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HCIP

2.2023.42025.5ISBN 978-7-222-21521-4

I. ① E...II. ① ... III. ① \* IV. ① G634

P2023063304

CHUANGXIN SHEJI YINGYU BIXIU DI-ER CE (RENJIAO BAN) i

UNIT 1 CULTURAL HERITAGE

Section I Listening and Speaking/2
Section II Reading and Thinking-Comprehending/3
Section III Listening and Speaking & Reading and Thinking/7
Section IV Discovering Useful Structures FR#iaJ3)/17
Section V Listening and Talking,Reading for Writing &. Other Parts/20

/30 /229

UNIT 2 WILDLIFE PROTECTION 33

Section I Listening and Speaking/34
Section II Reading and Thinking-Comprehending/35
Section III Listening and Speaking &. Reading and Thinking/39
Section IV Discovering Useful Structures /49
Section V Listening and Talking ,Reading for Writing &. Other Parts/50
#/58 \*/233 /237

UNIT 3 THE INTERNET 61

Section I Listening and Speaking/62
Section II Reading and Thinking-Comprehending/63
Section III Listening and Speaking &. Reading and Thinking/68
Section IV Discovering Useful Structures 5i/73
Section V Listening and Talking,Reading for Writing &. Other Parts/75
/86 /245

UNIT 4 HISTORY AND TRADITIONS 89

Section I Listening and Speaking/90
Section II Reading and Thinking Comprehending/91
Section III Listening and Speaking &. Reading and Thinking/96
Section IV Discovering Useful Structures iF i# F i#\*
i#/102
Section V Listening and Talking,Reading for Writing &. Other Parts/107
#/117 /249

UNIT 5 MUSIC 120

Section I Listening and Speaking/121
Section II Reading and Thinking-Comprehending/122
Section III Listening and Speaking &. Reading and Thinking/126
Section IV Discovering Useful Structures ii/131
Section V Listening and Talking,Reading for Writing &. Other Parts/134
#/146 /253/257

Ai 265 <iRA 1 4 9 ~ 2 0 4 ) <\*>5 2 0 5 ~ 2 2 8 ) <XXi> 2 2 9 ~ 2 8 4 - i i a p .

CULTURAL HERITAGE

X 1 ji

i

D fR R ia] iC

① migration /mal'greifn/ n .
② legacy /'legasi/ n. #
③ splendour /'splenda(r)/ n .H
④ reserve /rI'z3:v/ n . ot.
⑤ basin /'beisn/ n
⑥ intense /in'tens/ adj 1R+
⑦ primitive /'primativ/ adj.
⑧ humble /'hambl/ vt. adj i

\*

The value of our heritage

There are certain things on the Earth that we must not lose. The great animal migration@ across the plains of the Serengeti or the towering pyramids of Egypt are such examples. Every country can be proud of its cultural or natural heritage sites, which must be protected, so that we can enjoy them today and allow future generations to know where they come from. We are lucky to have UNESCO to oversee such an important task. It sees heritage as "our legacy@ from the past, what we live with today,and what we pass on to future generations" as well as "irreplaceable sources of life and inspiration".

The incredible splendour? of heritage sites is a reminder of the power of nature and the genius of man. As a national park and nature reserve@ , Jiuzhaigou Valley,just north of the Sichuan \mathbf { B a s i n } ^ { \odot } , is home to mighty snow-capped mountains, thick forests alive with wildlife, impressive waterfalls and lakes so blue that they take our breath away. This dreamlike scenery makes us realize that nature has truly created a masterpiece. Similarly, standing in the shadow of the Borobudur Temple, as the sun rises over this grand historic building, we are impressed with the effort, determination and intense@ belief of the people who built it with only primitive@ tools. It is in places like these that we cannot help but be humbled@, come to understand our limitations as human beings, and know that our duty is to protect them for future generations.

Heritage sites not only often provide answers to questions, but also often pose questions to which there are no definitive answers at the moment. They do, however, provide us with opportunities to wonder, to be inspired and to think more deeply about our time on the Earth. As Cicero remarked, "To be ignorant of what occurred before you were born is to remain always a child."

5jt i##$+ i# 1=f Unit 4)

Section I Listening and Speaking

Take part in a youth project(> )

Step One: Listening ( ##)

I .Listen to the conversation on P2 and do the following exercises.

1. What are the guys doing?

A. Creating an app about Mount Tai.
B. Promoting Mount Tai.
C. Teaching teenagers about Mount Tai.

2. How many students are taking part in the project?

A.22 B.23 C.24

3. How many temples are there on the Mount Tai?

A.20 B.21 C.22

I.Listen to the conversation again and fill in the blanks.

1. We're an app about Mount Tai. We're part of an project.

2. Well, as you know, Mount Tai is mountains in China. The mountain and the temples have been for over years, so it's of how people their cultural heritage. We feel so proud to have a chance

3. Well, there are temples and some stones with writing on them. We'll take photos of them all, and then visit the Dai Temple on Mount Tai, since it has so many important and relics. Another group is about Mount Tai and writing texts for the app. We'll also visit and talk to Chinese students.

4. No ! The app is great, but to see Mount Tai is to climb all steps!

Step Two:Speaking (ii)

Ei 1t.

#
H..
M: Morning, Sue. Did you have a rest?
W : No, thanks. You see, this is our school project about The Terracotta Warriors ( 1.1
M: You are hard-working.
W : Besides, this is a Chinese book. 2
M: Have you been studying for a long time?
W:No, 3
M:So you are a newcomer.
W: Yes, I have learned 40 units, yet Tang culture is the most difficult for me.
M:_4
W:No, my friend Tang Hao helped me. Ming Dao and Han Lei didn't help me at all.
M:_5
W:Many thanks.
A.I am preparing for it.
B.I am reciting the poems.
C. Did you learn by yourself?
D. I wish you better and better.
E. I have studied it for five months.
F. We should protect the cultural heritage.
G. Cultural heritage has a great influence on human development.

Step Three: Pronunciation (i #5)

\*:

. { / s p / sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } sqrt { \Omega } } +AJ / { { p } / \Omega , / { { k } / \Omega , / { { t } / \Omega } } } 1 { / b / \Omega } { / g / \Omega } { , / d / \Omega }

[QP Af il ]

: All I want is a proper cup of coffee made in a proper copper coffee pot. You can believe it or not, but I just want a cup of coffee in a proper coffee pot. Tin coffee pots or iron coffee pots are of no use to me. If I can't have a proper cup of coffee in a proper copper coffee pot, I'll have a cup of tea! . A pleasant peasant keeps a pleasant pheasant and both the peasant and the pheasant are having a pleasant time together.

i5<i\*>P149

Section II Reading and Thinking-Comprehending

Step One: Pre-reading

Look at the pictures below and answer the following questions:

1. What are the two pictures?

2. Which country may they be about?

Step Two: While-reading

I .Read for the main idea

1. What's the main idea of the passage?

A.Egypt built a dam to benefit the local people.
B. We can combine making progress with preserving cultural relics by working together.
C. How did the Aswan Dam come into being?
D. Any problem can be solved by working together.

2. Match the main idea with each paragraph.

Para.1 A. The spirit of the Aswan Dam project.
Para.2 B. The project was successful.
Para. 3 C. The Egyptian government met a problem.
Para.4 D. The introduction to a big challenge.
Para. 5 E. The project united the global community.
Para.6 F. A committee was established to solve the problem.

II.Read for the structure Read the passage again and fill in the blanks.

III . Read for details

Read the passage carefully and choose the best answers.

1. Which is not the reason why the Egyptian government wanted to build a new dam in the 1950s?

A. To benefit the area by controlling floods.
B. To produce electricity.
C. To supply water to more farmers in the area.
D. To protect cultural relics.

2. Which one can describe the project?

A. Successful. B. Negative.
C. Useless. D. Doubtful.

3. What does the word "protest"' in paragraph 2 mean?

A. Support. B. Agreement.
C. Objection. D. Complaint.

4. Which of the following can NOT be inferred from Paragraph 4?

A. The project was so hard that it took 20 years to finish it.
B. The project cost a lot of money.
C. Many countries participated in the rescue and it was their teamwork that had saved the temples.
D. The project was considered a great success.

5. What can be learned from the Aswan Dam project?

A. UNESCO is an important organization in the world.
B. The cooperation can solve difficult problems.
C. The Egyptian government found a plan to build a better tomorrow.
D.All the cultural relics were saved in the project.

Step Three : Post-reading

I. 4

1. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt's cultural heritage.

iand i 5 i i i; that were an important part.... i cultural relics;i that ,TAE m%o

it i:

2.After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959.

#6Ab b##i; After # t i] ; # who # 51 J 6J, H# 6 VF # bJ 3l3 4p scientists $ citizens.

it :

3. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.

iii taken downmoved put back ib &, # F #J; where they were safe from the water M 6J,i iJ a place, @] ia where NF

i:

4.Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing.

tb. which 3l UNESCOwhich
+1F ithat J 6J , 1 4 programme, that
J6] +YF ib,T #E m3.

:

I .iii

In the 1950s, the Egyptian government would like to build a new dam across the Nile, but the proposal led to 1. (protest). This was because the new dam would 2. (like) destroy many cultural relics. Then the government 3. (establish) a committee to find a solution to the 4. (protect) of Egypt's cultural heritage. After a proposal for how the relics could 5. (save) was made, the project began in 1960 and ended in 1980. During those years, 22 temples 6. countless cultural relics were taken down piece by piece, moved and put back together again in a place where they were safe 7. the water. The project was considered 8. great success.It was believed that it was possible for different countries 9. (work) together to build a better tomorrow. The spirit of the Aswan Dam project is still alive today. If a problem seems too difficult for a single nation, the 10. (globe) community can sometimes provide a solution.

