度

- $0.8^\circ\text{C}$ = zero point eight degrees Celsius

- $5.4^\circ\text{C}$ = five point four degrees Celsius

- $40.3^\circ\text{C}$ = forty point three degrees Celsius

- $89.2^\circ\text{C}$ = eighty\-nine point two degrees Celsius

- $-12.2^\circ\text{C}$ = twelve point two degrees Celsius below zero / minus twelve point two degrees Celsius

### For length 长度

- $8848.86\mathrm{m}$ = eight thousand eight hundred and forty\-eight point eight six metres

---



## Percentage 百分比

|Symbol|Expression|
|---|---|
|1%|one per cent|
|10%|ten per cent|
|17%|seventeen per cent|
|31%|thirty\-one per cent|
|60%|sixty per cent|
|89%|eighty\-nine per cent|
|100%|one hundred per cent|



---



## Fractions 分数

|Fraction|English expressions|
|---|---|
|$\displaystyle \frac12$|a half / one half / one\-half|
|$\displaystyle \frac13$|a third / one third / one\-third|
|$\displaystyle \frac14$|a fourth / one fourth / a quarter / one quarter / one\-fourth|
|$\displaystyle \frac{1}{10}$|a tenth / one tenth / one\-tenth|
|$\displaystyle \frac23$|two thirds / two\-thirds / two over three|
|$\displaystyle 1\frac12$|one and a half / one and one half / one and one\-half|
|$\displaystyle 2\frac35$|two and three fifths / two and three\-fifths / two and three over five|

# Ordinal numbers 序数词

|Abbreviation|Word|Abbreviation|Word|
|---|---|---|---|
|1st|first|11th|eleventh|
|2nd|second|12th|twelfth|
|3rd|third|20th|twentieth|
|4th|fourth|21st|twenty\-first|
|5th|fifth|22nd|twenty\-second|
|6th|sixth|23rd|twenty\-third|
|7th|seventh|40th|fortieth|
|8th|eighth|100th|hundredth|
|9th|ninth|||
|10th|tenth|||



---



# Years and dates 年份和日期

- 25 January 1600: the twenty\-fifth of January / January the twenty\-fifth, sixteen hundred

- 3 February 1735: the third of February / February the third, seventeen thirty\-five

- 18 March 1830: the eighteenth of March / March the eighteenth, eighteen thirty

- 5 April 1905: the fifth of April / April the fifth, nineteen o five

- 22 May 1910: the twenty\-second of May / May the twenty\-second, nineteen ten

- 2 June 2000: the second of June / June the second, two thousand

- 14 July 2006: the fourteenth of July / July the fourteenth, two thousand and six / twenty o six

- 12 August 2010: the twelfth of August / August the twelfth, two thousand and ten / twenty ten

- 5 September 2016: the fifth of September / September the fifth, two thousand and sixteen / twenty sixteen

- 10 October 2020: the tenth of October / October the tenth, two thousand and twenty / twenty twenty

- 30 November 2021: the thirtieth of November / November the thirtieth, two thousand and twenty\-one / twenty twenty\-one

- 31 December 2050: the thirty\-first of December / December the thirty\-first, two thousand and fifty / twenty fifty

### Notes

The last two letters of the number word are sometimes added in the dates in written language \(e\.g\. 1st, 2nd, 3rd, 4th\)\.

## Time 一天中时间的表达法

|Time|English expressions|
|---|---|
|9:30 a\.m\.|half past nine / nine thirty a\.m\.|
|12:00 p\.m\.|noon / twelve p\.m\.|
|12:30 p\.m\.|half past twelve / twelve thirty p\.m\.|
|4:30 p\.m\.|half past four / four thirty p\.m\.|
|7:00 p\.m\.|seven p\.m\.|

# **Irregular verbs**

## Irregular verbs 不规则动词表

|动词|过去式|过去分词|动词|过去式|过去分词|
|---|---|---|---|---|---|
|awake|awoke|awoken|draw|drew|drawn|
|be \(am, is, are\)|was, were|been|dream|dreamt/dreamed|dreamt/dreamed|
|bear|bore|born/borne|drink|drank|drunk|
|beat|beat|beaten|drive|drove|driven|
|become|became|become|eat|ate|eaten|
|begin|began|begun|fall|fell|fallen|
|bleed|bled|bled|feed|fed|fed|
|blow|blew|blown|feel|felt|felt|
|break|broke|broken|fight|fought|fought|
|bring|brought|brought|find|found|found|
|build|built|built|fly|flew|flown|
|burn|burnt/burned|burnt/burned|forget|forgot|forgotten|
|buy|bought|bought|freeze|froze|frozen|
|can|could|/|get|got|got/gotten|
|catch|caught|caught|give|gave|given|
|choose|chose|chosen|go|went|gone|
|come|came|come|grow|grew|grown|
|cost|cost|cost|hang（悬挂）|hung|hung|
|cut|cut|cut|have|had|had|
|deal|dealt|dealt|hear|heard|heard|
|dig|dug|dug|hide|hid|hidden|
|do|did|done|hit|hit|hit|

