新人教版高中英语选修2教材（Word版）

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Unit 1 Science and Scientists
To raise new questions, new possibilities, to regard old problems from a new angle requires areative imagination and mark real advance in science.
——Albert Einstein &Leopold Infeld
In this unit, you will
1 read about how John Snow defeated “King Cholera”.
2 listen to and talk about interesting experiences related to science.
3 write about what makes a great scientist.
4 explore the relationship between science and art.
Look and discuss
1 Where do you think What are the students doing in the photo?
2 Have you ever been to a place like this? What was it like?
3 Would you like to work in such a field in the future? Why or why not?
Reading and Thinking
Understand the questioning mind
1 Discuss the following stages of scientific research in groups. What order would you put them in?

△2 Skim the passage to see if the order you decided in Activity 1 was correct.


3 Read the passage again and complete the chart below.

4 Match the following headers with the letters from the chart above. Write A-E in the blanks.
1 conclusion 2 evidence 3 process 4 solution 5 theories
5 Write out the questions according to the answers?

1 Q: What ?
A: Snow thought that cholera was caused by germs in food or water.
2 Q: Why ?
A: Snow had the handle of the pump removed so that it could not be used.
3 Q: How ?
A: The cholera threat was defeated thanks to the work of Joh Snow.
6 In groups, discuss the following questions.
1 What was the most important tool Snow used to defeat cholera? What common medical tools, e.g., a microscope, didn't he use? Why?
2 How has John Snow's work affected our daily lives?
Learning About Language
Build up your vocabulary
1 Find the words from the previous pages with the following prefixes or suffixes. Then add two words for each prefix or suffix, and explain their meanings.

2 Make phrases by combining the words in the left box with those on the right. Then complete the sentences using these phrases.

1 Many scientists the view that t is human activity that has caused global warming.
2 He was to the accident because he drove on the wrong side of the road.
3 The man being behind the robbery was seen crossing the street.
4 Since heart disease is often our lifestyle choices, we need to make healthy living an important part of our lives.
3 Replace the underlined parts with suitable words from the box.
1 It is not unusual for an athlete to be well-known while he is active, and quickly forgotten
when his athletic career is over.
2 I'm sure she'll deal with the changes very we l because she's very adaptable
3 He was ready to serve dinner to his friends when he realised that he had forgotten to turn on the oven and the meat was not cooked yet.
4 He used his great influence to change the thinking of the scientific community on this issue.
5 Scientists have collected more data than expected to prove the theory.
4 Read this passage about medical science, Complete it using the words below.
British scientists believe they may have found a way to fight the common cold. t blocks a key protein in the body's cells that is to for the spread of cold-causing virus. Targeting the host rather than the was a bit non-traditional but made sense because it was tricky to target the virus. Cold-causing virus are not only of kinds, they also
rapidly, meaning they can quickly develop resistance to medicine. Researchers are working on making a form of medicine that can be taken directly into one's lungs, to the chance of side effects. Though these scientists have made advances in their research, further is needed to make sure such drugs are not so that they harm the body.
Discover useful structures
1 Underline all the examples in the reading passage where noun clauses are
used as the predicative. Then state their meaning and functions.
2 Answer the following questions using the information from the reading
passage as well as the predicative clauses.
EXAMPLE
What was it that John Snow showed to the world?
What John Snow showed to the world was how cholera could be overcome.
1 What was Snows discovery in two particular streets in London?
Snows discovery in two particular streets in London was that .
2 What was Snow determined to find out during the 1854 outbreak of cholera in London?
What Snow was determined to find out was why .
3 What were the exact places Snow marked on the map?
The exact places Snow marked on the map were where .
4 What was the finding that Snow announced?
Snow’s finding was that .
3 David is talking to Maria about their scientific research project. First complete David’s lines [A-E], using the words in the box. Then put David’s lines in the correct order and practise the conversation.

A Absolutely. You may not believe it, but that was happened at the initial stage of our groups research on developing a vaccine for malaria.
B Yes, it is. And it seemed all the theories were useful, but the fact was we couldn't persuade one another that one theory was better than another.
C Exactly The problem was not about all our theories were equally good, but in
deciding theory to depend upon.
D We realised that what we cared about was not aspect we needed to develop a theory in. but rather we can reduce the cost of a vaccine without reducing its effect!
E You're right. At last, we became focused on the key issue, which was to carry out the research in the first place.
Mania: This mix of theory and data is one of the key characteristics of what we call science.
David: A
Maria: With your theoretical framework?
Maria: Deciding on a theory is definitely of antica importance
David:
Mania: This was when you should have calmed down and got down to dong some solid work.
David:
Maria: So what happened in the end?
David:
Using Language
Talk about scientific experiences
1 Look at the photos below, and discuss in groups what these activities have to do with science.

2 The photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.
1 Where are the people in the conversation going to go?
2 What kind of place is it, and what does it focus on?
3 What kinds of things can you do there?

△3 Listen to the conversation and see if your answers for Activity 2 are correct. Then write down the letters(A-E) for the photos in the order that you hear them described.
1 2 3 4 5
△4 Listen again and complete the descriptions of the photos above
Photo A: A giant dish; when you speak into it. it the sound back and .You can use it to speak in a someone 17 metres away.
Photo B: A giant that you can use your feet to play. Instead of playing the sounds of a piano, it plays the voices of .
Photo C: You look at a blue screen for a while, and then suddenly you can see moving around on it. These are our .
Photo D: A where you can see yourself reflected thousands of times.
Photo E: You stand in front of and it casts different shadows of you, in the rainbow.
5 Discuss the following questions in groups.
1 The conversation is about the City of Science and Industry, a museum in Paris. Would you like to go to this museum? Why or why not?
2 Are there any museums like this in China? What other interesting museums are there?
6 In groups, choose one of the museum activities on the previous page or brainstorm another scientific research or experiment that you are interested in.
7 Make a short presentation to the class about your choice. Use the example and useful
phrases below to help you.
EXAMPLE
Today, I want to talk to you about a very strange phenomenon called a non-Newtonian fluid. You can make it easily using equal parts of water and cornflour, like I have here. A in-Newtonian fluid is strange because you can pour it like a liquid, but if you put any pressure on it, it suddenly becomes hard as concrete. In fact, it becomes hard enough to stand on. Then, as soon as you take the pressure off, it becomes a liquid again. This show that it is possible that something can exist as a liquid and a solid at the same time.
Talking about scientific phenomena

Write about what makes a great scientist
△1 Read the texts and decide if the statements are true(T)or false(F).





2 Answer the questions below using the information from the texts.
1 Why was Qian called "the father of China's aerospace"?
2 How was Hawking’s own theory proven correct?
3 Study the language and structure
1 Underline the linking words and phrases in the passages, and describe their function
2 What is the function of each paragraph in the passages?
3 Find words that describe the personalities of the scientists. How do the stores about the scientists help illustrate these personalities?
4 Write an essay about the scientific spirit.
1 In groups, discuss some stories about great scientists.
2 Using these stories as a basis, discuss the following questions:
Apart from being clever, what are the most important personal qualities a scientist must have to be successful?
How do these stories illustrate the scientific spirit?
3 Now work by yourself to write an essay about the scientific spirit.
5 Exchange your draft with a partner. Use this checklist to help you revise the draft. Then take your draft back and revise it using your partner's comments.
√ Does the writer explain clearly the personal qualities that make up the scientific spirit?
√ Does the writer give examples from the lives of the scientists) to illustrate the points?
√ Does the writer describe the personality of a great scientist?
√ Does the writer use appropriate linking words and phrases to tie the ideas together?
√ Does the writer use separate paragraphs, each with its own function?
6 Put up your essay in the classroom or read it to your class.
Assessing Your Progress
1 Complete the passage with the correct forms of the words below
The scientists main task is to discover how things work in the universe. But few scientists have
placed themselves under the . So even though the scientific method, which mainly includes hypotheses data collection and statistical analysis, is written down, the method by which scientists come to conclusions is hard to identify. Two of the essential qualities a scientist needs to have seem to be curiosity and creativity. People who are curious usually have a mixture of seemingly desires: They are looking for originality and yet they also want everything n s proper lace. To settle the conflict between statistics and ,scientists often have to be creative and think outside the box-approach the problem from different directions. They must have a vivid imagination and a strong intuition in order for new to be made It echoes something the Car Sagan once said He believes that every child "starts out as a scientist" and every child is with the "sense of wonder and awe”.
2 Fill in each blank with a word or expression that introduces a predicative clause.


*Project: Think outside the box
Most great scientists have the ability to see the world in ways that other people do not, and to come up with new ideas that other people have never thought of. In many cases, this has caused other people to think that they are crazy at first. However, that thinking ability is important to their creative process.
In this project, you are going to create an unusual invention.
1 Discuss these questions in groups.
What is the purpose of each invention?
Why is the invention unusual?

2 Choose one of the inventions, and brainstorm as many reasons as you can to explain
how and why the invention is useful.
3 Divide the following tasks within your group:
write down ideas for the invention serve as the presenter for the product/invention
make props and pictures for the invention
4 Create your product and present it to your class.
EXAMPLE
Presenter: Does your goldfish suffer from low self-confidence? Is he afraid to go out into deep water? Do female goldfish refuse to return his calls? Then you can buy him our new Goldfish Shark-fin! For just 999 yuan, you can turn your goldfish into a real go-getter!
Woman: Since I bought the Goldfish Shark-fin for my Henry. he has turned into a new fish! Now he swims with the big fish! I’m so proud of him!
Presenter: You too can change the life of your fish! For just 99 yuan! Hurry! Buy it today!
5 As a class, vote on the best product/invention.
*Video Time

BEFORE YOU WATCH
What do you think you will see in the video? Tick the items that you think will be mentioned.

WHILE YOU WATCH
1 Check your answers from Before You Watch.
2 Complete these quotes with the words you hear in the video.
1 Emily Ainsworth: “it's part of human nature to and to about the world”.
2 Juan Martinez: "It's where you find ,where you find new things, ”.
3 Lee Berger: "We think we know ,but we don’t. We think we know , but we don't. We think we understand ,but we don’t.”
4 Catherine Workman:“ what's out there, what's out there.”
5 Cory Richards: And if we have more o ca about, then we engage more fully and more fully ,and we act- you know- .”
3 Match the descriptions on the left with the words on the right.

AFTER YOU WAICH
Discuss the following questions in groups.
1 Of the explorations in the video which seems the most important? Which seems the most interesting? Why?
2 Why is it important to explore, in your opinion?
3 How would you like to explore our world? Why?









Unit 2 Bridging Cultures
I am not the same having seen the moon shine on the other side of the world.
—Mary Anne Radmacher
In this unit, you will
1 read about Xie Lei's experience on an exchange programme in London.
2 listen to and talk about Chinese language learning abroad.
3 write about your opinions on studying abroad.
4 learn about one of the first Chinese students who studied abroad.
Look and discuss
1 Where do you think the girl on the left is from?
2 Where do you think she is studying now?
3 How do you think her life differs from that in her home country？
Reading and Thinking
Read about Xie Lei's experience on an exchange programme
1 Before you read, look at the title and picture below. Where do you think this artlcle Is from? What do you think the article is about?
【】2 Read the article and work with a partner to analyse the structures in the underlined sentences Use the tip for help.



3 Why did Xie Lei have the following feelings during her year studying abroad?Make sentences using “Xie Lei felt/feels……because……"according to the article?
4 Take notes on what you read in the article by filling in the table.

5 Discuss the following questions in groups.
1 Why did Xie Lei choose the exchange programme?
2 Why has Xie Lei got involved in social activities?
3 How has Xie Lei helped to build bridges between China and the UK?
4 What other challenges do you think students studying abroad might face? How can students prepare to handle these challenges before going abroad?
Learning About Language
Build up your vocabulary
1 Think of a word that best fits each definition and complete the crossword puzzle.

1 to remember sth
2 to accept, admit, or recognise sth or the truth/existence of sth
3 the process of changing sth or yourself to suit a new situation
4 to make sb feel less worried or unhappy
5 a strong desire to achieve sth
6 an exam you have passed or a course you have successfully completed
7 to mention sth as an example
8 containing many different parts and often difficult to understand
9 to be actively involved with sth
2 Complete the sentences with the correct forms of the words from the unit. The first letter of each word is given.
1 Despite his poor living conditions, he remained actively e in his scientific research.
2 As an outgoing girl, she was always ready to p in the activities her college.
3 Actively getting i in various social activities is the best way to overcome culture shock.
4 "I used to study in this university twenty years ago, and there were not many international students then. "my tutor r .
5 A to a new culture can be difficult. However, you need to step out of your comfort zone. Remember: When in Rome, do as the Romans do.
3 Complete the passage with the correct forms of the words in the box. How did the students life change when studying abroad for the first time?
A year ago. I came to the University of Birmingham to obtain a business .Since then I’ve been living in university with other international students, which allows me to meet people from diverse cultural backgrounds.
The first few weeks there were absolutely overwhelming because everything was so different compared to things back home. I felt confused and loot. I also suffered from homesickness, all sorts of things back home-from my mother’s cooking to the neighbour’s dog I used to walk.
Gradually, I adapted to my new life as an international student. I got familar with the place-the local shops, clubs, and parks. I made friends and became more confident in my studies day by day. I started in this new environment. I became more motivated and I’m also a lot more now! I feel that coming here was the best decision I have ever made.
Discover useful structures
1 Study the sentences below and mark the noun clauses. What is the function of each noun clause in the sentences?
1 What seemed strange before now appears quite normal to Xie Lei.
2 What surprised Xie Lei was that she found herself speaking up in class after just a few weeks.
3 It's important that Xie Lei keeps a balance between her studies and her social life.
2 Combine each pair of sentences using the words in brackets.
1 The advisor talked about maintaining reasonable expectations when studying abroad. His words were quite helpful to May. (what)
2 Students have to write countess research papers as part of ther coursework. This was not something that Chen Hao was ready for. (that)
3 Who will be the successful applicant for the summer job at the law firm? This is the question. (who)
4 Exposure to another culture and its people can give exchange students great insights into the word. This is an advantage of studying abroad.(that)
5 Schools in the States are quite cultural with students and teachers from many different ethic backgrounds. This impressed Liu Yang.(It……that)
6 Should she stick to her own way of life or follow the American way? This is her confusion.(whether)
3 Complete the passage with A-D from the box, What other things do you think might attract international students to China?
A that he enjoys being with Chinese people
B How he can learn to appreciate it more deeply
C What impressed him first
D that people can eat almost everything with chopstick

After just a few months in China, Leon, an exchange student from
Germany, says that he has fallen in love with Chinese culture. was the Chinese food. He couldn’t believe how many different kinds of Chinese food there are! Something else he found impressive was .Then there's China’s colourful culture, from art to music, and from calligraphy to literature. remains an important goal for him, as he is truly fascinated by it. Leon is also amazed by the convenience of cashless payments in China. He can go outside without any need for cash-all he needs is his mobile phone! The biggest reason why he loves China, however, is .He has made great friends here-friends here-friends that he will still remember long after his departure.
4 Work in pairs and take turns to talk about Xie Leis experience by completing the following sentences with your own words.
1 That……made Xie Lei confused at first.
2 It Surprised Xie Lei that……
3 What Xie Lei’s tutor wanted to say was that……
4 The motivation for Xie Lei to study abroad was that……
Using Language
Talk about Chinese language learning abroad
1 Before you listen, talk with your partner.
1 What do you know about Chinese language learning abroad?
2 How do people from other countries find out about Chinese culture?
【】2 Listen to the conversation and answer the following questions.
1 Where does this conversation take place?
2 Who are the people speaking?
3 What are they talking about?

