Unit4 Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan

Unit4 Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan
Ⅲ. Background Information Ⅳ. Class Presentation

prev. Preview This is the fourth unit of Book Two and is about our friends in nature — animals. In the Listening and Speaking section, you will learn how to express curiosity. In the Reading and Writing section, Text A argues for the good qualities of animals over humans. Text B tells an interesting story about teaching a horse to count. Text C calls people’s attention to the issue of animal extinction.

Obj. Ⅰ. Objectives After studying this unit, the students are expected to be able to master the basic language and skills necessary to express curiosity; 1. understand the main ideas of Text A, Text B and Text C, and master the useful sentence structures and words and expressions found in the exercises relevant to the first two texts; 2. 3. know how to use the structure of V + V-ing or + infinitive (3); 4. know how to take a telephone message; 5. understand paragraph development (1).

s.t.p.1 Ⅱ. Suggested Teaching Plan
Suggested Time and Teaching Plan for Unit 4 Time Contents Plan The teacher begins with the Preview to make sure that the students have a brief idea of what this unit is all about. After that, the teacher activates the listening and Speaking exercises as follows: 2 periods Preview Listening and Speaking 1) The Language for Expressing Curiosity A. Have a warm-up activity by asking students what they say if they want to explore the unknown and satisfy their inquisitive interest in the world around them;

s.t.p.1.2 Time Contents Plan B.
Have the students listen to Exercise 1 (2-3 times) and fill in the blanks with the missing words; C. Ask one student to read aloud the talk so students can check their completed responses; D. Ask other students to do Exercise 2 in class, trying to use the expressions they learned in Exercise 1. 2) Expressing Curiosity A. Go through the new words in the first conversation in Exercise 3; B. Have the students listen to the conversation twice and fill in the blanks with the missing words;

s.t.p.2 Time Contents Plan C.
Ask students to answer the questions about the conversation; D. Now have them look for the language used to express curiosity; E. Next, students can role-play the conversation; F. Then have them either do the same with the second conversation or be creative with it; G. Ask the students to do Exercise 4, trying to use the language they have picked up in Exercise 1.

s.t.p.3 Time Contents Plan 3) Listening Practice
Before ending, the teacher tells the students how to do Exercises 5-10 as their assignment. The teacher also tells the students that they should be prepared to answer the questions in Exercise 9 and give an oral presentation on the topic in Exercise 10 when next they come to class.

s.t.p.4 Time Contents Plan 3 periods Review of the listening and
speaking skills the students have learned The teacher begins with the assignment mainly to review the functional and notional language the students picked up in the previous unit. The teacher asks a few students to answer the questions in Exercise 9 of the Listening and Speaking section and invites several students to tell the class their opinions on the topic of “Can we tell students apart by their curiosity?” Then, the teacher turns to the Reading and Writing section. (These activities should be completed in 15 minutes.)

s.t.p.5 Time Contents Plan 1) Starter Text A & text-related exercises
After a brief explanation of the instructions, the teacher A. gives the students a few minutes to think about the questions in the starter; B. invites some students to tell the class what their favorite animals are and why they like them. (10 minutes) 2) Text A The teacher A. lets the students answer the text-related questions, helps them identify the main idea of each paragraph and analyzes some difficult sentences and some language

s.t.p.8 Time Contents Plan points while discussing the whole text with the students (one and a half periods). B. guides the students through the exercises, focusing on certain items or leaving some exercises as the students homework according to the students different levels of English (one period). 1 period Grammar Review 1) Grammar Review The teacher talks about the difference between V + V-ing and V + infinitive, and at the same time asks the students to do the grammar exercises in class.

s.t.p.9 Time Contents Plan Practical Writing 2) Practical Writing
The teacher tells the students how to take a telephone message by doing Exercise 11 of Practical Writing, and then requires the students to do Exercise 12 in class.

s.t.p.10 Time Contents Plan 2 periods
Text B, Text C & text-related exercises 1) Text B While discussing the text with the students, the teacher calls on them to pay attention to the structure of the paragraphs of the text, introducing briefly the concept of the topic sentence. Exercises 14 and 15 can be done either in or after class. 2) Text C This text should be read by the students themselves as their homework or as fast-reading in class.

s.t.p.11 Time Contents Plan Basic Reading Skills
The teacher tells the students how to understand paragraph development (1), and asks them to do the exercises in Basic Reading Skills.

BI Background Information
Animal Rights Movement & Animal Rights Activists The Animal Rights Movement is a term that refers to organized efforts opposing the use of animals for research, food, and clothing. People who defend animal rights, called animal rights activists, point out that animals feel pain and have reasoning ability. They say that animals deserve greater moral consideration than human beings generally give them. Some animal rights activists work to outlaw laboratory experiments on animals. Others teach that human beings do not need to eat animals for survival. Many activists protest the use of fur coats or leather products. They also oppose hunting and spectator sports in which animals may be treated inhumanely, such as bullfighting and dog racing. (From the 1998 World Book Encyclopedia)

Class list Ⅳ. Class Presentation Listening & Speaking
Reading & Writing Time for Fun

LS Listening & Speaking The Language for Expressing Curiosity
Listening Practice

Lp-main Listening Practice
Listen to the following people talking and figure out the best response to each conversation’s implication. Listen to the following five short dialogues and choose the appropriate answers. Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. Listen to the talk again and then answer the following questions orally. Have a discussion on the topic given below.

where human curiosity comes from
TL1 The Language for Expressing Curiosity You are going to listen to an instructor talking about expressing curiosity. Listen carefully and fill in the blanks with the missing words. Instructor: Everybody is born with curiosity. It is an innate(天性的) desire . Out of this curiosity grows to learn. Put in other words, it is our curiosity that pushes us to explore To express curiosity is to satisfy our inquisitive(好奇的) interest in the world to know ______ a strong desire ____________ ___________ the unknown around us ________ Pick up the following language to express your curiosity: — Do you happen to know ? — I’m most curious about — I’m very keen to know — I’d give a lot to know more about ______________ what’s going on ____________ global warming where human curiosity comes from _____________________________ this interesting fact _______________

TL2 — I wonder . — I wonder if you could tell me .
— I’d be most interested to discover — I wouldn’t mind knowing about — If only I knew — I hope you don’t mind my asking, but ? _______________________ how the law of gravity works ________ the secret _______________________ why people behave this way the real reason behind this ______________________ what’s in your mind ________________ how does it work ______________

TL3 Now come up with some questions reflecting your curiosity about a particular aspect of your specialty, using the language you learned in Exercise 1. The questions are supposed to be specific.

CP-gtn1 Expressing Curiosity
Before you listen to the first conversation, read the following words and expressions which may be new to you. impressionism 印象主义，（绘画、文学、音乐等的）印象派 message 思想, 寓意 simulate 模仿 dab 轻涂 stroke 一笔 imagination 想象

CP-gtn2 Listen to the conversation twice and fill in the blanks with the missing Words. Wang Ying: Look at this picture. You’ve got to be smart enough to . It’s really beyond me. Li Ming: I seem to know little about impressionism. I’m struggling to . Wang Ying: Are you? about it, too. Is this a French painter or a Chinese one? Li Ming: It must be a French painter. Wang Ying: How do you know that? Li Ming: By the name. Wang Ying: Ah what these natural appearing objects in unmixed colors mean? Li Ming: I don’t know. Maybe they’re meant to simulate actual reflected light. _____________ understand this _____________ get its message ______________ I’m most curious ____________________ Do you happen to know

CP-gtn2.2 Wang Ying: Wow. I hope you don’t mind my asking, but what are these dabs and strokes ? Li Ming: Use your imagination. Wang Ying: Mmm-hmm… their open possibilities probably reflect of impressionism. Right? Li Ming: I didn’t know you have about impressionism. Wang Ying: Now you know I’m a really inquisitive person! ____________ trying to tell us _________ the beauty _______________ so much curiosity

CP-gtn3 Now listen to the conversation again and answer the following questions. 1. Where did this conversation most probably take place? In an art gallery. 2. What were they talking about? They were talking about an impressionistic picture. 3. What did Wang Ying want to know? She was keen to know about the meaning of the colors, dabs and strokes. 4. What did Li Ming ask Wang Ying to do? He asked her to use her imagination. 5. What did Li Ming say about Wang Ying? He said that she is an inquisitive person.

CP-gtn4 2) Before you listen to the second conversation, read the following words and expressions which may be new to you. fare 车费 fare card 交通卡 store 存储 subway 地铁 scanner 扫描仪 beep 电子装置发出的声音

CP-gtn5 Listen to the conversation twice, and then complete the passage according to the conversation you have heard. This was for Kathy to visit the city of Shanghai. She took a bus and paid The bus driver advised her to get herself . She wondered what it was, whether it could be used on the subway and The bus driver answered her questions and explained the use of the card, satisfying her __________ the first time ____________ the exact fare _________ a fare card ____________________ how it worked on the bus inquisitive needs ______________

CP-gtn6 Listen to the conversation again, and complete the form as the speaker recounts it. After that, act it out in class. Kathy: Bus Driver: Excuse me. Do I have to pay the exact fare for the bus? _____________________________________________ Yes, you do. It’s two yuan. Put the coins into the slot of the box. The passenger sits near the bus driver. Bus Driver: You ought to get yourself a fare card. Kathy: _____________________________________________ What’s that? Bus Driver: It’s a stored value card. You can use it on the bus. Kathy: _____________________________________________ I wonder whether I can use it on the subway. Bus Driver: Sure can. And also on a taxi.

CP-gtn7 Kathy: This is my first time to visit the city of Shanghai.
_____________________________________________ Bus Driver: Welcome to Shanghai. Kathy: _____________________________________________ _____________________________ Thanks. I hope you don’t mind my asking, but how does the fare card work here on the bus? Bus Driver: There’s a scanner by the door. Did you see it? Kathy: Yes. _____________________________________________ Bus Driver: You just place your card on the device. When you hear the beep, you’ve paid. Kathy: _____________________________________________ Thank you. Bus Driver: Don’t mention it.

CP-gtn8 Express your curiosity about a particular mystery and ask the class to answer your question. Try to use the language you picked up in Exercise 1.