# Irregular verbs 不规则动词表（续表）

|动词|过去式|过去分词|动词|过去式|过去分词|
|---|---|---|---|---|---|
|hold|held|held|run|ran|run|
|hurt|hurt|hurt|say|said|said|
|keep|kept|kept|see|saw|seen|
|know|knew|known|sell|sold|sold|
|lay|laid|laid|send|sent|sent|
|lead|led|led|set|set|set|
|learn|learnt/learned|learnt/learned|shake|shook|shaken|
|leave|left|left|shall|should|/|
|lend|lent|lent|shine|shone|shone|
|let|let|let|shoot|shot|shot|
|lie（躺）|lay|lain|show|showed|shown|
|light|lit/lighted|lit/lighted|shut|shut|shut|
|lose|lost|lost|sing|sang|sung|
|make|made|made|sit|sat|sat|
|may|might|/|sleep|slept|slept|
|mean|meant|meant|smell|smelt/smelled|smelt/smelled|
|meet|met|met|speak|spoke|spoken|
|mistake|mistook|mistaken|speed|sped/speeded|sped/speeded|
|must|must|/|spell|spelt/spelled|spelt/spelled|
|pay|paid|paid|spend|spent|spent|
|put|put|put|spread|spread|spread|
|read /riːd/|read /red/|read /red/|stand|stood|stood|
|ride|rode|ridden|steal|stole|stolen|
|ring|rang|rung||||
|rise|rose|risen||||

|动词|过去式|过去分词|动词|过去式|过去分词|
|---|---|---|---|---|---|
|stick|stuck|stuck|throw|threw|thrown|
|sweep|swept|swept|understand|understood|understood|
|swim|swam|swum|wake|woke|woken|
|take|took|taken|wear|wore|worn|
|teach|taught|taught|will|would|/|
|tell|told|told|win|won|won|
|think|thought|thought|write|wrote|written|

# Glossary 术语表

- assimilation 同化 — p\. 53

- future simple passive 一般将来时的被动语态 — p\. 92

- homophone 同音异形异义词 — p\. 91

- incomplete plosion 不完全爆破 — p\. 21

- infinitive 不定式 — p\. 44

- linking verb 连系动词 — p\. 12

- past simple passive 一般过去时的被动语态 — p\. 76

- present simple passive 一般现在时的被动语态 — p\. 60

- relative clause 关系从句 — p\. 28

- word stress 单词重音 — p\. 37

# **义务教育教科书（五·四学制）**

## **英语**

## **九年级上册**

## **音视频文字和答案**

## 2026上海九年级上英语课本（五四学制）答案精简版

## Scripts 课文原文

### Unit 1

#### Getting started

# Don’t treat me like a child

Ye, ye, ye, ye, ye, ye, ye,

Ye, ye, ye, ye, ye, ye, ye,

Well just because I’m in my teens,

And I still go to school,

Don’t think that I dream childish dreams\.

I’m nobody’s fool,

Don’t mother me that makes me wild,

And please don’t treat me like a child\.



Ye, ye, ye, ye, ye, ye, ye,

It’s often said that youngsters

Should be seen and not be heard,

But I want you to realise that is quite absurd\.

Don’t wanna be so meek and mild,

So please don’t treat me, ah, ah, ah, like a child\.



Ye, ye, ye, ye, ye, ye, ye,

Gonna be my own adviser,

Because my mind’s my own,

Then I will be much the wiser\.

My opinion of you has got to be known,

The best years of my life

I know are those when I am young,

And since I’m sure that this is so,

Gonna have my fun\.

So if I feel like running wild,

Well please don’t treat me, ah, ah, ah, like a child\.



Ye, ye, ye, ye, ye, ye, ye, ye,

Gonna be my own adviser,

Because my mind’s my own,

Then I will be much the wiser\.

My opinion of you has got to be known,

The best years of my life

I know are those when I am young,

And since I’m sure that this is so,

Gonna have my fun\.

So if I feel like running wild,

Well please don’t treat me, ah, ah, ah, like a child\.



Ye, ye, ye, ye, ye, ye, ye, ye,

Don’t treat me like a child\.



#### A2, A3 \& Update my to\-do list

Good morning, everyone\!

Have you looked in the mirror lately and wondered who that person staring back at you is? You’re not the only one\. I remember feeling that way when I was your age\. Teenage years often come with many changes — our body, emotion, relations and behaviours — that’s a lot\!



So today I’m going to talk about some of the exciting and challenging changes that you’ll experience as a teenager\.



One big change is from your body\. You may grow rapidly or get pimples on your face\. Naturally, you are more likely to be bothered by your body image than ever before\. Keep in mind that everybody is beautiful in their own way\.



Along with physical changes come social and emotional ones\. As you grow more independent, you may start making your own choices about things like interests or managing money\. You may have trouble getting along with your family and friends; meanwhile, you may become moody or easily upset if your opinions are not respected or heard\. Communication is key to handling this\. Breathing exercises also help calm strong emotions\.



Finally, your behaviour goes through changes too\. Some of you may do something dangerous just to look cool to others\. That’s peer pressure\. Remember, you don’t have to do anything that makes you uncomfortable\.



In short, growing up brings lots of changes, but you don’t have to go through it alone\. Stay positive and enjoy discovering yourself during this valuable time of your life\.



Now, let’s take a look at some cases …



---



### Unit 2

#### A2, A3 \& Update my to\-do list

Wang Yiming and Lu Yao are asking people, “What’s your job?” and “Why do you work?”\.



A: I am a delivery man\. I took this job because the pay was good\. I also like to stay busy, and I’m happy to feed my family\. My job is to collect parcels and drive them to people’s homes in my van\. I feel that I am helping people\.