[x] FROM PROBLEMS TO SOLUTIONS

Economic development is necessary if we want to improve society. There comes a time when the old must give way \mathbf { t o } ^ { \mathbb { O } } the new, and it is not possible to preserve everything from our past as we move towards the future. [1] Finding and keeping the right balance@ between progress and the protection of cultural sites can be a big challenge.

[1] There comes... there be .

X there be 6 F 5 1#, i 6 be i J come, appear lie, live, stand, remain, exist ia # . when the old must give way to the new when 3l # iJ J ,13 4 5t1f i] a time. a time when... " ..... # + #". It is not possible to do sth " "It i,ia iEih.

[Ji 0]

① give way to i
② balance /'baelans/ n . vt. keep a balance
③ lead to
④ Egyptian /i'd3ipjn/ adj .J Egypt/'i:d3pt/()
⑤ dam /daem/ n.K !
⑥ the Nile JE /J
⑦ proposal /pra'pauzl/ n . make a proposal # i
⑧ protest /'prautest/ n .biix /pra'test/ vi.& vt.(F);iiX

Big challenges, however, can sometimes lead \mathbf { t o } ^ { { ( 3 ) } } great solutions. In the 1 9 5 0 { s } , the Egyptian@ government wanted to build a new \mathbf { d a m } ^ { \odot } across the \mathbf { N i l e ^ { } } in order to control floods, produce electricity, and supply water to more farmers in the area. But the proposal@ led to protests@ . Water from the dam would likely@ damage a number of temples and destroy cultural relics that were an important part of Egypt's cultural heritage. After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to@ the United Nations for help in 1959. [2] [2] 6] who 51 #J i 6],] 4p 1ia] scientists \*o citizensii

A committee was established to limit damage to the Egyptian buildings and prevent@ the lossb of cultural relics. The group asked for contributionsb from different departments and raised funds within the international community. Experts investigated@ the issue@, conducted@ several tests,and then made a proposal for how the buildings could be saved. Finally,a document? was signed, and the work began in 1960.

The project brought together governments and environmentalists from around the world. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics. Fifty countries donated nearly 80$ million to the project.

When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow. [3] [3]not only...but(also)... not only , not only nJ6 J s1]iF,1 but(also)J #J6J K]\*that did not run over the relics of the past that i, 1j ia] a path. ia] that 6 F ib,#t w.

The spirit of the Aswan \mathbf { D a m } ^ { { Q } } project is still alive today. Perhaps the best example is shown by UNEsCO@, which runs a programme that prevents world cultural heritage sites around the world from disappearing@. If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.

⑨ likely /'laikli/ adj . J J adv. J #E b
{10} turn to [J ...... )
① committee / { k } \mathfrak { o } ^ { \prime } { m t i } / bf { \em n }
① establish /1'stablif/ ot . ;
① limit / { ' } { l m } { t } / it { n } .PR vt . PR #$J ; PR 5E
① prevent /pri'vent/ Ut .H prevent...from...H
① loss \scriptstyle { \big / } \log { \big / } n .\*
① contribution / kontri'bju:Jn/ n contribute /kan'tribju:t/ vi. & vt .#; #
① department /di'pa:tmont/ n .
{ 1 8 } fund /fand/ n .
{ 1 9 } within /wi'dn/ prep. & adv. BHf [8]E ak7C ) Z
{20 } investigate /in'vestigelt/ vi.& vt .i W
{ 2 1 } issue /'1Ju:; BrE also'sju:/ n . i \boldsymbol { \upsilon }
{ 2 2 } conduct /'kondakt/ \boldsymbol { n } .1; /kon'dAkt/ ot.#
{23} document /'dokjumant/ n i+ vt.i2k;i2$i#
{24} donate /du'net/ vt . (t# 4 donate..... ......
② Aswan/'aswon/Dam #!
{20 } UNESCO /ju'neskau/ abbr. United Nations Educational, Scientific and Cultural Organization A
{ 2 7 } disappear /idiea'pid(r)/ vi.

[ix\*] J i@ J i m

.2050 , i# k.i i U iF1959 [J .

,

1960 jj I.

\*
1961
20
22
508

1980.\*AJ aJ #E tE.

\* \* .i + .

Section III Listening and Speaking & Reading and Thinking

[i

1. /maunt/ n .ot.E; vi
2. /'f:ma(r)/ adj .UJ;
3. /prI'z3v/ vt. n
4. /'prautest/ n. $tix
5. /I'stablif/ vt. ;
6. /1ps/ n. \*
7. /di'pa:tmant/ n .
8. /fand/ n .
9. /wi'din/ prep. \& adv.# [E g7 Z
10. / ^ { 1 } { I J u } { : } ; B r E ~ { a l s o ^ { 1 } r i s j u } { : } / n .t.
11. /d'tempt/ n. \& vt.; ii
12. /w3:(r)0'wail/ adj .

[iiiRi2]

1. heritage /'heritid3/ n.
2. temple /'templ/ n.
3. relic /'relik/ n.
4. clue /klu:/ n.
5. cypress /'saipras/ n.
6. dam /dam/ n.
7. committee /ka'miti/ n.
8. document /'dpkjumant/ n.
ut.

1. /xpli'keifn/ n. $$ apply vi. $\&$ vt. vt. $$ applicant n .

2 /kri'etiv/ adj . #; J /kri'etivli/ ado. create \boldsymbol { v } .

3. /' balans/ n .ot. ? balanced adj . s, J

4 /pra'pauzl/ n .#i propose \boldsymbol { v } .i

5. /'l1mit/ n .FFot.FR PR limited adj . FRJ->limitation \scriptstyle n PR $J; PR

6. /prI'vent/ vt.HHH >prevention n .H

7. / kontri'bju:fn/ n. #k;#; /kan'tribjut/ vi. & vt.

8. /in'vestigeit/ vi. \& ot . i; W investigation n .

9. 'kondAkt/ n.! /kandkt/ vt.## conductor n .> conduction n .

10. /dau'net/ vt. (t \mathbf { } donation n donor n .

11. / { _ { { i d I s } } } { \bf { \stackrel { ! } { \partial p I } } } { \bf { \vec { \circ } } } ( { \bf { \vec { \mu } } } ) / { \bf { \sigma } } _ { v i } $$ disappearance $n$ . $$ appear vi. H

12. / { { p r } } \mathbf { \Theta } ^ { \prime } { { m o u t } } / { { \Omega } } v t. promotion n .

13. /'laikli/ adj . J#J adv. J AE b unlikely adj.T() J J adv.T ) aJ #E

15i2

1. + -ali : propose \boldsymbol { v } .# + (e) + { a l } \to proposal n .ii : arrive \boldsymbol { v } . ^ + (e ) + { a l } \to arrival n Ai
2. dis + zJj iJ4J 5 X inJ dis ^ + appear \boldsymbol { v } . $$ XiJ) disappear vi. dis $+$ like $\scriptstyle { \boldsymbol { v } }$ $$ dislike \boldsymbol { v } .T#X

[i#]

iXi

1.i
2.
3.
4.......
5.

i

6. make a proposal
7. prevent...from..
8. donate...to...
9. make sure
10. take down

[#st

1. [t]There comes a time when... . [$] (I#1E@J\*), and it is not possible to preserve everything from our past as we move towards the future.

2.[t] h i-ing sti1F i [#$a] , ##) can be a big challenge.

3. [] #i1

[#$ ] When the project ended in 1980, it was considered
E).

4. t]not only...but also... T ...... ..... [#$]

to the future that did not run over the relics of the past, HE t).

t'C#ia]2$i

preserve vt.;1#;# n. : preservation n

# ..and it is not possible to preserve everything from our past as we move towards the future. .., t\*.

i#

{ 1 } { W e } should make efforts to preserve the cultural heritage site for future generations to appreciate and learn from. (ix)
M#+J.
② Last Sunday, I drove to a picnic in a forest preserve an hour from my home. ( h) E .

i2i

(1)preserve sb/sth from/against... 1t\*/\*#.... well-preserved 1R#RF J
(2)nature preserve 1

i/i/

① { I n } this nature preserve, all the rare plants (preserve) well.
② { I n } our science class, we learned about the (preserve) of endangered spe
cies through conservation programs.
③ They are determined to
).
④ { { O u r } } school stresses the importance of
regularly hosting events. ( )
J.

balance ±b { n } . vt. - : balanced adj .

##t Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge.

Their friendship is a perfect balance of support and fun, where they help each other through tough times and share countless joyful moments.()

i2\* ik!

① To maintain a healthy body, you should keep a (balance) diet by avoiding too much sugar, salt, and junk food.
② Before making the final decision, you'd better balance the advantages the disadvantages.
③ While riding a bike, Tom had to focus carefully to
(#) as he passed through the narrow street.
④ It is very important to
.
(1)keep/lose (one's) balance #/+# keep a balance between...and... # + . +
(2) balance...against tX1#; tt#
(3)a balanced diet tJ 4# iK K

.

tii i $

3 proposal ±b { n } . # ix ; iX * propose \boldsymbol { v } .#ixi

But the proposal led to protests. i.

i

I would appreciate it if you could take my proposal into consideration. (ti) .

i2 MiB!

(1) make a proposal # iX the proposal to do... (2) propose that.../ doing... i...