【】3 Listen again and take notes by filling in the poster below.

4 Answer the questions according to what you remember of the conversation.
1 What made Aisha feel like she was part of Ms Hu's family?
2 Why did Aisha want to become a teacher?
3 Why do students learning Chinese see it as beneficial to their future?
5 Imagine you're interviewing a student at a Confucius Institute in another country about his or her experience. Work with a partner to brainstorm what the interviewer might ask and how the student might answer. Then role-play the interview. Use the phrases and questions in the box to help you.
Interviewing someone


EXAMPLE
A: Hi, Jane. Welcome to the show!
B: Thanks for inviting me.
A: Tell us, what was your biggest challenge in learning Chinese at the beginning?
B: Well, I suppose it was difficult to grasp the tones at first.
A: I bet! Did joining the Confucius Institute help overcome this problem?
B: Absolutely! Getting involved with Chinese cultural activities there definitely helped a lot……
Pronunciation
1 Read the conversation and answer the questions: What problem is Lu Yao having? What may be the cause of the problem? How can he solve his problem?
Lu Yao: Excuse me, Miss Conner. 'm having a problem with this English listening task. Some words are pronounced really fast and sound different.
Miss Conner: Oh, let me listen…Yes, that's probably because the words are not being stressed. You see, English is a stress-based language.
Lu Yao: So does this mean I need to know which words are stressed and which are not?
Miss Conner: Yes, I'm afraid so. English words have a strong form and a weak form. Words like pronouns, articles, prepositions, and so on are often not stressed. So we usually use the weak form for them when we speak.
Lu Yao: On no, When I speak, I worry people won’t understand me, so I always try to pronounce all my words really clearly. No wonder my classmates say I sound like a robot!
Miss Conner: Oh dear! Well, I suggest you pay more attention to the weak forms. For example, in the sentence "Are you studying hard?”, the words “are” and “you” are pronounced as/ə/and /jə/.
Lu Yao: Oh, I get it. Thanks, Miss Conner.
Miss Conner: You're welcome. I also suggest you watch some movies and study how the weak forms are used.
Lu Yao: That’s great advice, Miss Conner! I'm going to watch a movie right now. Thanks again Bye!
【】2 Listen to the conversation above and underline the weak forms the speakers used. Then practise the conversation with your partner.
Express your opinions on studying abroad
【】1 A local newspaper has invited parents to share their opinions about studying abroad. Read these two letters and underline each writer's main points. Then mark the reasons for their opinions.

Dear Editor,
In the past few decades, there has been a dramatic increase in the number of people studying abroad. Although studying abroad can bring great benefits, I think the disadvantages for young people are greater.
To begin with, many students who study abroad face great economic pressure. That means studying abroad is just not possible for everyone. Tuition fees and living expenses are much more expensive than at home and could end up costing most families an arm and a leg Studying in China is much more convenient and can help save money.
Another important factor to consider is the tremendous pressure that comes with studying abroad. Students must learn how to live in an unfamiliar environment with limited language skills may struggle and suffer from culture shock hen learning how to behave in new surroundings Other students are not mature enough to handle the challenges by themselves and may become depressed. Some students might even encounter problems with personal safety, In addition, different approaches to teaching and learning may come as a shock to many students.
A final point to consider is that while studying abroad does have potential benefits, young people who study in China also have a great future to look forward to! As China has boomed. the educational environment has improved significantly, with many great universities now available. They have great facilities and outstanding professors, helping to educate young people who will contribute to the economy and further strengthen our country
To sum up, one cannot deny the fact that studying abroad has its disadvantages, so when you think about studying abroad, you should consider these many factors.
Kind regards,
Wang Li(mother of twin girls)
Dear Editor,
Is studying abroad a good idea or not? There are certainly disadvantages, but in my opinion, the advantages are much greater. As I always tell my se there are no great difficulties for a person who is brave, optimistic, and willing to work hard!
The first advantage of studying abroad is personal growth. The education you gain and the experiences you have will change you for the better, For example, you will certainly become more independent because you will have to deal with all kinds of difficulties by yourself Studying abroad also helps you to gain a global perspective and improve your general competence.
Another advantage is the increased chance for cultural exchange. Chinese students can be seen as cultural envoys promoting friendship between nations. International students in China also bring their colourful cultures here. Cooperating with people from diverse cultural backgrounds helps us view the world from different angles and thus gives us more insight into our own culture.
Finally, studying abroad provides a great opportunity to contribute to the development of our motherland. Chinas global outlook, with projects such as the Belt and Road Initiative, has helped us make connections across the world. Therefore China needs more talented young people with a global perspective who are highly competent with languages, have leadership and organisational skills, and have strong cultural awareness. Students who study abroad will develop such skills and abilities, and these in turn will provide them with better career opportunities.
All in all, studying abroad helps to build character nd increase people' s understanding of cultural diversity while strengthening China and building a shared future for all. I think this life-changing experience is certainly worthwhile, and I hope my child will study abroad in the future.
Sincerely yours,
Zhang Yi(father of one boy)
2 Read the letters again and then use the connectors in the box to rewrite the sentences below.

1 Students who want to study abroad must consider their parents’ budget. They should think about whether they can afford the costs of studying overseas.
2 Studying abroad can put great pressure on young people. They may feel lonely and miss their families.
3 Studying abroad will give students a good education. It also helps them to gain a global perspective.
4 Global development strategies help to make connections between China and the rest of the word. Young people with language kills and strong cultural awareness are needed.
3 Discuss the following questions with your partner.
1 What are some other advantages or disadvantages of studying abroad that were not mentioned in the letters?
2 Which parent would you probably side with? Why?
4 Analyse the argumentative letters.
1 Mark the parts of the argument in the letters.
A Start with a question or a fact.
B State an opinion.
C Give reasons and evidence to support an opinion.
D State a conclusion.

2 Underline the connectors in the letters, Then study the words in the boxes below.

5 Write a letter to the editor expressing your own opinions about studying abroad.
Assessing Your Progress
1 Rewrite the sentences with the correct forms of the words or phrases in brackets.
1 He is still too young to know how to act and talk on such occasions. (mature, behave)
2 I have to admit at I spent too much time on social activities.(deny, take up)
3 If you care for others sincerely they will come to trust you, and your relationship will grow stronger. (strengthen, gradually)
4 She considered the current situation in a reasonable way and decided to be positive about the outcome.(logically, optimistic)
5 Most of the people who had appied for this osition were turned down, but he stood out because he was good at working with others. (applicant, cooperate)
6 The mother worried about her daughter who was studying abroad in a totally new environment but she felt less anxious because of the fact that people there were friendly and helpful (surroundings, take comfort in)
2 Match the phrases or clauses below to make complete sentences.


*Project: Tell visiting students about your school
Suppose a group of exchange students are coming from Australia to study in your school for a year. Work in groups and help your headmaster to design a booklet about your school.
1 Brainstorm what the visiting students might need to know about your school.

Location of school

History of school

School motto

School rules

Special events

Compulsory courses and elective courses

Clubs

Other

2 Divide up the work among your group members so that one or two students are sponsible for each topic. Make a page for each topic and include photos or pictures. If possible, include a map of your school to show how to get around.
3 Decide on a good order for the information and then put the pages together. Improve the design of the booklet if necessary.
4 Make an attractive cover page for your booklet by including a few descriptive sentences and a good picture or two.

*Video Time

BEFORE YOU WATCH
What do you think the foreign students in the video enjoy most about China? Tick the items that you think will be mentioned.

WHILE YOU WATCH
1 Fill in the table with information about each person.
Student
Country
What impressed him/her
Karim


Kathy


Stella


Anthony


2 Complete these quotes with the words you hear in the video.
1 I think calligraphy is a wonderful expression of and .
2 I especially like . You can figure out every character's personality and status through and !
3 I've found that almost everything in Chinese culture is connected to . When I do tai chi. I feel come over me.
4 They told me that in China, people won’t without these noodles, because long noodles represent .
AFTER YOU WATCH
Discuss the following questions in groups.
1 Imagine that our family is hosting an international student. What would you want to share with him/her about China?
2 If you had a chance to go overseas as an international student, which country would you go to? Why?

Unit 3 Food and Culture
Food brings people together on many different levels If's nourishment of the soul and body; if’s truly love.
—Giada De Laurentiis
In this unit, you will
1 read about the culture and cuisine in China.
2 listen to and talk about how to order food in Chinese and American restaurants.
3 write about one's own diet.
4 explore the farm-to-table trend.
Look and discuss
1 Where do you think this photo was taken? What is happening in this photo?
2 Have you ever visited this place or a place like it? What was it like?
3 What kind of lives do these people lead? How are their lives similar to or different from that of your own?
Reading and Thinking
Understand the link between food and culture
1 Before you read, discuss these questions in groups.
1 How many kinds of Chinese cuisine are there, and how can these cuisines be described?
2 What, if anything, do these cuisines tell you about the people who eat them?
【】2 The first paragraph has a quote: "You are what you eat. "In pairs, discuss what you think this saying means. Then read the article to see if you share the same ideas as the author.
CULTURE AND CUISINE
The French author Jean Anthelme Brillat-savarin once wrote, " Tell me what you eat, and I will tell you what you are. "Put more simply, this means "You are what you eat. " Most people today relate this saying to healthy eating. However, Brillat-savarin was actually referring to our personality, character, and culture.

Certainly, in many ways this seems to be true. Chinese cuisine is a case in point. Prior to coming to China, my only experience with Chinese cooking was in America, with Chinese food that had been changed to suit American tastes. For example, America's most popular Chinese dish is General Tso's chicken which consists of fried chicken covered in a sweet sauce, flavoured with hot red peppers. This is probably not an authentic Chinese recipe, however, so it cannot tell us much about the Chinese. On the other hand, it does tell us a lot about Americans. It tells us, for example, that Americans love bold, simple flavours. And, since the dish was also invented recently, it tells us that Americans are not afraid to try new foods.
Later, I had a chance to experience authentic Chinese food by coming to China. When my family and I had just arrived in China, we went looking for a good place to eat in Beijing. A Sichuan restaurant had been recommended to us by a friend, and finally, we found it. Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten. With this, we had the pleasure of experiencing an entirely new taste: Sichuan peppercorns. The food was wonderful and different, but what was even more important was the friendship offered us.
We soon moved to Shandong Province in the eastern part of North China. My favourite dish there was boiled dumplings served with vinegar. I observed that family is important to the people there. It has become a favourite traditional dish of the people in North China, where making dumplings has always been a family affair with everyone-from the youngest to the oldest-joining in to help. Later, I learnt that the most famous food in Shandong is pancake rolls stuffed with sliced Chinese green onions.
Then we moved to northern Xinjiang. Some of our friends were Kazak and Inner Mongolian. These groups traditionally wandered the open range on horses. As a result, their traditional foods are what you can cook over an open fire-usually boiled or roasted meat, such as lamb kebad.

Our travels then took us to South China, and then on to central China. In each place we went, we experienced wonderful local dishes, from Guangdong's elegant dim sum-small servings of food in bamboo steamers-to the exceptional stewed noodles in Henan. Everywhere, the food was as varied as the people. However, one thing is always true: Through food, Chinese people everywhere show friendship and kindness.
At a minimum, the kinds of food local people consume tell us what they grow in their region, what kinds of lives they lead, and what they like and do not like. Could we also say, for example, that those who like bold flavours are bold themselves? Or, that those who like spicy food tend to have a hot temper? Maybe. Maybe not. What we can say, however, is that culture and cuisine go hand in hand, and if you do not experience one, you can never really know the other.
3 Use the information from the text to complete the table below.

4 Match the causes to the effects below Then find more examples from the text.


5 Discuss the following questions in groups.
1 Do you think "culture and cuisine go hand in hand"? Give your reasons.
2 Imagine that t is true that people’s personalities are closely linked to the foods they eat. What does eating the following foods tell you about a person?

Learning About Language
Build up your vocabulary
1 Find words from the reading passage which have similar meaning to the words in italics.
1 We’ll need ten months at east to have the restaurant decorated.
2 Some traditional Chinese dishes from before the Ming Dynasty are still popular today.
3 My grandpa's breakfast mainly includes wholegrain biscuits and a glass of milk.
4 People in this area would eat nearly a kilo of cheese per week.
5 We enjoyed a special dinner in a fancy restaurant where the waters all wore attractive suits.
6 He prefers this brand of coffee which, as he said, has an unusually good flavour.
2 Learn more about foods around the world by matching the first and second halves of the following sentences.

3 Familiarise yourself with some food idioms by matching the meaning on the right with the coloured words on the left.

Discover useful structures
1 Look at the two pairs of sentences, paying attention to the meaning and use of the past perfect tense and the past perfect passive voice.
1 The chef had set up a farm-to-table restaurant before his new cookbook was published. A new farm-to-table restaurant had been set up by the chef before his new cookbook was published.
2 They had finished their dinner by the time Sam joined them.
Their dinner had been finished by the time Sam joined them.
Find more sentences using the past perfect tense or the past perfect passive voice from this unit.
2 Complete the two conversations with the correct forms of the words in the box using the past perfect tense or the past perfect passive voice.

1 Carol: you ever any Scottish food before your trip to St Andrews last year?
Paul: No, not really. But I about haggis many times before we went there.
Carol: Oh…Did you try it?
Paul: Oh, yes! You know what? We late for supper that day, and so we just ate whatever was left in the university canteen. We our meal before we learnt we just haggis!
Carol: My goodness!
Paul: Well, it was not bad. I have to say…
2 Carol: When I got to the teahouse yesterday, I found nobody there. it ?
Paul: Oh, I' m so sorry that I forgot to tell you! The get-together was cancelled yesterday morning because Sally, the hostess, into a car accident.
Carol: Oh, I'm soy to hear that Hope Sally recovers soon!
3 Work in pairs. Choose one of these three situations, and make as many sentences as you can using the past perfect tense and the past perfect passive voice. Then make a conversation using these sentences.

Using Language
Order food together with a foreign friend
1 Match the dishes below to their English names. Then in groups, discuss what you know about these dishes, including what they contain and how they are made.

A hand-tom cabbage
B bridge tofu
C dry pot duck with golden buns
D steamed fish head covered with chillies

2 In groups, discuss the menu below.
1 What kind of restaurant is it and what kinds of food are served?
2 Which dishes would you recommend to a foreigner? Why?

【】3 Tingting, Anna, and Lisa are at the Hunan Restaurant. Listen to their conversation and tick the dishes that they order in the menu above.
【】4 Listen again and answer the questions.
1 How is Hunan cuisine somewhat different from Sichuan cuisine?
2 What are the reasons why Hunan people like spicy food?
3 Why do so many people love steamed fish head covered with chillies?
4 Why does Tingting recommend bridge tofu instead of dry pot duck with golden buns?
5 Why is red braised pork the most famous dish?
5 In groups of three, discuss what types of restaurant you would like to take a foreign visitor to, and why. Then take turns role-playing taking your foreign guest to the restaurant you have chosen. One of you should act as the foreign guest, one as the Chinese host, and one as the waiter or waitress. You may start like this:

EXAMPLE
A: I really love spicy food, so what dish would you recommend?
B: I suggest Mapo tofu.
A: Really? What's that?
…
B: Waiter!
C: May I take your order?
Ordering food

Paying the bill

Write about a healthy diet
【】1 Read the passage and then match the subheadings with the paragraphs.