B: I work as a social media influencer for a company that sells beauty products\. I feel a lot of pressure to keep my followers interested\. I often work around the clock because I have a lot of things to do\. I have to be super familiar with every single product\. I can’t afford to make a mistake in the live shows\. People might decide to unfollow me and that would be a disaster\. The competition is stressful, but I like being followed\.



C: I am an interior designer\. I work for a decorating company\. I work hard to meet customers’ needs and their satisfaction makes me proud\.



D: Work keeps me quite busy\. I work in the emergency department, examine patients and give first aid to the injured\. Fast treatment saves lives\. Sometimes we need to race against time\. I work hard because helping the sick is my responsibility\.



E: I am retired now\. But I don’t want to stay home watching TV\. So, I became a volunteer to serve the community\. I love making friends\. I feel good when I am valued and respected\.



---



### Unit 3

#### A3 \& Update my to\-do list

Mr Green: Have you finished packing?

Mrs Green: No, it’s taking me much too long\! I just don’t know what to pack\.

Mr Green: Let’s make a checklist\. Autumn is the best time to visit Nepal\. The weather is pleasant and great for hiking\. We’d better add hiking boots — they’re more suitable for the mountains\.

Mrs Green: Sounds good\! Can we pack any lighter?

Mr Green: No, we can’t\. You know that drinking water is extremely rare in Nepal\. Do we have water bottles with built\-in filters? Then we can refill our bottles wherever we go\.

Mrs Green: I don’t think so\. But we can put them on our shopping list first, and pack them anyway\.

Mr Green: Yes, we should pack our own\. Most hotels have stopped providing disposable items, like toothbrushes and shampoo\. It’s better for the environment\.

Mrs Green: Oh, and that reminds me\. We’ll need a first\-aid kit\.

Mr Green: You’re right\! The different climate and food might make us sick\. We need to make sure we don’t get sick or have an accident while we’re in the mountains\.

Mrs Green: I hope that doesn’t happen\. And what about a travel adapter? We need to be able to charge all our devices\.

Mr Green: Yes\! And don’t forget our passports and mobile phone charger\.

Mrs Green: Yes, yes, and no, where is that charger, by the way?



---



### Unit 4

#### A2 \& A3

Ladies and gentlemen: Welcome to our very first Folk Customs Festival\. Have you ever experienced different traditional customs before? Well, we have some here for you today\. Would you like to hear about them?



The first one is a British tradition\. In Britain, people traditionally have afternoon tea\. This happens around four o’clock\. In tea rooms people will eat finger sandwiches, small cakes and biscuits while drinking tea\. It’s a good way to get to know people\. Would you like to try it? Well, you don’t need to wait until the late afternoon\.



Second, folk costumes are different around the world\. For example, in the past, men in Germany wore short leather trousers and women a blouse and full skirt\. Nowadays they usually only wear them for traditional festivals, but today some of our students are wearing them\. Would you like to try them on?



At three p\.m\. you can see another tradition called haka from New Zealand\. The Māori people used this as a war dance, but it’s now a way of greeting\. Don’t you think that’s interesting?



Also, please check out our clay pot from Mexico\. This folk work is made up of thousands of colourful little glass balls and it takes many hours to complete\. Would you like to buy one? There are also many other folk customs to see and experience\. I hope you’ll have a great time\.



---



### Unit 5

#### A2, A3 \& Update my to\-do list Iconic buildings around the world

##### Famous buildings

###### Big Ben

- Country: the United Kingdom

- City: London

- Built: 1859

“Big Ben” is the name given to the bell inside the clock tower that weighs more than fifteen tons\. It is most beautiful at night, when the four faces of the clock are lit up\.



###### The Eiffel Tower

- Country: France

- City: Paris

- Built: 1889

It is a wonderful structure of engineering\. Nine thousand tons of iron were used in its construction\. The tower was at one point the tallest building in the world\.



###### The Colosseum

- Country: Italy

- City: Rome

- Built: CE 82

It is the largest ancient stadium\. It could seat around 50,000 people\. The Colosseum was made of stone and was mainly used for hand\-to\-hand fighting between soldiers, other ordinary people and animals\.



###### Sydney Opera House

- Country: Australia

- City: Sydney

- Built: 1973

The roof of this building has a construction which looks like white shells and some people say they also look like sails of a boat\. This makes it one of the most\-photographed structures\.



###### The Oriental Pearl TV Tower

- Country: China

- City: Shanghai

- Built: 1994

The Oriental Pearl TV Tower is a famous landmark and tourist attraction located in Shanghai, China\. It stands at a height of 468 metres and features three large spheres that are known as the “pearls” of the tower\. Its design has made it a popular subject for photographers and tourists alike\.



---



### Unit 6

#### A2, A3 \& Update my to\-do list

Air is one of the most important things for life and something we all share\. But, 99% of the people on the Earth are breathing polluted air\. It causes the death of about 7 million people every year\. Some of them die because of one of the biggest killers in the polluted air, $PM_{2.5}$ \. Those killers are tiny pieces of pollution, around 30 times smaller than a human hair\. Air pollution has caused heart disease, cancer and breathing problems\. It is not just from the air outside but also inside our homes\. Around a third of the world’s population has dangerous levels of air pollution inside their homes because unsafe cookers burn wood and crop waste\. Air pollution doesn’t care about whether you are rich or poor, or which country you live in\. It costs the world over 9,000 dollars per second for economic and health care\. However, although we are causing the problem with our choice of fuel for energy, industry and travel, the problem will be solved one day if we take action\.