NOTES

# a/aF
① His proposal (put) off the meeting was rejected the day before yesterday.
② One of my classmates
(propose) placing them in order, so we got down to work immediately.
01 that we should hold a meeting next week. (ix)
i.
preserve; balance; proposal X i $$ $$ 1. in our town,
as the building tells the story of our past. However,others are against it. How to 2. for the future remains a heated discussion.

likely adj . ths adv. t

#\* Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt's cultural heritage.

i
I jumped with joy as I knew we were likely to
be saved. ( #5)

i2\* i! be likely to do sth PJ #E 1x It's likely that... 1k J At....

NOTES

//
① As you are growing up, you are likely (meet) some difficult
problems.
? 1J ) we will
have a surprise guest at the party tonight.
③ As you are growing up, some
difficult problems. (# it IF # i 5 b) ① A

limit ±b { n } RFRvt. RFR\cdot$ limited adj . FR AJ

# A committee was established to limit damage to the Egyptian buildings and prevent the loss of cultural relics. #j .

She argued that creativity has no limits, encouraging everyone to think outside the box.

/F ① Speeches (limit) to ten minutes each in the last election. ② There is a limit to one's life, but no limit to (serve) the people.

i2\* Mi!

(1)limit...to... te.... .....
(2)set a limit on FR $J ..... beyond the limit There is a/no limit to..

③ Born in a poor family, he only

fF/F

prevent vt . ; ;

in his childhood. (^#) .

i

So it's high time for us to take effective measures to prevent the situation from going bad to worse.

1T.

i2i
(prevent sb (from) doing...
{stop sb (from) doing... F ...... [keep sb from doing...

i prevent/stop...from... from J keep...from.. from from

i / ① The lifeguard managed to prevent the child from (drown) by diving into the water, quickly reaching him and bringing him back to the shore.

② She bit her lip to keep herself crying as she watched her best friend move away.

③ She prevented the boy climbing the tree yesterday.

i likely;limit; prevent #

$$ J $$ K4# $$ \* $$ FE #J 7$

1. many people feel excited when they visit a new place for the first time. Last summer,I went to the beach with my family. The weather was perfect, and the ocean waves were beautiful. However, the next day,a storm suddenly appeared and 2. Even though the storm 3. , we made the most of our vacation and created unforgettable memories.

loss n.;\* - - * lost adj . ;

Sometimes, success comes not from getting everything right, but from picking yourself up after a mistake with no loss of enthusiasm.

i2\* ik!

at a loss TKp FJT # be lost in +Fi+ /

{ 1 } { I } am sorry to hear that you suffered a great (lost) when a storm hit your hometown.
② Jerry stood up and walked around the living room, (F) thought. ③ Faced with so many new things to learn, I was overcome by fear and
what to do.
HA.

8 contribution n . # ; #t ; # * contribute vi. \& vt .

## The group asked for contributions from different departments and raised funds within the international community.
i.

His contribution made a significant difference to the lives of many families in need.

i2 it!

(1)make contributions/a contribution to f
(2) contribute...to... e .... contribute to

NOTES

#i//aF
① Her (contribute) made her team win the first prize at the school science competition.
② The ordinary man
(#) charity, which helped some poor children attend school.
③ If you want to () our newspaper, please send me your article before the deadline.
④ It's our duty
the environmental protection. (ix #)

9 attempt n. & vt. iit,it

Why did the Egyptian government want to attempt the building of the dam?

i
After making several vain attempts, I waited
hopelessly. ( # )

i2 iRB!

(1)attempt to do/(at) doing... ii
(2)make an attempt to do/(at) doing... . at the first attempt iai#/i#/# ① He attempted (climb) the mountain the other day.
② { H e } was as proud as a peacock when he passed his driving test
.
③
the mountain the other day. (# %iaJ attempt ) ① P

worthwhile adj

. worthy adj .1.....J : worth adj . ..... , 1 $+ Do you think it was worthwhile? 4?

i

Now that you are interested in traditional Chinese cultures, I think this festival would be a worthwhile experience for you. ( )

M\*i.

j/ai
① This article is well
but it is not of being
translated. So I feel that all your effort isn't (worthy/worth/worthwhile)

i2\* Mi!

It's worthwhile doing sth. 1 It's worthwhile to do sth of sth ] (2)be worthy{of being done ..... [to be done ... #/% ia] (3)be worth ... doing NOTES

② i
.
After reading some reviews, I can confident
ly say that .(worth)
After reading some reviews, I can confident
ly say that .(worthy)
After reading some reviews, I can confident
ly say that .(worthwhile)
H H loss; contribution; attempt; worthwhile # H $$ $$ ,
151E3 T1 1. , and I was excited to
2. . Unfortunately, halfway through the event, we lost some of our supplies,
which slowed us down.3. , we kept working hard and managed to
finish the task. Even though the day didn't go perfectly,4. the park loo
king cleaner.

iti

take part in(#)()

Would you like to take part in a project like this? 4

i

I am calling on everyone to take part in our summer program named Care for the Aged.

(18 iX#)

.

i2\* Mi! take an active part in o.. participate in = take part in t i /

① Any student who is interested in this activi
ty X.
OWe ( ) in our school.
③ Everyone should food waste.
X.

give way to il R

#+ There comes a time when the old must give way to the new,and it is not possible tc preserve everything from our past as we move towards the future.

\*\*\*tF\*.

i

It seemed as if my cold heart began to melt slowly and my annoyance at him gradually gave way to guilt. ( #)

# givei/4JF
① At the community event, the kind neighbors clothes to those in need, warm meals to everyone,

h7.

i2 i

give away
give in R,i
give up jX FF;t F
give off
give out

lead to

and the garden a sweet fragrance(#), making everyone feel at home. ② At the beginning, learning English seemed so difficult that I wanted to
without even attempting.
③ { H e } is not a man
.(##) 1tT. + Big challenges, however, can sometimes lead to great solutions.
.

i

Trying to bake a cake for the first time led to a funny disaster, with flour everywhere and a strangely shaped cake that somehow tasted delicious. ( # )

i2 it! lead sb to do sth Ahlead sb to+tt,k teJ\* i /i/F

① The teacher led us
(plant) trees on the hillside last Sunday.
② The path through the forest
(##J) an old house, with its ancient wooden doors.
③ Hard work always
as is the case with Lily, finally winning the competition. (## )
take part in;give way to;lead to 5F## $$ $$ T I decided to 1. .I had practiced a dance for weeks, and I was
excited to perform. However,just before the show, I hurt my ankle. I had to 2. . Although I felt disappointed, I learned that sometimes, unexpected things can

turn to ......

# After listening to the scientists who had studied the problem,and citizens who lived near the dam, the government turned to the United Nations for help in 1959. 1959#.

Noticing it, Luca decided to turn to a rescue team for help. .

i2 i!

turn down i JtE
turn up i
turn out iE
turn away #e + .. te .... ++ turn/
① Despite the invitation at first, he finally at the party, and it to be the best decision he ever made, as he made many new friends.
Jenny a new page in her book and John his assignment just in time.

turn over turn in

NOTES

3 . As a result, I have made steady progress in my studies. ( i#\*) it.

make sure ; i iRiE

We must protect the heritage and make sure that no damage is done.

He made sure that every guest would have a funny hat to wear, to add a touch of humor to the evening. ( 5)

i2 Mi! make sure of/about (doing) sth

/i make sure that... /. be sure of/about.. /. be sure that... 1. be sure to do sth /#\*

t st

① If we keep polluting the oceans with plastic, we are sure (punish) by nature in the form of rising sea levels and extreme weather events.
② You'd better (ljfi i) the train's arrival time before you leave home, as it might be delayed because of the weather. ③ Taking a ship, you can enjoy the beautiful scenery on both sides of it.

.

#+ There comes a time when the old must give way to the new,and it is not possible to preserve everything from our past as we move towards the future.

\*\*\*.

i

"Here comes the school bus!" shouted Lily ex citedly, grabbing her school bag and rushing out the door. (hF#)
\* H\*.

i2 Mi!

6 t

(1) [ k, ] ia here,there ; (2) , ] ia away,down $ F ; (3) ia] ib J b, ] ia] F b . []i# stii, p i

i/4F
①
(F j ) and up went the umbrella. The weather changed suddenly, but everyone was prepared for the storm.
② By the window
() with a magazine in his hand. ?
and wanted to leave here. (^# # )
.

st :not only...but also... ..... ...

# Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow.

jx#T#7T#1\*\*Z# 73AF@\*\*#.

Not only does it supply me with a platform to broaden my horizon, but its rich content can also arise my passion. ($# )

T

i2# i!

1)"not only...but also..." i ,i also J V K m3;
(2)i$#F, not only IF , not only uJ 6 F ] ;
(3) i$ jf 3] F ib, # i i i st i i.

i ii/JaJ$

① (T) the students (j ) their teacher ( ) playing football. The school team is formed by a mix of both students and teachers, and they practice together every Friday afternoon.
② He (T{) has a loud voice, (ij .t) likes to talk. Whenever he enters a room, his booming voice fills the space.
?
Whenever he enters a room, his booming voice fills the space. (te 6) ② 3x A (@] 6J)

turn to; make sure not only..but also. jk1j $$ KF $$ J1 $$ UfR j $$ 1t T

I joined a hiking trip with my friends. We were excited, but halfway up the mountain,the weather suddenly changed.1. ,and we couldn't continue walking. Everyone was worried, but I decided to 2. . 3. to find shelter before the storm got worse.4. help us stay safe,5. about hiking in bad weather.