CP-lp1 Listening Practice
Listen to the following people talking and figure out the best response to each conversation’s implication. 1. W: But what did I do? Just tell me that. Q: What’s the relationship between these two speakers? M: Just give me your driver’s license, Miss. script A) A policeman and a thief. B) A judge and a liar(说谎者). C) A policeman and a driver. D) A lawyer and a defendant(被告). KEY

CP-lp2 2. W: This is a little difficult, so I guess I’ll just speak directly. I’ve been offered another job, and I think I’m going to accept it. Q: What’s the relationship between these two speakers? M: Sure, Anna, come on in. What can I do for you? script A) An employer and an employee. B) A manager and a client. C) A professor and a student. D) An examiner and an examinee(参加考试者). KEY

CP-lp3 3. W: Can you give me anything for the pain?
M: Yes, I’ll give you some painkillers. Come back in a week. Q: What’s the relationship between these two speakers? script A) A teacher and a pupil. B) A painter and a buyer. C) A doctor and a patient. D) A mechanic(机修工) and a driver. KEY

CP-lp4 4. W: Can I pay for sale goods by credit card?
script W: Can I pay for sale goods by credit card? M: No, it’s cash sale only. Q: What’s the relationship between these two speakers? A) A boss and an assistant. B) A cashier and a businessman. C) A teller(出纳员) and a customer. D) A shop assistant and a customer. KEY

CP-lp5 5. M: That’s it. After you find your books, come back to me and we’ll continue your search for periodicals. Q: What’s the relationship between these two speakers? W: So first I look under ML, then the numbers, then the other letters. script A) A boss and a secretary. B) A librarian and a student. C) A mayor and a citizen(市民). D) A manager and bookkeeper(簿记员). KEY

CP-lp6 Listen to the following five short dialogues and choose the appropriate answers. 1. W: I can’t decide whether to take classes this summer or to find a summer job. M: I think you learn more by working, and you’ll also make money for next semester if you do. Q: What does the man mean? script A) Waiting until later to decide. B) Taking summer classes. C) Working and studying. D) Finding a summer job. KEY

CP-lp7 2. M: I have no idea if they will come to the party or not.
W: Don’t worry, we have enough food for all of them. Q: What does the woman mean? script She will cancel(取消) the party since nobody called. She is sure that people will come to the party. C) There is plenty of food for all the people. D) They won’t come if they don’t call. KEY

CP-lp8 W: Mr. Day, I’ve just checked this apartment; the bathroom 3.
sink is leaking. M: OK, I’ll have a maintenance man come over to fix it. Q: What will the man do? script A) He will ask someone to do the work. B) He will move into the apartment. C) He will buy a new sink. D) He will fix the sink. KEY

CP-lp9 4. W: I’m going to give away these books. You can have them
script W: I’m going to give away these books. You can have them if you want. M: Are you sure? Q: What is the man implying? A) He is disappointed. B) He is surprised. C) He is anxious. D) He is nervous. KEY

CP-lp10 5. W: Does this bus go to the Science Museum?
M: No, but the next one does. Just wait for a few minutes. Q: What does the man suggest? script A) Walk to the Science Museum. B) Wait for the next bus. C) Ask someone else. D) Get on this bus. KEY

CP-lp11 Listen to the following short story twice. Listen carefully and decide whether the statements are true (T) or false (F) according to the story you have heard. cylinder 汽缸 spot 发现 bike 摩托车 garage 汽车修理部 straighten up 伸直 rag 抹布 valve 活门；瓣膜 how come… ［口］为什么… pittance 少量工资 whisper 耳语

CP-lp12 1. The story took place at the mechanic’s garage.
script 1. The story took place at the mechanic’s garage. 2. The mechanic was busy fixing a motorcycle. 3. The mechanic asked the heart surgeon to examine the motorcycle’s “heart”. ____ T ____ T ____ F ____ T 4. The mechanic found it unfair(不公平) that he earned much less than the surgeon. ____ T 5. The surgeon made it fair for him to earn much more by pointing out the complexity (复杂) performing a heart operation.

CP-lp13 Tapescript A mechanic was removing a cylinder head from the motor of a Harley, when he spotted a world-famous heart surgeon in his shop. The heart surgeon was waiting for the service manager to come take a look at his bike. The mechanic shouted across the garage, “Hey, Doc, can I ask you a question?” The famous surgeon, a bit surprised, walked over to the mechanic working on the motorcycle. The mechanic straightened up, wiped his hands on a rag and asked, “So Doc, look at this engine. I also can open hearts, take valves out, fix them, put in new parts and when I finish this will work just like a new one. So how come I get a pittance and you get the really big money, when you and I are doing basically the same work?” The surgeon paused, smiled and leaned over, and whispered to the mechanic: “Try doing it with the engine running!”

CP-lp16 Listen to the following talk and fill in the blanks with the missing words. The talk is given twice. The world is so bright with color everywhere that it’s hard to imagine that other creatures(动物) don’t see it But how can we find out whether animals can see color when ? Scientists have made many experiments to to this. The bee has been the subject(研究对象) of hundreds of these tests, because we have been curious to know whether bees tell flowers apart In one experiment, a bit of syrup(糖浆) was put in front of a blue card, and no syrup After a while, the bees would come to the blue card, no matter where it was placed, even if it had no syrup in front of it. This proved they can Two strange things about the bee’s ability to see in color. The first is that a bee cannot see red For a bee, it’s only dark grey or black. The second is that bees can see ultraviolet(紫外线) as a color, while, it is just darkness. ________ as we do _______________ they cannot tell us ____________ get the answer ___________ by their color __________________ in front of a red card _____________ tell colors apart were found out ____________ ________ as a color for human beings ______________,

CP-lp18 Listen to the talk again and then answer the following questions orally. 1. What did scientists try to find out? They tried to find out whether animals can see color. 2. Why did they use the bee as the subject? Because they were curious to know whether bees tell flowers apart by their color.

CP-lp19 3. What did they do in the experiment?
They put a bit of syrup in front of a blue card, and no syrup in front of a red card. 4. What was the result of the experiment? The bees would come to the blue card, no matter where it was placed, even if it had no syrup in front of it. 5. What can we learn from the experiment? Bees don’t see color as we do.

CP-lp20 Have a discussion on the topic given below.
Can we tell students apart by their curiosity?

RW list Reading & Writing Text A I Like Animals Text A Exercises
Grammar Review Practical Writing Text B Horse Sense — Wilhelm von Osten Tries to Teach Horse to Count Text B Exercises Text C Endangered Animals（濒危动物）— Extinction（灭绝）Is Forever Comprehension of the Text Basic Reading Skills

Starter1-1 Text A Starter Is there anyone who does NOT like animals? The answer is probably no. But people like animals for different reasons. Tell the class what is your favorite animal and why you like it. Now read the following passage and find out what reasons the writer gives for liking animals.

Article1-2 Text A CH I Like Animals Laura A. Moretti 1 “Why do you suppose you like animals so much?” was the question put to me on Christmas Eve. I knew my family was expecting me to say something like, “I like animals because they’re clever and fun to play with.” 2 But instead I said, “I like animals because they’re honest.” N ?

Article3-4 Text A CH “About what?” one of my brothers asked — as if honesty were merely about telling the truth, and everyone knows animals can’t talk! His question was met with hearty laughter. 4 “I like animals because they don’t pretend to be someone they’re not,” I continued in my reply. “Animals don’t fake their feelings.” N ?

Article5-6 Text A CH 5 We were sitting on sofas and arm-chairs after our dinner and present-opening. Coffee was being served, so I seized the opportunity. 6 “I like animals,” I added, “because they only take out of life what they need. They don’t abuse their environment, pollute their water and the air they breathe. They don’t build weapons of mass destruction and use them against others — particularly members of their own species. I like animals because they have no use for those things.” ?

Article7-9 Text A CH 7 “That’s because they don’t know any better,” my sister argued. “They don’t do those things because they don’t know how.” 8 “Lions don’t get together,” I countered her, “and decide how to exterminate zebras — their very source of food. I don’t think it’s because they don’t know how. I think it’s because it’s counter-productive.” 9 They laughed. N N ?

Article10 Text A CH 10 “I also like animals,” I continued, “because they don’t dwell on things of the past, nor use them as excuses for behavior in the present. And they don’t plan to live some day in the future; they live today, this moment, fully, completely, and purely. I like animals because they live their lives with so much more freedom than humans live theirs.” ?

Article11-13 Text A CH “That’s because they don’t think,” one of my cousins offered. 12 “Is that the difference?” I wondered. “You meant to say they don’t think the way we think.” 13 The room had become strangely quiet. I was amazed at how closely my family was listening. N ?

Article14 Text A CH 14 “Moreover,” I added, remembering why I was an animal rights activist, “animals are the most victimized living creatures on earth: more than children, more than women, more than people of color. Our prejudice enables us to exploit and use them as scientific tools and expendable commodities, and to eat them. We do to them any cruel act we can think of. I like animals because they don’t do to themselves or to others the things we do to them.” N N ?

Article15 Text A CH 15 “And finally,” I finished, “I like animals because they’re not hypocrites. They don’t say one thing and do another. They are, as I’ve said, honest. Animals — not humans — are the best this planet has to offer.” ?

Article16-17 Text A CH 16 And, interestingly enough, despite my straight talk, none of them made a snide comment or gave a hint of laughter. The conversation actually rolled into shared stories of animals they’d known, stories of animal loyalty and intelligence, their humor and innocence. And it was me who’d become the listener with the occasional comment: 17 “Now, if humans could only be like animals.” ?

Article18 Text A CH 18 And that is how I fight the good fight; I rise on behalf of the best among US.

Article1-2_popwin_Q Why does the writer like animals? How did her family expect her to answer this question? She likes animals because they are honest. Her family expected her to say that she likes animals because they are clever and fun to play with.

Chinese Version Article1-2_popwin_T 我喜欢动物劳拉·A·莫雷蒂
“你觉得你为什么这么喜欢动物呢？”这是圣诞夜我的家人问我的问题。我知道他们期待我会说些诸如“我喜欢动物是因为它们聪明、好玩”之类的话。可是我却说：“我喜欢动物，因为它们诚实。”

Article1-2_S_popwin_Why do you..
Language Points Why do you suppose you like animals so much? 你觉得你为什么这么喜欢动物呢？ The expression “do you suppose” is an inserted element（插入成分）. e.g. What is her favorite color? → What do you think is her favorite color?

Article1-2_popwin_play with
Language Points play with: enjoy oneself with 拿…玩；和…一起玩 e.g. Don’t play with your food. The lonely child has no one to play with. T 别摆弄食物。 T 那个孤独的孩子没有玩伴。

Article1-2_popwin_Christmas
Language Points Christmas //: n. annual celebration by Christians of the birth of Christ (on 25 December) 圣诞节（12月25日）

Language Points Laura A. Moretti /  / 劳拉·A·莫雷蒂
Article1-2_popwin_la Language Points Laura A. Moretti /  / 劳拉·A·莫雷蒂

Article1-2_popwin_Eve Language Points eve //: n. day or evening before a religious festival or holiday （宗教节日或假日的）前夜，前夕

2) Why does the writer say that animals are honest?
Article3-4_popwin_Q 2) Why does the writer say that animals are honest? Because they don’t pretend to be someone they are not; they don’t fake their feelings.

Chinese Version Article3-4_popwin_T
“在哪方面呢？”我的一个兄弟问道——似乎诚实仅仅表现在说实话，而众所周知动物是不会说话的！他的问题引来一阵开怀大笑。 “我喜欢动物，因为它们从不假装成别人，”我继续我的回答，“动物不会伪造感情。”

Article3-4_popwin_S_“About what?”
Language Points “About what?” one of my brothers asked — as if honesty were merely about telling the truth, and everyone knows animals can’t talk! “在哪方面呢？”我的一个兄弟问道——似乎诚实仅仅表现在说实话，而众所周知动物是不会说话的！ About what? 是承接前面作者所说的 because they are honest 而问的，意思是：What are animals honest about?

