Period 1 Welcome to the unit

Teaching Objectives:

1)Get students to conduct a free discussion about ancient civilizations.

2)Encourage the students to share their ideas with each other.

Important points and difficult points:

1)Students are expected to describe what they have known about the ancient civilizations.

2)Encourage the students to communicate with classmates.

Teaching procedures:

Step1 Lead in

Quiz: How much do you know about the ancient civilization?

1)What are the four ancient civilized nations?

2)What are the seven wonders of the world?

埃及的金字塔、巴比倫的“空中花園”、土耳其的月亮神阿泰密斯女神廟、位于地中海的羅得島太陽神銅像、亞歷山大燈塔、希臘奧林匹克的宙斯神像、土耳其國王摩索拉斯陵墓。但是，由于地震、人為破壞等原因，這七大奇跡，除金字塔依然屹立外，其余均已毀壞。因此在此基礎上，隨后又產生了世界中古七大奇跡之說：意大利的羅馬大斗獸場、利比亞沙漠邊緣的亞歷山大地下陵墓、中國的萬里長城、英國的石圍圈、中國南京的大報恩寺琉璃寶塔、意大利的比薩斜塔、土耳其的索菲亞大教堂或圣索菲亞圣殿。

Step2 Talking about the pictures

The Statue of Zeus:

1.Who is Zeus? (A god of Greek mythology, Cronus and Rhea’s youngest son, the supreme ruler of both Mount Olympus and the Pantheon of gods residing there)

2.What does the name Zeus mean? (It is said to be related to the Greek word “dios” with ‘bright’ as its meaning.)

3.Where was the Statue (雕像) of Zeus once located? (On the western coast of Greece)

The Taj Mahal:

1.Who built it? (Shah Jehan, the fifth Mughal Emperor.)

For whom and why was it built?

(It was built by Shah Jehan for his beloved wife as a monument of eternal love.)

2.When was it built? (From 1631 to 1648)

3.Where is it? (On the banks of India’s most sacred river, the river Yamuna in Agra)

The Hanging Gardens:

1.Who built it? (King Nebuchadnezzar, who ruled ancient Babylon for dozens of years)

2.Why did it appear to be ‘hanging’ in the sky? (It looked so because it was constructed entirely on the roofs of a building, with a lot of trees surrounding it.)

3.Why was it built? (To cheer up Nebuchadnezzar 尼布甲尼撒二世(古巴比倫國王,攻占耶路撒冷,建空中花園)wife who was said to be very homesick)

The Potala Palace:

1.Where is it located? (On the Red Hill in the Lhasa Valley of Tibet, China)

2.When was it rebuilt? (In the 17th century)

3.What was it used as? (The residence of the Dalai Lamas since the 7th century, as well as the religious and political centre of old Tibet)

Step3 Group discussion

1. What do you think of the structures you saw just now?

2. Do you think it is important to protect cultural heritage? Why or why not? Do you have any suggestions on how to protect it?

Step 4 Homework : Preview reading.

（1）Some of them have disappeared ,while others remain today .

它們中一些已經消失，然而另外一些今天仍然存在。

a. remain不及物動詞，“留下”“剩下”；還可意為“逗留”，其后通常接介詞或副詞。如：

After the fire ,very little remained of my house .火災之后，我家所剩無幾。

In the early days , some lived in tents and hunted wild animals. Others remained in one place and started farms of their own.