# Answer key 参考答案

## Unit 1

### Getting started

\(Answers may vary\.\)

1. The singer wants not to be treated like a child\. She wants her opinions heard and wants to be her own adviser\.

2. I want to be a person who loves life and values the things and people around me\. I’d like to be an astronaut to explore the universe in the outer space\.

### A Changes in teenagers

#### A1

\(Answers may vary\.\)

Teenagers are worried about pimples, how to make friends and the stress from schoolwork\. They also have problems communicating with their parents\.



#### A2

✅ physical changes

✅ emotional changes

❌ voice changes

✅ behavioural changes

✅ social changes



#### A3

1. Grow

2. body image

3. manage money

4. getting along with

5. moody

6. Communicate

7. breathing exercises

8. Behavioural

9. look cool

10. makes you uncomfortable

### Word study

\-ive → Adjectives: active, positive, …

\-al

- Adjectives: natural, emotional, traditional, alphabetical, …

- Nouns: hospital, capital, …

### Update my to\-do list

\(Answers may vary\.\)

Teenagers may experience physical changes, such as growing taller or getting pimples\. Their social life may also change\. For example, they spend more time with their friends than with their parents\. Their moods are easily affected by the things and people around them\. What’s more, they like taking risks to show off\. This shows a change in their behaviour as well\.



### B Voices of teenagers

#### B1

\(Answers may vary\.\)

Professor Yang told Yiming that his problem was common\. He needn’t worry too much\. And Yiming made an appointment to consult Professor Yang in his office\.



#### Update my to\-do list

\(Answers may vary\.\)

Xiaoli: Hi Ms Wang, I have a trouble\. I’m worried that I always spend too much time chatting online and I have little time for sleep\.

Ms Wang: You must feel very tired during the day\!

Xiaoli: Yeah, you’re right\. In the daytime I feel very tired and weak\. That might be why I am not active in your class\. What should I do?

Ms Wang: Well, don’t worry, I can help you\. I will have a meeting later\. Will you come to my office this Wednesday afternoon after four o’clock? I’ll tell you what to do\.

Xiaoli: Sorry, I am not available then\. I will have a club to attend\. What about three thirty on Friday afternoon?

Ms Wang: Fine\! See you in Room 104 in Building B\.

Xiaoli: OK\. Thank you very much\.



### C Growing up

#### C1

\(Answers may vary\.\)

I guess one of the pictures is the book cover\. The name of the book is The Ugly Duckling, and the author is Hans Christian Andersen\. The portrait of a man may be the photo of Andersen\. So the story is possibly about the book’s author Andersen\.



#### C3

paragraph 1 – D

paragraph 2 – C

paragraph 3 – A

paragraph 4 – B



#### C4

1. in a one\-bedroom house

2. a bookshelf full of books

3. When Andersen was 11

4. passed away

5. put an end to his dream

6. in extreme poverty

7. follow his dream

8. was made fun of

9. stayed positive and didn’t give up

10. his late 60s

11. \(hard\-earned\) success

12. national treasure

#### C5

\(Answers may vary\.\)

1. His determination, optimistic attitude towards life and love for writing helped Andersen get through his hard teenage life\.

2. The two opposite expressions “ugly duckling” and “swan” show the lows and highs of Andersen’s life\. They also show that his path to success was a challenging one\.

### Vocabulary focus

1. imagination

2. poverty

3. support

4. made fun of

5. positive

6. followed

### Update my to\-do list

\(Answers may vary\.\)

From the story, I know Andersen had difficulty in reading and spelling, which I didn’t know before\. But he finally became a writer\. It sounds impossible and amazing\. He made it because his love for writing gave him courage and strength to overcome all the difficulties\. In this way, I think he is a “swan”\.



### Grammar in use

1. The verbs are followed by adjectives\.

2\.

\(1\) B

\(2\)

1. B, C, E, H, M

2. F, J, K, N, P

3. D, G, O

4. A, I, L

3\.

\(1\) became

\(2\) has grown

\(3\) feel

\(4\) go/going

\(5\) got/was

\(6\) seems



### D Teenagers’ stories

#### D1

\(Answers may vary\.\) The writer became more confident\.

#### D2

in the 8th grade, each time, before, as time went on, when, now, long time ago, in the future, …



---



## Unit 2

### Getting started

\(Answers may vary\.\)

1. Some people are happy but some are not\. If people like their jobs and get what they want from the jobs, they feel happy\. If people are not interested in their work, they feel unhappy\.

2. People work for money, pride, sense of achievement, learning new things, making friends, gaining experience and realising their dreams\.

### A Importance of jobs

#### A1

Emergency doctor, interior designer, social media influencer\.

#### A2

✅ social media influencer

✅ interior designer

✅ emergency doctor

✅ community volunteer

#### A3

1. feed

2. beauty products

3. followed

4. decorating company

5. customers’ needs

6. proud

7. Examining

8. the injured

9. helping the sick

10. Serving

11. making friends

12. valued and respected

#### Update my to\-do list

1. Delivery man

    - Pros: good pay

    - Cons: busy

2. Social media influencer

    - Pros: being followed

    - Cons: a lot of pressure/work around the clock, can’t afford to make a mistake in the live shows

3. Interior designer

    - Pros: proud of meeting customers’ needs and their satisfaction

    - Cons: not mentioned

4. Emergency doctor

    - Pros: not mentioned

    - Cons: quite busy

5. Community volunteer

    - Pros: making friends, valued and respected

    - Cons: not mentioned

### B Job requirements

#### B1

His dream job is to be a photographer\.