1.

① He mounted the high platform and began his speech in a loud voice.
② In his new book that was published last month, he documented his prison experiences.
{ 3 } { A } warning has been issued that these apps might lead to the breakdown of the operating system.
④ { I } must check my bank balance to find out how much money I have in my account.

2.

contribute

A.vi. B.ut. C.t

{ 1 } { I } make sure that I will contribute two articles to the magazine every month.
② It is worthwhile to contribute some money to the Red Cross.
③ Foreigners have contributed to American culture in many ways.

promote

A.ot. B.ut. C.ot. D.ot.

④ New machines should be introduced to promote production.
⑤ The supermarkets had to lower the prices to promote sales.
⑥ { H e } was promoted from a worker to a manager last week.
⑦ { H e } was in town to promote his new book.

i5<i\*>P152

Section IVDiscovering Useful Structures FR#$J EiaJ<3)

\underline { m } ii

\underline { m } i

R that T which 3lEiAi [5txn]

① Have you taken down everything that Mr Li said?
② All that can be done has been done.
③ There is little that I can do for you.
④ The first place that they visited in London was the Big Ben.

⑤ This is the best film that we have ever made about friendship. (i# - U1)⑥After the fire in his house, the old car is the only thing that he owns.⑦Look at the man and his donkey that are walking up the street.⑧$ Which is the T-shirt that fits me most?

[]

{ 1 } { 2 } { 3 } aJ 51 iaJ J that Hi.

④ ⑤ 4J 1 i
, that J.
⑥ /aJ 5 15 ia] $k 1 ip, 1E H that liJ.
⑦ aJ J 51 i Xi
R that laJ.
⑧ 4j 5c1 i E [a] i, nE that aJ.

[ A9 Q]

RH that T which IEiaJAJ

[i ]

① The GPNP is intended to provide stronger protection for all the species live within the Giant Panda Range and significantly improve the health of the ecosystem in the area. (2022 : # \* { ~ I ~ } \*)

② The worst matter I'd been afraid of happened in the end.
③ The only thing
the students can do is study hard.
④ { W e } talked about the things and the people we met during the trip.
⑤ Which is the bag belongs to me?

ito for

[tn ]

① Who is the woman that he bought the flower for?
② This is the boy that she brought the book to.

[]

aJ ① bought sth for sb aJ ② brought sth to sb [A9 J] to for. to t bringgivehand leave, lend, offer, owe, pass, pay, post, promise, read, sell, send, show, take, teach, tell,throw,write . for # make, buy, call, choose, cook, do, fetch, find, get, keep, leave, save .

[i]

{ 1 } { M y } friend was grateful.I lent my car to my friend.
② The girl is my cousin. I made a cake for the girl.

=i + i"3l

HJ + "J",H3iaJ ^ + whom"1, taJ + which";1t t whose(Fi).

i who that .

[5t sn ]

① These terraces were built by the local Zhuang and Yao people, to whom Guangxi is home. ( U6)
② This is the camera with which he often takes photos.
③ The boss in whose company Mr King worked heard about the accident.
④ The colorless gas without which we cannot live is called oxygen.
⑤ { I } have about 10 books, half of which were written by the famous writer.

[]

① 4J #RFa H i #+ i]. be home to "......\*";
② /aJ tR # F with the camera "\*L";
③ 4J R aJ F J \* in his (the boss') company "#tgJ"; ④ /a] #R#aJ F HJ \*.without the colorless gas "i-";
⑤
. half of 10 books "+++".

[A9 n wJ]

E"i + 1 :

1. .
2. i).
3.
4. of.

[#]

① Chimps will check to see if they have the attention of the animal with
they wish to communicate.
② { I n } the dark street, there wasn't a single person whom she could turn for help. ③ There are many reasons
which people like traveling.
④ The woman whom you shook hands just now is head of our company.
⑤ Restaurants can offer a choice of music along with the various food choices on the menu, allowing customers more control over the atmosphere in they are dining.

i i iT [t]

① This must be the key that she is looking for.
② This is the baby whom you will look after.
{ 3 } { W e } often talk about the people and the things that we heard of.

[]

{ 1 } { 2 } { 3 } look forlook after hear ofT Ya T A n .

[A9 #Q QJ ] fiJ i i listen to, look at, depend on, look for pay attention to, take care of, look after, take part in,call on,catch up with,get along with,hear of, look forward to .

[#i] \*aF

① As far as I know, he is a man # 1x. ② This is the baby JL.

iP155

Section V Listening and Talking, Reading for Writing & Other Parts

Part I AT it iIl

Talk about history and culture (iie x)

I .Listen to the conversation on P7 and do the following exercises.

1. How many palaces are there in the Kremlin?

A.4. B.5. C.6.

2. When was the Kremlin built?

A. Between the 14th and 16th centuries.
B. Between the 14th and 17th centuries.
C. Between the 15th and 17th centuries.

3. What do people think of Saint Basil's Cathedral?

A. A symbol of the country.
B.A marketplace a long time ago.
C.A place for music concerts.

I.Listen to the conversation again and fill in the blanks.

1. What's that building over there, with the towers? I've seen so many of it. It looks so pretty, like a flame!

2. Well, it's considered the of Moscow, and there have been many important and held here. It also used to be a a long time ago.

3.I see that you're looking at the photos of . Did you know that children can on Red Square in the winter?

Part II XA iRt4 3

- 30iR3;W ia;CstiRiC x0iR$#

[i]

1 /'prauses/ n . i y ut.

2. /'eksit/ n. ; i vi. & ut.

3. /Sit/ n K

4. /'mira/ n.

5. /ru:f/ n .

6 /fa'giv/ vt.& vi.( t.

7. /Oru'aut/ prep. ; i;

8. /'kwplati/ n adj

9. /'f3:da(r)/ adv.(far J

10. /'pinjn/ n.

11. /'kontra:st/ \mathbf { \Omega } _ { n } . Xf H; Xf /kan'trast/ ut . Xf tt;

12. /aI'dentifar/ vt . wh i, i; #J

13. /far'eva(r)/ adv. jK;K [ ii] iRi2]

1. download /'daunlaud/ vt . n.

2. republic /ri'pablik/ n
3. archaeologist /a:ki'plad3ist/ n
4. pyramid /'piramid/ n.
5. overseas \left/ _ { \mathsf { i } \mathsf { o u v } \mathsf { o } } ( \mathbf { r } ) ^ { \prime } { s i } \mathsf { z } / \mathsf { a } d j \right.
adu.
6. parade /pa'reid/ n.
vi.
7. dragon /'draegan/ n.
8. digital /'did3itl/ adj .
9. image /'imid3/ n.
10. cave /keiv/ n.
11. quote /kwaut/ vt.
12. paraphrase /'paerafrez/ n., vi. & vt.

[]

1. / { t r } \Theta ^ { \prime } { d } { I } \int { n } / ~ n .1 5 11p o Jl 1 \mathbf { } traditional adj traditionally adv. 3

2. /hi'storik/ adj.Jj \mathbf { } history n . historian n .

3. /kam'paerisn/ n . I; # t-> compare \boldsymbol { v } .

4 /pra'fefanl/ adj . s; AJ n .# profession n .1jk; H

5. /'entrans/ n. A; i#->enter vi. \& vt. j#

15i2

+ -ai : tradition n .1 traditional adj : nation n .>national adj.

[i

iXi

1. ##
2.
3.

$ #iiX

4. work on
5. hope to do sth
6. promote one's interest

[t

1.[] It is said that... "# i/1 it ...... [$ ] (#it) it's a mirror that can tell right from wrong!

2.[] as...as... "\* ...... # ......"

[# ] Today, the caves are just (# 1t) they were at the time when people travelled the Silk Road.

3. [t] neither...nor......... T.... [$+ ] k), but Chen Lei's photos can help us remember them.

In most cases, our ability is established in the process of overcoming difficulties on our own.

(xix{)

+\*J

i2# i!

(1)in process # i#1f in the process of ..... (2)be processed into... $J .

NOTES

ie /F

① Your application is Ei 1+), and it will not last long.
② The wheat
(#J) flour, which was then used to make fresh, delicious bread.
?
, she not only discovered a passion for music but also gained confidence. (# #5)

quality ±b { n } . adj

#\* Nearly 500,o00 high-quality digital photographs have been produced since the international project started in 1994.

H1994i\*, E j 50 K.

i

Sarah has always shown the quality of kindness. She helps others whenever they need it.

i2# it!
of high quality \*
in quality

ie i/

① The two products seemed similar at first, but ( ), one stood out. The first one was made of cheap materials, while the second was reliable.
② { I } received a quality gift for my birthday, a beautiful watch that I've always wanted.
^ { { - } { { I } } } received a gift
for my birthday,a beautiful watch that I've always wanted.

HF H process; quality i5 jJ H

$$ Je 1iJ1 +\* $$ 1J i

Last week, our teacher showed 1. . We measured the ingredients carefully and mixed them together step by step. She emphasized 2. depends on how well we 3.

tradition n . ; 1 1

: traditional adj . 13ts ; J * traditionally ado. itst ## By sharing so many digital photos over the Internet, the group hopes to promote even wider interest around the world in China's ancient history, culture,and traditions. + + i.

i

During the Chinese New Year, it's a tradition to decorate our homes with red lanterns, symbolizing good luck and happiness for the coming year. ($ )

i2\* ik!