2 Study the language and structure.
1 What are the key details that support each point?
A The real driver of poor health is not so much fatty food, as it is sugar.
Details):
B Much of this extra sugar comes from sweets and sweet drinks.
Details):
C You can keep healthy by consuming different categories of fresh food… rather than processed foods.
Details):
D A fundamental key to healthy eating is to eat slowly.
Details):
2 Underline the linking words in the passage that introduce another way of saying what was already mentioned in the previous sentence.
3 Circle the linking wo in the passage which show that contrasting ideas are being introduced.
3 Use what you have learnt to write an essay about your own diet.
1 Write down everything you ate and drank over the last three days.
2 Compare what you have had over the last three days with the advice written in the article, and any facts about diet and nutrition that you know to be true. Make two lists:
A list of your good eating habits
A list of your bad eating habits
3 If you have bad eating habits, make a list of things you can do to get rid of them.
4 Use your notes to write your essay. You can start like this:
Overall, I think I have healthy/unhealthy eating habits. As for the things that I am doing right, … Still, I should improve my eating habits by…
4 Exchange your draft with a partner. Use this checklist to help you revise the draft. Then take your draft back and revise it using your partners comments.
√ Does the writer use details to support each point?
√ Does the writer use proper linking words to tie the essay together?
√ Has the writer really thought about his or her diet carefully?
√ Does the writer use vivid words to add stress to his or her points?
5 Put up your essay in the classroom or read it to your class.
Assessing Your Progress
1 Choose the suitable words to complete the conversations.

1 A: Why do you eat so many bananas?
B: Because bananas offer an excellent source of and vitamins.
2 A: How do you manage to stay so slim and fit?
B: I have brought my consumption of sweets and down to the bare .
3 A: How do you like your new cooking classes?
B: They’re ! The teacher used to be a famous in a big hotel.
4 A: What is Jessie busy with in the kitchen?
B: She is trying a new for pumpkin pie.
5 A: Why did they refuse the dinner invitation?
B: They had to refuse the dinner invitation because of an engagement made it.
6 A: How did you find the restaurant you visited yesterday?
B: It was beautiful and ! We’ve never been to such an attractive restaurant before.
2 Read the conversations which take place in restaurants. Then complete them using the correct forms of the words in brackets.
1 A: Could you tell that she ?(cry)
B: Sure. Her eyes were very red. Maybe she had just had a quarrel with her brother.
A: But I thought it was because she red curry. (eat)
B: Oh, maybe you're right.
2 A: I wish you me earlier. I know a buffet restaurant nearby which is really nice. You could have taken your parents there. (tell)
B: What a pity! But I that they were coming for the weekend. They said they wanted to surprise me. Anyway, it's very nice of you to offer. (not inform)

*Project: Design your own restaurant
In this project, you are going to make a plan for a new restaurant in your city.
1 In groups, discuss these questions.
Ÿ What kind of restaurant will it be, e.g., fine dining, casual family or fast food?
Ÿ What kind of cuisine will you serve?
Ÿ Who will be your customers?
Ÿ How much will you charge?
Ÿ Where will the restaurant be located?
Ÿ …
2 Divide the following tasks within your group:
Ÿ decide on the dishes to be served and the chef to be employed
Ÿ design the menu in both English and Chinese
Ÿ design the kitchen
Ÿ design the dining area and decorations
Ÿ give the restaurant a name and design advertising materials for it
Ÿ work as a manager to help everyone coordinate their ideas and activities

3 Now pull everything together to make a presentation to the class, where the key aspects of the restaurant will be explained by the different members of the group.
4 As a class, vote on the best restaurant.
*Video Time

BEFORE YOU WATCH
Complete the sentences with the words from the box.

1 There's an unfamiliar cuisine menus.
2 It’s the bravest of diners.
3 A twist of lime and a dash of salt has these crickets the kitchen.
4 Insects remain a hard sol, but bug by bug, that could be change.
5 The unique treat is popular at farmer's markets and trendy eateries.
WHILE YOU WATCH
1 Choose the best words to complete the sentences.
1 Insects are in protein, cheaper, and sustainable than beef.
A lower, less B higher, more C equal, just as
2 More than people worldwide eat insects as a part of their diets.
A two billion B two million C a few billion
3 Insects are a common part of people's diets in pars of Asia. America, and Africa.
A North B Central C Latin
4 Bugs a regular feature on Aussie dinner tables.
A are not yet B are already C will soon be
2 Complete these quotes with the words you hear in the video.
1 Nowshad Alam Rasel, Chef: “...they’re asking . Yeah, it's very .”
2 Skye Blackburn, Entomologist: “... some of them will try edible and some of them won't, but they'll go away and talk about …”
3 Guy McEwan: "So I'm going to go gob…Yeah, !”
4 Danny Stagnitta: " Sometimes the packet, it looks like .”
AFTER YOU WATCH
Discuss the following questions in groups.
1 Has anyone in your group ever eaten an insect? What was it like?
2 Would you ever eat an insect? Why or why not?
3 What is the strangest thing you have ever eaten? Why was it strange? What makes a food strange?

Unit 4 Journey Across Avast Land
Travel far enough, you meet yourself.
—David Mitchell
In this unit, you will
1 read about a rail journey across Canada.
2 hear and talk about journeys across vast lands.
3 write an email about a journey.
4 Learn about a journey through Jack London’s literature.
Look and discuss
1 When and where was this photo taken?
2 If you took a rail journey like this, what do you think you would see and experience?
3 Have you ever taken a long rail journey? What was it like? How might the rail journey in the photo be different or similar?
Reading and Thinking
Learn about a rail journey across Canada
1 Before you read, discuss these questions with your partner.
1 What do you know about rail journeys?
2 What do you think you will see if you go on a rail journey across Canada?

【】2 Read the article and underline the discourse markers.

Li Daiyu and her cousin Liu Qian went to Canada to visit their cousins in Halifax on the Atlantic coast. Rather than travel by commercial airline all the way, they decided to fly to Vancouver and then take the train, For both of them. the thought of crossing the whole country by rail was exciting.
Before starting out, they spent a couple of days in Vancouver, seeing the sights. During their first day, as is typical of Vancouver, it rained. Despite the weather, they were able to take a boat ride out into the bay, and later visit an island that had wonderful shops selling crafts and antiques. The next day was clear and mild, and they were pleased to see the beautiful mountains looking out over the city. Later, they took a pleasant hike in a forest just a short distance away.
The next morning, the two girls arose early to take the train to Lake Louise, passing through the Canadian Rockies. Seen from the train window. the mountains and forests of Canada looked massive. When the train arrived at the station. they took a taxi to Lake Louise where the blue water literally took their breath away with its exceptional beauty. They spent the night, and then took a coach bound north through the Canadian Rockies to Jasper. Looking at the beautiful scenery, they both agreed that it was the most awesome journey they had ever taken. In addition to seeing spectacular mountain peaks
and forests, one highlight of their trip was being able to see many different creatures, including deer, mountain goats, and even a grizzly bear and an eagle.
From Jasper, they caught the train towards Toronto. One of the trains first stops was in Edmonton, the provincial capital of Alberta, the centre of Canadas huge oil and gas drilling industry. Edmonton is freezing cold in winter, with daily temperatures averaging-10℃. Since it can be too cold to go outdoors, Edmonton is home to many shopping malls. In fact, one of the largest shopping malls in North America is in Edmonton.
From Edmonton, the train headed southeast across the great Canadian Prairie. At school, Daiyu and Liu Qian had learnt that Canada's population is only slightly over thirty-seven million. However, they did not anticipate seeing such an open country, and wore truly amazed. They went through two wheat-growing provinces, where they saw a bunch of farms that covered a very large area.
After another day on the train, eventually they were back in an urban area, the city of Winnipeg. From there, they travelled through the night, and woke up in Ontario-a land of forests and lakes. The train thundered on, through the rolling hills. The bushes and maple trees outside their windows were red, gold, and orange, and there was frost on the ground, confirming that autumn had arrived in Canada. Night came again, and the train turned south towards Toronto. When they woke up the next morning and pulled back the curtain, they could see the wide stretch of Lake Huron-one of the four Great Lakes on Ontario’s southern border. It was not until 9: 30 a m. that they finally reached the capital of Ontario, Toronto. All in all, their trip from Vancouver to Toronto had taken a duration of four days.
3 Complete the table below with information from the article.

4 Read the article again. Match each of these discourse markers with the correct purpose.

5 Discuss the questions in groups.
1 Would you be interested in taking the same trip as L Daiyu and Liu Qian? Why or why not?
2 How is a rail journey different from other forms of travel, such as by plane or car?
Learning About Language
Build up your vocabulary
1 Complete the sentences using suitable nouns in their correct forms and circle the words which collocate with them.

1 After arising in the morning, the first thing he does is to draw the .
2 He was impressed by her and charm.
3 The visitors were admiring the dating back to the 17th century.
4 We all remember the of the trip-visiting the Huangguoshu Waterfall.
5 Protect the which are unique to Australia and their natural habitats.
6 What did you fly?
7 It is one of the most difficult to climb in the Rocky Mountains.
8 The beauty of Qinghai Lake took the visitors’ away.
9 In freezing cold winter, windows are often covered with .
10 We sailed into a beautiful in the southwest of Canada.
11 Judy enrolled in a programme of study that was eight months in ,but she completed it in only six months.
2 Complete Samuels story with the correct phrases.

1 In Canada, has been spent on preserving the forest, and the country's deforestation rate is among the world's lowest.
2 A growing number of woodworkers have decided to move to the for better job.
3 Aboard the plane Toronto, Samuel, a young woodworker, began imagining a whole new life in the big city.
4 However, he also had some worries, Ideally, he wanted to make a living in the arts, but he also knew well that it was somewhat a .
3 Suppose you were talking to your friend Jane. Choose the suitable adjectives to comment on the situations.

1 Jane: The welcome party at the University of Oxford helped many students to make new friends.
You: They must have spent a(n) evening together.
2 Jane: Were surprised to find that t is warmer than usual this winter in London.
You: You're so lucky to have a(n) winter here.
3 Jane: We visited a famous tourist site in Scotland: the beautiful coastline and breathtaking landscape of St Andrews.
You: How wonderful! You must have had a(n) experience.
Discover useful structures
1 Fill in each blank with the correct form of a verb from the box. Find the difference between each pair of sentences, paying attention to the -ed and -ing forms. Then translate the sentences into Chinese.

1 The girls were to see such an open country.
The farms covered a very large area, which was .
2 Going into the wilderness alone can be .
Do you feel when going into the wilderness alone?
3 from the top of the mountain, the scenery was really fascinating.
the scenery from the top of the mountain, I was fascinated by the autumn colours.
4 eastwards, you will pass the Canadian Rockies.
Finally, the company- by its new manager-started to make a profit.
2 Complete the sentences with the correct forms of the words in the box. Then translate the sentences into Chinese, paying attention to the different meanings of the -ed and -ing forms.
bore excite tire satisfy
1 We became when thinking about those beautiful locations in Finland. and We expected to experience a lot of things there.
2 We went to bed as soon as we arrived at the hotel because we were so . The eight-hour train ride was quite .
3 I was not with the hotel. It was not as clean as I had expected. But we had a meal at the hotel's restaurant, so I felt a bit better later on.
4 It was raining hard the next day, so we just stayed in the hotel and watched TV. Sadly, the TV programmes that day were really . As we had nothing ese to do, we felt pretty .
3 Rewrite the sentences. Add information as necessary.
EXAMPLE
When people asked the man what the trip meant to him, he said it was "an experience of a lifetime”. «
When asked what the trio meant to him the man said it was "an experience of a lifetime”.
1 Butchart Gardens was transformed from a quarry. It has now become a famous destination for travellers. «
2 you compare Quebec City with other cities n Canada, it seems more like a charming European village.«
3 They did not know where to start their sightseeing in Luoyang so they went to the Tourist Information Centre. «
4 When they heard that the Sea-to-s y Highway was Canadas most scenic drive, they made West Vancouver their first destination. «
Using Language
Talk about scenery and culture along a journey
1 On the train, Li Daiyu and Liu Qian start talking with a local passenger, a young woman named Anna. Before you listen, look at the pictures below and guess what they will be talking about.

【】2 Listen to the conversation and answer the following questions.

1 What do people do when Lake Louise freezes over in winter?
2 What does Anna say about Canadian summers?
3 How far is it from Edmonton to Winnipeg?
4 What kinds of things do people do in Winnipeg?
5 What other long rail journey have Li Daiyu and Liu Qian taken?
【】3 Listen again Match the following idioms and similes with their meanings.

4 In groups of three, continue the conversation about Canada and China based on your own travel experiences or the information you heard or read in this unit. End the conversation naturally.
EXAMPLE
Anna: I thought China would be very crowded, given its large population.
Daiyu: Well, contrary to what many people believe, there are a lot of vast and empty spaces in China, actually.
Anna: That's great! There must be amazing scenery to see in China then！
…
Anna: Anyhow, the next station is my stop! Take care and enjoy the rest of your trip！
Daiyu: Thanks, Anna!
Liu Qian: It was really great to meet you!
Anna: And it was nice talking to you!
Expressing surprise and curiosity


Write about a rail journey across Canada
【】1 Read the passage and answer the questions.
1 What did the girls see when they went up the CN Tower?
2 Why was it possible to get all kinds of good Chinese food in Toronto?
3 What did Jean-Philippe tell the girls about Montreal and the people there?



2 Draw on the map a simple route of the girls trip across Canada and make notes about what the girls did at each place.

3 Imagine that you are Li Daiyu. Using the map and your notes, write an email to your parents telling them about your trip.
4 Exchange your draft with a partner. Use this checklist to help you assess your partner’s draft. Then take your draft back and revise it according to your partner’s comments.
√ Does the writer start the email with an appropriate greeting
√ Is the email well-organised and coherent?
√ Does the writer make use of discourse markers to express different relationships between ideas?
√ Are the descriptions of people and places interesting
√ Does the writer end the email in a natural way?
5 Put up your email in the classroom or read it to your class.
Assessing Your Progress
1 Use the words in their correct forms in different contexts. Then work in pairs to discuss their meaning and usage.

2 Learn about the novel Anne of Green Gables by L M. Montgomery by completing the conversation with the correct forms of the words in brackets.
Mr Clark: Morning, everyone! Did you finish reading the novel over the weekend? Did you note down anything that impressed you? Nancy would you like to say something?
Nancy: Yes, Mr Clark. I'm halfway through the story. I think Matthew and Marilla are very (interest)characters. They are quiet, a bit timid, and kind-hearted. Here I wrote down two sentences: Matthew (dress up)with a white collar and driving in a buggy, was something that didn’t happen often. " I also like the vivid description of Marilla's hair, and I paraphrased it a bit (twist up) in a hard little knot behind with two hairpins (stick) aggressively through it, Marilla’s hair showed some gray streaks…”
Mr Clark: That’s marvellous! Thank you, Nancy. How about you, Sue?
Sue: Well, after (read)the first four chapters, I like Anne very much. I’m curious why she's so talkative .I wrote down a few words about her (wait)for Matthew at the train station I rewrote it a little: “ (wear) an old brown sailor hat, Anne waited at the station anxiously, (worry) nobody would ever come for her at all.”
Mr Clark: Well done, Sue. Thank you. Next,…

*Project: Prepare for a journey across a vast land
It is said that a person who travels far knows more. Therefore, you and your friends want to plan a summer holiday journey across some vast land in order to learn more about the history culture, and traditions about the country and the world.
1 In groups, discuss these questions.
Ÿ What vast land would you like to travel across?
Ÿ How can you make such a trip?
Ÿ by rail on foot by air by boat on a bicycle other?
Ÿ Which kind of transport would you like to use? Why?
2 In groups, assign people to research the following:
Ÿ one or more possible routes across the vast land, and the places you could visit
Ÿ how much time the journey will take
Ÿ the supplies and equipment you will need for the trip
Ÿ what history, culture, customs, traditions. etc. you would like to learn about along the way
Ÿ fun activities that you could do on the way, such as mountain climbing, parasailing, or learning about some ethnic food
Ÿ the difficulties and challenges you may come across and how you could overcome them
Ÿ how you can record your trip so you can share your adventure with others

3 Now give a presentation to the class, where the key aspects of your adventure will be explained by the members of the group responsible for each part.
4 The class should then vote on the most interesting and exciting idea.
*Video Time

BEFORE YOU WATCH
1 Discuss these questions with your partner.
1 Would you like to stop for an in-depth tour of a place during your journey across a vast land? Why or why not?
2 If yes, what kind of place would you choose to tour?
2 Choose the right description for each photo from the video.
the culinary scene Quebec City St Lawrence River wilderness

WHILE YOU WATCH
1 Answer the following questions using the information from the video.
1 What activities do you see in the video?