在古代有些人住帳篷，四處獵取野獸；還有些人居住在一個地方，開始了他們的農耕生活。

The children remained out because of the good weather. 由于天氣晴朗，孩子們繼續呆在室外嬉戲。

He has to remain in hospital until he is better. 他不得不住院，直到身體好轉。

[注]表示“留在某地”時remain 和stay 同義。如remain/stay there(呆在那里)，但只能說stay at home ,不能說remain at home。另外remain 既可指人逗留在一定場所，也可指物逗留在一定場所或保持原來的形狀或狀態，stay 只表示人逗留在一定場所。

b. remain用作連系動詞，意為“保持”“仍然是”“還是”“剩下”，接形容詞、名詞、動詞不定式、現在分詞、過去分詞或介詞短語作表語，如：

He remained silent . 他保持沉默。

She remains unmarried.她仍然單身。

Man remained a hunter for thousands of years .人類的狩獵時期有數千年之久。

A lot of work remained to be done.許多工作還沒做完。

After the earthquake ,very few houses remained standing .地震后幾乎沒有房子沒倒塌。

[注]remain 接動詞不定式表示將來動作，接現在分詞表示正在進行的主動動作，接過去分詞表示主語所處的狀態或已經發生的被動動作。如：

This remains to be proved . 這有待證實。（將來的被動動作）

Whether it will do us good remains to be seen. 這是否對我們有好處，還要看一看。（將來的被動動作）

They remained listening. 他們一直在聽。（正在進行的主動動作）

She remained sitting when I came in .我進來時，她仍然坐著。（正在進行的主動動作）

The book ,however ,remains unfinished.但這本書一直沒完成。（表示主語所處的狀態）

They remained locked in her room. 他們仍然被鎖在房子里。（已經發生的被動動作）

c. remains是名詞，表示“遺物”“遺址”“剩余物”，其單、復數同形，如：

the remains of an old castle 古城堡的遺址

They paid their last respects to her remains. 他們對她的遺體告別。

The remains of the meal are/is in the refrigerator. 剩飯在冰箱里。

d. remaining 意為“剩下的”“余下的”，修飾單個名詞時，前置，如是修飾短語則應后置。如：

She returned home with the remaining 10 dollars. 她帶著剩下的十美元加了家。

You may have the remaining ones. 剩下的你可以拿去。

We had a number of duties to perform during the short time still remaining .

在剩下的時間中，我們有很多的任務要完成。

[注] left也可意為“剩下的”“余下的”，多放在被修飾的名詞之后，如：

How much time is there left? 還剩有多少時間？

There are no books left in the room。房間里沒剩下書。

The lady said she would buy a gift for her daughter with the ______.

a. 20 dollars remained b. 20 dollars to remain c. remained 20 dollars d. remained 20 dollars

（2）The hanging Gardens 空中花園

a. hanging 為現在分詞作定語，hang此處為不及物動詞，意為“懸”“掛”，(hang, hung, hung )

He remained hanging in the midair ,saved by the belt .他懸在半空中，安全帶救了他。

A full moon hung in the sky. 一輪滿月掛在天空。

Big lights hang from the ceiling. 天花板上吊著幾盞大吊燈。

b. hang作及物動詞，意為“懸”“掛”，仍是不規則動詞，如：

Let’s hang those pictures on the wall. 咱們把這些畫掛在墻上。

My mother is hanging out the washing. 我媽媽在晾洗好的衣服。

Slogans were hung in the hall. 大廳里懸掛著標語。

[注]有時表示“上/里面掛著”著be hung with。如：

The hall was hung with pictures by workers .大廳里掛著工人創作的畫。

The trees were thickly hung with fruit. 樹上果實累累。

c. hang作規則動詞，意為“吊死”“絞死”，既可作及物動詞也可作不及物動詞。如：

The last Ming emperor hanged himself from this tree. 明朝最后一個皇帝就是吊死在這棵樹上的。

Mussolini was hanged by the Italian people . 墨索里尼被意大利人民絞死了。

The man was hanged for what he had done to the peasant family.那人因對那農家所干的一切被絞死了。

At that time you could hang for stealing .那時犯盜竊罪就可能會被絞死的。

d. hang所用于的一些短語：

hang about 逗留，閑蕩 hang back 躊躇不前

hang (down) one’s head低下頭 hang on堅持下去；賴著不走

hang over使憂心忡忡；擔心可能發生 hang up 掛斷電話

hang upon靠……決定 hang by a hair/thread命懸一線，危在旦夕

（3）Have you ever been to a museum and seen things from ancient civilizations?