### C Attitude towards jobs

#### C1

\(Answers may vary\.\) I would get it repaired/take photos of it and keep it in a safe place\.

#### C3

✅ The work of a book restorer

#### C4

- Interviewee: Mr Du

- Job: Book restorer

- Job requirements: Professional skills; carefulness and patience

- Daily work: Fixing pages of the books that have been damaged; using simple tools like scissors, tweezers and brushes; using modern equipment in testing the paper and carrying out other types of research; teaching young restorers/savers

- Reasons for doing the job: The country needs book restorers/The country’s needs; love and passion; sense of responsibility

#### C5

\(Answers may vary\.\)

- Yes: I think it is hard to be a book restorer\. Because it may be boring to stay in one place, doing similar things all the year round\. Someone who restores ancient books must be patient and attentive enough not to make any mistake\. To do the job well, a book restorer has to have many years of practice with the master\.

- No: I think it doesn’t need much travelling or dealing with different kinds of people\. A book restorer doesn’t have to suffer much pressure or face unexpected challenges\. It’s a good job for a person like me, silent but with attention to detail in the craft\.

### Vocabulary focus

1. damaged

2. passed down

3. examine

4. treasure

5. brushes

6. patient

7. allowed

### Word study

\(Answers may vary\.\)

- \-er/\-or: painter, singer, doctor, tailor, …

- \-man/\-woman: chairman/chairwoman, spokesman/spokeswoman, …

- \-ist: physicist, psychologist, …

- \-ian: historian, technician, …

- others: pilot, nurse, …

### Update my to\-do list

\(Answers may vary\.\)

A book restorer’s job is to repair the ancient books which are damaged\. In the past, a book restorer only used simple tools like scissors, tweezers and brushes\. Now, besides the traditional tools, book restorers also use modern equipment to test the paper, carry out research and digitalise old books\. A book restorer needs professional skills and great patience as well\. Experienced restorers also act as teachers to pass down their skills\.



### Grammar in use

1. \(Answers may vary\.\) The underlined part describes the noun/pronoun in front of it\.

2\.

\(2\) ✅after

\(3\) ✅a person

\(4\) ✅a thing

\(5\) ✅a person ✅a thing

3\.

\(1\) B \(2\) A \(3\) C \(4\) E \(5\) D

4\.

\(1\) He is a skilled \(and experienced\) craftsman\./He is a skilled craftsman who has been working with wood for over 20 years\./He is a skilled craftsman with over 20 years’ experience of working with wood\./He is a skilled and experienced craftsman who is known for his attention to detail and his ability to create beautiful, unique pieces of furniture\./He is a skilled and experienced craftsman known for his attention to detail and his ability\.

\(2\) He was \(also\) a master woodworker\.

\(3\) \(He has successfully restored\) An old Chinese chest that had been damaged in a fire\. The chest was over 100 years old and had detailed carvings and beautiful designs\.

\(4\) \(His clients trusted him to create\) Pieces that will last a lifetime and be treasured for generations to come\.



### D My dream job

#### D1

His dream job is to be a scientist who studies living things\. Because he hopes to help people care about nature and know how valuable nature is and how to protect it by researching\.

#### D2

S, CD, CDCX, CD



---



## Unit 3

### Getting started

\(Answers may vary\.\)

1. Perhaps people will discourage you from visiting a place, thinking it is awful, when in reality, it is truly beautiful\. Or perhaps someone constantly tells you how wonderful a destination is\. Go and see for yourself and make up your own minds\. That is what the first quote says to me\. The second quote tells me that people need to be brave to travel\. Otherwise they will not go anywhere even if they have enough money\.

2. Option1: The first quote\. This quote emphasises the importance of first\-hand experience and not relying only on the opinions of others\. It encourages individuals to take action and explore for themselves in order to gain a deeper understanding of a situation or topic\.

Option2: The second quote\. This quote suggests that travelling requires more than just money; it also demands bravery and willingness to step outside one’s comfort zone\.



### A Travel preparation

#### A1

1. A 2\. E 3\. H 4\. D 5\. F 6\. B 7\. C 8\. G

#### A3

1. hiking boots, water bottle, toothbrush, first\-aid kit, travel adapter, passport, mobile phone charger

2\.

|Items to take|Reasons|
|---|---|
|hiking boots|autumn: best time for hiking; suitable for the mountains|
|water bottles|drinking water is rare in Nepal|
|toothbrushes and shampoo|most hotels stop disposable items, better for environment|
|first\-aid kit|in case of getting sick or an accident|
|travel adapter|for charging all our devices|
|passports / mobile phone charger|necessary travel documents \& power supply|



#### Update my to\-do list

\(Answers may vary\.\) They might go hiking, climb the mountains and try some local food\.



### B Day trips and activities

#### B1

Where to go, when to go and what to do on their sightseeing trip\.



### C Inspiring travel stories

#### C1

\(Answers may vary\.\)

1. We can find a travel blog on travel websites\.

2. In a travel blog, we can find descriptions of a travel experience, and some pictures about it\. We can also find the menus of other sections of a travel website\.