Article3-4_popwin_honesty
Language Points honesty / /: n. quality of being honest 诚实 e.g. Honesty is the best policy. （谚）诚实总是上策。 T

Article3-4_popwin_merely
Language Points merely //: ad. only; simply 仅仅；只；不过 e.g. John and Mary are merely friends, not lovers. It’s not merely a matter of cost, but whether she’s old enough to be on holiday alone. T 约翰和玛丽只是朋友而已，不是情侣。 T 这不只是费用问题，而是她是否已经到了可以单独度假的年龄。

Article3-4_popwin_ truth
Language Points truth //: n. quality or state of being true; that which is true; fact, belief, etc. that is accepted as true 真实；真实性；真相，实情；事实；真理 e.g. Sooner or later the truth will come out. God’s truth a scientific truth T 真相迟早会大白于天下。 T 天经地义的事 T 科学真理

Article3-4_popwin_ hearty
Language Points hearty //: a. showing warm and friendly feelings; enthusiastic; loud and (too) cheerful 热诚的，热情友好的；衷心的；尽情的，纵声的 e.g. We were met with a hearty welcome. Let’s give a hearty cheer to the winner. T 我们受到热诚的欢迎。 T 让我们为胜利者尽情欢呼吧。

Article3-4_popwin_pretend
Language Points pretend //: v. make oneself appear to be (doing) sth. in order to deceive others or in play 假装；佯装；佯作 e.g. She pretended to be reading when I passed her. He pretended he didn’t hear me. He pretended not to see/hear me. T 我经过她身边时她假装在读书。 T 他假装没听见我的话。 T 他假装没看见我 / 听见我的话。

Article3-4_popwin_laughter
Language Points laughter //: n. act, sound or manner of laughing 笑；笑声；笑的样子

Article3-4_popwin_fake
Language Points fake //: vt. make (sth. false) so that it seems genuine; pretend (sth.) 伪造；假装 e.g. I faked interest in the boring lecture. The baby hasn’t learned to fake a smile. T 我装出对那个乏味的讲座感兴趣的样子。 T 婴儿还没学会假笑呢。

3) When did this conversation take place?
Article5-6_popwin_Q 3) When did this conversation take place? On Christmas Eve, after dinner and present-opening. 4) According to the writer, how do animals treat the environment? Animals take from the environment only what they need; they don’t abuse the environment.

Chinese Version 圣诞晚餐吃过了，礼物也打开了，我们正坐在沙发和扶手椅上。咖啡正端上来，于是我抓紧机会继续说。
Article5-6_popwin_T Chinese Version 圣诞晚餐吃过了，礼物也打开了，我们正坐在沙发和扶手椅上。咖啡正端上来，于是我抓紧机会继续说。 “我喜欢动物，因为它们从生活中只索取它们需要的东西。它们不糟蹋环境，不污染水和它们所呼吸的空气。它们不生产大规模杀伤性武器，然后用这些武器去攻击别人——尤其是它们的同类。我喜欢动物因为它们根本不需要那些东西。”

Article5-6_popwin_sofa
Language Points sofa //: n. large comfortable padded seat with raised arms and back, wide enough for two or more people 长沙发

Article5-6_popwin_weapon
Language Points weapon //: n. thing designed or used for causing physical harm 武器

Article5-6_popwin_add Language Points add //: v. find a sum by doing arithmetic; combine (numbers) into a sum; continue to say (sth.) 做加法；把…加起来；接着说 e.g. = 14: Ten added to / plus four equals fourteen. “The party begins at 8:00 pm.” Then she added, “You can come earlier if you like.” T 10加4等于14。 T “晚会8点开始。”接着她又说:“如果你愿意，可以早点来。”

Article5-6_popwin_take out of
Language Points take out of life what they need = take what they need out of life. The “what” clause is the object of the verb “take”. what引导的从句是动词take的宾语。

Article5-6_popwin_abuse
Language Points abuse //: vt. make bad or wrong use of (sth.); treat (sb.) badly 滥用，妄用；虐待 e.g. If you abuse your power, you get it taken away. The center provides service to abused women and children. T 如果你滥用权力，你的权力就会被剥夺。 T 该中心为受虐待的妇女和儿童提供服务。

Article5-6_popwin_pollute
Language Points pollute //: vt. make dirty or impure, esp. by adding harmful or unpleasant substances 污染，弄脏 e.g. polluted environment/waters/ocean The river has been heavily polluted. T 被污染的环境 / 水域 / 海洋 T 这条河已遭到严重污染。

Article5-6_popwin_breathe
Language Points breathe //: v. take air into the lungs and send it out again 呼吸 e.g. Breathe deeply. The hikers breathed the fresh mountain air. T 深呼吸。 T 远足的人们呼吸着山间的新鲜空气。

Article5-6_popwin_mass
Language Points mass //: 1. n. large number 大量；众多 e.g. a mass of ice/letters T 一大块冰 / 一大堆信 2. a. involving a large number of people 群众的；大量的；大规模的 e.g. the mass media mass education T 大众传媒 T 大众化教育

Article5-6_popwin_destruction
Language Points destruction //: n. destroying or being destroyed 破坏；摧毁；毁灭 e.g. Many countries are working together to stop the destruction of the environment. He didn’t take the advice; pride led to his own destruction. T 许多国家在共同努力制止对环境的破坏。 T 他没有接受劝告，骄傲导致了他的毁灭。

Article5-6_popwin_particularly
Language Points particularly //: ad. especially 特别，尤其 e.g. He likes tea, particularly green/black tea. Bob smiled in a particularly friendly way. T 他喜欢喝茶，尤其是绿茶 / 红茶。 T 鲍勃特别友好地微笑着。

Article5-6_popwin_species
Language Points species/ /: (pl. species) n. group of animals or plants within a genus differing only in minor details from the others ［单复同］物种，种 e.g. a species of fish several species of birds There are more than two hundred and fifty species of shark. T 一种鱼 T 几个品种的鸟 T 鲨鱼种类达250种以上。

Article5-6_popwin_have no use for
Language Points have no use for: have no purpose for which sth. can be used 不需要，用不着 e.g. I received a lot of gifts but had no use for most of them. They kicked him out when they had no use for him anymore. T 我收到很多礼物，但大多数都用不着。 T 他们不需要他时，就一脚把他踢开了。

don’t do those harmful things mentioned earlier?
Article7-9_popwin_Q 5) What difference lies between the writer and her sister as to why animals don’t do those harmful things mentioned earlier? The writer says they don’t do those things because it’s counter-productive; her sister thinks it’s because they don’t know how to do them.

Article7-9_popwin_T Chinese Version “那是因为它们无知，”我的姐姐争论道,“它们不做这些事是因为它们根本不知道怎么做。” “狮子们不会聚在一起，”我反击道,“来商议如何灭绝斑马——即它们的食物来源。我想这并不是因为它们不知道怎么做，而是因为这么做会适得其反。” 他们笑了。

Article7-9_popwin_S_… they don’t
Language Points … they don’t know any better: The expression “not know any better” is used to say that someone does something bad or stupid because they have not been told or taught that it is wrong. not know any better 用来表示“因为无知而做了错的或愚蠢的事”。 e.g. Drugs are being sold to children who don’t know any better. T 有人正在把毒品卖给无知的孩子们。

Article7-9_popwin_argue
Language Points argue / /: v. express an opposite opinion; quarrel; give reasons for or against sth. 争论；争吵；说理，争辩 e.g. They were arguing over the prices. He argued with his wife about whether they should buy the car. T 他们在讨价还价。 T 他跟妻子争论是否该买那辆车。

Article7-9_popwin_lion
Language Points lion / /: n. large wild animal of the cat family that hunts other animals for food and is found mostly in Africa 狮

Article7-9_popwin_zebra
Language Points zebra / /: n. African wild animal of the horse family with a body covered by black and white stripes 斑马

Article7-9_popwin_get together
Language Points get together: come or meet together 聚集，会集 e.g. You know what happens when old friends get together. Groups of people got together to discuss the problem of air pollution. T 你知道老朋友聚在一起是怎样一幅情景。 T 不同群体的人们聚集在一起讨论空气污染的问题。

Article7-9_popwin_counter
Language Points counter / /: vt. respond to with an opposing view, a return attack, etc. 反对；反击；反驳 e.g. When I laughed at her, she countered me by pointing out my own foolishness. He countered the decision but lost. T 我嘲笑她的时候，她指出我自己的愚蠢之处来反击我。 T 他反对那项决定，但失败了。

Article7-9_popwin_exterminate
Language Points exterminate //: vt. destroy completely (a race or group of people or animals) 彻底毁灭；根除，灭绝 e.g. How can I exterminate the ants without harming the plant? Hitler tried to exterminate the Jews. T 怎样才能既消灭蚂蚁又不伤害植物？ T 希特勒曾试图灭绝犹太人。

Article7-9_popwin_S_I don’t think it’s
Language Points I don’t think it’s because…: When verbs like think, believe, imagine, suppose are used to introduce negative ideas, it is generally the introducing verb (think, etc.) that is made negative. 当用think, believe, imagine, suppose这类的动词转述一个否定的意思时，通常将否定词放在这些转述动词之前。 e.g. I don’t believe she’s home, but I’ll go and see. T 我想她可能不在家，不过我会过去看一看。

Article7-9_popwin_counter-productive
Language Points counter-productive /pr/: a. having the opposite effect to that intended 产生相反结果（或效果）的；适得其反的；事与愿违的 e.g. I feel that some ways of managing stress are just counter-productive. Do you agree that the War on Terror is counter-productive? 我感觉某些控制紧张情绪的方法只会产生相反的效果。 T T 反恐战争事与愿违，你同意吗？

Article7-9_popwin_be proud of
Language Points be proud of: be very pleased or satisfied because of (one’s ability, success, family, etc.) 为…而自豪（或得意） e.g. I’m proud of what you’ve done. They were proud of their success/ being so successful. T 我为你所做的事情感到骄傲。 T 他们为自己的成功 / 为取得这样的成功而自豪。

Article7-9_popwin_scream
Language Points scream //: v. give a long piercing cry of fear, pain or excitement; cry (sth.) in this way（因恐惧、痛苦或兴奋而）尖声喊叫；尖叫着说；高声说出；尖叫着发出 e.g. Instead of telling us what to do, the police officer just screamed at us all the time. She screamed a warning not to come closer. T 那位警官并不告诉我们该做什么，只是冲着我们大喊大叫。 T 她尖叫着警告不要靠近她。

Article10_popwin_ Q 6) According to the writer, what is the animals’ attitude towards life? They neither dwell on the past nor plan for the future; they just live for today.