It is a tradition(for sb) to do sth/that...(f \* i

4 opinion n. , ,

ie i

① He says his country wants to develop its (tradition) friendship with China. ② Eating moon cakes and admiring the full moon are two (traditional) important activities.
③
and have a big meal on the New Year's Eve. and have a big meal on the New Year's Eve.

+ What do you think of the researcher's opinion in the last paragraph?

i It is my honor to be here to share with you my opinions on study in senior high school.

i

1\*+.

i2 Mi!
in one's opinion #\*\*
have a good/bad/high/low opinion of i///1
What is one's opinion (on/about...)? \*(..) + + ?

5 contrast \scriptstyle n .Xttx vt. xfttxf

/
① \*) some traditional Chinese cakes and fruits will be OK.
{ 2 } { I }
(igr) my best friend. She is always honest and kind. Whenever I need advice or help, she is there for me, offering her support without hesitation.

③ #x Words to show comparison and/or contrast /

i

The most striking contrast is in teaching: 30 percent of girls would like to become teachers while only 5 percent of boys want to do that.

i
① The population of China is large, with over 1.4 billion people.
(5Zttt), the population of Canada is small, with just over 40 million people.
② When the artificial flowers
(t$) natural ones, you can hardly tell the difference, especially when they are placed in a vase.

30 % i 5 %

i2\* Mi!

(1)in contrast to/with 5/ J xf tt in contrast/by contrast #stF;5Z\*t
(2)contrast A with B AB

③ My own problems seem insignificant compared with other people's, especially after hearing about the challenges they face.

iti

"as + i/ i + as ^ + H","........

# Today, the caves are just as international as they were at the time when people travelled the Silk Road.

i.

The young athlete ran as fast as the wind during the race, impressing everyone with his speed.)
FE. //F
① The movie was as interesting
story as I had ever heard, filled with interesting characters.
② The homemade apple pie tasted
and its warmth made it even more enjoyable. ③ She tried to speak
so that everyone could understand her topic.

i2 iRt!

as + / + as sth/\*......... as ^ + # iaJ + { a } / { a n } + iaJ + as... F.... ..... .... as...as possible K /

i J .

HnH { a s } + FEiJ/MJ iaJ + { a s } + J have a good opinion of 5 #

100 $$ tC 3F QPK} FF tA $$ K $$ $$ T Xib1 E

I participated in a 100-meter race.I felt nervous but also excited as the race was about to start. As soon as the whistle blew, 1. , hoping to win. Even though I didn't finish first, I still 2. because it encouraged everyone to try their best.It was 3. I've ever joined, and I'm looking forward to next year's sports day.

#

1.

\mathbb { O } { I } can open other applications without having to exit WeChat.
② She checked the download and found many contents filled with speeches and practical advice for personal growth.

2.

identify

A.ot. B.ut.i C.ot.

{ 1 } { A t } the crowded airport, she was able to quickly identify her friend in the sea of people, thanks to his bright red hat.
② The challenge for the team was to identify a solution to the water shortage (#) in the village.
③ { I n } the science class, students learned how to identify different types of minerals by examining their color, hardness, and luster (t?).

process

A.n B.n. C.ut. D. ot . ④ The workers will process the raw materials into finished products in a few days.

⑤ As we all know, education is a gradual process and people are gradually aware of its impor.
tance.
⑥ It will take a week for your application to be processed.
⑦ This was the first stage of the printing process.

quality

A.n.B.n. C.n. D.adj

⑧ One quality of wood is that it can burn easily.
{ 9 } { W e } and our future generations all need a quality life.
{10} The government encourages farmers to grow corn instead of rice to improve water quality.

① Considering her qualities and experience, she is the best candidate for the position of general manager.

Part III JS1F

3

NO.1 i\*

[F $ x]

[]

[#x\*]

[\*4]

PROMOTING CULTURE THROUGH DIGITAL IMAGES

1.i .

Lanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together to. help. increase knowledge and. appreciation of. China's ancient cultural heritage. They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China's ancient history. Nearly 500, 000 high-quality digital photographs have been produced since the international project started in 1994.

1. 7 s i T t i to help increase... 3A a.
2.$ a key stop, TX#", stop #uiX, \*.
3. 7 as 3l S AJ#F FR $J E i M 6], I5 >t317M i i 37 +, i+ i Zt.
4. 1 7 iJ-ing iFi 7 hX1 .

The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries. Today, the caves are just as international as they were at the time when people travelled the Silk Road. Tourists from all over the world visit Dunhuang to see the caves, and the Getty Museum in Los Angeles has even reproduced a copy of the caves and paintings for people to admire in America.

2.7 i# 1 R i#7 55 A + R 1F E$t. ie l i long, today even 7,1i t K. tt"j1#F\*, tt7 X\*7.

By sharing so many digital photos over the Internet, the group hopes to promote even wider interest around the world in China's ancient history, culture, and traditions. They also hope to further educate people about the importance of safeguarding historic and cultural relics for future generations to understand and appreciate. As one researcher who is working on the project explains, "Appreciating one's own cultural heritage is very important for understanding oneself. Appreciating the cultural heritage of other countries is very important for international communication and understanding."

R i#4]

$# .

3.After observing and interviewing them, I will make a brief introduction as follows. Xii.

1. There is a heritage protection organization in Wuhu whose members are taking action to protect the cultural heritage. . 2. Their deeds have attracted our attention. 1te 1 1 .

$B i

1. They travel to search for and take pictures of cultural relics as well as old houses.
1t .
2. They will also show the public the worrying situation of cultural relics by showing the pictures to them.

1t t Hi #. 3. They help in the form of raising money and call on people to take part. 1t# #+.

$=B i# .

1. It is their deeds that have made a big difference. 1t 1 E1R m] .

2. They wake up people's awareness of heritage protection through action. 1ti i.
3. It is our duty to protect the cultural heritage. .
4. Don't let cultural relics disappear in our generation. Ti#iit.

NO.2

# R 15J]

i K7#ii.i2#H i.

develop; Jk tourism 1.80 2.

1.

- ; ;

2.

① Xit i ? (give way to)

② "#E [] ia] + z ia] K i5"F ib; hit)

③ Xit#F. (be worth doing)

④ J jia-ingib

⑤ #xi#. (keep...as it is)

⑥ i

⑦ E (h ia-ing iF i)

⑧ J. (\*#)

3.=

1 ① (no more than 6 words)

2 ③ FaJ ④

3 only in this way J ⑥

4.

.

=51 5 i# iI

.

Last summer, my friends and I went on a camping trip in the mountains. We were all excited about the adventure ahead, but little did we know what was in store for us.

We arrived at the campsite in the late afternoon. The sun was setting, and the sky was painted with colours of orange and pink. We set up our tents and started a fire to cook our dinner. As we sat around the fire, we planned our activities for the next day. We decided to go on a hike to see the nearby waterfall.

The next morning, we woke up early and set out on our hike. The trail was steep and narrow, but the scenery was breathtaking. We passed through the forests and crossed the streams. As we got higher, the air became colder and thinner. We had to stop frequently to catch our breath.

After a few hours of hiking, we finally reached the waterfall. It was amazing. The water fell down from a great height, and the mist created a rainbow. We sat down to catch our breath and take in the beauty of the waterfall.

But our adventure was far from over. As we were about to leave, we noticed dark clouds gathering overhead. It started raining heavily, and we realized that we had not brought any rain gear (HJ). We were completely soaked ( ) and trembling in the cold. We decided to take shelter in a nearby cave until the rain stopped.

The cave was dark and damp, but it gave us a brief relief from the rain. We sat there for what seemed like hours, waiting for the rain to stop.But it only got worse. The thunder was so loud that it echoed ( j) through the cave, and the lightning was so bright that it lit up the cave like daylight.

150.

We decided to stay in the cave until the rain stopped.

At last, the rain stopped.

(Aj x#i)

Last summer, my friends and I went on a camping trip in the mountains. (tJ## H We were all excited about the adventure ahead, but little did we know what was in store for us.F\*, 1

We arrived at the campsite in the late afternoon. The sun was setting, and the sky was painted with colours of orange and pink. We set up our tents and started a fire to cook our dinner.As we sat around the fire, we planned our activities for the next day. (? F Wedecided to go on a hike to see the nearby waterfall.

The next morning, we woke up early and set out on our hike. (i 7## #, ) The trail was steep and narrow, but the scenery was breathtaking. We passed through the forests and crossed the streams. As we got higher, the air became colder and thinner. ( We had to stop frequently to catch our breath. (

After a few hours of hiking, we finally reached the waterfall. It was amazing. The water fell down from a great height, and the mist created a rainbow. ) We sat down to catch our breath and take in the beauty of the waterfall.

But our adventure was far from over. As we were about to leave, we noticed dark clouds gathering overhead. ( # # , \*()It started raining heavily, and we realized that we had not brought any rain gear (). We were completely soaked () and trembling in the cold.#, #t) We decided to take shelter in a nearby cave until the rain stopped. (ik #

The cave was dark and damp, but it gave us a brief relief from the rain. We sat there for what seemed like hours, waiting for the rain to stop. x )But it only got worse. The thunder was so loud that it echoed ( ) through the cave, and the lightning was so bright that it lit up the cave like daylight. ( # , T

[ F F ]

$-aJ We decided to stay in the cave
until the rain stopped.
iie F\* .
E F
$JAt last, the rain stopped.

\* FF. 1i. 745.

(#k 2$5)

We decided to stay in the cave until the rain stopped.