#### C3

1. C 2\. A 3\. D 4\. E 5\. B

#### C4

1. share and help

2. community and support

3. trust and ease

4. mentors and guides

5. extra plates

6. best part

7. giving and receiving

8. us and others

9. welcoming and honouring

10. desire

#### C5

\(Answers may vary\.\)

1. Yes, because I think I will be warmly welcomed in countries like Senegal\.

2. I think “all\-embracing” is the word that defines my city, Shanghai, and “diverse” is the word that defines my country, China\.

### Vocabulary focus

1. During

2. enjoyed

3. share

4. other

5. invite

### Word study

1. to give

2. to show or offer

3. to bring up

4. to collect

### Grammar in use

1. Infinitives after Wh\- words\.

2. ✅give information about actions

3\.

\(1\) C \(2\) F \(3\) B \(4\) D \(5\) A \(6\) E

4\.

\(1\) \(Answers may vary\.\) what to wear, when to leave, how long to stay, what to take, how much food/water to take, what activities to do at night, …



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## Unit 4

### Getting started

\(Answers may vary\.\)

1. Folk dance, sugar painting, sky lantern\. Because folk customs refer to the products and practices of a certain social group for a long time\. They are formed in the past and last until now\. They have different forms such as art, music, dance, food and even spoken expressions\.

2. Examples:

- Folk instrument: banjo\. Banjo is a folk musical instrument\. It has long strings and a round body\. It looks a bit like a guitar, but it makes its own special sound and style\. It appeared in Africa for the first time and was brought to America\. Now, it is common in American folk music and has spread to different countries of the world\.

- Folk cuisine: laba congee\. Laba congee is a special kind of porridge in China\. It is made with beans, nuts and dried fruits\. This is a traditional dish enjoyed to celebrate the Laba Festival and bring good luck to the new year\.

- Folk costume: kilt\. A kilt is a traditional skirt that people wear in Scotland\. It is made with colourful clothing called tartan\. Men wear kilts for important events and celebrations\.

### A Types of folk customs

#### A1

A Folk eating customs

B Folk costumes

C Folk art

D Folk dances

#### A2

1. A 2\. B 3\. D 4\. C

#### A3

1. Britain

2. Germany

3. trousers

4. full skirt

5. dance

6. greeting

7. little glass balls

8. many hours

#### Update my to\-do list

\(Answers may vary\.\)

1. Mooncakes\. Mooncakes are eaten during the Mid\-Autumn Festival, a traditional Chinese festival celebrated when the moon is full\.

2. Hanfu\. Hanfu is a special traditional type of clothing in China\. People wear hanfu for important celebrations and cultural events to show Chinese culture and traditions\.

3. Erhu\. In China, erhu is a traditional instrument with two strings\. People play it with a bow\. It is often used to perform folk songs\.

4. Paper cutting\. Paper cutting is a traditional Chinese folk art created by cutting shapes out of paper\. Paper cuttings are often hung on windows and walls to bring good luck\.

### B Seasonal folk customs

#### B1

Folk customs of marking the beginning of the year\.

#### B2

##### ① Midsummer Day

A: Hey\! Have you heard of Midsummer Day?

B: Midsummer Day? No, I haven’t\. What’s that?

A: Well, it’s a seasonal custom celebrated in some European countries on the 24th of June\.

B: Awesome\! So, what do people do on this special day?

A: They do the coolest things\! They stay together and set up campfires, and they even dance around a big pole\.

B: Dancing around a pole? Are you sure that’s what they do?

A: Yes, I’m pretty sure\.

B: That sounds fun\! But why do they celebrate it?

A: Um, I’m not quite sure about the exact reason, but I think it’s believed to be a way of welcoming the arrival of summer and celebrating the longest day of the year\.

B: Ah, I see\. So, it’s like a special summer celebration then?

A: Yeah, that’s what I think\.

B: I love summer, and this Midsummer Day sounds like the perfect way to welcome it\. I’m so glad you told me about it\!

A: You are welcome\.



##### ② Oktoberfest

A: Hey\! Have you heard of Oktoberfest? It’s a really cool festival that happens in Germany during autumn\!

B: Oh, really? I’m not sure if I know about it\. Can you tell me more?

A: Sure\! Oktoberfest is a big celebration that takes place in Munich, Germany\.

B: Are you certain about it? I’ve always wanted to visit Germany\!

A: I’m positive\! It is held in Munich every year\.

B: Wow, that sounds exciting\! Tell me more about what people do during Oktoberfest\.

A: Well, they drink lots of beer, eat delicious German sausages, dance, and even wear traditional costumes\.

B: That’s so cool\! I can picture it now, everyone having a great time dancing and celebrating\. But why do they have Oktoberfest?

A: Good question\! Oktoberfest is a way to celebrate the autumn harvest\.

B: Ah, I see\. So, it’s like a big harvest festival\.

A: Exactly\! It’s a time for people to come together, eat tasty food, and celebrate the changing season\.

B: I’ve always wanted to experience a festival like that\. Do you think we could go to Oktoberfest one day?

A: I guess so\. It would be amazing if we could\!



#### Update my to\-do list

Winter: Winter Solstice Day

Area: China

Time: Usually 21, 22 or 23 December

Customs: Eating tangyuan with family/Making and sharing jiaozi/Having mutton soup

Meaning: To get ready for the arrival of winter



Dialogue:

A: Hey, have you heard about the Winter Solstice Day celebrated in China?