Article10_popwin_ T Chinese Version “我喜欢动物，”我继续道，“还因为它们不留恋过去的东西，也不把过去的东西用作现在行为的借口。它们不去计划未来的生活，它们只活在今天，这一刻，充实地，完全地，单纯地活着。我喜欢动物因为它们比人类活得自由得多。”

Article10_popwin_ freedom
Language Points freedom //: n. condition of being free 自由 e.g. a freedom fighter gain national freedom T 自由战士 T 获得民族自由

Article10_popwin_dwell
Language Points dwell /dwel/: (dwelt /dwelt/) vi. ［on］ think, speak or write at length about (sth.) 老是想着；详细论述 dwell on: think, speak or write at length about 老是想着；详述 e.g. Ann was sad at her failure but too much was happening for her to dwell on it. The teacher dwelled on the importance of honesty. T 失败令安伤心，不过正在发生的事情太多，使她无法总想着自己的失败。 T 老师反复强调诚实的重要性。

Article10_popwin_pure Language Points pure //: a. not mixed with any other substance; without harmful substances; complete 纯粹的，不掺杂的；纯净的；完全的 e.g. pure water She has a pure heart. T 纯净水 T 她有一颗纯洁的心。

Her cousin thinks it’s because animals don’t think.
Article11-13_popwin_ Q 7) How does the writer’s cousin explain that animals live a freer life than humans? Her cousin thinks it’s because animals don’t think. 8) How did the family members respond to the conversation? They listened closely.

Chinese Version “那是因为它们不会思考,”我的一个表亲说。
Article11-13_popwin_ T Chinese Version “那是因为它们不会思考,”我的一个表亲说。 “这就是差别之所在吗？”我感到疑惑。“你是想说它们不以我们的方式思考吧。” 屋里变得异常安静。我很惊讶我的家人竟听得如此专注。

Article11-13_popwin_S_You meant to say they
Language Points You meant to say they don’t think the way we think. = You meant to say they don’t think in the same way as we think. 你是想说它们不以我们的方式思考吧。

9) According to the writer, what do we humans do to animals?
Article14_popwin_ Q 9) According to the writer, what do we humans do to animals? We exploit, use and eat them. We do to them any cruel act we can think of.

Article14_popwin_ T Chinese Version “还有，”我想起了自己成为保护动物权益积极分子的原因，随即补充道，“动物是地球上受害最深的生物：甚于儿童，甚于妇女，甚于有色人种。偏见使我们去剥削、利用它们，把它们当作科研工具和可消耗的商品，还去吃它们。我们把所能想到的任何暴行都用在它们身上。我喜欢动物，因为它们不对自己或别人做那些我们对它们做的事情。”

Article14_popwin_moreover
Language Points moreover //: ad. (used to introduce sth. new that adds to or supports the previous statement) further; besides; in addition （用以引入新内容以补充或支持前言）再说；此外；而且 e.g. We are late and, moreover, we are lost. They should have acted long ago. Moreover, they should have asked you to join them. T 我们迟到了，而且又迷了路。 T 他们早该行动了。而且，他们应该请你参加。

Article14_popwin_activist
Language Points activist / /: n. person who takes an active part in sth. 积极分子 e.g. an anti-war activist a human rights activist a political activist T 反战积极分子 T 人权活动家 T 政治活动家

Article14_popwin_victim1
Language Points victim / /: n. person, animal or thing that is injured, killed or destroyed as the result of carelessness, crime or misfortune 牺牲者，受害者 e.g. a victim of war flood victims Four people were killed in the accident, but police have not yet named the victims. T 战争的受害者 T 水灾灾民 T 事故中有4人丧生，但警方尚未公布遇难者的姓名。

Article14_popwin_victim 2
Language Points victimize / /: vt. make (sb.) a victim 使牺牲，使受害 e.g. When she lost her job, she felt that she had been victimized for her political views. Stop victimizing these men just because they tell the truth! T 她丢了工作，感到自己是因政治观点而受迫害的。 T 不要因为这些人讲真话就迫害他们！

Article14_popwin_creature
Language Points creature / /: n. living being, esp. an animal; person 生物；（尤指）动物；人 e.g. Is that strange creature human or animal? She’s a pretty creature. T 那个奇怪的东西是人还是动物？ T 她是个美人。

Article14_popwin_earth
Language Points earth //: n. the planet on which we live 地球 on earth: in the world 世界上，人世间；到底，究竟 e.g. the longest river on earth How on earth did you know it? T 世界上最长的河流 T 你到底是怎么知道的？

Article14_popwin_S_Our prejudice
Language Points Our prejudice enables us to exploit and use them as scientific tools and expendable commodities, and to eat them. 偏见使我们去剥削、利用它们，把它们当作科研工具和可消耗的商品，还去吃它们。句中exploit, use 和eat是三个并列的动词；as引导的短语只修饰exploit 和use。

Article14_popwin_prejudice
Language Points prejudice / /: n. poor opinion formed unfairly, without considering all the facts 偏见，成见 e.g. He has a prejudice against all foreigners. Pride and Prejudice is my favorite book. T 他对所有的外国人都抱有偏见。 T 《傲慢与偏见》是我喜最爱的书。

Article14_popwin_enable
Language Points enable //: vt. make (sb.) able (to do sth.) 使（某人）能够（做某事） e.g. The dictionary should enable you to understand English better. His job as a journalist enabled him to know a lot of people. T 这部词典应该能让你更好地理解英语。 T 他的记者职业使他认识了很多人。

Article14_popwin_exploit
Language Points exploit //: vt. use (sb./sth.) selfishly and unfairly for one’s own advantage or profit; develop or make full use of (a situation, natural supply of sth.) 剥削；（出于自私目的而）利用；开发，开采；充分利用 e.g. The company exploited its workers with long hours and low pay. exploit a mine exploit natural resources T 该公司用长工时、低工资的方法来剥削工人。 T 采矿 T 开发自然资源

Article14_popwin_scientific
Language Points scientific //: a. of, used in or involved in science 科学的；用于科学的；从事科学的 e.g. scientific research a scientific mind scientific management T 科学研究 T 科学头脑 T 科学管理

Article14_popwin_expendable
Language Points expendable //: a. that may be consumed, destroyed, etc. to achieve a purpose 可消费的，可消耗的；可毁灭的

Article14_popwin_commodity
Language Points commodity //: n. thing bought in a shop and put to use, esp. in the home; article, product or material that is exchanged in trade 商品；货物；农产品；矿产品 e.g. farm/daily commodities Slaves used to be a commodity bought and sold. T 农产品 / 日用品。 T 奴隶曾是可以买卖的商品。

Article14_popwin_cruel
Language Points cruel / '/: a. (of people) making others suffer, esp. intentionally; causing pain or suffering（人）残忍的，残暴的；残酷的，令人痛苦的 e.g. a cruel ruler a cruel fact Tigers are cruel by nature. T 残暴的统治者 T 残酷的事实 T 老虎生性残暴。

Article14_popwin_S_… they don’t
Language Points … they don’t do to themselves or to others the things we do to them. ……它们不对自己或别人做那些我们对它们做的事情。主句中动词do的宾语the things we do to them被放在状语to themselves or to others的后面了。

10) What is the conclusion that the writer draws about animals?
Article15_popwin_ Q 10) What is the conclusion that the writer draws about animals? Animals are honest and the best this planet has to offer.

Article15_popwin_ T Chinese Version “最后，”我总结道，“我喜欢动物，因为它们不是伪君子。它们不会说的是一套，做的是另一套。它们，我已经说了，是诚实的。动物——而不是人——才是地球奉献出的最佳一族。”

Article15_popwin_hypocrite
Language Points hypocrite / /: n. person who pretends to have opinions which he does not have or to be what he is not 伪善者；伪君子；虚伪的人 e.g. expose a hypocrite He’s a hypocrite to tell us not to smoke — he smokes himself. T 揭露伪君子 T 他很虚伪，让我们不要吸烟而他自己就吸烟。

Article15_popwin_planet
Language Points planet / /: n. one of several large bodies traveling round the sun 行星 e.g. the nine major planets minor planets the planet Earth T 九大行星 T 小行星 T 地球

Article16-17_popwin_ Q 11) Do her family members disagree with her? How did they respond to her talk? No. They responded positively to her talk and added more stories showing animals are lovable.

Article16-17_popwin_ T Chinese Version 相当有趣的是，尽管我的话十分率直，却没有招来他们恶意的评论或丝毫的嘲笑。事实上，接下去的谈话变成了分享他们所知的动物故事，有关于动物的忠诚和灵性的故事，也有关于它们的幽默和纯真的故事。而我反倒成了听众，只偶尔发表一下评论： “嗳，但愿人能像动物一样就好了。”

Article16-17_popwin_despite
Language Points despite //: prep. in spite of 不管，尽管 e.g. I know I have to get on the airplane despite my fear. Despite the rain we enjoyed our holiday. T 我知道我虽然害怕，可还是得上飞机。 T 虽然下雨，我们的假期过得还是很开心。

Article16-17_popwin_snide
Language Points snide //: a. critical in an indirect unpleasant way; sneering 刻毒的；挖苦的；嘲笑的 e.g. a snide tongue a snide remark a snide look T 刻毒的舌头 T 挖苦的话 T 讥讽的表情

Article16-17_popwin_comment
Language Points comment / /: n. spoken or written remark or observation as an explanation or in praise or criticism 批评，意见；评论 e.g. Did he make any comment on the movie? “What do you think of the change?” “ No comment.” T 他对电影有什么评论吗？ T “你对这一变化怎么看？” “无可奉告。”

Article16-17_popwin_hint
Language Points hint //: n. subtle way of indicating to sb. what one is thinking or what one wants; indirect suggestion; slight indication; trace 暗示；示意；细微的迹象；线索 e.g. I don’t know the answer. Please give me a hint. There was a hint of anger in his statement. T 我不知道答案。请给我一点提示。 T 他的话里带有一丝怒气。

Article16-17_popwin_conversation
Language Points conversation //: n. (example of) talking between people 交谈，谈话，会话

Article16-17_popwin_roll into
Language Points roll into: move smooth into 顺利转入 e.g. To our delight, the argument had finally rolled into a friendly discussion. T 令我们欣喜的是，争执终于转为友好的讨论。

Article16-17_popwin_intelligence
Language Points intelligence //: n. power of learning, understanding and reasoning; mental ability智力，才智，智慧 e.g. intelligence test high/average/low intelligence intelligence quotient T 智力测验 T 智力高 / 中等智力 / 智力低下 T 智商

Article16-17_popwin_humor
Language Points humor / /: n. quality of being amusing or comic 幽默；诙谐；滑稽 e.g. Have you read any humor recently? He failed to see the humor in my joke. T 最近读到什么幽默的东西了吗？ T 他未能领会我笑话中的幽默之处。

Article16-17_popwin_innocent 1
Language Points innocent / /: a. not guilty (of wrongdoing); knowing nothing evil or wrong 无罪的；清白的；天真无邪的，纯真的 e.g. He’s innocent. He didn’t kill the boy. She is a very innocent kind of person. T 他是无辜的。他没有杀那个男孩。 T 她是个非常单纯的人。

Article16-17_popwin_innocent2
Language Points innocence / /: n. quality or state of being innocent无辜，清白；天真纯洁 e.g. My innocence will be proved in court. The writer wrote about the innocence of childhood. T 我的清白会在法庭上得到证实。 T 作者描述了童年的纯真。

Article16-17_popwin_occasional
Language Points occasional //: a. happening, coming, done, etc. from time to time 偶然的 e.g. He’s an occasional visitor to our house. The weather was good except for an occasional shower. T 他偶尔来我家坐坐。 T 除了偶尔有阵雨之外，天气很好。

Chinese Version 我就这样进行了一场出色的论战；我是代表着我们中间最棒的一个群体上阵的。
Article18_popwin_ T Chinese Version 我就这样进行了一场出色的论战；我是代表着我们中间最棒的一个群体上阵的。

Article18_popwin_behalf
Language Points behalf //: n. support; interest; side支持；利益；方面 e.g. The president can’t be here today, so I’m going to speak on his behalf. T 校长今天不能来，所以我来代表他讲话。 on behalf of: as representative of or spokesman for; in the interest of 代表；为了…的利益 e.g. On behalf of everyone here, I’d like to thank you very much for coming. T 我代表在座的诸位感谢您的光临。

TA-main Text A Exercises Reading Aloud Understanding the Text Reading Analysis Vocabulary Structure Translation

Reading Aloud Read the following
Read the following paragraphs until you have learned them by heart. “I like animals,” I added, “because they only take out of life what they need. They don’t abuse their environment, pollute their water and the air they breathe. They don’t build weapons of mass destruction and use them against others — particularly members of their own species. I like animals because they have no use for those things.” “I also like animals,” I continued, “because they don’t dwell on things of the past, nor use them as excuses for behavior in the present. And they don’t plan to live some day in the future; they live today, this moment, fully, completely, and purely. I like animals because they live their lives with so much more freedom than humans live theirs.”