2 What does Quebec City "bring to mind"?
2 Complete these quotes with the words you hear in the video.
1 This city is old, ,actually.
2 After the long, cold winters, summer is .
3 Even in this old city, we were down to try something new...Maybe not .
4 We ate some strange things, but it was .
AFTER YOU WATCH
Discuss the following questions in groups.
1 If you were taking a journey across Canada, would you stop to explore Quebec? why or why not?
2 Are there any places in China like Quebec? In what way are the sim? How are they different?




Unit 5 First Aid
It’s a great honour to save a life.
—Leigh Bardugo
In this unit, you will
1 read about the first aid for burns and a story about an emergency situation.
2 listen to an emergency call and make a similar call for help.
3 write a story about first aid.
4 learn about how the Red Cross was founded and what it does.
Look and discuss
1 What are the students learning in the photo?
2 Have you seen this technique used before? Do you know how to do it?
3 Do you think it's important for the students to learn this? Why?
Reading and Thinking
Learn about first aid for burns
1 Before you read, discuss these questions in groups.
1 What first-aid techniques do you know of?
2 If someone you know suffered a burn, what would you do?
2 Look through the text and identify its style and language features. Then tick its text type from the list below.
advertisement blog post
hospital leaflet email
newspaper article short story


FIRST-AID TREATMENT
1 Place burns under cool running water especially within the first ten minutes. The cool water stops the burning process and reduces the pain and swelling.
2 Dry the burnt area gently with a clean cloth.
3 Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.
4 Cover the burnt area with a loose clean cloth. Applying oil to the injured areas is a bad idea, as it will keep the heat in the wounds and may cause infection.
5 If burns are on the face, make sure the victim can still breathe.
6 If the victim is suffering from second or third-degree burns, there is an urgent need to take him/her to the hospital at once.
3 Read again and decide if the following statements are true[T] or false [F].

4 Complete the table to summarise the information about first aid for burns.

5 In groups, discuss the following questions.
1 How are people most likely to get burnt?
2 What steps can be taken to help prevent these burns?
3 What other advice do you know of about first aid for bums?
Is it good advice or bad advice? Why?
Learning About Language
Build up your vocabulary
1 Write a word you have learnt in this unit before each definition.
1 a part of the body that has a particular purpose, such as the heart or the brain
2 a chemical, usually a liquid, that has a PH of less than seven
3 one thousandth of a metre
4 energy sent out in waves
5 material used for making cloth, curtains, etc.
6 a person who has been attacked, injured, or killed
2 Choose the right word(s) from A-C to complete each short conversation.
1 A: The price for this car? Fifteen thousand dollars out the door! What a deal!
B: Well, if the car hadn't been in an accident, that would be a good price, but it has a few problems.
A slight B minor C tiny
2 A: Ouch! My leg really hurts!
B: Why don't you take some medicine to the pain?
A reduce B relax C ease
3 A: Have you treated any real emergencies in your first-aid course at the Red Cross?
B: Well, they let us ride along with some paramedics. Once, we gave first aid to a of a traffic accident before rushing him to the hospital.
A victim B patient C sufferer
4 A: Did you hear that three people died in a fire last night?
B: What a terrible ! How did it happen?
A accident B incident C occasion
5 A: Can I see you for a moment?
B: Is it a matter of ?
A urgency B emergency C seriousness
3 Read the passage about chemical burns and fill in the blanks with the correct forms of the words in the box.

A chemical burn occurs when your skin or eyes come into contact with an or other chemicals Such can be very dangerous and require attention. Chemical burns can even affect your internal if the chemicals are swallowed. First aid should be given to chemical bums immediately. For example, wrap the burnt area with a clean cloth if possible. It is important to send the
to the hospital right away if he or she is severely burnt.
Discover useful structures
1 What is the function of the-ing form in each sentence below? Can you express the same ideas without using the-ing form?
1 As you can imagine, getting burnt can lead to very serious injuries.
2 The first and most important step in the treatment of burns is giving first aid.
3 It is best to place burns under cool running water, especially within the first ten minutes.
4 Remove any clothes using scissors if necessary, unless you see the fabric sticking to the burnt skin.
5 You can protect the burnt area by covering it with a loose clean cloth.
2 Replace each underlined part with a suitable-ing form and rewrite the sentence as necessary. Work with a partner and summarise the different structures of the-ing form. When is each one used?
1 When he got out of the bathtub, he slipped and fell on the floor.
2 Is there any reason why we are not going to have the first-aid training this week?
3 She had been told about the risk of electric shocks and this made her very careful while using hairdryers.
4 Because the child was not watched carefully by his parents, he touched a hot iron and burnt his finger.
5 After she had been bitten by mosquitoes, she applied some medicine to her skin.
3 Complete the passage with the correct forms of the given words. What happened to Mrs Taylor?
Mrs Taylor was an elderly woman (live) alone. One day, she was in her living room cleaning the windows when sudden she could no longer feel the right side of her body. (try) to walk to her sofa to sit down, she fell over onto the carpet. Then she realized that she could not get up, and that she was having trouble (breathe). Fortunately, she had her mobile phone with her, and she was able to reach it with her left hand while (lie)on the floor. Her mobile phone (already, set up) to call an emergency number at the push of a button, so it was easy to call for help. While attempting to talk to the operator, Mrs Taylor discovered that she could not speak, (not hear) an answer, the operator knew that Mrs Taylor must be in trouble. Telling Mrs Taylor that everything would be OK, she immediately sent an ambulance. After (arrive), the ambulance team quicky found Mrs Taylor and without delay gave her oxygen put in an IV needle, and checked her vital signs. (take) to the hospital and treated immediately, Mrs
Taylor’s health was in no great danger though she had to stay in the hospital ward. After a week (righten) experience was over, and she was allowed to go home.
4 Work in pairs and discuss the following questions.
1 What should people do when facing a frightening experience like Mrs Taylor’s?
2 What are some risks that elderly people may encounter when living alone?
3 What can we do to help prevent elderly people from taking unnecessary risks?
Using Language
Learn to call emergency services
1 In groups, try to match the countries with the emergency numbers.

2 Match the pictures below to the medical emergencies, and then discuss the questions in groups.


1 Have you ever called 120? If so, what happened?
2 Would you call 120 for the medical emergencies above? How would you describe the situations?
3 What are some other medical emergencies that you would call 120 for?
【】3 Listen to a 999 call in England and answer the questions.
1 Why dd the boy call 999?
2 Who else was in the room with the boy and his grandfather
3 How did the boy describe the old man's condition?
4 Among the medical emergencies in Activity 2, which do you think the boys grandfather suffered from?
【】4 Listen again. Number the following instructions the operator gave.
Press down, twice a second.
Check to see if there is food in his mouth.
If your mother needs a break, change places.
Put him on his back.
Remove any pillows.
Tell your mum to put her hand in the middle of his chest.
5 In groups, discuss the following questions.
1 How did the operator keep the boy calm?
2 What did the operator do to make this call a success?
3 What do you think happened after the ambulance arrived?
6 The pictures below show what to do to rescue someone from drowning In groups, discuss what is going on in each picture. Use the words given below.

Giving first-aid instructions for rescuing a drowning victim

7 In pairs, role-play an emergency call. One of you will be the friend of a drowning victim, and the other will be a telephone operator giving first-aid instructions. Use the pictures and useful expressions above to help you.
Share your story about providing first aid
【】1 Read the article and then put A-E in the correct places in the text.

Chen Wei, a high school student in Beijing, had his dinner interrupted when he heard someone screaming from another table. A fellow diner at the restaurant, Zhang Tao, was choking on some steak. He was now holding his throat with his face turning red, while his desperate friends were slapping him on the back.
He got up and ran to Zhang's table at once. With the help of Zhang’s friends, he was able to help Zhang to his feet. Then, standing behind Zhang, Chen did the Heimlich manoeuvre, The food was instantly forced out, and Zhang began to breathe again. Ten minutes later, an ambulance arrived. The doctors checked Zhang and made sure that he was fine. They suggested he eat more slowly and take smaller bites before they left.
,leaving no time for an ambulance to arrive. To solve this problem, in 1974, an American doctor, Henry Heimlich, created the Heimlich manoeuvre, saving thousands of lives around the world. Doing the Heimlich manoeuvre is quick, practical, and easy. It s so easy, in fact, that almost anyone can learn how.
.Then, make sure that the victim is really choking: A choking person cannot speak. Slapping the victims back will often force out the obstruction. If this does not work, you can perform the Heimlich manoeuvre by standing behind him and wrapping your arms around his waist. Make a fist with one hand and place it in the upper part of his stomach. Grabbing your fist with your other hand tightly, push up and into his stomach in one motion. Continue doing this ul the obstruction is forced out.
,as you may hurt him. Instead, lay the child face down on your lap with the head lower than the rest of his body, and then give firm slaps to his upper back until he can breathe again.
.You cannot just stand by and do nothing. Luckily, Chen had learnt how to give first aid in school. Seeing Zhang choking, he remained calm and reacted immediately. Chen later said about the incident, “How could I justify sitting there and doing nothing? We are all humans and we all have a responsibility to look after one another's welfare.”
A Choking victims usually have only about four minutes before they collapse and sometimes die
B If you see someone choking, first call the emergency services
C Chen wasted no time
D With choking victims, every minute counts
E Doing the Heimlich manoeuvre on a small child is not recommended
2 Read the article again and choose the correct words to complete the sentences.
1 Chen Wei was a friend/complete stranger to Zhang Tao.
2 When Chen Wei reached Zhang Tao, Zhang Tao was sitting on the chair standing.
3 The Heimlich manoeuvre is quite easy/difficult to do.
4 You will know that the victim is choking if he cannot speak/stops breathing.
5 To help a small child who is choking, you need to lay the child face up/down on your lap and slap his upper back.
6 Chen Wei was able to save Zhang Tao because he learnt the Heimlich manoeuvre at school/from a first-aid manual.
3 Reread the article, and then answer the questions below.

1 Part 1:
Ÿ Who were the people involved?
Ÿ What happened?
Ÿ Where did it happen?
2 Part 2: What did Chen Wei do?
3 Part 3: How does the story end?
4 What purpose does the quote at the end of the essay serve?
4 Use what you have learnt to write a narrative essay that shares a story about providing first aid.
1 Work in pairs. Discuss your experiences of giving first aid in an emergency. If neither of you have any experiences, discuss stories you have read or heard about, or think up a situation.
2 Write an outline of the three parts in our story. Then think of a good quote to sum things up.
3 Write your narrative essay.
5 Exchange your draft with your partner. Use this checklist to help you revise the draft. Then take back your draft and revise it using your partner s comments.
√ Is the narrative essay clear?
√ Does it have three parts?
√ Does the first part tell you about who, what, and where?
√ Does the second part show a conflict?
√ Does the third part give the conclusion?
√ Is there a good quote to sum things up?
√ Are the details of the story easy to understand?
6 Put up your narrative essay in the classroom or read it to your class.
Assessing Your Progress
1 Circle the correct word in each sentence.
1 The cloth/fabric of this bag is soft and light. What is it mace of?
2 The Red Cross is looking for volunteers who are concerned about the welfare/happiness of their fellow men.
3 When Lisa noticed the fire she rushed to grab/grasp the fire extinguisher outside the door of the flat.
4 These trousers are too loose/lose-I'm having trouble keeping them up.
5 After the theft, the police were called to investigate the accident/incident.
6 I heard desperate/serious cries for help when I walked past that old building. I reacted quickly by rushing into the building.
7 John's alarm didn’t go off, so he slept in and was awoken by the radiations/rays of sunlight coming in through his window.
8 We should always do what we can to take care of the elderly/old and any others who might be in need.
2 Complete the passage with the correct forms of the verbs in the box. Why did the accident occur? How should we try to avoid accidents in life?

for long hours every day in an office for several years, Nancy Jones felt that she was getting out of shape and decided that she needed to get some exercise. So, instead of going to and from work every day by bus, she started riding a bike because was an enjoyable activity for her. One night she had to work till late and it was foggy outside when she left the office. Her bike did not have a light, so home by bike would be dangerous. (not)to risk having her bike stolen, however, she decided to ride it home anyway. The first few kilometres had plenty of street lights, but onto a side road in the suburbs she found herself in the dark. down, she tried to see in front of her, but it was impossible. Then without warning. her bike hit a rock, her to the ground. to get up. she discovered that her ankle was broken. Urable to stand or walk, she found herself in alarming pain. Fortunately she was able to call an ambiance with er mobile phone, and the took her to a hospital. However, it was several months before her ankle recovered and she found easy again, a gym membership near her office, Nancy decided that there were other ways of keeping fit.

*Project 1: Learn and teach others about first aid
1 In groups, choose one of the medical emergencies in the photos below.

2 Research how to perform first aid for that medical emergency.
3 Make an instruction leaflet for giving first aid for that emergency. Include illustrations for any points that are not clear.
4 Combine all the leaflets to make a first-aid manual for your class.
*Project 2: Make your own first-aid kit
1 With a partner, research what should be included in a first-aid kit. how the items in the first-aid kit should be used, and in which emergencies they should be used.
2 Collect the items and put them in a box or container that is easy to store and find. In most cases, the items for a first-aid kit can be bought cheaply at a pharmacy.
3 Draw up an information sheet to go in the first-aid kit. It should include emergency phone numbers, a list of the items, and an explanation of how to use the items. Use the table below to help you.

4 Present your first-aid kit to the class. Introduce and explain the use of each item.
*Video Time

BEFORE YOU WATCH
Complete the sentences with the correct words.

1 is a type of aircraft with a lightweight engine and a large propeller strapped to the pilot.
2 is in Brazil.
3 is a man who started the Para-life rescue service business in 1995.
4 is something that can be worn in the water to prevent you from sinking.
WHILE YOU WATCH
1 Decide if the following statements are true [T] or false [F].

2 Number the following steps in the correct order.
The pilot calls the lifeguards.
The pilot manoeuvres close enough to drop the life preserver to the swimmer.
The pilot sees a victim.
Para-life pilots strap themselves into the paramotor.
The pilot then continues to fly above the victim until the lifeguards arrive.
The pilot flies against the wind to reduce flight speed.
AFTER YOU WATCH
Discuss the following questions in groups.
1 What are some advantages of paramotors over traditional forms of water rescue? What are some disadvantages?
2 As a business, how might the Para-life rescue service make money? Is it right to charge victims for rescue? If so, how much should they be charged? What if they cannot pay?
3 What other interesting or new kinds of rescue are there? How do they work?