你曾去過博物館看到過來自文明古國的東西嗎？

a. civilization 在本句中為可數名詞，意為“文明國家”。如：

These are acts that will horrify civilizations. 這些是令文明國家震驚的行為。

These are inventions from civilizations. 這是些來自文明國家的發明。

b. civilization作可數名詞，意為“文明”“文化”。如：

Do you know the civilizations of ancient Egypt, Babylon and Persia?

你了解古埃及、巴比倫和波斯的文化嗎？

Chinese civilization is one of the oldest in the world. 中國文化是世界上最古老的文化之一。

c. civilization 作不可數名詞，意為“教化”“開化”“文明環境”“文明社會”。如：

The civilization of mankind has taken thousands of years. 人類的開化經過了數千年。

They still live far from civilization. 他們仍然生活在遠離文明世界的地方。

It’s good to get back to civilization after living in a tent for two weeks.

在帳篷里生活了兩星期后又回到文明社會可真舒服。

（4）Do you have any suggestions on how to protect it? 你有關于如何保護它的什么建議嗎？

a. suggestion作可數名詞，意為“提議”“建議”。如：

I want suggestions about what to do today. 今天做什么我想聽聽有何意見。

My suggestion is that we put off the meeting. 我的建議是推遲會議。

[注] at/on one’s suggestion或at/ on the suggestion of 意為“按照某人的建議”，其中suggestion作不可數名詞。如：

On/At your suggestion, I bought the more expensive printer. 遵照你的建議我買了較貴的打印機。

b. suggestion作可數名詞還可意為“些微”“跡象”。如：

He speaks English with a suggestion of a French accent. 他講英語帶一點法語口音。

There is no suggestion that she should resign. 沒有跡象顯示她要辭職。

c. suggestion作不可數名詞，意為“聯想”“暗示”。如：

Most advertisements work through suggestion. 大多數廣告都是通過暗示起作用。

There is much suggestion in what he has said. 在他的話中暗示了許多東西。

[注]advice為不可數名詞，意為“告誡”“忠告”“勸告”“建議”，常用來表達講話人對做什么、怎么做提出觀點，往往帶有警示意思。如：

You won’t get well unless you follow your doctor’s advice. 如果你不遵醫囑，你將不會痊愈。

If you take my advice and study hard, you will pass the exam. 如果你聽我的勸告用功讀書，你就會考及格。

Marx gave some advice on how to learn a foreign language. 馬克思就如何學外語提了一些建議。

[注]advice不可數，不說an advice， a piece of advice（一條忠告；一項建議）或some advice（一些建議）。

Period 2 Reading

I. Teaching Aims:

1. To improve the reading ability and help the students understand the text wholly.

2. Learn some useful words and expressions.

II. Teaching Important Points:

1. Help the Ss to understand the text.

2. Learn and master some important words and phrases in this period.

III. Teaching Difficult Points:

1. How to help the Ss improve their reading ability and understand the passage better.

2. How to master some important language points in this passage.

IV. Teaching Methods:

1. Fast reading to get the general idea of the story.

2. Careful reading to understand the story better.

3. Discussion to help the Ss understand what they’ve learned better.

4. Explanation to help the Ss master some language points.

V. Teaching Procedures:

Step1. Fast reading:

1. TEACHER:

Read the following diary entries quickly and answer these questions.

1. What country is the author from? Canada.

2. What is one main similarity between Pompeii and Loulan?

Both of them became lost civilizations about 2,000 years ago.

3. Who was made director of the Pompeii dig in 1860?

The Italian archaeologist Giuseppe Fiorelli.

4. Who is Professor Zhang? An archaeologist from the local cultural institute.

Step 2. Reading for details (C1）

Reading the letter again carefully and then choose the best answer:

How well did understand the details in the diary? Read it again carefully and answer the following questions.