Understandling-Answer
Understanding the Text Answer the following questions Why does the writer like animals? How did her family expect her to answer this question? 2. Why does the writer say that animals are honest? 3. When did this conversation take place? 4. According to the writer, how do animals treat the environment? 5. What difference lies between the writer and her sister as to why animals don’t do those harmful things mentioned earlier? 6. According to the writer, what is the animals’ attitude towards life? 7. How does the writer’s cousin explain that animals live a freer life than humans?

Topics-1 8. How did the family members respond to the conversation? 9. According to the writer, what do we humans do to animals? 10. What is the conclusion that the writer draws about animals? 11. Do her family members disagree with her? How did they respond to her talk? Topics for Discussion. Do you agree with the writer’s statement “Animals — not humans — are the best this planet has to offer?” Give your reasons. What rights do you think animals should have?

Reading Analysis Read text-1
Read Text A again and complete the following table. Paragraph Topic Sentence Supporting Details I like animals because they are honest. 1-4 They don’t pretend to be ; they don’t fake _________________ someone they’re not ___________ their feelings 5-9 I like animals because they only take out of life what they need. They don’t their environment, their water and the air they breathe. They don’t build and use them against others — particularly members of _____ abuse ______ pollute ________________________ weapons of mass destruction _______________ their own species

Read text-2 Paragraph Topic Sentence Supporting Details 10-13 I like animals because They don’t dwell on , nor plan to live some day ; they live , this moment, fully, completely, and purely. ______________ things of the past __________________ ________. they live their lives with so much more freedom than humans live theirs __________ in the future _____ today 14 I like animals because they don’t do to themselves or others the things we do to them. Animals are the most creatures on earth. Our prejudice enables us to and them and to them. We do to them any cruel act we can think of. ________ victimized ______ exploit ____ use ___ eat

Read text-3 Paragraph Topic Sentence Supporting Details 15 I like animals because They don’t say one thing and They are honest. _________. do another ___________________. they are not hypocrites 16-18 Now, if humans could only be like animals. The conversation actually rolled into shared stories of animals they’d known, stories of animal and , their and ______ loyalty __________ intelligence _____ humor _________ innocence Now retell the story by using the information in the table you have completed.

Vocabulary Vocabulary-Fill in1-1
Fill in the blanks with the words given below. Change the forms where necessary. comment pretend pollute particularly freedom despite enable cruel planet argue 1.The zoo tourists to get a close look at wild animals. 2. When you’re trying to help someone, you don’t get anywhere by with them. 3. We were discussing Zhang Yimou’s new movie, and my brother made some interesting on it. 4. Runners of all ages showed up the cold morning temperature. 5. Buying organic（有机的）food is certainly one way to help save our _______ enables _______ arguing comments ________ ______ despite ______ planet

comment pretend pollute particularly freedom
Vocabulary-Fill in1-2 comment pretend pollute particularly freedom despite enable cruel planet argue _________ pretending 6. She left the room quietly, not realizing that her son was just to be asleep. It’s a fact that we, human beings, are the ultimate cause of the disappearing animal kingdom（王国）. Dianchi, a famous fresh water lake in Yunnan Province, is heavily and officials warn the situation is getting worse. Most poor families in this small village have difficulty sending their children, girls, to school. The teachers have been given much to choose their own cruel ____ 7. polluted 8. _______ 9. _________ particularly 10. _______ freedom textbooks.

Vocabulary-Fill in2-1 Fill in the blanks with the expressions given below. Change the forms where necessary. play with have no use for get together dwell on on earth on behalf of 1. If you for the book anymore, you can give it to me. Sometimes the old man just sits there all day cards alone. I don’t actually the dangers or worry about them, although I am aware of them. __________ have no use 2. __________ playing with _______ dwell on 3. 4. 5. 6. Why don’t we some day and have a real girls’ night? The decision is an important one as we are making it all the members. When Mary kissed him for the first time, Jim said he was the happiest man get together __________ __________ on behalf of _______ on earth

Structure Structure-complete1-1
Ask a question about the statement by using the words provided in brackets. Model: I like animals very much. (why, suppose) → Why do you suppose you like animals so much? 1. The bad weather has made him change his mind. (what, guess) What do you guess has made him change his mind? ___________________________________________ 2. He is the winner of the speech contest. (who, guess) Who do you guess is the winner of the speech contest? ____________________________________________

Structure-complete1-1 3. The results of the exam will come out next week. (when, suppose) ___________________________________________________ When do you suppose the results of the exam will come out? 4. They spent their vacation deep in a tropical forest in Africa. (where, imagine) ________________________________________ Where do you imagine they spent their vacation?

Structure-complete2-1 Change the sentence pattern as shown by the model. Model: It’s not because they don’t know how. → I don’t think it’s because they don’t know how. 1. He will not agree with us. ____________________________________________________ I don’t think he will agree with us. 2. Alice cannot understand such a difficult question. ____________________________________________________ I don’t think Alice can understand such a difficult question.

Structure-complete2-1 3. You are not at all taller than your brother. ____________________________________________________________ I don’t think you are taller than your brother. 4. They haven’t made up their minds. ____________________________________________________________ I don’t think they have made up their minds.

TL1 Translation Translate the following sentences into English.
1.这份报告详述了部分物种如何因为环境污染而灭绝的经过。 This report dwells on how some species were exterminated because of the polluted environment. __________________________________________________________ 2. 说实话，我觉得出于偏见的刻毒评论总比伪君子的假意称赞好。 To tell the truth, I think a snide comment made out of prejudice is better than faked praise given by a hypocrite. __________________________________________________________ 3. 玛丽代表全体员工反驳经理，她争辩说限制员工自由是残忍的，并且最终将使公司名誉受损。 Mary countered the manager on behalf of all the employees by arguing that it’s cruel to limit the employees freedom and it will eventually affect the company’s reputation. __________________________________________________________

__________________________________________________________
TL2 4. 到底是什么使得一些人，尤其是一些高官，不顾法律 (law) 而滥用职权？ What on earth has enabled some people, particularly certain high officials, to abuse their powers despite the law? __________________________________________________________ 5. 我不认为成功仅仅与智力有关。其实很多好的品质(quality) 比如纯真、诚实、幽默和忠诚等，也可以帮助我们成功。 __________________________________________________________ I don’t think success is merely related to intelligence. In fact, many good qualities, such as innocence, honesty, humor and loyalty, can help us succeed, too. 6. 说来也怪，这个笑话居然没有引来捧腹大笑，甚至连一丝笑声都没有。难道观众 (audience) 在装严肃？ Strangely enough, the joke did not bring about hearty laughter, not even a hint of any. Could it be that the audience was pretending to be serious? __________________________________________________________

GR1 Grammar Review 动词-ing形式与不定式的比较（3）
1. 下面的动词后用不定式或用-ing形式作宾语，意义上几乎无差别：begin, start, prefer, continue。但当这些动词用于进行时的时候，后面一般用不定式。 She started to cry. = She started crying. They continued to talk. = They continued talking. I didn’t begin reading the book until she came in. = I didn’t begin to read the book until she came in. It’s starting/beginning to rain. （不用：It’s starting/beginning raining.） 2. 下面的一些动词后用不定式或用-ing形式作宾语，在意义上是有差别的：remember, forget, regret, try, mean。 He has forgotten to meet her. 他忘了要去见她。（表示要发生的动作） He has forgotten meeting her last year. 他忘了去年曾见过她。（表示已经发生的动作） He tried to learn Japanese. 他试图学习日语。（想做某事）

GR2 3. He tried learning Japanese.
他试着学习日语。（尝试做某事） We regret to inform you that your application has not been successful. 我们遗憾地通知您，您的申请没有成功。 He regretted having mentioned it. 他后悔提到了这件事。 I mean to go and nothing is going to stop me. 我决意要走，什么也阻拦不了我。 The key to endurance running is to conserve energy. This means using as little energy as needed to move oneself forward. 耐力跑的要诀是保存能量。这意味着用所需的最小能量使自己向前移动。 After reading the text, the teacher went on to explain the new words. 读完课文后，老师接着解释生词。（接下去做另一件事） He said nothing but just went on working. 他什么也没说，只是继续干活。（继续做同一件事） They stopped to take a few pictures. 他们停下来拍了几张照片。（停下来去做另一件事） They stopped taking pictures. 他们停止了照相。（停止做某事） 3. go on, stop后跟不定式和跟-ing形式在意义上也是有差别的。

GR5 Rewrite the following sentences, using the words in brackets.
Model: I went to London in I still remember it. (remember, go) →I remember going to London in 2002. 1. John isn’t here. Phone his home number to see if he’s there. (try, phone) _____________________________________________________ John isn’t here. Try phoning his home number to see if he’s there. 2. He was walking along the street. He stopped. Then he took a picture. (stop, take) _____________________________________________________ Walking along the street, he stopped to take a picture. 3. I needed to ask him for his address. But I didn’t do it. (forget, ask) _____________________________________________________ I forgot to ask him for his address. 4. We are sorry to inform you the model you want is out of stock(脱销). (regret, inform) _____________________________________________________ We regret to inform you the model you want is out of stock.

GR6 5. They wanted to pass the exam. They studied very hard for it. (try, pass) _____________________________________________________ They tried to pass the exam. 6. We turned the lights off before we came out. I remember it. (remember, turn…off) _____________________________________________________ I remember turning the lights off before we came out. 7. I heard this piece of music when I was lonely. I’ll never forget that experience. (forget, hear) _____________________________________________________ I’ll never forget hearing this piece of music when I was lonely. 8. I gave up the job. I feel sorry about it. (regret, give up) _____________________________________________________ I regret giving up the job. 9. I used to eat chocolate. But I stopped last year. (stop, eat) _____________________________________________________ I stopped eating chocolate last year. 10. She first told us her plan. Then she told us how she would carry it out. (go on, tell) _______________________________________________________________ She first told us her plan and then went on to tell us how she would carry it out.