Workbook
Unit 1
Using Words and Expressions
1 Complete the crossword puzzle according to the clues given.
1 to have a natural ability to do sth well
2 to deal with
3 hard or firm
4 to throw sb/sth somewhere with force
5 a person who helps sb else in his/her job
6 to think that sb is responsible for sth bad
7 to become less in number or amount
8 a weapon that travels through the air and explodes when it reaches its target
9 not mixed with anything
10 to change the form of sth

2 What do you think a great scientist needs most? Rank the following in order of importance and compare your list with your partner’s.
Ÿ theoretical background
Ÿ professional knowledge
Ÿ leadership
Ÿ talent
Ÿ imagination
Ÿ devotion
Ÿ determination
Ÿ creativity
Ÿ logical reasoning
Ÿ inspiration
Ÿ research methods
Ÿ statistical ability
3 Complete the passage with the correct forms of the words below.

Edwin Powell Hubble, born in 1889 in Marshfield, Missouri, spent his early years in the state of Kentucky. Afterwards, he moved with his family to Chicago and attended the University of Chicago, where he studied mathematics and astronomy and soon proved to be in these subjects.
At the Mount Wilson Observatory, Hubble studied objects within our own galaxy using a with a mirror of one hundred and fifty-two centimetres in diameter. His discovery was the finding of a Cepheid variable star（造父变星） in the outer area of a nebula（星云），He that nebulae were galaxies themselves, and thus, astronomers now to the view that distant galaxies do exist. He then made more observations of forty-six galaxies that
were travelling away from Earth with speeds that were directly to the galaxies’ distance from Earth. Hubble discovered the scientific rule-now called "Hubble’s Law”—that the farther away a galaxy is, the greater its speed. As one of the most important ,he devoted himself to galaxies, which led to many discoveries in the fields of extragalactic astronomy and observational cosmology. Hubble’s efforts led to a(n) in the understanding of how our universe works and develops.
Using Structures
1 Complete the following ideas by famous scientists with a word or expression that introduces a predicative clause.

1 Research is I’m doing when I don't know what I'm doing.
(Werner von Braun)
2 The saddest aspect of life right now is science gathers knowledge faster than society gathers wisdom.
(Isaac Asimov)
3 An expert can be has made all the mistakes that can be made in a very narrow field.
(Niels Bohr)
4 …when different experiments give you the same result, it is no longer subject to your opinion. That' s the good thing about science: It's true whether or not you believe in it. That's it works.
(Neil deGrasse Tyson)
5 This applied science, which saves work and makes life easier, brings us little happiness. That is we have not yet learnt to make sensible use of it!
(Albert Einstein)
6 There are only two ways to live your life One is nothing is a miracle. The other is everything is a miracle.
(Albert Einstein)
2 Complete the conversations using noun clauses as the predicative.
1 A: Papermaking, printing, gunpowder, and the compass are the four great inventions of ancient China. They are significant contributions of the Chinese nation to the world.
B: Sure, they are. What I want to know though is .
2 A: The ancient Chinese were the first to invent paper and printing Then they went on to invent books and had opened bookshops in many cities.
B: What I’m curious about is .
3 A: The compass is a special invention of ancient China, dating back to as early as the Warring States Period.
B: Yes. It seems .
4 A: Gunpowder was originally used for making fireworks.
B: But what surprises me is .
5 A: After the discovery of medicine, acupuncture was invented in China. Acupuncture is a treatment which doesn't involve any drugs. Very thin needles are put in certain parts of a person’s body.
B: Really? What puzzles me is .
6 A: High-speed trains, mobile payments, the bike-sharing system, and online shopping are considered by some as the new "four inventions" of China.
B: Is that so? I feel/It seems .
Listening and Speaking
1 Discuss what you know about the following two topics.
Ÿ China's Jiaolong submarine
Ÿ China’s quantum computing machine
1 Why are these two achievements important?
2 When dd these achievements occur? What records were set?
【】2 Listen to two news reports and check your answers to the questions in Activity 1.
【】3 Listen again and complete the news articles according to what you hear.


4 In groups, make a short summary of each news story. Use the questions below to help you.
1 What information must you include in each summary?
2 What information can you leave out?
3 How can you explain difficult ideas in a simple way so that others can understand?
5 Brainstorm other important scientific or technological achievements that China has made recently.
6 In pairs, practise summarising one or two of these achievements. Imagine that you are telling readers from other countries about them.
Reading and Writing
【】1 Read the passage and choose the correct answer to complete the statement.
Al AND HUMAN BEINGS
Is it possible to make machines think like humans? This is one question in research in the field of Artificial Intelligence, or “Al”. To think like a human, it involves feelings, morality, hopes, and dreams. Humans are capable of making decisions by themselves without input from others, and they can learn from experience. In addition, humans are able to create things from their own inspiration for their own pleasure. The question is whether machines can ever really think in all these aspects.
The idea of a computer that is all-powerful and can think and make decisions for itself terrifies many people. In some films, Al even decides that all humans must be killed. Many people are also concerned that Al will be used to replace humans.
Yet others are comforted by the thought of Al. Maybe with Al, robots can be made to replace loved ones who have died. Today, the creation of an all-powerful computer capable of human thought is still in progress. We have companion robots, and it is likely that they will grow more important in our lives as time goes by. However, the need for such robots does not seem to be as critical as our need for
intelligent machines that can solve problems by learning from their
observations and experience.
For example, Al is already being used with great success in Internet search engines and as a personal assistant in our smartphones. It learns from our habits to help us find what we want and like. Al is also used to diagnose problems and suggest solutions. Researchers are also experimenting with the use of Al in driverless cars which can sense their surroundings and decide on the best way to reach a destination. It is also being used in education, particularly in online courses. Furthermore, industries that use robots for repetitive or dangerous work often tum to Al to manage these electronic workers. In addition, virtual assistants are also being used in some homes today. In the near future, it is likely that A will be used to manage smart homes and handle an even greater variety of tasks such as setting out favourite clothes and helping us with our personal grooming.
The Al of today has already proven its superiority to humans in many areas. Do you think that we can create a robot that thinks like a human or one that is even more intelligent? If so, is there truly a difference between Al and a human?

According to the author, we Al machines that think like humans in every way.
A know that we can make B don't know if we can make
C have already made D will never make
2 Answer the following questions using the information from the passage.
1 Which of the following attributes of human thought does Al have now?
□creativity □problem-solving ability □feelings □hopes
□learning □independent thinking □morality □dreams
2 Why are many people concerned about Al? What do some people hope Al will be able to do in the future?
3 Discuss the questions in groups.
1 What do you think Al will be able to do in the future?
2 What possible benefits or problems will Al bring us?
4 Write about how science and technology has influenced your daily life.
1 In groups, talk about your average day from morning until night. Fill in the table below with your notes.

2 Choose one kind of technology from your discussion and use your notes to write an essay about its impact on your daily life. You can start your essay like this:
Every day I use a kinas of technology I begin my day by using…

*Expanding Your World





Unit 2
Using Words and Expressions
1 Change the following verbs to nouns. What suffixes did you add? Can you think of other suffixes for nouns?

2 Replace the underlined parts with suitable phrases you have learnt in this unit. For each sentence, which way of expressing the idea do you prefer?
1 The staff n the hotel did their best to provide the guests with good service. Everyone staying there felt comfortable and relaxed.
2 My friend bought medical insurance before she went to study abroad. She knows that it is really expensive to see a doctor in a
country.
3 In the school l am studying at now, the teachers encourage students to express their opinions openly and make sure their voices heard.
4 Don't think that I was unfair. I only supported whoever was right.
5 These days he doesn't have much spare time because he is busy with preparing for the final exams.
3 Translate the following sentences into English using the words and phrases in brackets.
1受到叔叔的鼓励，他答应在国外努力学习，不辜负家人的期望。( motivated, expectation)
2据我所知，这家公司开销远超预算，所以决定修改方案，提升综合竞争力。(As far as I know, firm, expense, budget)
3临别之际，她回想起与朋友一起度过的美好时光，意识到可能很长时间见不到他们了，因此十分惆怅。 (departure, recall, depressed)
4一般来说，接触世界其他地区的事物能够帮助你从不同角度看问题。(generally speaking, exposure, angle)
5上大学不仅意味着抓住继续深的机会，还意味着加深对周困世界的感悟。( grasp, insight)
4 Complete the passage with the correct forms of the words in the
box. Did the writer think it was a good idea to study abroad? Why?

Studying abroad in Amman, Jordan, was a life changing experience for me Every day was an adventure because life there was different from that at home As you know, Jordan is in the Middle East. There were so many challenges and cultural norms I had to adapt to, and I needed to learn how to in new and with people from different cultural backgrounds, Fortunately everyone I met there was understanding and welcoming, I applied through International Studies Abroad(ISA ), and they were incredibly helpful and made the process less and overwhelming. Studying abroad let me see things from new and learn more about cultures around me. I hope everyone gets the opportunity to pursue further studies abroad and to an understanding of different cultures, too. I believe studying abroad can help you your abilities in cross-cultural communication and improve your general .
Using Structures
1 Use the clues to help you make sentences with noun clauses.
EXAMPLE
major, study, influence, choice of university→
What major you want to study will influence your choice of university.
1 strange to me, students, change classrooms, each lesson, because, my country, teachers, move around.→
It
2 need, J-1 visa, F-l visa, not known, many exchange students→
Whether
3 host family, has received training, hosting exchange students, clear, how, support guests→
That
4 advice for exchange students, learn, report, cases of crimes, police→
is that
2 Some people are giving comments on studying abroad. Correct their mistakes in using noun clauses. Then write a short passage to
support one of the ideas you agree with.
1 One possibility encountered by students studying abroad is they might get depressed because of the challenges they face, such as a heavy workload and the language barrier.
2 This is true that the development of modern technology has greatly relieved the loneliness of those who are studying abroad. Nowadays students can keep in touch with their family more easily using email mobile phones, or other methods.
3 Students have to speak a foreign language well enough to study in that country is a challenge for those who hope to get an overseas degree.
4 In some cultures, people don’t like to make physical contact of any kind with strangers. That is how they feel very uncomfortable if
anyone stands too close to them.
5 Now that you have passed the examination with such a high score, the question being which school you are going to apply for.
3 Complete the passage about culture shock with the words from
the box. What are the four stages of it? How do you think people can
overcome culture shock?

people move to a new country, they often feel worried and stressed they don't know the customs and traditions of the new place. This feeling is is generally called “culture shock”. Kalervo Oberg was the one first used this phrase. According to Oberg, there are several stages of culture shock. First there is the honeymoon period. During this period, people experience is fresh and exciting to them. In the next stage, frustration, people notice more differences between their own culture and the new one. people usually do about these differences is either to change their behaviour or return to their home country. If people stay they come to the third stage which occurs they begin to adjust to the new culture. They begin to become familiar with the customs, the thinking, and the habits of the new. Acceptance is the fourth stage. People finally begin to fit into the new culture. Differences no longer trouble them as much, and they feel they might actually belong in the new place.
Listening and Speaking
1 Match the pictures with the words.


【】2 Listen to the conversation and answer the following questions.
1 Where does the conversation take place?
2 How many people are taking? Who are they?
3 What are they talking about?
【】3 Listen to the conversation carefully and complete the report in a local newspaper.

4 Work in groups of four. Imagine two are experts like Li Chen, and the others are Tania's students who are visiting the British Museum. Role-play a conversation.
1 Experts: Brainstorm and research information about the history and culture of Chinese bronze. You should explain the following clearly and add more details as necessary.
Ÿ exchange programme
Ÿ museum facts/details
Ÿ history and craft of bronze
2 Students: Brainstorm questions you will ask the experts about the exhibit on. You should express interest and ask good questions.

Reading and Writing
1 What things do you think would impress a Canadian teenager on a visit to China?
2 Read through Jim's email to his aunt and match the main ideas with the paragraphs.
Paragraph : Jim's observations about China
Paragraph : the reason why Jim came to China
Paragraph : Jim's plans for the future
Paragraph : something Jim is interested in


3 Read the email again and answer these questions. Then summarise the content of Jim’s email with the help of the answers to these questions.
1 How did Jim prepare for his trip to China?
2 How did Jim’s impression of China change after he arrived?
3 Why does Jim like Chinese parks so much?
4 What are Jim's plans for the future?
5 What kind of photos do you think Jim has attached to the email?
4 In groups, discuss the following questions.
1 What kind of home would be a good choice for Jim’s homestay?
2 What kind of indoor or outdoor activities would Jim really appreciate?
3 In what ways could you help Jim with his plans?
5 Using ideas from your discussion, write a reply in response to Jim’s ad, inviting him to stay in your home. Be sure to mention special things about your home, unique activities, and the kind of help you can offer him. Use the table below to help you sort out your ideas.

EXAMPLE
Hi Jim!
I saw your ad and I think I can he you. My home is the perfect place for you…
*Expanding Your World




Unit 3
Using Words and Expressions
1 Match the noun phrases on the right with the adjectives that collocate with them.

2 Complete the sentences with the correct forms of the words in the box.

1 I'm glad that I'm consuming fewer this week. Hopefully I have lost some weight.
2 Almonds are full of , which is fundamental for body building.
3 Coffee and tea will usually be served with .
4 It is wasteful to consume such vast of food and drink at a birthday party.
5 She gave the children some teething biscuits to during the long car journey.
6 There are two of protein-animal protein and vegetable protein.
7 Alexander is the new of the French Cuisine .
8 Tom prefers roast lamb to roast , because it is more tender, in his opinion.
9 What would you like to have for the main course, ?
10 I usually have lunch in the school , since it is more convenient and comfortable.
11 It is now accepted that people should themselves to only a few cups of coffee a day for the sake of their health.
3 Put the foods into different categories, and add more to each category. Think of more food categories and make your own word bank In pairs, design a simple menu using the foods in your chart as ingredients, and talk about their flavours and features.


Using Structures
1 Complete the sentences with the correct forms of the given words.
1 Entering the kitchen, I found that the pizza (just, transfer)into the oven.
2 The cheesecake the cafeteria offered me the other day was the best I (ever have).
3 The chef said that the menu (adjust)to suit local tastes.
That’s why more and more customers were coming to the restaurant.
4 The nutritionists claimed that they (discover)a new and nutritious type of food.
5 After she (tell)about the online shop for vegetarians, she didn't go to the supermarket anymore.
2 Read the situations and rewrite the sentences using the given words.
EXAMPLE
He couldn't take out his card. He called the bank about the broken ATM(swallow).→
The ATM had swallowed his card/His card had been swallowed by the ATM.
1 When my mum got to the supermarket, there was no grass-fed beef left. (sell out)→
/
2 It was my first time to hear somebody sing the song, sol knew nothing about it. (hear)→
/
3 I got to the food market, but it was closed. I didn't know about the new opening time. (change)→
/
4 Linda has become slimmer since last summer. She used the vegetarian recipes from the website. (follow)→
/
3 Read each conversation. If you find a mistake, put a cross (×)and write the correct words on the line. If the sentence is right, put a tick(√).
EXAMPL
A: Had you ever eaten durian before you came to Singapore last year?
B: Yes, I did I really like durian！
(×)
Yes. I had.
1 A: How much sugar and salt did Lily put?
B: They added into the pot without me noticing, sorry.
( )

2 A: Do you remember why Mrs Green scolded you last Christmas?
B: Yes, it was because I had taken her plates from the cupboard without asking her.
( )

3 A: Did you start to study food nutrition in 2017?
B: Yes, I had studied it for several years and I am really interested in it.
( )

Work in pairs. Think of an interesting situation and make up a similar conversation by yourselves.
Listening and Speaking
1 Discuss these questions in groups.
1 Have you ever eaten in a Western restaurant?
2 In what ways was it different from a Chinese restaurant?
【】2 Listen to a conversation at an American steakhouse between Paul and Lin Tao, and then circle the items you hear on the menu.
【】3 Listen again and complete Paul's order.