1. What happened to Pompeii in August AD 79?

Most Vesuvius erupted and lava, ash and rocks poured out of it into the surrounding countryside. All the people in Pompeii were buried alive, and so was the city.

2. How was the buried city discovered?

It was discovered in the 18th century when a farmer found some stone with writing on it. People started to dig in the area for treasure, with caused much damage. So in 1860, the Italian archaeologist Giuseppe Fiorelli was made director of the Pomeii dig.

3. What were the stepping stones along the road in Pompeii used for?

With these stones, people did not have to step in the mud in the streets on rainy days.

4. Why was Loulan an important city about 2,000 years ago?

Because it was a stopping point on the famous Silk Road between the East and the West.

5. How do many people think Loulan disappeared?

It was gradually covered over by sandstorms from AD 200 to 500.

6. According to the last sentence, how did the author feel about the loss of Loulan?

She felt that it was a pity.

Step3. More details: (C2)

The writers of diaries often record feelings or opinions (emotions) as well as what they have done (actions).Do the sentences below express emotions (E) or actions (A)?

1. I feel lucky to have won a place on this trip. (line2) E/A

2. This morning we went to a lecture about Pompeii. (line7) E/A

3. Unfortunately, all the people were buried alive, and so was the city! (line 11-12) E/A

4. How amazing! (lines14--15) E/A

5. People started to dig in the area for treasure. (line16--17) E/A

6. When I walked around the city, I saw streets just as they had been. (line 19) E/A

7. I am so excited to be here! (line35) E/A

8. Sven found the remains of buildings buried under the sand. (line 39) E/A

Find out the facts and historical information about the two cities.

Pompeii time event

in the 8th century

in 89 BC

on 24th Aug. AD 79

in 1860

Loulan 2000 years ago

from AD 200 to AD 500

100 years ago

Step 4.

Meaning of words (D1)

Look at these new words from the diary entries and match them with their definitions.

1. represent (line2)__b___ a. threw out lava and ash

2. took over (line8)__g___ b. acting or speaking for a group

3. erupted (line9)__a____ c. sadly, unluckily

4. unfortunately (line11)__c___ d. rich

5. houses (line26)__h____ e. parts of a building that remain after it has been badly damaged or destroyed

6. wealthy (line32)__d____ f. huge

7. ruins (line42) ___e_____ g.took control of

8. enormous (line44)____f______ h provides space for

Step5. Summary and Homework

Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots, was found.

Language points:

1．similarity n 相似點；相似，類似 similar adj. 相似的，類似的

be similar to 與……相似 similarly adv. 相似地； 類似地

the similarity of a cat to a tiger 貓和虎的相似

The two coats are similar but not the same. 這兩件大衣是相似的，但不同。

2. arrange v. 安排，籌劃，整理，布置

arrange + n. 整理；布置；排列

arrange + (for) + n. 安排……；協商……

arrange +for + n. + to do 安排……做……

arrange + (with + n.) + to do (與人)約定干……

arrange + that 商定……；安排…… （that從句用should + v. , should 可以省略）

I’ve arranged for him to meet her. 我已經安排好他跟她見面了。

I arranged to meet him at 6 o’clock. 我約定在6點鐘跟他見面。

He arranged that the meeting be put off for a week. 他安排把會議延后一星期召開。

3． represent vt. 表現；描寫；描畫；代表；聲稱

representative n. [c] 代表

represent oneself as/ to be 自稱是；聲言

represent sth. (to sb.) 向……說明；闡述；表達

represent sth. 代表……，代理……

He represents himself as an expert in English. 他自稱是英語專家。

He represented our school at the meeting at the meeting.他代表我們學校出席會議。

The pigeon represents peace. 鴿子象征和平。

4. take over 繼承，接管，接替，接任

take away 拿走，使離開 take hold of

take back 退回（某物），收回（所說的話）

take care 小心，謹慎 take --- for 把---誤認為

take care of 照顧，照料 take --- for granted 認為--- 理所當然

take down 　取下；記下 take after 相似

take in 接待，吸收 take to 喜歡

take off （飛機）起飛；取消，脫下

take on 呈現，雇傭 take along 隨身帶著

take out 　取出；拿出

take up 開始；從事；占去（時間）等

The large company has taken over many small ones. 　這家大公司吞并了許多小公司。

You watch the house until 10 and then I’ll take over.你監視這所房子到10點，然后我接替你。

He opened the drawer and ___ a notebook.

