2. Word File Sentences Patterns Expansion Writing Practice

3. I. the suffixes “-ology,” “-ological,” and “-ologist” -ology … 學 -ological … 學的 -ologist … 學家 archeology 考古學 archeological 考古學的 archeologist 考古學家 biology 生物學 biological 生物學的 biologist 生物學家 ecology 生態學 ecological 生態學的 ecologist 生態學家 psychology 心理學 psychological 心理學的 psychologist 心理學家 zoology 動物學 zoological 動物學的 zoologist 動物學家

4. II. “The prefix “after-” The prefix “after” is added to nouns to indicate that something takes place or exists after an event or process. afterlife 來世 aftertaste 餘味 after-sales service 售後服務 aftershock 餘震 afterthought 事後的想法 after-effect 副作用 Back

5. Expansion I. Role Play II. The Life of king Tut

6. I.Role Play The HISTORIAN group: Talk about the life of King Tut. The ARCHEOLOGIST group: What treasures are found in the tomb? The REPORTER group: Is the curse of King Tut real? Give reasons. The HISTORY PROFESSOR group: Who killed King Tut?

7. II. The Life of King Tut ( ) 1. How much do we know about King Tut’s life? (A) Very much. (B)Very little. (C) Nothing. B

8. II. The Life of King Tut ( ) 2. Who did King Tut marry? (A) His sister. (B) His cousin. (C) His half-sister. C

9. II. The Life of King Tut ( ) 3. Why did King Tut change his name? (A) To honor a god. (B) To honor his father. (C) To show his own greatness. A

10. II. The Life of King Tut ( ) 4. What did King Tut try to build when he was alive? (A) A pyramid. (B) A tomb. (C) A temple. C

11. II. The Life of King Tut ( ) 5. Who came to the throne after King Tut died? (A) His son. (B) The queen. (C) A court official. C Back

12. Giving Reasons

13. The following is a reason-giving paragraph, which contains several examples of how to answer a question or to support one’s opinion. The reasons should be arranged in order of importance. Example: The tombs of other pharaohs had all been robbed long ago, so why was King Tut’s tomb left almost untouched? One theory is that King Tut was only a minor figure in Egyptian history.

14. He came to the throne in 1352 B.C. and died nine years later at the age of 18. Perhaps grave robbers passed over his tomb for the riches of more tempting targets. Or perhaps his underground tomb was too well-covered to be noticed. In addition, the tomb of another pharaoh was built right next door just 200 years later. Most of the earth from the pharaoh’s tomb was dumped over the entrance to King Tut’s tomb

15. Format of Reason-Giving Writing Topic sentence: The tombs of other pharaohs had all been robbed long ago, so why was King Tut’s tomb left almost untouched? Reason 1: King Tut was only a minor figure in Egyptian history. Reason 2: Perhaps his underground tomb was too well-covered to be noticed.

16. Reason 3: The tomb of another pharaoh was built right next door just 200 years later. Most of the earth from the pharaoh’s tomb was dumped over the entrance to King Tut’s tomb. Transitional expressions: one, or, in addition

17. Transitional Expressions for Connecting Reasons enumeratingfirst, second, third, last, finally, the first, the second, the third, the last, the final, one, another, a third... adding informationor, besides, moreover, in addition, further-more...

18. indicating the order of importance more importantly, most importantly, what is more important, last but not least...

19. Exercise A: Read the following passage. First, underline the transitional expressions and then find out what reasons the writer used to support his/her opinion. Among all the scenic spots I have visited in China, the tomb of Qin Shi Huang is the place that I would most strongly recommend to others. First, Qin Shi Huang was one of the most famous rulers in Chinese history.

20. A visit to this tomb is worthwhile because it allows one to better understand this notorious and powerful emperor. Besides, if one wants to get a more complete picture of the Qin dynasty, a visit to the museum there is a must. The museum has a large collection of findings from the tomb.

21. Last but not least, no visit to the tomb can be complete without seeing these world famous army of terracotta warriors. Seeing these warriors, one can understand the power of Qin Shi Huang and the empire he ruled. Next time you visit China, be sure to go to Xian to visit the tomb where this extraordinary Chinese emperor was buried 2,000 years ago.

22. Topic sentence: 1 ________ ________ __________________________________ __________________________________ __________________________________ Reason: 2 __________________________ __________________________________ Reason: 3 __________________________ __________________________________ __________________________________ Among all the scenic spots I have visited in China, the tomb of Qin Shi Huang is the place I would most strongly recommend to others. Qin Shi Huang was one of the most famous rulers in Chinese history. If one wants to get a more complete picture of the Qin dynasty, a visit to the museum there is a must.

23. Reason: 4 __________________________ __________________________________ __________________________________ Transitional expressions: 5 ____________ __________________________________ No visit to the tomb can be complete without seeing these world famous army of terracotta warriors. first, besides, last but not least

24. Exercise B: Give three reasons why students should wear uniforms to school. In my opinion, wearing uniforms to school is much better than wearing clothes of our own choice. 1 ________________________ ___________________________________ For one thing, uniforms make it easy to tell which school we’re from and thus make us careful about behaving ourselves.

25. 2 ___________________________________ ___________________________________ ___________________________________ 3 __________________________________ ___________________________________ ___________________________________ ___________________________________ Thus, I think it is better for students to wear uniforms to school. In addition, wearing uniforms to school saves time because we don’t have to decide what to wear every morning. Most importantly, with the same uniform, it is hard to tell which students come from poor families and which from wealthy families. In theory this makes all students equal.