B: Winter Solstice Day? I’m not sure\. What’s it all about?

A: It’s a traditional Chinese festival that marks the winter solstice, usually on December 21st, 22nd or 23rd\.

B: Are you certain about the time? I thought it was on a fixed date\.

A: Well, it may change each year, but it’s usually around that time\.

B: I see\. What do people do during Winter Solstice Day?

A: They have a special meal with their families, eating tangyuan, making and sharing jiaozi, and having mutton soup\.

B: That sounds delicious\! But why do they have Winter Solstice Day?

A: Good question\! To get ready for the arrival of winter, people have such traditions on the Winter Solstice Day\.

B: No wonder\. Is it a big celebration?

A: It certainly is\! Families get together, and spend time with each other\.

B: That would be much fun\! I’d love to try those tangyuan and experience the Winter Solstice Day someday\.

A: Yeah, it would be a great chance to learn more about Chinese traditions\.



### C Importance of folk customs

#### C1

\(Answers may vary\.\) The article might talk about the importance of folk customs by showing reasons\.

#### C3

C

#### C4

|Topic sentences|Details/Examples|
|---|---|
|Paragraph 2: Folk customs help explain identity because they connect us back to our roots\.|The Spring Festival is celebrated throughout China\. Although many of the traditions have changed, there is still the same focus on family and friends\.|
|Paragraph 3: History must be valued and folk customs help achieve this\.|Folk customs are the bridge between the past and the present\. In addition, they teach us about ways of living in the past\. We are reminded that we can learn from history\.|
|Paragraph 4: Folk customs help unite people around the world\.|When we practise folk customs, we show others something about ourselves and our culture\. As people from different backgrounds learn about each other, society becomes stronger\.|



#### C5

\(Answers may vary\.\)

1. Learning about different cultures: When we explore folk customs, we get to discover special and exciting traditions from around the world\. It’s like taking a special journey to learn about how people in different countries celebrate and live their lives\.

2. Personal growth: Learning about different folk customs helps us grow\. It makes us more open\-minded by showing us new and different ways of doing things\. Different folk customs help us see the world in a bigger way\.

3. Respecting and accepting differences: When we learn about folk customs from different cultures, we learn to respect and accept each other’s differences\. We understand that everyone has their own special ways of celebrating and living, and that’s what makes our world so interesting and colourful\. It helps us get along with others and live together peacefully\.

### Vocabulary focus

1. C 2\. B 3\. A 4\. C 5\. A

### Word study

✅ the word before it

✅ its form

✅ the word after it

✅ the meaning of other words in the sentence



### Update my to\-do list

\(Answers may vary\.\)

I can learn about the importance of folk customs, how they connect us to our roots and history, and how they bring people together\. I believe that understanding and respecting different cultures through folk customs can make the world more peaceful and colourful\.



### Grammar in use

1. The underlined parts are formed with “the verb be \+ past participle”\.

Who does the action:

\(1\) people who celebrate the coming new year

\(2\) people who wash out bad luck

\(3\) people who celebrate their history

\(4\) people among family and friends

\(5\) people in the world

\(6\) people from different cultures

2\.

\(1\) F In passive voice, the action itself is more important than who does the action\.

\(2\) T “To be \+ \-ed” is one of the forms of passive voice\.

\(3\) F

\(4\) T

3\.

\(2\) are created

\(3\) are celebrated

\(4\) are performed

\(5\) are thrown

\(6\) are made

\(7\) are practised

4\.

\(Answers may vary\.\) To make a kite, you need some thin sticks, a large piece of coloured paper and a reel of string\. First, you need to build a frame\. A frame is usually made of two thin sticks\. The shorter stick is placed across the longer stick and they are taped together\. Next, stick a piece of coloured paper onto the frame\. Then, a tail is usually put to the end of the frame\. Finally, cut a reel of string and join the frame and the string together\. Now your kite is finished, and it’s ready for flying\.



### D Folk customs around us

#### D1

She felt sad and worried\.

#### D2

made=produced, aged=old, disappear=die out

#### D3

\(Answers may vary\.\)

|Item|Content|
|---|---|
|Time|On the day before the Spring Festival|
|Place|Neighbourhood|
|Folk custom|Paper cutting|
|Event\(s\)|Seeing a neighbour hanging paper cuttings on the door|
|Feeling\(s\)/Opinion\(s\)|We should keep Chinese traditional culture alive\.|



---



## Unit 5

### Getting started

\(Answers may vary\.\)

1. A shopping mall, a swimming pool, a house for living, an office building, a school\.

2. For meeting people’s needs to live, work, have fun, …

### A Famous buildings

#### A1

A – 4

B – 2

C – 1

D – 5

E – 3

#### A2

1. C 2\. D 3\. E 4\. A 5\. B

#### A3

1. bell

2. clock tower

3. tallest

4. 1889

5. Italy

6. 50,000

7. white shells/sails of a boat

8. 1973

9. The Oriental Pearl TV Tower

10. pearls

#### Update my to\-do list

\(Answers may vary\.\)

The special appearance of Big Ben makes it famous\. The wonderful structure of the Eiffel Tower makes it famous\. The long history of the Colosseum makes it famous\. The beautiful shape of Sydney Opera House makes it famous\. The unique construction of the Oriental Pearl TV Tower makes it famous\.