4 Discuss the following questions in groups.
1 What puzzled in when he first saw the menu?
2 What is the difference between rare, medium. and well-done steak?
5 In groups, discuss a dining experience that you have had in a different culture or region. Use the questions below to help you.
1 Where was it and what kind of restaurant was it? What was it like?
2 How was it different from what you are used to?
3 What did this experience teach you about the people of that culture or region?
Reading and Writing
【】1 Read the text and complete the statements by circling the correct words or phrases.



1 Many young people in China today don’t like/like prepared store-bought food, compared to fresh food.
2 Me Lin would rather pay less/more money for fresh food than food from a supermarket.
3 When he goes to work, Su Bo doesn't eat/eats packaged food.
4 Sometimes Mei Lin eats packaged meals when she is in a hurry/running.
5 Su Bo’s mother likes to eat fast/fresh food.
2 Compare and contrast the habits and characteristics of Mei Lin and Su Bo. Write M for Mei Lin, S for Su Bo, or B for Both in the blanks.
1 Has/Have higher energy levels after eating fresh food
2 Likes/Like to make noodles with fresh vegetables and a few spices
3 Likes/Like to run
4 Needs/Need to stay alert because of work
5 No longer buys/buy supermarket food
6 Sometimes eats/eat fast food or prepared food
7 Thinks/Think eating healthy food helps with a fitness routine
3 Discuss in pairs the comments you would write in response to this article, and give your reasons.
4 Write a short essay on whether you prefer fresh food or prepared food.
1 List two or three reasons why you prefer one choice over the other.
Reason 1
Reason 2
Reason 3

2 For each reason, give at least one supporting detail.
Detail 1
Detail 2
Detail 3
3 Now use your notes to write your essay. Remember to include an introduction and a conclusion. Use the following structures to help you.
For me, simple fresh food is the best kind of food…
The first reason is that... For example,…
…
In conclusion,…
*Expanding Your World




Unit 4
Using Words and Expressions
1 Familiarise yourself with the idioms by matching the meanings A-H with the words in brown.
A to deliberately behave in a stupid way
B to look angry
C the ability to see or notice small details that are very difficult to see
D to make sb remember or learn sth by repeating it often
E to end sth
F the best in a group
G used for telling sb that they should not bother to say sth
H be prevented from taking part in sth
1 Save your breath He won't listen.
2 Stop acting/playing the goat! It's annoying everyone.
3 We sat down and started the exam under the eagle eye of the teacher.
4 I like everyone in her family, but Judy is the best of the bunch.
5 It was drilled into us at an early age never to tell a lie.
6 Seeing the annoying sight, he had a face like thunder.
7 He was frozen out of discussions about the project.
8 They bring down the curtain on their Canadian tour in the Yukon today.
2 Learn to use the words anticipate, owe, and contrary by translating the Chinese words in brackets into English.
1 The organisers (没有预想到) the huge interest in the horse-riding event at the Calgary Stampede.
2 (据预测)that the repair work at the CN Tower will be completed in around six months.
3 (我们没有预想到)that the frost would cause any difficulties in driving.
4 I think you (欠自己)a day off from work.
5 Don’t you think you (欠她一个道歉) for the way you've behaved?
6 How much (我们欠你) for the tickets？
7 We (欠你很多)for all your hard work this year.
8 You thought we didn’t like Mr Smith? (相反地)，every one of us loved him, although he was rather stubborn and very strict with us.
9 (与我们期待的相反)，it rained lot during our trip to the seaside.
3 Put the following words into the three categories of word formation. Look them up in the dictionary if necessary.

Using Structures
1 Complete the table with as many words in-ed or-ing form as you can think of. Then complete the conversations with suitable words. Work with a partner to write similar conversations.

1 A: Are you in visiting the newly built museum downtown?
B: Not really I’d rather go to the new theme park, which is more .
2 A: Don't you think that dog is ? Better not get close to it.
B: Actually, I think that the dog is just because there are so many people around.
2 Choose one or two topics from the list below and write a paragraph about your feelings or experience using some words in their -ed or -ing forms.
Ÿ a book you have read
Ÿ a city you have travelled to
Ÿ a lecture you have listened to
Ÿ a restaurant you have been to
Ÿ a friend you want to talk about
Ÿ a product or an app you have used
EXAMPLE
"Life on the Road" is the most touching lecture I have ever listened to, Among the talks on travel, this is the most inspiring. I was very impressed by the dangers and uncertainty the speaker had experienced, as well as his exploration and discovery…
Share your ideas with your group. As a group, choose the most
impressive piece of writing to share with the class.
3 Read this ad about a short story contest. Correct the mistakes in it and check your answers with your partner. Then imagine that you are entering the contest and write a short story.
Write a short story about a memorable trip you have taken, and stand a chance to win a holiday for two near the Niagara Falls, Canada!
Now’s your chance to put pen to paper and win a week’s holiday at Oakes Hotel overlooking the Falls. Locating in front of the Falls, the hotel provides a front-row view of the Canadian Horseshoe Falls, Enjoy the best view in the district, every guest with a Falls View room can just stand by the window, and experience the beauty of the Falls right outside! For guests stayed in a River View or an ordinary room, check out the 14th floor observation room. If you're looked for a closer view, you can walk down the railway right to the edge of the Falls!
Setting in the heart of the Fallsview tourist district and other Niagara Falls attractions, which are really excited, the Oakes Hotel will be your perfect choice for shopping, dining, or entertainment. You will never be bored here.
Your story should be between 200-400 words. Your story must be original and must not have been published previously, whether in printed or online. Your story can make us laugh or cry, or inspiring and encouraging.
Listening and Speaking
【】1 Mary Sullivan has just completed a Long walk alone across Australia, and is now being interviewed on a webcast called Adventure Travel. Listen to the webcast and tick the things that she talks about.

【】2 Listen again and take notes on the three main difficulties Mary encountered on her journey.

3 Imagine your partner has just completed a long walk, and you are interviewing him or her about the journey. Use what you have learnt in this unit and the questions below to help you.
How long was your journey?
What kind of equipment did you need?
How did you prepare for emergencies?
What kind of difficulties did you face?
Did you encounter any wildlife?
Why did you go on such a journey?
You may start the interview like this:
Today, I'm interviewing… who has just walked across…
Reading and Writing
1 What do you know about Xu Xiake and his travels?
【】2 Read the following article and answer this question: How do you think modern tourism differs from tourism in the Ming Dynasty(1368-1644)?



3 Read the article again and answer the questions.
1 Why did the author decide to go to Guilin?
2 How are karsts and their related cave systems formed?
3 According to the author, why did Xu Xiake like to trave?
4 What did the author do in the cave?
5 Do you agree with the author that Xu Xiake probably played in the mud? Why or why not?
4 In groups, discuss why Xu Xiake liked to go on Long journeys, what difficulties he probably faced, and what things he enjoyed.
5 Imagine that you are a modern-day Xu Xiake and wish to go on a long journey somewhere in the world. Write a short essay telling：
Ÿ Where you intend to visit.
Ÿ why you wish to go there.
Ÿ what you hope to learn.
Ÿ what difficulties you might face.
Ÿ what you would enjoy on your journey.
You may use the beginning and ending below to help you in your writing.
My plan is to go hiking in..., as I want to see the beautiful scenery…
…
…It's true that it might be a little dangerous hiking in such a place, but to be alone under the open sky will fil me with great peace and allow me to clear my mind and focus on the positive
things in my life. And to challenge myself with the duty seems like a wonderful experience…
I think we can earn a great deal from travelling as Xu Xiake did.
*Expanding Your World




Unit 5
Using Words and Expressions
1 Complete the table about different emergencies. The words in the box may help you.


2 Choose a word from the box on the left to complete each phrase
on the right. Then make your own sentences using the phrases.

3 Translate the Chinese in brackets into English to complete the sentences.
1 I shouldn't have eaten so much steak for lunch. Now (上下颠簸) of the boat going over the waves is making me sick.
2 In the ward, the nurse (扎了一针)in his arm. Then she withdrew it and placed pad of cotton wool over the spot.
3 The elderly man’s speech (被观众们的掌声打断)from time to time.
4 In the face of the public’s dissatisfaction with the new social welfare system, the government (马上做出反应)and tried to (证明该福利的好处).
5 When news of her son’s death reached her, she (绝望地尖叫一声)， refusing to believe it She finally (瘫坐在地上) wrapping her arms around herself.
4 Complete the conversations with the words you learnt in this unit. The first letter of each word is given.
1 A: Let’s rest in the members lounge over there. The radio said our flight is d due to the f weather.
B: I’m afraid I can't go with you. I didn't apply for m in the airline club.
A: Oh, don’t worry. I can bring a friend in with me.
2 A: So, Tony, How was your weekend, surrounded by nature? Must have been quite different from living in the s .
B: Well, I had a good time fishing by the river. But there were too many m . I got so many bites!
A: Oh no! Did you catch some fish at least?
B: No, I was about to catch one when I heard someone s and then I heard a splash in the water.
A: Was someone d ?
B: Yes, a girl was walking along the bank when she s . Luckily, I can swim, so I jumped in the river and got her out immediately.
Using Structures
1 Make sentences with the following clues. Then try to form a logical paragraph by putting some of the sentences together. Pay attention to the use of the -ing form.
1 Reacting rapidly in times of emergency…
2 Not hesitating for a single second,…
3 Having called the ambulance,…
4 I stopped his bleeding by…
5 When carrying out rescue breathing,…
6 Being educated on how to respond to life-threatening situations,…
7 The man was thankful for…
8 It was an inspiring experience and I think in the future I'll keep…
9 To learn more first-aid techniques, I’m considering…
10 When I saw blood flowing out from his arm, I couldn’t help...
2 Rewrite the sentences to correct the mistakes in the use of the -ing form. You may need to add some information. What mistakes do
these sentences have in common? How should you avoid making such mistakes?
1 A man was seen lying on the street, while waiting at a subway station.
2 While having a bath, water leaked over the sides of the tub.
3 The hurricane terrified people, being driven from their homes.
4 Moving fast through the grass, I saw a snake.
5 The old woman fell down just in front of Kathy, not knowing what to do.
6 Sobbing and wailing, the search team finally located the survivors.
7 Sitting on the beach, the waves seemed huge to Martin.
8 After spending two hours in the waiting room, the nurse finally called his name.
9 Being trained at the first-aid centre, his confidence in helping people grew stronger.
10 Having been seriously injured in a cycling accident last year, riding too quickly on a bike is something that he is now afraid of.
3 Edit the story by correcting any mistakes regarding the use of the
-ing form. What can you learn from the story?
Last night there was a big storm, brought high winds and blowing roofs off houses. By morning, however, the storm had passed and the streets were dry. While goes to school, Peter noticed a young boy lie in the road near a downed power line. Not moved, the boy looked dead and his face was turning blue. Peter was walking over to help the boy, when he heard a man shouting "Stop! Don't move!” Peter turned and saw a man running towards him with a serious face." “Don’t touch him! You could get killed! "the man shouted. “Call an ambulance! Peter ran to a shop nearby to call for help. Went back into the street, he saw the man uses a long piece of wood to move the power line away from the boy. Having freed of the power line the boy was picked up and carried a safe distance away. " Stop people from coming near the power line!" the man told Peter. The man then started doing CPR on the boy. A crowd began to grow, and Peter tried his best to keep them away from the power line. Finally, an ambulance and the fire brigade arrived. The medics began looking after the boy while fire fighters took care of the power line. Unable to see what was happening, Peter was quite worried about the boy. After twenty minutes, Peter felt happy when he saw the medics lifting the boy, now is talking, into the ambulance.
Listening and Speaking
【】1 Listen to the conversation about first-aid techniques. Write in the boxes the order (1-4) in which you hear these situations described.

【】2 Listen again and complete the sentences below. Then match the advice to the pictures in Activity 1.
1 She should sit down and bend forwards slightly, so she doesn’t . Then ask her to squeeze her nose just below the until the bleeding stops.
2 Stop him from ,as that makes clothes bum faster. Tell him to the floor and with a blanket. him on the ground until the fire goes out. Then treat him for .
3 If he can't ,ask him to bend forwards and give him on his back.
4 Get him to and put some on his ankle. Then tell him to on a chair. Then his ankle.
3 In groups, discuss these questions.
1 Based on what you have learnt so far, is there anything you would add to the teacher s advice?
2 What other medical emergencies should be discussed in a first-aid class? What advice would you give for them?
3 How would you deal with a snakebite?
4 You are going to give a demonstration on first aid. In your groups, choose four medical emergencies. For each one, assign a member of the group to be a first-aid instructor, a victim, and a rescuer.
5 Prepare a script for the first-aid instructor, explaining how the first aid is given for that medical emergency.
Tips
Ÿ Remember to use sequence words such as first, next, then, after that, and finally.
Ÿ Use simple words to describe the actions. When giving first-aid advice, it is important to make things clear and easy to understand.
6 Demonstrate your first-aid lesson to the class. The first-aid instructor should explain what to do, while the victim and the rescuer should act out the steps.
Reading and Writing
【】1 Scan the pages from a home-safety manual below and tick the items that are included.

IS YOUR HOME SAFE?