PW1 Practical Writing Telephone Messages
How to take a telephone message When a telephone is answered on behalf of another person, a clear and concise message should be written. Most organizations have a message pad specifically designed for that purpose. Often it is possible to simply write down the caller’s name; the person for whom the message is intended; and fill in the caller’s telephone number. Sometimes it is important to write down a specific direction or message. This falls into the category of a short message and must express clearly and briefly what the caller wishes to communicate. If the caller wants the person to take some action based on his/her message, it may be good to number the points to help clarify the instructions.

PW2 For example, if the message is something like:
Would you tell him that I can’t meet him until 1:30? If that’s okay, tell him not to ring me back but just to be there. Also we can’t have lunch at Gerald’s. They’re full. It will have to be at George’s around the corner. Actually he’d better ring me back or else I won’t know whether to wait or not. Thanks. Bye. This is an example of a brief message outlining the above details: DATE: 10/5/ TIME: 12:00 p.m. TO: Peter FROM: Jane Please meet Jane at 1:30 instead of 1:00 — it will have to be George’s, not Gerald’s. Ring back to confirm.

PW3 Or if the message is like this:
Ask Mr. Smith to ring me back please. The name is Potter. I’m at I will be out at lunchtime, but it is important that I speak to him as soon as possible. I have left this message on his mobile phone as well, so you may not need to give him the message at all. See what you can do… but it is quite urgent. I should be back by 2:00 at the latest. He could try my mobile phone but it will be turned off while I’m actually eating lunch. My assistant will be there and he hates to be disturbed by the sound of the phone while we are trying to get some work done and eat lunch. Thanks very much. DATE: 10/5/ TIME: 12:00 p.m. TO: Mr. Smith FROM: Mr. Potter Please ring after 2 p.m. — it is quite urgent. He’s left a message on your mobile too.

PW6 Read the following telephone message and complete the information by filling in the blanks below. A: Leisure and Business Travel, Lucia speaking. How may I help you? B: Can I speak to Charles, please? A: I’m afraid he’s out to lunch. Can I take a message? B: Yes, please. My name’s Dryden. A: That’s D-R-Y-D-E-N, isn’t it? B: That’s right. I’m ringing about a ticket to Hong Kong. Charles was getting me a reduced fare. Anyway he said this reduced fare was only available in December and I want to check that because I may not be coming back until January.

PW7 A: OK. I’ll get Charles to call you back. Can you give me a contact number? B: I’m at work at the moment and the number here is A: Right, we’ll ring you back this afternoon. B: I’ll be in the office until 6. A: Thank you very much. MESSAGE To: From: Lucia Date: 22 November, Time: 13:30 1. When you were out called. 2. Please ring him about a fare to Hong Kong. You can ring him on until 6 p.m. _______ Charles _______ Dryden _______ reduced _____________

PW8 Read the following telephone message and complete the information by filling in the blanks below. (J = Jim; G = Gerald Rivers) J: Hello, Gerald. It’s Jim. Is Peter there? G: I’m sorry, Jim. He’s just left the office. J: What time will he be back? G: Not till tomorrow, I’m afraid. Can I take a message? J: Yes, OK. It’s about a training course he’s interested in. Could you tell him the name of the course is “Managing People,” and it’s on July 13th?

PW9 G: OK, so that’s “Managing People” on July 13th.
J: Yes, so he’ll have to be quick if he’s interested. The woman who runs the course is called Joanna Little, and he should call her directly. Her number’s G: OK, Jim. I’ll make sure he gets this when he comes in. Telephone Message For: Taken by: Date:7/3/ Time: 4:00 p.m. Message: _______ Peter _______ Gerald _____________________________________________________________________________________________________________________________________________________________________________________________ Jim rang about the training course you are interested in. It’s called “Managing People” and the next one is on July 13th. If you’re interested, call Joanna Little at

Horse Sense — Wilhelm von Osten Tries
TextB_P1 Text B Horse Sense — Wilhelm von Osten Tries to Teach Horse to Count Ruth Dorfman CH 1 Can a horse add, subtract, multiply, and divide? Of course not! However, in 1900 Wilhelm von Osten disagreed with you. Von Osten was a German schoolteacher. He tried to prove that animals are as intelligent as humans. 2 Taking a bear, a cat, and a horse as his students, von Osten began to teach them arithmetic or real numbers. Although the bear and cat soon lost interest, the horse didn’t. 3 In fact, Clever Hans, as he was called, proved to be an excellent student. Facing his teacher, he would stand quietly during each lesson. To make sure that Hans paid attention, von Osten had put flaps at the sides of Hans’ eyes. These “blinders” made Hans look directly at his teacher. It seemed impossible for anything to distract him. ?

TextB_P2 Text B CH 4 Von Osten used “skittles” — nine small bowling pins — to teach Hans the numbers one to nine. “How many pins are there?” von Osten would ask as he lined up four skittles. 5 “Tap-tap-tap-tap,” Hans would answer, tapping his front hoof. 6 When von Osten replaced the nine pins with numbers written on a chalkboard, Hans continued to learn rapidly. He still gave the right answers to most of the problems he was given. This amazing animal even learned to tell time and give the square root of some numbers! Before long, Clever Hans was being acclaimed around the world! No other animal had ever reasoned in math before! ?

TextB_P3 Text B CH 7 There were mathematicians, however, who suspected trickery. Was von Osten giving Hans cues? It seemed impossible for a horse to do such complicated math! However, when mathematicians tested Hans, they were amazed. Testing results showed that he had the ability of a 14-year-old schoolboy! 8 Yet, some scientists were still suspicious. They formed a group to retest Hans. A psychologist in the group, Oskar Pfungst, had an idea. Why not test Hans alone? Then, certainly, no one could give the horse cues. 9 As Pfungst had thought, Hans failed the test. It was because Hans needed someone with the correct answer to be in the room, but the person with the answer didn’t know that he was giving Hans cues! As Hans got closer to the correct answer, there were changes in this person’s body that only the horse could sense. Even a faster heartbeat could be the signal for Hans to start tapping! ?

TextB_P4 Text B CH 10 No doubt, von Osten was disappointed to find that Hans had never understood math. However, he was really a very smart horse! (408 words) ?

TextB_P1_Questions 1) What did von Osten think of animals?
He thought animals were as intelligent as humans. 2) What did von Osten do to prove what he thought was right? He took a bear, a cat and a horse as his students and began teaching them arithmetic. 3) Did the students stick to the end? Only the horse did. 4) Why did von Osten put flaps at the sides of Han’s eyes? To make sure that Hans paid attention.

马的意识——威廉•冯•奥斯顿试图教马数数
TextB_P1_Chinese Chinese Version 马的意识——威廉•冯•奥斯顿试图教马数数鲁丝•多尔夫曼马会不会加减乘除？当然不会！但是在1900年，冯•奥斯顿可不同意你的意见。冯•奥斯顿是位德国教师，他试图证明动物和人一样聪明。他收了一只熊、一只猫和一匹马作学生，开始教他们算术或实数。熊和猫很快失去了兴趣，然而马却没有。事实上，这匹名叫聪明的汉斯的马是一名优秀的学生。每堂课他都静静地站在那里，面对着老师。为了确保汉斯专心听讲，冯•奥斯顿在它眼睛的两侧安上了遮挡物。这些“障眼物”迫使汉斯正视老师。看来没有什么能让他分神了。

TextB_P1_LP_ Wilhelm von Osten
Language Points Wilhelm von Osten / '  '/ 威廉·冯·奥斯顿

TextB_P1_LP_ Ruth Dorfman
Language Points Ruth Dorfman / '/ 鲁丝·多尔夫曼

TextB_P1_LP_ Oskar Pfungst
Language Points Oskar Pfungst / '/ 奥斯卡·冯斯特

TextB_P1_LP_ Hans Language Points Hans // 汉斯（男子名）

TextB_P1_LP_ subtract Language Points
subtract /'/: v. take (a number or quantity) away from (another number, etc.) 减，减去；做减法 e.g. 10-4 = 6: Four subtracted from ten / Ten minus four equals six. Subtract 4 from 10 and you get 6. T 10减4等于6。 T 10减4得6。

TextB_P1_LP_ multiply Language Points multiply / '/ v. 乘；做乘法
e.g. 10×4 = 40: Ten multiplied by four equals forty. / Ten times four is/are forty. / Multiply 10 by 4 and you get 40. 10乘4等于40。 T

TextB_P1_LP_ divide Language Points divide /'/: v. (cause to) split or break into parts; separate; find out how many times one number is contained in another 分，分开；分隔；除；做除法 e.g. The class was divided into several groups. 50÷5 = 10: Fifty divided by five equals ten. T 全班被分为几个小组。 T 10乘4等于40。

TextB_P1_LP_ disagree with
Language Points disagree with: differ in opinion from; refuse to agree with 与…意见不一致；不同意

TextB_P1_LP_ intelligent
Language Points intelligent /'/: a. having or showing intelligence 聪明的；有才智的 e.g. an intelligent student T 聪明的学生

TextB_P1_German Language Points
German / '/: a. of Germany, its culture, its language or its people 德国的；德国文化的；德语的；德国人的 n. German person; language spoken in Germany, Austria and part of Switzerland 德国人；德语

TextB_P1_LP_ schoolteacher
Language Points schoolteacher / '/: n. teacher in a school（中小学）教师

TextB_P1_LP_ lose interest
Language Points lose interest: stop having any interest 不再有兴趣；失掉兴趣 e.g. He started off well, but soon lost interest and became lazy. T 他开始还好，可很快就失去兴趣，变懒了。

TextB_P1_LP_ distract Language Points
distract /'/: vt. stop (sb.) concentrating on sth. 使（某人）分心；分散（某人）的注意力 e.g. The noise distracted her from her work. Don’t distract me. T 喧闹声使她不能专心工作。 T 别分散我的注意力。

TextB_P1_LP_ arithmetic
Language Points arithmetic /'/: n. branch of mathematics that deals with calculations using numbers 算术

TextB_P1_LP_ flap Language Points
flap //: n. flat piece of material that covers an opening or hangs down 片状垂悬物；眼罩

TextB_P1_LP_ blinders Language Points
blinders / /: n. (pl.) leather pieces fixed on a bridle to prevent a horse from seeing sideways 马眼罩

TextB_P2_Questions 5) What did von Osten use to teach Hans the numbers one to nine? He used “skittles” — nine small bowling pins. 6) How well did Hans learn arithmetic? He learned quickly and could give the right answers to most questions. 7) What else did Hans learn? He also learned to tell time and give the square root of some numbers.