At last, the rain stopped.

i5<i\*>P157

qcA#JI

NO.1

I.#ia]

1. n.K j15F

2. adj.
3. _ { v t } n .
4. n .ttix vi. \& \boldsymbol { \upsilon } .FXf tiix
5. n.
6. \boldsymbol { v t } .
7. n .#
8. prep. \& adv. E T g7 ) Z
9. n. \& vt.
10. adj
11. vt.F n .F
12. n t. hn I
13. adj adv.
14. ut. \& vi. it vt.X
15. adj
16. n.FE;E
17. prep
18. n. adj
19. n.
20. adv. jki;K#

i i E

1. As a matter of fact, we have different on education.
2. To help them survive, we need to their habitats.
3. Littering makes our campus dirty, and it also does harm to the of our school.
4. Don't you think the app is worth to help you practice oral English?
5. I wonder if you can finish the task seven days.
6. My mom has taught me many very important life lessons my life.
7. I am writing you a letter of complaint because the books I bought in your online bookstore are of poor
8. In my view,of the two designs, the latter is far more practical than the
9. It is reported that they will start the peace as soon as possible.
10. I have a good working relationship with the members of the committee.
11. One billion was caused by the extreme weather.
12. All the local farmers against the building of a new airport on their rich farmland.

II .#ia

1. create v. - adj. J ado.

2.promote t. n .

3. apply vt.() vi. \& Ut.

ii

1. ① More and more people become concerned about the (disappear) of rare animals. ② { W e } must do something to prevent some traditional Chinese festivals from (disappear).

i n.
M<#F)-> n .

4. balance n .ot adj .

5. propose v. i-> n.#ii

6. likely adj . JJ adv. J adj.() adv.F()

7. limit n R ut.FRR>adj.iJ> n

8. prevent ot . H HH n .H

9. contribute vi. & vt. ##;# n

10. investigate vi. \& Ut. n . i

11. conduct n ot. #> n . #> n . 1t9

12. donate ot . (t ) ; # (II) n . n .

13. appear vi. - vi.MkR ; i > n.m

14. profession n .1 \mathbf { \Phi } \to adj . n .

15. enter vi. \& vt.j# n Ai#

16. compare v. #-> n.H$

2. It is believed that more (create) people are needed in the new media industry.

3. Any who would like to for the job should hand in his/her form before next Monday. (apply)

4. { 1 } { H e } always (donate) money to a poor village school, which makes a difference to the local children. ② It is reported that Jack made a generous (donate) to charity.

5.It makes sense to have a (balance) diet if you want to be slim.

6. The natural resources are so that we shouldn't waste the precious resources without .(limit)

7. Only in this way can we make great (contribute) to our family and our society.

8. Learning that you have difficulty learning Chinese, I'd like to offer you some practical (propose).

9. ① Through (compare), you will get a better understanding of traditional Chinese values and beliefs. ② Living in the country is cheaper, (compare) with the big cities.

II i

1.

2. iE AR

3.

9

5. i

6. ...... J

7. SHIETE

8. [ .....

9. iE

10. E t# b

ii

1. In winter, people burn coal to warm themselves, but this in turn air pollution.
2. I have to do my job and look after my children. It's hard to
3. With so many problems to deal with, I decided to professionals for help.
4. I have been thinking about on establishing a sports club in our school.

11. M#
12.

5. Nowadays, many schools encourage and organise students to social practical activities.

IV.#st

1. There comes a time when... There comes a time when the old must give way to the new...

2. not only...but also... ...... .....

Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together..

3. It's said that...#it/ it ....

It is said that it's a mirror that can tell right from wrong!

4.as ^ + /+as

Today, the caves are just as international as they were at the time when people travelled the Silk Road.

S

1. machines take the place of manpower. #1#+1e\*.

2. it gives us heat. K HT{{F H t #.

3. a large number of doctors have volunteered to go to fight against the virus. #.

4. The life of the old man is it was 20 years ago. 0

NOTES

NO.2 f lJf

There is an old temple on the top of the high mount in our hometown. Its roof, entrances and exits 1. (design) in a fancy style. According to some investigations and documents, it has a long history, so it 2. (identify) as cultural heritage of our country. So famous is it 3. it attracts tourists from all over the world. The committee of the local department takes measures 4. (preserve) the temple. To promote us students' 5. (aware) of preventing the temple from being destroyed, our school has made a 6. (propose). Every student takes part in the activity. Some turn to professionals and archaeologists 7. help. Some call on people to donate funds to this action. We must make sure everyone can make contributions to 8. (protect) cultural relics. Our abilities are limited, so we have established an online 9. (apply) to post quality digital images that people can easily download. In this way, those overseas and in China can make joint efforts to solve the issue on how to protect ancient relics. In our opinion, it is worthwhile protecting historic heritage and Chinese traditions from disappearing. We firmly believe that our 10. (attempt) can lead to good results.

T 3 R X\*2.

D fR ia] iC

① annual /'anjual/ adj.
② migrate /maI'gret/ \scriptstyle { v } .
③ seek /si:k/ \scriptstyle { v } .
④ measure /'me3a/ \boldsymbol { v } .
⑤ determine /di't3:min/ \boldsymbol { v } .W,
⑥ mystery /'mist(a)ri/ n .i
⑦ crash /krxf/ \scriptstyle { v } .#
⑧ survive / { \Delta } _ { { S } { { \Rightarrow } } ^ { \prime } } ^ { \prime } vaiv/ \boldsymbol { v } \*,\*

\*

4 .

The Monarch's Journey

Many animals move from one place to another at certain times of the year. This annualo movement is called migration. They migrate? to find food, seek@ a partner, or in search of warmer weather. One of the most wonderful migrations in nature is that of the North American monarch butterfly.

Every autumn, millions of these beautiful insects with fine black and orange wings begin a long and difficult journey. Somehow they manage to travel around 4, 000 kilometres south and find their way to California or Mexico. However, until recently no one knew how they did this.

A team of scientists led by Professor Eli Shlizerman at the University of Washington has now found the answer. They have found out that the monarch is able to tell the time of day. It uses its eyes to measure@ the position of the sun. These two pieces of information-the time of day and the point where the sun is in the sky-allow the butterfly to determine the way to go. Eventually,it manages to reach the places where it will spend the winter.

The solution to the mystery@ of the monarch's amazing ability comes at a time when it is in serious trouble. Its population has crashed@ by as much as 90 per cent in the last few years. Sadly, human activity is the main reason why the number of monarch butterflies is falling. In many of the places where the butterfly can be found, people are destroying the natural environment. They cut down trees and use chemicals that kill the plants that monarch caterpillars eat.

The research on the monarch's behaviour has however led to a greater awareness of this creature. People have been working together to record its migration and make sure that there are enough plants for it to feed on. If this works, there may come a time when the number of monarch butterflies increases once again. The more we know about this lovely creature, the greater the chance it will survive@ and keep its place in the natural world for a long time to come.

(# i 5JF##+1 f Unit 5)

Section I Listening and Speaking

Talk about saving endangered wildlife(i ie t \* # F #)

Step One: Listening ( ##)

I.Listen to the materials on P14 and do the following exercises.

1. How many species die out every day according to the poster?

A. Between 120 and 150.
B. Between 120 and 200.
C.Between 150 and 200.

2. Which is not the reason for many species dying?

A. Being hunted and killed.
B. The habitat loss.
C. People being more aware.

3. Who gave a speech on CCTV?

A. Yao Ming.
B. Prince William.
C. Prince Harry.

4. How many elephants are killed on average every day?

A.33. B.54. C.70.

5. What did Prince William say about China?

A. China has made a lot of progress. B. China can become a global leader in wildlife protection. C. China preserves its natural habitats well.

.Listen to the materials again and fill in the blanks.

LISTENING PART 1

1. Have you seen that poster with the ?It's so , but a little , too.

2. And then there's and habitat ,I guess. Animals need a place to live in, just like us, and they need and , too.

LISTENING PART 2

3.In the years since I was born, we've lost around percent of Africa's elephant population. Of those that are left, are killed every year.

4. You don't have to be Prince William or Yao Ming to and do something about animals. You can be the of wildlife protection in . Remember: begins with you!

Step Two:Speaking (ii)

i..

.

W: Hi, Mike!I'm calling to ask if you'd like to come and have supper with us on Friday.

M: The day after tomorrow?I'm afraid I won't be able to. I have to go to the wildlife refuge in the neighborhood. 1

W: You work really hard. Then how about this Saturday evening?

M:_ 2 I promised Jenny I'll go to a zoo to be a volunteer to look after little animals with her this Saturday. How about this Sunday?

W:Let me see. Yes, that would be fine. 3

A. Recently a milu deer appeared there.
B. Let's make it this Sunday then.
C.Maybe we should do something to care for them.
D.I think it's going to be fun.
E. I'm afraid I won't be able to make it either.

Step Three: Pronunciation (i #)

-

1. .
2..
3..
4. .
5..

#

1. who /hu:/ ten/ten/
2.. many /'meni/ teacher /'tistfa(r)/
3.. elephant /'ellfant/ certificate /sa'tifikat/

4.iction. critic /'kritik/ attention /a'tenfn/

[RP Af ijl $] Hi.

1. A. preserve B. promote C. balance D. investigate 2. A. disappear B. attempt C. republic D. professional 3. A. tradition B. opinion C. quality D. comparison 4. A. English B. species C. habitat D.aware 5. A. political B. several C. pollution D. solution

P161

Section II Reading and Thinking-Comprehending

Identify literal and implied meaning
i Literal meaning is the usual, basic meaning of the words,i.e. exactly what the words say. Im
$ plied meaning is suggested but not directly expressed,i.e. you guess the meaning based on what you know.