A. took on B. took over C. took up D. took out

He expects to ___ the business when his father retires.

A. take down B. take over C. take up D. take out

5. alive/ living/ live/ lively

alive “活著的”，是表語形容詞，可修飾人，物，用作表語（可與living互換），賓補和后置定語，不能用作前置定語。

living “有生命的，活著的”，多作表語和前置定語，可修飾人或物，如a living plant 活的植物

live “活生生的，現場直播的，實況直播的”，只用作前置定語，只修飾物，不指人

a live tiger 一只活老虎 a live show / broadcast /TV programs

lively “活潑的，生動的”，可用作表語、定語、指人或物。

a lively child 活潑的孩子 a lively description 生動的描述 a way of making one’s classes lively 使課堂生動的方法

Keep him alive, please. 請讓他活下去。

He is the only man alive in the accident. 他是事故中惟一活著的人。

6.so + 情態動詞/助動詞/ + sb./sth 是一個倒裝句型結構，表示上文中某人/物怎樣，下文中的某人/物也怎樣，其中情態動詞、助動詞和系動詞在人稱、數上要與下文的主語保持一致，在時態上與上文相一致。表否定時用neither或nor.

If you can do it, so can I. 如果你能做，我也能做。

If you go there, so will I. 如果你去， 我也將去。

If you don’t go to the cinema tonight, nor shall I. 你今天晚上不去看電影，我也不會去。

注意：So it is with … 和It is the same with … 既用于肯定句，也用于否定句，陳述兩種(以上)的情況。

I have already seen that interesting film.____.

A. So does he B. So has he C. So he does D. So he has

7. damage

1). 損害；損失。不可數名詞，常接介詞to

2). 賠償金

3).作動詞用，意為“損害，毀壞”

A torrent of rain came down and damaged the crops.

He had not got any damages.

hurt/ injure/wound/ destroy/ damage/ ruin

<1> Laughing at others will hurt their feelings.嘲笑別人會傷害他們的感情。（精神，肉體上的傷害，強調疼痛）

<2> Although his hand was injured, he continued to operate the machine.（損害，毀壞容貌，強調喪失機能）

<3> A lot of soldiers were wounded in the battle.（強調暴力引起的創傷）

<4> This new evidence will completely destroy his argument.（完全的，不可修復的毀壞）

<5> Exposing to sunlight will damage the colored photo. (部分的，尚可修復的毀壞)

<6> He has ruined his health through drinking heavily. (毀壞，弄壞)

A bomb ____ tow buildings and damaged several others.

A. destroyed B. damaged C. harmed D. injured 　

“If you go on stealing, you will ____ your bright future, young man!” said the judge.

a. destroy b. damage c. ruin d. break

a. damage 和destroy都可作動詞表示“破壞”，但在破壞的程度上,damage 要小于destroy, damage 可以指不同的程度的破壞損壞，而destroy 則一般指毀滅性的破壞。作為動詞兩詞許多的時候要通用。如：

In Germany ,over 50%of the country’s trees had been damaged /destroyed by the year 1986.

德國到1986年的時候，百分之五十的國家森林已被破壞。

But this “chemical rain” gradually destroys /damages trees in the forests and kills the fish in the lake.但這種“酸雨”漸漸地損害了森林中的樹木，導致了湖中的魚的死亡。

You have destroyed my life and all my hopes.你毀了我的生活，同時也毀了我所有的希望。

b. damage 可作不可數名詞，而destroy 不能用作名詞，destroy的句詞形式為destruction.如：

The storm caused great damage /did a lot of damage to the crops.