### B Buildings around us

#### B1

Tall buildings today and low buildings in the past\.



### C Buildings as culture icons

#### C1

\(Answers may vary\.\) Yes, I have visited the Palace Museum\. It was once the palace for emperors and now it is a public museum with many treasures\.

#### C3

✅ History

✅ Design

❌ Collections

✅ Connection with culture and people

✅ Craftsmanship

#### C4

|Attractive features|Details|
|---|---|
|Colour|⚫ Yellow: symbol of power\<br\>⚫ Red: walls, pillars, doors and windows, symbol of good luck and happiness|
|Roof|⚫ Corners of the roofs turn up\<br\>⚫ Has different tile shapes\<br\>⚫ Clean and slippery|
|Wooden structures|⚫ Smartly constructed\<br\>⚫ No nails|
|Stone steps|⚫ Made of jade\<br\>⚫ Carved with dragons|



#### C5

\(Answers may vary\.\)

We make the buildings the way we like and the buildings help form our thoughts\.

1. Buildings are the results of architects’ design, wisdom and capability\. They make the buildings beautiful, artistic and comfortable\.

2. Buildings are the witnesses of the time\. They record the history\. They are the symbols and they tell stories of people\.

### Vocabulary focus

1. a central axis

2. symbol

3. power

4. emperors

5. arranged

6. dragons

7. pride

8. public

### Word study

\(Answers may vary\.\)

- Actions: decorate, paint, …

- Materials: stone, cement, …

- Features: chimney, balcony, …

- Styles: Romanesque, Gothic, …

### Update my to\-do list

\(Answers may vary\.\) Its beauty, wonderful design and architecture\. It has stories about the builders, residents or collections, and can reflect the culture of the people and nation\.



### Grammar in use

1. They are formed with “was/were \+ past participle”\.

2\.

\(1\) past

\(2\) was/were not

\(3\) was/were

3\.

\(1\) were constructed

\(2\) were used

\(3\) were included

\(4\) were made

\(5\) helped



### D Different places to live in

#### D1

He thinks it is comfortable and he likes it\.

#### D2

\(Answers may vary\.\)

1. A, because I think sentence A is more logically natural\.

2. A, because I think sentence B is a bit wordy, and sentence A is easy to understand\.

---



## Unit 6

### Getting started

1. Air pollution, water pollution, noise pollution and soil pollution\.

2. \(Answers may vary\.\) When the air quality is very bad, we need to wear masks to go out\.

### A Knowing about pollution

#### A1

A Breathing problems caused by $PM_{2.5}$

B Shark in polluted seas and oceans

C Loss of healthy soil

D Plants’ growth changed by lighting

#### A2

B

#### A3

1. health

2. 99%

3. breathing

4. About 7 million

5. die

6. Around a third

7. dangerous

#### Update my to\-do list

Over 9,000 dollars per second are spent on economic and health care\.



### B Caring about pollution

#### B1

Noise pollution comes from buildings and restaurants, fans and air conditioners, traffic, road works, pets, TVs and musical instruments\.

#### B2

\(Answers may vary\.\)

- Air pollution: Power plants, Home heating

- Water pollution: Farming, Shipping

- Soil pollution: Cutting down trees, Landfills

#### Update my to\-do list

A: Water pollution is a big challenge in our community\.

B: Yes\. Tons of waste is produced and thrown into rivers every day\. Tourism is taking a beating\.

A: Truly\. Waste is thrown in the open spaces and falls into the rivers\. This is the main cause of water pollution\.

B: I’m afraid I disagree\. I think waste from the factories pollutes the rivers\.

A: If the work of treating waste is divided among citizens, companies and government, our community will be protected from pollution\.

B: I agree\.



### C Acting green

#### C1

1 – B 2 – C 3 – D 4 – A

#### C3

1. tiny plastic

2. clean it up

3. the ocean animals

4. the environment

5. engineering skills

6. doing small things

#### C4

1. Tiny pieces of plastic

2. a camera

3. three kinds of light

4. colours and shapes

#### C5

\(Answers may vary\.\)

1. Her love for the beach, her passion for the environment, her interest in STEM, her engineering sense and skills and her spirit of never giving up\.

2. I can discover the plastic problem in the school, community and city, learn what to recycle, use reusable items, never litter, go litter picking and build a more Earth\-friendly home\.

### Vocabulary focus

1. B 2\. A 3\. A

### Word study

1. piece

2. sea

3. threw

4. weather

5. wood

### Update my to\-do list

\(Answers may vary\.\)

The ROV helps to find hidden microplastic in the oceans\. This green action also encourages more teenagers to use science and technology to solve some of the world’s biggest problems\. So much is possible if they just try\.



### Grammar in use

1. The future simple passive voice is formed with “will \(not\) \+ be \+ past participle”\.

2. ✅the effect of an action that will happen in the future

3\.

\(1\) will be invited

\(2\) will be shown

\(3\) will be given

\(4\) will be interviewed

\(5\) will be printed



### D Thinking green

#### D1

This is a proposal letter\. Lu Yao writes it to suggest that people take action to solve the problem of plastic waste at school\.

#### D2

\(Answers may vary\.\)

1. Dear Mr Lin

2. I am therefore writing to suggest actions to reduce plastic pollution in our school\.

3. Yours sincerely, Lu Yao

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