Step One: Pre-reading

Look at the pictures and discuss the questions in groups.

1. What do you know about the animals in the pictures?

2. Have you ever read or heard of the essay Kneeling of Tibetan Antelope? What is it about?

3. What happened to antelopes? What do you want to know about antelopes?

Step Two: While-reading

I .Read for the main idea

1. What's the main idea of the passage?

A. It is about protecting wildlife.
B. It is about a journey of Xizang.
C. Author's wonderful experience with Tibetan antelopes and their condition.
D. Tibetan antelopes are in danger of dying out.

2. Match the main idea with each part.

A. The measures taken to Part 1 protect the Tibetan
(Paras.1 & 2) antelopes. Part 2 B. The hope of the author.
(Paras.3 &. 4) C. The reason for protecPart 3 ting the Tibetan ante
(Paras.5 &. 6) lopes. D. The present wonderful
Part 4 conditions of the Ti
(Para.7) betan antelopes.

.Read for the structure

Read the passage again and fill in the blanks.

III .Read for details
Read the passage carefully and choose the best answers.

1. Why did the author come to Xizang?

A. To enjoy the beautiful scenery.
B. To save the endangered antelopes.
C. To observe Tibetan antelopes.
D. To do a scientific research.

2. What can we conclude from what Zhaxi said?

A. Protecting the wildlife is only his job.
B. If the wildlife were endangered, the life of human beings would come to an end.
C. He is too worried about antelopes.
D. Antelopes will be protected in the reserve and live there comfortably.

3. What caused the number of antelopes to drop sharply in the 1980s and 1990s?

A. People wanted to make profits.
B. Some new roads and railways were built making their habitats too small.
C. Antelopes were a danger to local people.
D. Both A and B.

4. What does "national protection" in the fifth paragraph mean?

A. Being protected by the whole nation.
B. Being protected only by the local people.
C. Belonging to the government.
D. Being killed with the permission of the government.

5. What's the attitude of the author to the wildlife protection?

A. Negative. B. Supportive.
C. Doubtful. D. Unclear.

Step Three: Post-reading

I.

1. To our left, snow-covered mountains disappear into clouds that seem almost close enough to touch.

i To our left A that clouds v ##

:

2. The government, however, does not intend to stop the protection programmes, since the threats to the Tibetan antelope have not yet disappeared.

i since 3l J bJ.

it :

3. Much is being done to protect wildlife, but if we really want to save the planet, we must change our way of life.

but iiif JbJ .

it i:

I .iii

To observe Tibetan antelopes, we came to Xizang. There we made out 1. herd of graceful animals and were struck by their beauty.1 2. (remind) of the danger they were in. They were hunted, 3. (illegal), for their valuable fur.

To protect them, the Changtang National Nature Reserve was set up,4. is a shelter for the animals and plants of northwestern Xizang.

In the 1980s and 1990s, the population dropped badly because of being shot to make profits and the loss of 5. (they) habitats. In order to prevent this species from 6. (extinct), the Chinese government took effective 7. (measure) to place it under national protection. Its population has recovered and it was removed from the 8. (danger) species list. However, the government didn't intend 9. (give) up the protection programs. To save wildlife, we should learn to exist 10. harmony with nature.

-i A

] A DAY IN THE CLOUDS

The air is \mathbf { t h i n } ^ { \mathbb { O } } and we have to rest several times on the short hike? from camp. To our left, snow-covered@ mountains disappear into clouds that seem almost close enough to touch [1]. On the \mathbf { p l a i n } ^ { \odot } in front of us, we can just make out@ a herd of graceful@ animals. This is why we're here[2]-to observe@ Tibetan antelopes.

[1 [1] ia] (i) i. enough to do sth A "jE vX{x\*$".
[2]t5 why 5l\*i$J6].

Tibetan antelopes live on the plains of Xizang, Xinjiang, and Qinghai. Watching them move slowly across the green grass[3], I'm struck by0 their beauty@ .I'm also reminded of@ the danger they were in. They were hunted, illegally, for their valuable \mathbf { f u r } ^ { \mathbb { 3 } } [3]ia-ingiiwatchi iiibi "watch ^ + i ^ + itoimove ii.

[J 0]

① thin adj
② on the short hike hike n. , vt. & vi. 1
③ to/on sb's left
④ snow-covered adj snow-covered snow + 4 covered + . man-made adj . #J , sunburnt adj.J
⑤ plain/plen/n. adj AJFAJ
⑥ make out
⑦ herd /hs:d/ n a herd of .. lherds of # J
⑧ graceful/'gresfl/ adj UR grace ( n . ^ + ful )-graceful( adj .)

My guide is Zhaxi, a villager from Changtang [4]. He works at the Changtang National Nature Reserve. The reserve is a sheltero for the animals and plants of northwestern Xizang. To Zhaxi, the land is sacredb and protecting the wildlife is[5] a way of life. "We're not trying to save the animals," he says. "Actually, we're trying to save ourselves."

[4]t yF Zhaxi J ] ib.

[5] #J s ia]-ing ibF ib, i ib ia] J] # .

The 1980s and 1990s were bad times for the Tibetan antelope. The population dropped by more than@ 50 percent. Hunters were shooting0 antelopes to make profits@. Their habitats were becoming smaller as new roads and railways were built[6]. [6] as .", 31 nf i b].

In order to save this species from extinction, the Chinese government placed it under national protection.Zhaxi and other volunteers watched over@ the antelopes day and night@ to keep them safe from attacks@ [7]. Bridges and gates were added to let the antelopes move easily and keep them safe from cars and trains.

[7] ia] i F ib. keep...attacks "keep+ i ^ + ii safe from attacks i Rib.

The measures were effective0. The antelope population has recovered and in June 2015, the Tibetan antelope was removed@ from the endangered species list. The government, however, does not intend@ to stop the protection programmes, since the threats to the Tibetan antelope have not yet disappeared[8].

[8] since ", i b].

In the evening, I drink a cup of tea and watch the stars. I think about the antelopes and what Zhaxi told me[9]. Much is being done[10] to protect wildlife, but if we really want to save the planet, we must change our way of life. Only when we learn to exist in harmony with nature can we stop being. a threat to wildlife and to our planet. [11]

[9]t what l #J i6],F think # ib.

⑨ observe /bz3:v/ ot.(
{10} be strucck by ..+ , \*
① beauty /'bju:ti/ n Hi i F .# \*i: danger(fE ) $$ a danger,1 fe F HJ #) failure( Jt ) $$ a failure J , KJ& ) surprise(()a surprise(J) #gt 7H ) success (J J , t )a success( ) J X,1#s #)
① remind sb of sb/sth (#E(1jk#J) remind /rI'maind/ ot .
\mathbb { B } \ { f u r / f s : } / \ n .E
① shelter / ^ { 1 } { f e l t } \backepsilon \bf { ( \omega * \omega ) } / \omega \omega \omega \omega * \bf { \omega \omega \omega \omega } ^ { \prime } \omega \omega * \bf { \omega \omega \omega } ^ { \prime } \omega \omega \omega \omega \omega \omega \omega ~ . t vi.(f
① sacred /'seikrid/ adj # J;# # J
① drop by +1 ..... drop to 1 .....
① more than F(#F over)
① shoot /Jut/ vt. \& vi. ( shot, shot) j ; 9t
{ 1 9 } make profits = make a profit J FJ profit /'profit/ n . #profitable /'profitobl/ adj . F J; J non-profit / { { ' n o n } ^ { \prime } } profit/ adj.##FJ J,TU# FJ 3 E Ag AJ
{20 } place/put...under protection ....FF place ot . F(# ++ )(# X)
{ 2 1 } watch over
{ 2 2 } day and night ;U [#]5 day ## #c : all day (long) # every other day - day after day -- day by day-KK;H
{ 2 3 } attack /a'tak/ n ., vi.&ot.
{ 2 4 } effective /1'fektiv/ adj . J;J
② recover /ri'kava(r)/ vi.; ut.#; #
② remove /rI'muv/ vt .; HF;
{ 2 7 } intend /1n'tend/ vi. & vt . t# ; i+J
{28} threat /Oret/ n.t

[10] i1 ib.

[11ony+ip bei iaiaii E $i "We can stop being a threat to wildlife and to our planet only when we learn to exist in harmony with nature."

[ix$\*] #

.

T.i F, F# E."

X++ 1. 50 % E.i { 2 9 } exist/live in harmony with.. . exist/1gzist/vi. harmony /'ha.mani/ n. F i# ; m

E.

20156 .

AJ I .i#

Section III Listening and Speaking & Reading and Thinking

[i

1. /I'mi:diatli/ adv.
2. /'xvarid3/ n .K adj.E
3. /'livin/ adj.; E AJ n
4. / { ' } { m e } 3 \Re ( { r } ) / { \Delta } n ot.
5. /rImaind/vt
6. /Sut/ vt. & vi. (shot, shot)
7. /'proft/ n.
8. /'tek/ n., vi. \& Ut . It ; #

9. 1 { ^ { \prime } r ^ { \prime } } muv/ vt.
10. / gudz/ n

[iia iRi2]

1. poster / { ' } { p o u s t o } ( { r } ) / it { n }
2. species /'spi:fiz/ n
3. shark /Sa:k/ n.
4. fin /fin/ n.
5. mass /mes/ adj.
n
6. habitat /'habitat/ n.
7. prince /prins/ n.
8. authority /5'Srati/ n.
9. whale /wel/ n.
10. antelope /'antilaup/ n
11. plain /plein/ n
adj
12. herd /h3d/ n .
13. fur /f3:/ n
14. sacred /'seikrid/ adj .
15. creature / ^ { 1 } { k r i : } { t } { j } \circ ( { r } ) / { \Delta } n

[

1. /1'li:gl/ adj.TA;#J /1'li:gali/ adv.F#; # legal adj . AJ

2. /hant/ vt. \& vi.fT# i8 h /'hAnta/ n.J#

3. { { \ s } } ^ { \prime } { { l a } } : { { m } } / Ut .; n . $$ /a'la:min/ adj . $$ alarmed adj .