TextB_P2-_Chinese Chinese Version
冯·奥斯顿用撞柱游戏中的9个小瓶柱来教汉斯1到9的数字。他排出4根小柱，问道：“有几根小柱子啊？” “嗒，嗒，嗒，嗒，”汉斯敲着前蹄回答。冯·奥斯顿用写在黑板上的数字代替九柱后，汉斯依然学得很快，他仍旧能答对问他的大多数问题。这只令人惊讶的动物甚至学会了认钟点和算某些数的平方根！不久，聪明的汉斯赢得了全世界的称赞。之前可从来没有动物进行过数学思维！

TextB_P2_LP_ line up Language Points
line up: cause to form a line 使排成行 e.g. The boy loves to line his toy soldiers up into rows. “Line up, children，” the teacher shouted. T 那男孩喜欢把他的玩具兵排成几排。 T “排好队，孩子们，”老师喊道。

TextB_P2_LP_ rapid Language Points
rapid / '/: a. moving or acting with great speed; fast 迅速的；快的 e.g. rapid growth/development/change/response T 快速增长 / 发展 / 变化 / 反应

TextB_P2_LP_ tell time Language Points
tell time: read a clock or watch 讲出钟表上的时间，识钟 e.g. People used to use the sundial to tell time. When you teach your child to tell time, start your child out with just the second hand. T 女孩戴了一条珠子项链。教孩子学认时间的时候，先从秒针开始。 T

TextB_P2_LP_ before long
Language Points before long: in a short time; soon 不久（以后）；很快 e.g. If you keep the machine running like that, it will break down before long. The two boys learned that they had a great deal in common and before long, they became friends. T 如果你让机器一直这样运转着，那它很快就会坏掉的。 T 两个男孩发现彼此有许多共同之处，不久，他们就成了朋友。

TextB_P2_LP_ acclaim Language Points
acclaim /'klm/: vt. welcome with shouts of approval; acknowledge the greatness of 向…欢呼；称赞 e.g. The crowds acclaimed the hero as he rode through the town. He is acclaimed as the best basketball player of the year. T 英雄骑马经过城镇的时候，人群向他发出欢呼。 T 他被誉为年度最佳篮球运动员。

TextB_P2_LP_ reason Language Points
reason / ' /: vi. use one’s power to think, understand, form opinions, etc. 推论，推理，作逻辑思维 e.g. When people think differently, it’s hard to reason with them. The student reasoned thoughtfully before answering the question. T 当人们的思维方式不同时，很难跟他们讲道理。 T 回答问题之前，这个学生思考得很透彻。

TextB_P2_LP_ skittle Language Points
skittle //: n. bottle’shaped wooden pin used in the game of skittles （撞柱游戏用的瓶状）木柱

TextB_P2_LP_ hoof Language Points
hoof //: n. horny part of the foot of a horse, an ox or a deer （马、牛或鹿的）蹄

TextB_P2_LP_ chalkboard
Language Points chalkboard / '/: n. = blackboard 黑板

TextB_P3_Questions 8) What did some mathematicians think of Hans-performance? They suspected trickery, that von Osten was giving Hans cues. 9) What did the mathematicians find when they tested Hans? They found that he had the ability of a 14-year-old schoolboy. 10) How was the second test different from the first one? Hans was tested alone in the second test. 11) Why did Hans fail in the second test? Because Hans needed someone with the answer to be in the room so that he could sense the answer through changes in the person’s body. When he was alone, he had no clues.

TextB_P3_Chinese Chinese Version
然而，有些数学家怀疑有诈。冯•奥斯顿是不是在给汉斯提示呢？让一匹马做如此复杂的数学计算似乎是不可能的！不过，当数学家们测试汉斯时，他们大为惊讶。测验结果表明，汉斯的能力竟达到了一个14岁学生的水平！尽管如此，仍有科学家表示怀疑。他们组成一个小组重新对汉斯进行测试。小组中的一名心理学家奥斯卡.冯斯特想到一个主意。为什么不单独测试汉斯呢？这样一来，当然不可能有人给他提示了。不出冯斯特所料，汉斯没能通过测验。这是因为汉斯需要房间里有个知道正确答案的人，可是那个知道答案的人并不知道自己在提示汉斯！当汉斯接近正确答案时，那人的身体就会发生一些变化，而这些变化只有汉斯能察觉到。即使是心跳加速也可能成为让汉斯开始敲击蹄子的信号！

TextB_P3_LP_suspect Language Points suspect //:
1. vt. feel doubt about (sth.); think (that there is sth.) without being sure or without having proof 怀疑；疑有 e.g. They suspected him of murder. I suspect his loyalty. T 他们怀疑他杀了人。我怀疑他的忠诚。 T 2. n. person suspected of a crime, etc. 嫌疑犯 e.g. The suspect turned out to be innocent. T 结果证明嫌疑犯是清白的。

TextB_P3_LP_cue Language Points
cue //: n. thing said or done to signal sb.’s turn to say or do sth. esp. in a play or other performance 提示，暗示 e.g. The actor missed his cue and came onto the stage late. I gave him the cue to step forward. T 那位演员错过了提示，上台晚了。 T 我暗示他走上前去。

TextB_P3_LP_suspicious
Language Points suspicious //: a. having or showing suspicion 怀疑的 e.g. I am suspicious of his promise. His promise looks suspicious to me. T 我怀疑他的承诺。他的诺言在我看来很可疑。 T

TextB_P3_LP_signal Language Points
signal /'/: n. sign, gesture, sound, etc. that conveys a message, command, etc.（传递信息、命令等的）信号，暗号 e.g. traffic signals TV signal flag signal T 交通信号 T 电视信号 T 旗语

TextB_P3_LP_ mathematician
Language Points mathematician //: n. expert in mathematics 数学家

TextB_P3_LP_ trickery Language Points
trickery //: n. deception; cheating 欺骗；欺诈

TextB_P3_LP_ schoolboy
Language Points schoolboy //: n. boy who goes to school（中、小学）男生

TextB_P3_LP_ scientist
Language Points scientist //: n. specialist in science 科学家

TextB_P3_LP_ retest Language Points
retest //: vt. test again 再实验；再测试

TextB_P3_LP_ psychologist
Language Points psychologist //: n. expert in psychology 心理学家

TextB_P3_LP_ heartbeat
Language Points heartbeat //: n. pulsating movement of the heart or the sound it makes 心搏；心跳声

TextB_4_Questions 12) What’s the result of von Osten’s experiment with Hans? Was he satisfied with the result? Hans had never understood math. The result was disappointing to von Osten.

TextB_P4_Chinese Chinese Version
毫无疑问，冯·奥斯顿发现汉斯从来不懂数学时他很是失望。不过话说回来，汉斯的的确确是匹非常聪明的马！

TextB_P4_LP_no doubt Language Points
no doubt: without doubt; surely; certainly 无疑地；确实地 e.g. No doubt the suggestion would please her. The question was asked many times before and will, no doubt, be asked by many people again. 这项建议无疑会令她高兴。 T T 这个问题曾被多次问到，而且毫无疑问还会再次被很多人问起。

TextB_P4_LP_disappoint
Language Points disappoint //: vt. fail to be or do sth. as good, interesting, etc. as was hoped for or desired or expected by (sb.) 使（某人）失望 e.g. Did the news disappoint you? We were greatly disappointed at the result of the election. T 这消息令你失望了吗？ T 我们对选举结果感到非常失望。

TextB_Exc1_13 Exercises Answer the following questions. 1. 2. 3. 4. 5.
6. 7. 8. 9. 10. 11. 12. What did von Osten think of animals? What did von Osten do to prove what he thought was right? Did the students stick to the end? Why did von Osten put flaps at the sides of Han’s eyes? What did von Osten use to teach Hans the numbers one to nine? How well did Hans learn arithmetic? What else did Hans learn? What did some mathematicians think of Hans’performance? What did the mathematicians find when they tested Hans? How was the second test different from the first one? Why did Hans fail in the second test? What was the result of von Osten’s experiment with Hans? Was he satisfied with the result?

TextB_Exc2_14 Fill in the blanks with the words given below. Change the forms where necessary. divide disappoint intelligent suspect amazing reason suspicious scientist replace signal 1. Tony used to come up with some quite ideas and we’d try and put them into practice. 2. I’m sorry to you, Alex, but I’m afraid that job doesn’t interest me. 3. It was only through hints from his friends that he started to feel of her honesty. are developing medicines that slow or stop the growth of cancer （癌）. 5. She tried with the children, but it just made the matter worse. ________ amazing __________ disappoint _________ suspicious ________ Scientists _________ reasoning

TextB_Exc2_14_2 divide disappoint intelligent suspect amazing
reason suspicious scientist replace signal 6. Old houses are being torn down and with new buildings and roads. 7. Low blood pressure（血压）can be a warning of a health problem. 8. Where were you when the documents disappeared? And who do you of taking them? 9. The class into five groups, each having eight students. 10. Do you mean to say that computers can be more than humans? replaced ________ ______ signal _______ suspect was divided __________ ________ intelligent

TextB_Exc3_15 Fill in the blanks with the expressions given below. Change the forms where necessary. disagree with lose interest make sure line up tell time before long no doubt why not 1. I used to fish with my friend but when he moved away I quickly 2. Even today it is useful to know how to by the stars. 3. It was a big risk; he knew perfectly well that many would him on that. 4. He got the feeling that he’d be promoted（提升） __________ lost interest _______ tell time ___________ disagree with __________ before long

TextB_Exc3_15_2 disagree with lose interest make sure line up
tell time before long no doubt why not 5. The crowds along the finish line to cheer the runners on. he is a good actor, but only time will tell if he is the greatest ever. 7. Read carefully to that you understand the message correctly. 8. If your car’s broken down, go by bus? _______ lined up ________ No doubt _________ make sure _______ why not

Endangered Animals（濒危动物）— Extinction（灭绝）Is Forever
taxtC-1-E Text C Endangered Animals（濒危动物）— Extinction（灭绝）Is Forever Author Unknown CH 1 Extinction is the disappearance, brought about by natural or unnatural means, of an entire species. 2 Some species of plants and animals die out naturally because newer species are more successful at competing for food and living space. Others have become extinct because of changes in the planet or because of natural disasters (灾难). Dinosaurs（恐龙）, for example, may have died out because the climate became cooler — maybe because an asteroid（小行星） collided（碰撞） with the earth and caused a big cloud of dust that blocked out（遮住） the sun. 3 In today’s world, however, species mostly become extinct or are threatened（威胁） with extinction because of humans. Humans hunt animals, destroy their habitats（栖息地）, and introduce other animals that prey upon（捕食） the endangered animals or compete for their resources. Among these factors, the greatest threat to plants and animals is habitat destruction.