2 Read the pages from the home-safety manual again and answer the questions.
1 What are some common accidents around the house?
2 What should we pay attention to when using electrical appliances at home?
3 What are some good ways to prevent fires at home?
4 What kinds of accidents might be common for children?
5 How can we make our home safer for the elderly?
3 In pairs, discuss reasons for the advice given in the home-safety manual.
1 You should make sure that your hot water heater is set at a low temperature because…
2 You shouldn’t run electrical wires under carpets because…
3 You shouldn't use a hairdryer near a bath containing water because…
4 Write an advice leaflet to make your school safer. Follow the steps below.
1 In groups, brainstorm three places in your school where accidents are most likely to happen.
2 For each place, make up a list of things or conditions that could easily cause accidents to happen.
3 Come up with a list of advice for each place, using the imperative(Make sure…,Keep…,Don’t…, etc.).
4 Now write an advice leaflet. Remember to give a short introduction explaining the function of the leaflet, and use headers followed by a bullet point for each piece of advice.
*Expanding Your World





Notes 注释
Unit 1
1 John Snow Defeats" King Cholera"约翰·斯诺战胜“霍乱王”
约翰·斯诺(1813-1858)，英国医生，10世纪50年代因其对霍乱病源的研究和贡献享誉世界医学界，被公认为流行病学奠基人之一。斯诺1836年起接受正规医科教育，1844年毕业于伦教大学。1854年伦敦霍乱流行，斯诺通过研究霍乱病死者的日常生活情况，发现了霍乱与饮用不洁水的关系。在他的呼吁下，政府及时关闭了不洁水源，有效制止了霍乱的流行。虽然斯诺没有发现导致翟乱的病原体，但他创造性地使用空间统计学查找到传染源，并以此证明了这种方法的价值。今天，绘制地图已成为医学地理学及传染病学中一种基本的研究方法。“斯诺的霍乱地图”成了一个经典案例。
2 the City of Science and Industry科学工业城
法国巴黎科学工业城并非一个城市，而是一座巨大的科学博物馆，位于巴黎东北部的维菜特公园(La Villette Park)内，因此也称作“巴黎维莱特科学工业城”，1986年启用。该博物馆的展览由常设展馆和临时性主题展两大部分组成，以丰富多样的展览内容而著称。法国还曾为该博物馆发行纪念邮票。
3 Today, I want to talk to you about a very strange phenomenon called a non-Newtonian fluid.今天，我想和大家谈谈一个被称作“非牛顿流体”的十分怪异的现象。
非牛顿流体(non- Newtonian fluid)是物理学名词。1687年，英国科学家牛顿发表牛顿黏性实验定律。后来，人们通过研究发现这一定律对那些低分子量的简单流体适用，而对具有高分子量的流体并不适用。人们把适用于该定律的流体称作“牛流体”，反之称作“非牛顿流体”。非牛顿流体广泛存在于人体、生活、生产和大自然之中，如：石油、泥家、牙膏、番茄汁、画团、人体的血液等都属于非牛顿流体。
non-是形容词、名词和副词前缀，意为“非；否；无”，英国英语拼写多带连字符，也有不连字符的情况，美国英语拼写常不带连字符。如：
non- Italian food非意大利食品
non- smoking zone禁烟区
on- smoker 非吸烟者
nonsense胡说八道；胡言乱语；一派胡言
【思考】你还能举出其他以non-为前、表示否定的词语吗？
4 Perhaps no other scientist has had a greater impact on China's aerospace science than Qian Xuesen.也许再没有哪一位科学家比钱学森对中国航天科学的影响更大了。
钱学森(1911-2009)，享誉海内外的杰出科学家，我国导弹、原子弹和人造卫星研究领域的开拓者，航天科学的奠基人。1991年国务院、中央军委授予他“国家杰出贡献科学家”荣誉称号和“一级英雄模范奖章”，以表彰他对我国科技事业作出的杰出贡献。1999年中共中央、国务院、中央军委作出决定，授予钱学森“两弹一星功勋奖章”。
5 Described by the authors of the Story of Qian Xuesen as a man with “great scientific thought and scientific spirit” who was patriotic and served his homeland with effort, achievement, and devotion, Qian was an extremely well-respected man. 钱学森备受人们的尊敬，《钱学森的故事》一书的作者称他为一位且有“伟大科学思想和科学精神”的人，并且他热爱祖国、甘于奉献、成就斐然。
这个句子虽长，但结构较为明确。它的主句较短，为 Qian was an extremely well-respected man，被一个过去分词短语所修饰，用作状语。该过去分词短语包含一个修饰名词man的定语从句 who was Patriotic and served his homeland with effort, achievement, and devotion。此处a man后面的介词短语with" great scientific thought and scientific spirit"用作定语，它把定语从句与先行词(man)分开了。
又如：
Do you know much about that lady with long curly blonde hair who gave us a talk two weeks ago? 你对两周前给我们做报告的那位留着长长黄色发的女士了解多吗？
6 the Dongfeng missiles“东风”导弹
“东风”导弹是我国于20世纪50年代后期开始自主研发的一系列近程、中远程和洲际弹道导弹。此处所提及的“东风”导弹”特指由钱学森所负责研发的早期“东风”系列导弹，因此钱学森被誉为“中国号弹之父”。
7 Stephen Hawking史蒂芬.霍金
史蒂芬霍金(1942-2018)，英国著名物理学家、宇宙学家、数学家。生前曾在英国剑桥大学担任卢卡斯数学教授(国际数学领域极具声望的教授职衔)，被认为是继爱因斯坦之后最杰出的理论物理学家之一。1963年，21岁的霍金被诊断患有肌肉萎缩性侧素硬化症，即运动神经细胞病，从此，霍金便不断与疾病斗争、挑战自我、奉献社会，是人类身残志坚的典范。他著有《时间简史》(A Brief History of Time)等著作，对宇宙黑洞有独到的见地和研究。
Unit 2
1 The first time that she had to write an essay, her tutor explained that she must acknowledge what other people had said if she cited their ideas, but that he mainly wanted to know what she though!她第一次写论文时，导师跟她解释说，如果引用别人的观点就一定要注明，不过导师主要是想知道她自己是怎么想的。
这个长句的主干是“主谓宾”结构： her tutor explained that…。句首的 The first time that…是时间状语。主句谓语动词 explained后面是两个that引导的宾语从句 that she must acknowledge…和but that he mainly wanted…。在第一个宾语从句中，谓语动词 acknowledge后跟一个宾语从句 what other people had said和一个状语从句if she cited their ideas;在第二个宾语从句中，从句 what she thought作动词不定式 to know的宾语。
这里谢蕾的导师提到了科研和论文写作中需要特别注意的两个方面，一是尊重知识产权、注意引用规范，二是要独立思考，有自己的见解，不可人云亦云。
在正式发表的论文或著作中，通常都会包含专门的“致谢"( acknowledgements)部分。我们之前还学过 acknowledge表示“承认(属实、权威等)；(公开)感谢”的用法，见如下例句：
They paid the fine and acknowledged their mistake.他们交了罚款，并承认了错误。
I gratefully acknowledge financial support from several local businesses.我对本地几家企业的资助表示感谢。
2 At first, Xie Lei had no idea what she should say, but what surprised her was that she found herself speaking up in class after just a few weeks.刚开始，谢雷不知道该说什么。但使她惊奇的是，没过几周，她就能在课堂上大胆发言了。
此句中包含三个从句，第一个是what引导的同位语从句 what she should say,说明idea的具体内容，第二个从句 what surprised her I是主语从句，第三个从句 that she found herself, few weeks是表语从句。
what引导的从句常在句中作主语或宾语。如：
What made the teachers happy was not power, money, or fame, but rather the accompishments of their students.让老师感到幸福的不是权力、金钱或名声，而是学生的成就。
I don' t quite understand what you said.我没太听懂你说的话。
" speak up"意思是“大声讲；畅所欲言；清楚地表明看法”。如：
Please speak up. We can't hear you at the back.请大点声讲，我们在后面听不见。
If you thought that wasn't fair, why didn't you speak up?如果你认为那不公平，为什么不说出来？
【思考】up构成的短语很多，如： eat up、 cut up、fix up、 turn up、 set up、 cheer up,你知道它们的意思吗？你还知道哪些含有up的短语？
3 Now halfway through her exchange year, Xie Lei feels much more at home in the UK. 现在一年的交流时间已过半，谢蕾感到她在英国的生活自如多了。
此处 halfway through的意思是“在……中间；在……中途；到……的一半”。如：
They left halfway through the meeting.他们在会议进行到一半时离场了。
We're about halfway through the project.这个项目我们差不多完成了一半。
feel at home意思相当于 feel relaxed and comfortable,即“感觉到舒服、自在”，例如：
They made me feel right at home my first day at the new job.上班工作第一天，他们就让我觉得很自在。
4 While I'm learning about business, I'm also acting as a cultural messenger building a bridge between us.我攻读商科的同时也是一个文化使者，在中外文化之间架起了一座桥梁。
句中的 while引导时间状语从句，表示“同时；另一方面；而且”，又如：
While the book will be welcomed by scholars, it will make an immediate appeal to the general reader. 这本书会受到学者的欢迎，同时也会很快引起一般读者的兴趣。
5 Tuition fees and living expenses are much more expensive than at home and could end up costing most families an arm and a leg. 学费和生活开销比国内贵多了，多数家庭最终可能会花费一大笔钱。
cost an arm and a leg,是英语习语，意思是“(使)花一大笔钱”、即“非常昂贵”，多用于非正式文体。如：
Travelling does not need to cost an arm and a leg if you know where to look for discounts,如果你知道哪里能找到折扣，旅行不需要花一大笔钱。
I can hardly think of buying a house because it costs an arm and a leg! 买房子我想都不敢想，因为房价太贵了！」
end up尤指经历一系列意外后“最终处于(某种境地)；到头来”，常用于表达不希望或预想不到的情况。如：
He ended up (living) in a nursing home.他最终在养老院度过了余生。
My friend came round for a cup of tea and we ended up having a big meal together.我朋友是来喝茶的，到后来我们却一起吃了顿大餐。
6 Some may struggle and suffer from culture shock when learning how to behave in new surroundings.在学习如何在新环境中得体举止时，有些人可能会感到吃力，并承受文化冲击的折磨。
culture shock意为“文化冲击；文化冲突；文化休克”，指一个人初到陌生国家或全新环境后所产生的某种陌生、因惑或不适感。除了与 suffer from搭配，还可以说 experience culture shock、 encounter culture shock。如：
Russia is where Jeff first experienced real culture shock.俄罗斯是让杰夫第一次真正感受到文化冲击的地方。
After coming to China, Kevin encountered difficult culture shock and didn’t know how to handle it.来中国后，凯文遇到了棘手的文化冲突，不知道如何应对。
【思考】你认为来中国学习的外国留学生会遇到什么样的文化冲击？
7 To sum up, one cannot deny the fact that studying abroad has its disadvantages…总之，出国留学有不利的一面，这个事实是不可否认的……
to sum up意思是“总之；概括地说”，常用于句子的开头，后面用逗号与其他成分隔开，表示对前面所述内容的小结。如：
To sum up, living in the school dormitory is better than living outside the campus.总之，住在学校宿舍比住在校园外更好。
在英语中，类似的表达方式还有 in closing、 in brief、 in a word、 in short、 all in all、 in conclusion、in summary等。
8 Cooperating with people from diverse cultural backgrounds helps us view the world from different angles and thus gives us more insight into our own culture.与来自不同文化背景的人合作有助于我们从不同的视角看待世界，进而让我们对自己的文化有更深入的了解。
本句中动词-ing短语 cooperating with…作主语。view在句中是动词，意思是“看，观看；把……视为，以……看待”，又如：
When the car was first built, the design was viewed as highly original,这种车刚造出来时，其设计被认为是独具匠心。
People came from all over the world to view her work.人们从世界各地赶来观看她的作品。
Unit 3
1 Chinese cuisine中国菜肴
我国地域辽阔，各地不同的地理气候、食材资源以及人们的饮食习惯，造就了各具特色的地方菜系。我国民间烹饪有“八大菜系”之说，指鲁菜、川菜、湘菜、苏菜(又称“淮扬菜”)、浙菜、粤菜、闽菜、徽菜，各有一整套自成体系的烹任技艺和风味特点。此外，还有一些更加具体化的或接地域划分的菜系，如“州菜”“本帮菜(上海菜)”“东北菜”“客家菜”“陕菜”等。
走遍中国，各地风味名吃不胜枚举，千滋百味的名馔佳肴折射出我国悠久的饮食传统和鲜明的地域特色。可见，菜肴不仅仅是饮食，同样也是一种文化。在国外，尤其是西方，中国菜肴也成为人们了解我国文化的一个窗口。
2 Jean Anthelme Brillat- Savarin让・安泰尔姆・布里亚-萨瓦兰
让·安泰尔姆·布里亚-萨瓦兰(1755-1826),法国律师、政治家。他出身于律师世家，曾在法国大革命时期的制宪议会任职，革命失败后流亡瑞土和美国。1796年他重新回到自己的祖国，在人生的最后25年中潜心笔耕，完成经典名著《厨房里的哲学家》。该书以故事的形式讲述美食及其背后的文化哲理，书中不少语句成为后人争相引用的哲理名言。课文所引“ Tell me what you eat, and I will tell you what you are."便是其中之一。
3 You are what you eat.人如其食。
这是一句西方谚语，是指一个人所吃的食物对其性格和文化涵养有着重要的影响。但现在人们常用它来谈论饮食健康或就这一方面提出忠告。如：
Gina often looks pale and il, but you are what you eat and she never bothers to eat a proper meal.吉娜常常看上去面无血色，病病恹恹，食如其人——她从没好好吃过一顿饭。
You are what you eat and Jim should give up eating so much fat； he’s already had a minor heart attack.你吃什么样的东西就有什么样的结果！吉姆应当戒掉大吃油膩食物(的习惯)，他都已经有轻度心脏病了。
4 General Iso' s chicken左公鸡；左宗棠辣鸡
北美地区的知名中餐菜肴，主料为鸡块，油煎后色泽金黄，配以红色尖椒，味甜略辣，亦有不辣的做法。菜名中的“ General Iso"(左将军；左大人)特指我国历史中的清朝官员左宗棠，但并无证据显示此菜肴与左宗棠本人有直接的关联。
5 Tired, hungry, and not knowing a word of Chinese, we had no idea how to order, so the chef just began filling our table with the best food we had ever eaten.又累又饿，一个汉字也不认识，我们压根儿不知道如何点餐，于是厨师在我们桌上摆满了食物，那是我们吃过的最可口的佳肴。
此处Tired, hungry. and not knowing a word of Chinese为 we had no idea how to order的状语，表示当时“我们”所处的状态。同时，前面的部分又和 so the chef just began…相并列，表达因果关系。
在Tired, hungry, and not knowing a word of Chinese这个短语中，and并列连接了形容词和现在分词短语。英语中，形容词、分词以及由它们构成的短语常可用作状语。如：
Shocked and tightened, she let the glass fall from her hand.受到惊吓，她摔掉了手中的杯子。
Busy with his work he' s got no time for chatting with us.忙于工作，他没有时间跟我们闲聊。
Practising hard in such a way, my little sister made rapid improvement in her handwriting.如此刻苦地练习，我小妹妹的书法进步很快。
6 dim sun点心
这是由广东话谐音进入英语的典型词语。英语是一门比较开放的语言，广泛地从各种语言中借词丰富自己。我国海外侨民对汉语词语进入英语起着最为直接和主要的推动作用。英文词典中直接可查到的源于中文的饮食词汇有 chop suey（炒杂烩）、 chow mein（炒面）、tofu（豆腐）、lychee/litchi（荔枝）、wonton(soup)（馄饨）等。
【思考】英语中还有很多源于中文的词语，你还知道哪些？请举几个例子。
7 haggis（苏格兰）羊杂碎肚；羊肚杂碎包
苏格兰独有的传统风味佳肴，将剁碎的羊心、肺等内脏或搅碎的小牛肉与燕麦、洋葱、香辛料秘制成馅，用羊肚包成球状，然后煮熟食用。颇受当地居民欢迎，也是游客体验苏格兰美食的首选。
8 However, there is increasing evidence that the real driver of poor health is not so much fatty food, as it is sugar.然而，起来越多的证据表明，不良健康的真正推手并非脂肪类食物，而是糖。
此处 driver源于动词drive。该动词有“推动；驱使”的意思。如：
Do you know what has driven him to do such a thing to you?你知道什么驱使他对你做出这样的事情吗？
英语后缀-er不仅可以表示“人”，也可表示“事物”。此处driver即为“推手”的意思。在日常生活中，driver多指 screwdriver（螺丝刀），在信息技术领域， driver指“启动程序”等。可见， driver在不同语域下意义相差较大。
as it is,是一种语言衔接结构，意为“事实上；实际情况是",多用来陈述一种原因或状况，尤其是当该原因或状况与你的预期或期待存在不同时。如：
They hoped to move into the new house by the end of this month, but as it is they’ll probably have to wait a bit longer.他们原期望本月底能够搬进新居的，但实际情况是很可能得再稍等一段时间了。
9 This is true regardless of how healthy the rest of their diet might be.无论他们其他方面的饮食多么健康，都确实如此。
regardless of是固定短语，意为“不顾；不管；无论；不分”，用作状语。如：
He always does what he wants, regardiess of what we say to him.他总是我行我素，根本不听我们对他说的话。
Anybody is welcome to have a try, regardless of age and sex.欢迎大家上前一试，不分年龄和性别。
10 If you are using food mostly for nutrition, then you are on the right track with your diet.如果你吃饭主要是为了汲取营养，那么你已经在饮食方面走对了路子。
be on the night/wrong track是固定短语，表示思路或行为方式正确与否。如：
The results of the experiment seem to suggest we' re on the right track实验结论似乎表明我们的做法是对的。
This time you' e on the right track. Keep on, I guess you' I soon get the answer.这次你走对了路子。加油！我看你很快就会得出答案了。
Unit 4
1 When the train arrived at the station, they took a taxi to Lake Louise, where the blue water literally took their breath away with its exceptional beauty.火车抵达后，她们乘坐出租车来到路易斯湖，那里湛蓝的湖水异常美丽，令她们惊叹不已。
take sb' s breath away字面意思是“令人无法呼吸”，常用来比喻“（美景等）令人非常兴奋或惊讶”。
literally本意是“照字面意思”，引申出“确实地”“真正地”等意义，常用于表达强调或夸张的语气。如：
The word" planet" literally means" wandering body”，“行星”这个词的字面意思是“游荡着的物体”。
The incident literally stopped the traffic.这个事件的确使交通陷于停顿。
You' re taking his words too literally.你这样理解他的话，未免太机械了。
2 They spent the night, and then took a coach bound north through the Canadian Rockies to Jasper.她们过了一夜，然后乘坐长途汽车，向北穿越加拿大的落基山脉，来到贾斯珀。
句中的 bound是形容词，用在名词后面，意思是“准备前往……的；开往……的”。如：
She was on a plane bound for Moscow when she got sick.她犯病时王在前往莫斯科的飞机上。
表达这种含义的 bound还常用作复合词后缀。如：
Northbound traffic is moving very slowly because of the accident.由于交通事故，北去的车辆移动非常缓慢。
The line did not close completely, but inbound and outbound trains had to share one of the two tracks near the station.铁路线没有全部关闭，但进站和出站的列车只能共用车站附近两条轨道中的一条。
3 From Edmonton, the train headed southeast across the great Canadian Prairie. 列车从埃德蒙顿出发，朝东南方向一路驶过加拿大大草原。
head在这里作不及物动词，意为“朝（某方向）行进”。如：
Where are you heading? 你要去哪里？
Ho stood up and headed for the door.他站起来，朝门口走去。
加拿大大草原( the great Canadian Prairie)是北美大草原在加拿大境内的部分，位于加拿大西南部的草原三省——艾伯塔、萨斯喀彻和马尼托巴( Alberta, Saskatchewan, Manitoba)。从加拿大西部的埃德家顿( Edmonton)出发乘火车去东部的哈利法克斯( Malta),正好穿过加拿大大草原。
【思考】你还学过哪些像head这样既可以作名词，也可以作动词的词汇？请举出几个例子。
4 After Li Daiyu and her cousin arrived in Toronto, the largest and wealthiest city in Canada, they only had a few hours to kill before they had to proceed to the next leg of their trip to Montreal, so they went on a tour of the city.李黛予和表妹来到多伦多这个加拿大最大、最富有的城市后，离出发到下一站蒙特利尔之前只有几个小时的时间，她们就在多伦多逛了逛。
多伦多，安大略省首府，加拿大第一大城市和主要经济、文化中心，加拿大华人最多的城市。
蒙特利尔，加拿大第二大城市，位于魁北克省( Quebec)南部，是魁北克省的经济、文化中心和主要港口。由于历史原因，魁北克省居民以法裔为主，半数以上的居民会讲法语和英语，官方语言为法语，是北美地区的法语文化中心和多文化交融的地区。
5 Standing in the distance, they were astonished to see misty clouds rising from the great Niagara Falls, which is on the south side of the lake.她们站在远处眺望，看到湖的南边从尼亚加拉大瀑布上升腾而起的水雾，感到非常震撼。
尼亚加拉瀑布位于尼亚加拉河上，以河面落差大、水势澎湃而闻名。该瀑布位于美国和加拿大的交界处，东边美国境内部分称为亚美利亚瀑布，西边加拿大境内部分星马蹄形，故称为马路瀑布，整个瀑布流面宽约1000米。
6 They met Lin Fei around dusk over dinner at a restaurant in downtown Chinatown. 黄昏时分，她们来到市中心唐人街的一家餐馆跟林菲见面吃饭。
多伦多的唐人街颇具规模，最著名的唐人街位于 Spadina和 Dundas街一带，街道两边大小商铺中富有中国特色的商品琳琅满目。人们在这里不仅可以品尝到各种口味地道的中国菜，每逢中国传统节日，还能体验舞龙舞狮等庆祝活动。
【思考】在这个句子中，你能划分出几个词块呢？
Unit 5
1 Burns are divided into three types, depending on the depth of skin damage.根据皮肤损伤的深度，烧伤或烫伤可分为三种类型。
burn既可用作动词，又可用作名词，表示大阳、热、酸等造成的烧伤、烫伤、灼伤等。如：
Avoid direct sunlight, especially around midday, or you will get burn.避免阳光直射，尤其是正午的时候，否则你会晒伤的。
burnt myself on the stove. 我被炉子烫了。
The soup is hot. Don't burn your mouth.汤很热，当心别烫着嘴。
【思考】你能用burn作名词造几个句子吗？你能列举更多单词，说明英语中一词多义、一词多词性的现象吗？
2 understand text types了解语篇类型
主要的语篇类型包括口头和书面语篇，以及不同的文体形式，如记叙文（个人经历、人物介绍、短篇小说、童话、传记等、说明文(地点、事物、产品介绍、现象说明、事理闻释、使用手册等)、议论文(论说文、评论等、应用文（日记、信件、简历、宣传册、问卷、工作计划等)，还包括新闻报道、新某体语(博客、知识或科普类网顶、电子邮件、手机短信)、访谈或对活等连续性文本，以及目录或指南、表格与图示、日程表、告示牌、地图和图例、菜单和烹调食谱、天气预报、广告、漫画等非连续性文本。熟悉不同类型语篇的结构和语言特点不仅有助于加深对语篇意义的理解，而且可以更好地使用不同类型的语篇进行有效表达和交流。
【思考】你熟悉哪些语篇类型？你能说说它们的特点吗？
3 learn to call emergency services学习拔打应急服务电话
急救电话( an emergency call)是危急时刻的生命热线。不同国家的急救电话号码不同，事先了解相关信息非常必要。在遇到紧急情况拨打急救电话时，我们应该注意以下几点：
Ÿ 保持镇定，说话尽量清晰、简练；
Ÿ 清晰准确地说明地址（最好能提供交通路线或周边参照物），以及病人性别、年龄、发病时间、主要症状等。如是车祸、火灾、漏水等灾难，也要具体说明情况；
Ÿ 在确认对方已了解所需信息之前，不要急于挂断电话。
4 To solve this problem, in 1974, an American doctor, Henry Heimlich, created the Heimlich manoeuvre, saving thousands of lives around the world.为了解决这个问题，美国医生亨利・海姆立克于1974年发明了“海姆立克急救法”，挽放了世界上成千上万个生命。
这句话的主干是 an American doctor, Henry Heimlich, created the Heimlich manoeuvre,不定式短语to solve this problem,以及动词-ing短语 saving thousands of lives around the world在句中作状语。
海姆立克急效法是美国医生享利·海姆立克发明的，也称腹部冲击法( abdominal thrusts),是一种利用肺部残留气体形成的气流，排出气管中异物的急放方法。该急救法在全世界广泛应用，拯救了无数人的生命，因此被称为“生命的拥抱”。如今，这种方法除用于窒息急救外，还扩展到淹溺等情况的急救。
5 With choking victims, every minute counts.对于挽救窒息者而言，每一分钟都非常要紧。
count在这里的意思是“有价值；很重要；要紧”，如：
Every point in this game counts.这场比赛每一分都很重要。
I've always believed that happiness counts more than money.我一直认为幸福比金钱更重要。
动词 matter 的用法和含义与 count类似，如：
The children matter more to her than anything ese in the world.对她来说，在这世界上没有比孩子更重要的了。
As long as you' re happy, that's all that matters.你幸福就行了，这才是最重要的。
“Every minute counts.”是英语口语中的常用表达，意思是“一刻千金；分秒必争”，多用于紧急情况或提醒人们珍惜时间的语境。如：
In case of medical emergency, call for an ambulance right away- every minute counts! 遇到医疗紧急情况，立即拔打电话叫救护车，分秒必争！
6 How could I justify sitting there and doing nothing? We are all humans and we all have a responsibility to look after one another’s welfare.我有什么理由坐在那儿什么都不做呢？我们都属于人类大家庭，我们都有责任关心彼此的幸福。
justify意思是“为……辩护、开脱、找理由；证明……正当、有理、正确”，可构成词块 justify sth、justify doing sth、 justify oneself等。如：
Her success had justified the faith her teachers had put in her.她的成功证明老师对她的信任是正确的。
How can you justify not doing anything when everyone else is trying to help?当别人都在帮忙时你什么都不做，你如何证明这样是正确的？
Surrounded by misunderstanding. he was at a loss for words to justify himself.面对周围人的误会，他觉得真是百口莫辩。
welfare在句中的意思相当于 health、 happiness,可翻译成“幸福；健康；福祉”。如：
Our only concern is the children' s welfare.我们唯一关心的是孩子们的幸福。
welfare也可以表示“政府给予的福利”或“社会保障金”，如： a social welfare programme社会福利计划， to live on welfare靠社会保障金过活。