4 /reit/ n .vt. /'retin/ n .$;

5. /1k'stinkt/ adj. EKJ-> /1k'stink/n/ n.K

6. /1n'deind3(r)/ ut. endangered adj . K J

7. /kan'san/ ot . # , il..... tt /kan's3nd/ adj .#tJ; tJ J concerning prep.F;

8. / \mathbf { r } \mathbf { I ^ { \prime } } \mathbf { z } \mathbf { 3 } \mathbf { : } \mathbf { V } / \mathbf { \Gamma } n . vt. reservation n . iT

9. /ab'z3:v/ vt. J); observation n .

10. /'bju:ti/ n \*\* p4 $$ beautiful adj . $$ beautify vt .

11. /I'fektiv/ adj . s effect n . u]

12. / { { r } ^ { \prime } { { k } \Lambda \ v o ( \ r ) / \Omega \ \it { v i } } } vt. recovery n

13. /1n'tend/ vi. \& vt.fTi intention n .

14. /0ret/ n.-> /'0retn/ vt .
15. /1g'zist/ vi.#;-> existence n existing adj . HJ F1 AJ
16. / \mathsf { o } ^ { \prime } \mathsf { w e o } ( \mathsf { r } ) / { \Delta } a dj . i ; . awareness n .
17. /d'dapt/ vi. _ { v t } M \mathbf { } adaptation n .
18. / { ' } { p r e } { J } \circ \left( { ~ r ~ } \right) / { ~ \ } n . press vt.
19. /'ha:mani/ n . i harmonious adj. i J \mathbf { \Phi } \to harmoniously adv. F i

I5i2

1. + -ive i effect n . effective adj . AJA : expense n expensive adj . #J
2. ^ + -eni : threat n . threaten vt. ; fE : strength n \mathbf { } strengthen \scriptstyle { v } . Jn

[i#]

Xi

1.
2.
3.
4.
5.

6. concerned about
7. adapt to
8. under pressure
9. make out
10. remind sb of sb/sth

[

1. [st]This is why...t.... [#$] to observe Tibetan antelopes.

2.[t]"only ^ + i"F st [#tt] Only when we learn to exist in harmony with nature

T.

t'C#ia]2$i

aware adj . ;.... i * awareness n

# We must make people aware of the problem and help protect the endangered wild life before it's too late!

ei

She was aware of the autumn leaves under her feet, the cool wind whispering through the trees. ( )

i2# Mi!

(1)aware of i be/become aware that iR3J (2)raise awareness of ... i

NOTES

/i/ ① { A n } (aware) of metaphors ( ") is very helpful in understanding poetry, as it allows readers to see beyond the literal meaning of words.

② You should make your parents (#i) the benefits of the training class.

③ Hardly had he entered the office when he realized that he had forgotten his report.

average n.ttk adj. t;E#i

# How many elephants are killed on average every day? ?#+K\*+\*?

He works hard and his grade is above (the) average in his class. (#) t

i2 Mi! an average of +t on (the) average +++ above average F+t K+ below average 1 FFtJ 3KF

NOTES

e i/

{ { 1 } A } student, (tJ), spends about six to seven hours in school each day. ② Half of the class were
(Ftgk), while the other half was
(1F#k), indicating a need for further study.

③ The students have two PE classes a week and run for . 20

3 concerned ad j .#t;t concern vt.i....#t n .#

# I'm concerned about the African elephants.
F##.

His sudden absence from school caused concern among his classmates. ( # )

i2\* i!
be concerned about/over/for... /
be concerned with.. .., .. i
as far as sb be concerned

i /

① The theme of the show
(j.....j) environmental protection
② You will tell your friend that you
() her. ③ In my opinion, we must get fully prepared and practice hard in order to perform well in the match.

H H aware; average; concerned i5 J H E

$$ i $$ $$ fe AE U 1t 1J HR +cAJ $$ iEi1

I went to a voluntary activity, where I 1. how important it is to help others.2. of the volunteers was about 16 or 17,and many of them were my classmates.I could see 3. in their eyes as they worked together to distribute meals to the elderly. It made me realize that even small acts of kindness can make a big difference in someone's life.

adapt vi. vt. ; * adaptation n .

#+ Elephants need large living spaces,so it's difficult for them to adapt to the changes. 1 \*i

After moving to a new country, Maria had to quickly adapt to a different culture. She learned how to greet people in a new way and tried local foods. ( # )
A4. i2 i!
adapt (oneself) to (\* Z)i adapt...from...
adapt...for...

i i/\*

① The play
(t ) an ancient story, bringing traditional characters on the modern stage.
② This play
() the stage, with new scenes and cos tumes added to make it more exciting.
③ To all of you fresh students,
is the first thing that you have to face. ( i) XfF\*i i E

measure n.##t vt.

# What measures are being taken to help them? E# \*# 1i?

i

To deal with our difficulties in study, we are supposed to find out the reasons first and then take effective measures. (ti1)

.

i2\* ik!

(1)take measures(to do sth) \*#st( \*$)
(2)be measured by measure ^ + #

[ measure...., .

observe vt . () ; ; i

i

① A person's success should not only
(measure) by their wealth or position, but also by their contributions to society and the kindness they show to others. ② The athlete's jump was impressive,
(measure) 8. 5 meters, setting a new record for the school's track and field team.
?
such as planting more trees in the neighborhood. (i\*)
i t .

#+ This is why we're hereto observe Tibetan antelopes. X

i

I noticed my coach observing every step I moved, helping me improve my strategy.

i2 i!
observe sb do sth / ib ##J T to)
observe sb doing sth J/J\*AE\*\* i /a#
① Last night Bruce was observed
(leave) the building with two young men and take a taxi away.
② { O n } the top of Mountain Tai, people excitedly observed that the sun was rising from the sea of clouds.
- \mathbf { γ } _ { { { > } } } { { O n } } the top of Mountain Tai, people excitedly
from the sea of clouds. (observe ^ + 1Ai)

recover vi.; vt. ; : recovery n .

# The antelope population has recovered and in June 2015, the Tibetan antelope was removed from the endangered species list.

201

i

Nina looked after her, helping her recover from the illness. She would sit by her side, reading her favorite books. (h # )
X

i2\* ik! recover from... .. recover oneself ET\*

i // ① The doctor expected the boy to make a quick (recover). ② She ... \*) the serious disease soon. ③ The girl was under great pressure but F\*.

adapt; measure; observe;recover K#4 $$ Xl 3K@J7j # jZ zj u zK $$ KJx7 a 1R $ \*
tj 5E ht 7 lt #F I had to 1. .1 2
13. and soon felt better.I was able to and finished the race with a smile.

ec remove vt.

# The antelope population has recovered and in June 2015, the Tibetan antelope was removed from the endangered species list.
2016

i

The volunteers worked hard to remove the rubbish left on the beach after the storm.

F

F.

i2i!
remove from...to......... J.....
remove...from.. .....
#/aF
① At last, David told me the dog's injured leg
had to (remove) if it wan
ted to survive.
② After the picnic, we had to M..... the park.
③ , seeking a peaceful life.
1t,.

9 intend vi.& vt.#i : intention n

$# The government, however, does not intend to stop the protection programmes, since the threats to the Tibetan antelope have not yet disappeared.

As intended, the interview about the development of English idioms will be broadcast live at 3:00 this Friday afternoon. () iF 3:00.

i2# i!

intend doing/to do sth #T intend sb to do sth tT J iL{#$ be intended for .

NOTES

i/i/a ① The man intended his son
(be) an archaeologist in the future to discover some historic relics.
② The program was set up with an
(intend) of helping those who haven't made progress.

③ The book #T# ...() little children is popular with us.

③ P

exist vi.#t, . existence n ## Only when we learn to exist in harmony with nature can we stop being a threat to wildlife and to our planet.

i

From the first day, Willard Frank existed in his own world, shutting out his classmates and me. ()

i2\* ik!

(1)exist in ... exist on ...... There existed/exist(s)... \*tt...

(2)come into existence i i//F ① Nobody knows when the earth came into (exist).

② To be honest, I can hardly
(#..... ) the wage I'm getting.
③ In every culture,
, passed down through generations. 11i. NOTES

it

1 die out ; i##

# Our planet's wildlife is dying out at an alarming rate.
.

i

Great importance should be attached to protecting wild animals from dying out. ( i#$) M

i2i

die of
die from y #5)
die away
die down X#$#+
be dying for sth/to do sth i + (#) #$

NOTES

i/ diei/J ① She was dying (sing) on stage during the school talent show.
② Many species are at risk of
due to habitat loss. With the melting of polar ice caps, animals like polar bears are struggling to survive. Similarly, people can
natural disasters such as floods or earthquakes.
③ As the thunderstorm slowly
the once fierce winds to a gentle breeze ( l), bringing a peaceful calm to the night.
④ Having been walking for nearly an hour, I am eager for a good sleep in bed.