濒危动物——一去无回 taxtC-1-C Text C 佚名灭绝是指由自然或非自然因素造成的整个物种的消失。
某些植物和动物的物种是自然消失的，因为新的物种在竞争食物和生存空间方面更为成功。其他物种的灭绝是因为地球上的变化或自然灾害。例如，恐龙的消亡可能是由于气候变冷——也许因为某个小行星与地球相撞，所产生的大团灰尘遮住了太阳。不过，现今的物种大多是因为人而灭绝或受到灭绝的威胁。人类猎捕动物，破坏它们的栖息地，引进捕食濒危动物或与它们争夺资源的其他动物。在这些因素中，对动植物威胁最大的是栖息地的破坏。

taxtC-2-E Text C CH 4 It is estimated（估计） that about 125 species of birds and 60 species of mammals（哺乳动物） have become extinct since Currently（目前）, there are approximately（大约） 1,000-1,100 species of birds and mammals that are facing extinction. If invertebrates（无脊椎动物） and plants are included, the total number of species in imminent（临近的） danger is around 20,000. 5 Sample（浏览） the following internet activities and complete the tasks for each one to learn about two animals that no longer exist.

taxtC-2-C Text C 据估计，自1600年以来约有125种鸟类和60种哺乳动物已经灭绝。目前，约有
1000—1100种鸟类和哺乳动物正面临灭绝。如果将无脊椎动物和植物也包括在内，那么濒临绝灭危险的物种总数则在2万种左右。浏览下列因特网活动并完成每项活动的任务，以了解两种已经不复存在的动物。

Passenger Pigeons（旅鸽）
taxtC-3-E Text C CH Passenger Pigeons（旅鸽） Pigeon 6 The passenger pigeon was an attractive bird with a blue back and a pink breast（胸）that existed in huge populations. In fact, it may have been the most abundant（多的）bird ever to have lived. John James Audubon observed a flock of pigeons passing over a period of three days at a rate he estimated at over 300 million birds an hour. The passage of large flocks created a roar of wings that could be heard 6 miles away. The pigeons nested（筑巢）in long narrow colonies（聚居地）that could be 40 miles long and several miles across. They occurred throughout Eastern North America where they fed on acorns（橡树果实）and beechnuts（山毛榉实）.

taxtC-3-C Text C 旅鸽 Pigeon 旅鸽有着蓝色的背和粉红色的胸，样子很吸引人，曾是数量很大的一种鸟类。事实上，它或许是所有生存过的鸟类中数目最多的一种。约翰•詹姆斯•奥杜邦曾看到过一群鸽子，以估计每小时3亿只以上的数量飞过，竟用了三天时间。大群鸽子经过产生了一阵翅膀振动的轰鸣声，这在6英里之外都能听到。鸽群在可达40英里长、几英里宽的狭长聚居地筑巢。它们遍及北美洲东部，以橡树和山毛榉的果实为生。

7 Early settlers in the United States developed a taste for passenger
taxtC-4-E Text C CH 7 Early settlers in the United States developed a taste for passenger pigeon and commercial hunters devised（想出）many different ways of killing large numbers of the birds. They were suffocated（闷死） by burning grass or sulphur（硫磺） below their roosts (栖木); fed grain（谷物） soaked（浸泡） in alcohol（酒精）; 　beaten down with long sticks, killed with shotguns（猎枪）, caught in nets or trapped using a decoy（诱饵） pigeon tied to a perch called a stool（囮鸽的栖木） (this is the origin of the term “stool pigeon（囮鸽）”). 1. What did passenger pigeons look like? 2. Once, notable bird conservationist John James Audubon observed a flock of pigeons passing over a period of three days at a rate he estimated to be how many birds an hour? 3. Where did passenger pigeons live and what did they eat? 4. What were some of the ways that passenger pigeons were killed?

taxtC-4-C Text C 美国的早期移民对品尝旅鸽产生了兴趣，于是商业狩猎者们想出了许多不同的方
法来大量捕杀这些鸟儿。他们在旅鸽的栖木下燃烧草或硫磺将它们闷死；给它们喂用酒精浸泡过的谷物；用长棍把鸟打下来；用猎枪将它们击毙；用网捕捉，或将作为诱饵的鸽子绑在一根栖木上来诱捕它们（这就是“囮鸽”这个词的由来）。 1. 旅鸽的外表是什么样子的？ 2. 有一次，著名的鸟类保护学家约翰•詹姆斯•奥杜邦看到一群飞了三天才飞过的鸟群，他所估计的数量是每小时飞过多少只鸟？ 3. 旅鸽住在哪里？吃什么食物？ 4. 人们捕杀旅鸽的方法包括哪些？

by two fishermen, who also smashed the last egg.
taxtC-5-E Text C CH The Great Auk Great Auk 8 The Great Auk was a 3-foot tall penguin-like（像企鹅的） flightless（不能飞的） seabird. It was a very fast underwater swimmer, but clumsy（笨拙的） on land. Hundreds of thousands of these birds lived in the North Atlantic（大西洋）. They were hunted between 1785 and 1844, mainly for their feathers which were used for mattress（床垫） and pillow stuffing （填料）. The last breeding （繁殖的） pair was killed by two fishermen, who also smashed the last egg. 1. What well-known kind of bird did the Great Auk look like? 2. Where did they live? 3. When were they mainly hunted? 4. What is one of the main reasons why they were hunted? 5. Who killed the last breeding pair of Great Auks? (591 words) Suggested Answers to the Questions in Text C

taxtC-5-C Text C 大海雀 Great Auk 大海雀是一种3英尺高、样子像企鹅、不能飞的海鸟。它们在水下游得很快，但在陆地上却非常笨拙。曾有成千上万的大海雀生活在北大西洋。它们于1785至1844年间遭到捕杀，人们主要是用它们的羽毛来做床垫和枕头的填料。最后一对正在繁殖的大海雀是被两个渔夫杀死的，他们同时还砸碎了最后一只雀蛋。 1. 大海雀的长相类似哪种知名鸟类？ 2. 它们生活在哪里？ 3. 它们主要在何时遭到捕杀？ 4. 它们遭到捕杀的主要原因之一是什么？ 5. 谁杀死了最后一对正在繁殖的大海雀？

taxtC-Questions Text C Suggested Answers to the Questions in Text C Passenger Pigeons 1. They looked attractive with a blue back and a pink breast. 2. Over 300 million birds an hour. 3. They lived throughout Eastern North America and they ate acorns and beechnuts. 4. They were suffocated; fed grain soaked in alcohol; beaten down with long sticks, killed with shotguns, caught in nets or trapped with a stool pigeon. Great Auk 1. The Great Auk looked like the penguin. 2. They lived in the North Atlantic. 3. Between 1785 and 1844. 4. They were hunted mainly for their feathers which were used for mattress and pillow stuffing. 5. Two fishermen.

taxtC-Commprehension-cloose-1
Comprehension of the Text Choose the best answer for each of the following multiple choice questions. 1. Dinosaurs may have become extinct because of _______________ . A) a major earthquake B) human factors C) the change of climate D) the appearance of a new species KEY

2. Which human factor most seriously threatens the survival of animals? A) Human hunting. B) Habitat destruction. C) The introduction of rival （敌对的）species. d) The domestication（驯化） of wild animals. KEY

3. How many species of birds, mammals, invertebrates, and plants are endangered? A) 1,000. B) 1,100. C) 1,600. D) 20,000. KEY

4. According to Audubon’s estimation, the number of pigeons in that flock he observed could have been as large as ______________. KEY A) 300 million B) 900 million C) 72 billion D) 21.6 billion

5. All of the following are ways to kill passenger pigeons EXCEPT___________. A) feeding them acorns and beechnuts B) trapping them with a stool pigeon C) killing them with shotguns D) catching them in nets KEY

6. People hunted the Great Auk mainly for their ______________. KEY A) meat B) eggs C) feathers D) bones

taxtC-Basic-1 Basic Reading Skills
Understanding Paragraph Development (1) 我们在本丛书综合教程第一册的阅读技能中讲到英语段落的中心思想常用主题句表达，而段落中心思想的展开却有许多不同的方法，最常见的有举例、比较、定义、分类、说明原因、描写、叙述等。了解一些常见的段落展开方法有助于我们在阅读过程中加深理解，提高阅读效率。下面是本单元A篇课文中的一个段落： When von Osten replaced the nine pins with numbers written on a chalkboard, Hans continued to learn rapidly. He still gave the right answers to most of the problems he was given. This amazing animal even learned to tell time and give the square root of some numbers! Before long, Clever Hans was being acclaimed around the world! No other animal had ever reasoned in math before! 在这一段落中，作者要表达的是：When von Osten replaced the nine pins with numbers written on a chalkboard, Hans continued to learn rapidly.为了说明这一点，作者举了两个例子：1) … gave the right answers to most of the problems; 2) …learned to tell time and give the square root of some numbers。

taxtC-Basic-2 有时，作者还会使用像“for example, for instance, such as, like, a case in point”等这样的一些词语表示举例： When you come across an unfamiliar word, try to figure out its meaning by using hints from other words or visuals. For example, when an ad for a food processor promises that it will help you prepare “a sumptuous family breakfast, including eggs, fruit, pastries, and more,” you can infer that “sumptuous” means “lavish” or “magnificent.” The words, along with the photo that may accompany the ad, can help you guess the meaning. (Text C, Unit 1) 作者在第一句中告诉我们，“遇到不熟悉的词，可试着从其他词语或视觉资料的暗示猜出其意义。”接着作者用了一个具体的例子说明这一点。

taxtC-17.1 Read the following paragraphs and identify the main ideas and the examples used to support them. In fact, Clever Hans, as he was called, proved to be an excellent student. Facing his teacher, he would stand quietly during each lesson. To make sure that Hans paid attention, von Osten had put flaps at the sides of Hans’ eyes. These “blinders” made Hans look directly at his teacher. It seemed impossible for anything to distract him. (Text B, Unit 4) Main Idea Clever Hans proved to be an excellent student. Facing his teacher, he would stand quietly during each lesson. Example 1 Example 2 These “blinders” made Hans look directly at his teacher.

taxtC-17.2 Most parents work hard at either preventing failure or protecting their children from the knowledge that they have failed. One way is to lower standards. A mother describes her child’s hastily made table as “Perfect!” even though it wobbles on uneven legs. Another way is to shift blame. For instance, if John fails science, his teacher is unfair or stupid. (Text C, Unit 3) Most parents work hard at either preventing failure or protecting their children from the knowledge that they have failed. Main Idea One way is to lower standards. A mother describes her child’s hastily made table as “Perfect!” even though it wobbles on uneven legs. Example 1 Another way is to shift blame. If John fails science, his teacher is unfair or stupid. Example 2

Can You Feel the Love Tonight by Elton John
Time for Fun Time for Fun Can You Feel the Love Tonight by Elton John There’s a calm surrender To the rush of day When the heat of the rolling world Can be turned away And enchanted moment And it sees me through It’s enough for this restless warrior Just to be with you And can you feel the love tonight? It is where we are It’s enough for this wide-eyed wanderer That we got this far And can you feel the love tonight How it’s laid to rest? It’s enough to make kings and vagabonds Believe the very best

There’s a time for everyone If they only learn That the twisting kaleidoscope Moves us all in turn There’s a rhyme and reason To the wild outdoors When the heart of this star-crossed voyager Beats in time with yours It’s enough to make kings and vagabonds Believe the very best

Unit4 Preview Ⅰ. Objectives Ⅱ. Suggested Teaching Plan

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