Grammar 语法
I Review of Noun Clauses复习名词性从句
主语从句、表语从句和宾语从句等在整个句子中的作用相当于名词，故将它们统称为名词性从句。
名词性从句的引导词包括连词(如that、whether)、连接代词(如who、what、 which)、连接副词(如when、 where、how、Why)等。
1 用作主语的从句叫主语从句，如：
What seemed strange before now appears quite normal to Xie Le.
That he was forgetting his mother tongue worried him a bit.
How he can learn to appreciate Chinese culture more deeply remains an important goal for him.
Why the school denied his application is still unknown.
During this period, whatever people experience is fresh and exciting to them.
有时候可用it作形式主语，而将主语从句置于句末，如：
It's important that Xe Lei keeps a balance between her studies and her social life.
It remains to be seen whether my research paper will be well received.
2 用作表语的从句叫表语从句，如
One theory was that bad air caused the disease.
The question is who will be the successful applicant for the summer job at the law firm.
Her confusion is whether she should stick to her own way of life or follow the American way.
What John Snow was determined to find out was why the 1854 outbreak of cholera in London could have caused over 500 deaths within ten days.
Taking a year off from school to travel abroad is what is generally called a gap year.
3 用作宾语的从句叫宾语从句，相对于另外两种名词性从句，宾语从句用得更普遍。引导宾语从句的that常常省略，特别是在非正式语体中。如：
Her tutor explained that she was supposed to read lots of information to help form a wise opinion of her own.
I think(that) this life-changing experience s certainly worthwhile, and I hope(that) my child will study abroad in the future.
Why don't you come back next week to tell me how you're doing?
You can watch some movies and study how people speak.
only support whoever is right.
I don't know if you can help me.
I wonder why he asked me to come.
有时候可用作形式宾语，而将宾语从句置于句末，如：
He made it quite clear that he preferred to study English.
II Tenses时态(4)
过去完成时(The Past Perfect Tense)
过去完成时表示在过去某一时间或事件之前已经完成的动作或存在的状态。如：
The media reported that these companies had treated pollution as a hot potato.
The chef had set up a farm-to-table restaurant before his new cookbook was publlshed.
过去完成时的基本结构是“had+过去分词”：

过去完成时的被动语态(The Past Perfect Passive Voice)
过去完成时的被动语态的基本结构是"had+been+过去分词”，如：
After all the wounded had either died or been taken away, Dunant went to military hospitals continued to act as a volunteer.
III Past Participles过去分词(3)
过去分词作表语和状语(与动词-ing形式的比较)(Past participles as the predicative and the adverbial versus the -ing form)
1 过去分词和动词-ing形式作表语时，过去分词与其透辑主语之间一般是被动关系，而动词-ing形式则表示主动关系。如：
The girls were amazed to see such an open country.
The farms covered a very large area, which was amazing.
Do you feel frightened when going into the wilderness alone?
Going into the wilderness alone can be frightening.
2 过去分词和动词-ing形式作状语时，一般在句子中表示时间、原因或伴随状态等。过去分词与其逻辑主语之间是被动关系，往往含有完成义，而动词-ing形式则表示主动关系。如：
Seen from the top of the mountain, the scenery was really fascinating.
Seeing the scenery from the top of the mountain, I was fascinated by the autumn colours.
Finally, the company-headed by its new manager-started to make a profit.
Heading eastwards, you will pass the Canadian Rockies.
IV Review of the - ing Form复习动词-ing形式
高中教材前面的单元已经介绍了动词-ing形式作主语、宾语、表语、定语、宾语补足语、状语等成分的用法。本册小结如下：
As you can imagine, getting burnt can lead to very serious injuries. (作主语)
You can protect the burnt area by covering it with a loose clean cloth. (作宾语)
The first and most important step in the treatment of burns is giving first aid. (作表语)
It is best to pace burns under cool running water, especial within the first ten minutes. (作定语)
If you see someone choking, first call the emergency services.(作宾语补足语)
In 1974, an American doctor Henry Heimlich, created the Heimlich manoeuvre, saving thousands of lives around the world.(作状语)
关于动词-ing形式的用法，以下几点需要注意：
1 动词-ing有如下形式变化：

Being driven from their homes, people were terrified by the hurricane. (被动式)
The bridge being built is part of a high- speed railway project. (被动式)
Having been told about the risk of electric shocks, she is very careful while using hairdryers. (完成式+被动式)
此外，动词-ing形式的否定式是在前面加not构成，如：
Is there any reason for not having the first-aid training this week? (否定式)
2 动词-ing形式前面有时可加名词所有格、物主代词或人称代词宾格，如：
Sophia's having seen them did not surprise us.
I hope you don't mind my saying that.
He said nothing about us losing the game.
3 动词-ing形式用作状语时，其逻辑主语应与句子的主语保持一致，如：
(错误)While having a bath, water leaked over the sides of the tub.
(正确)While having a bath, she saw water leaking over the sides of the tub.
4 由 before、after、when、while等引导的状语从句常常可以转换为对应的动词-ing短语，如：
When he got out of the bathtub, ha slipped and fell on the floor. →
When getting out of the bathtub, he slipped and fell on the floor.
After she had been bitten by mosquitoes, she applied some medicine to her skin. →
After having been bitten by mosquitoes, she applied some medicine to her skin.
A minute ago, she fell down while she was trying to open the window. →
A minute ago, she fell down while trying to open the window.
5 动词-ing形式用作定语时，可以表示被修饰名词所具有的性质特征(此用法几乎等同于形容词)，也可表示正在进行的动作，或说明被修饰名词的用途。如：
a frightening experience(一次可怕的经历)
a swimming girl(一个正在游泳的女孩)
a swimming pool(一个游泳池)