這場暴風雨給莊稼帶來了巨大的損害。

８．house 在此用作動詞，意為“給（某人）房子住，儲存，覆蓋，遮蔽”

We can house you if the hotel are full.

house 用作名詞，意為“房子，家庭，建筑物，家族”

as safe as a house 絕對安全

keep house管理家務

eat sb out of house and home把某人吃窮

put/ set one’s house in order 把自己的事情處理的井井有條

9. too ….to…..一般譯作“太---而不能”，但是當too后的形容詞為ready(輕易), glad(高興), kind(善良), pleased(高興), anxious(急切), eager(渴望), willing(愿意)等, too 前有not, only, but, all, never等詞時，too相當于very.

can’t (can never)…..too……怎么---也不過分

too ready to do sth 總愛做某事

too + adj. +for sb (sth) to do 太。。。而不適合于干。。。

--- I wish Bill would drive us to the station.

--- He has ____to take us all.

a too small car B. too small a car C. very small a car D. such small a car

too +adj. +a/ an +名詞

--- I was riding along the street and all of a sudden, a car cut in and knocked me down.

--- You can never be _____careful in the street.

A. much B. very C. so D. too

Never…too+ adj.+adj. 在…也不為過

●Teaching objectives:

1.Develop the students’ability of using the target language in real situation.

2.Enlarge the students’vocabulary by learning some words about archaeology.

●Teaching methods:

1.Students-centered.

2.Teacher and students’interaction

3.Multimedia way.

Task 1. Teach the pair nouns and group nouns

Step 1. Help the students to get the idea about pair nouns and group nouns by looking at some pictures.

e.g. a pair of sacks

a flock of birds

a herd of horses

Step 2. Label each picture, using an expression including a word in the box.( p.46)

Step 3. Help the students to summer up pair nouns and group nouns.

Task 2. Learn some words and information about archaeology.

Step 1. Students read Part A carefully, paying attention to the word in blue.

Step 2.Students read and fill in the blanks of Part B.

Step 3. Students have a group discussion and find out words related to the subject on archaeology.

Step 4. Ask the students to write out as many words as possible.

Task 3. Homework

1.Remember the pair nouns and group nouns.

2.Preview the grammar.

（1）成雙成對的名詞

在英語中有些名詞有兩個部分組成，這兩個部分的形狀、構造、顏色等都是一樣的，缺了其中的一個部分就失去了使用價值。這些名詞前常用量詞pair。如：

a pair/two pairs of binoculars一架/兩架雙筒望遠鏡

a pair/two pairs of socks一雙/兩雙短襪

a pair/two pairs of stockings一雙/兩雙長筒襪

a pair/two pairs of shoes一雙/兩雙鞋

a pair/two pairs of boots一雙/兩雙靴子

a pair/two pairs of chopsticks一雙/兩雙筷子

a pair/two pairs of trousers一條/兩條褲子

a pair/two pairs of glasses一副/兩副眼鏡

a pair/two pairs of scissors一把/兩把剪刀

[注]這些名詞作主語時謂語動詞用復數形式，如有量詞pair，則謂語動詞根據pair的單復數形式決定。如：

My trousers are worn out. 我的褲子穿壞了。

There is a pair of/are two pairs of shoes under the bed. 床下有一雙/兩雙鞋。

（2）集體名詞

英語中有些可數名詞可組成一個群體，它們通常與一些表示群體的名詞連用。如：

a herd /two herds of cows ,elephants ,deer 一群/兩群牛/大象/鹿

a bunch /two bunches of flowers ,bananas ,grapes ,keys 一束/兩束花，一串/兩串香蕉/葡萄/鑰匙

a pack /two packs of dogs ,wolves ,cards 一群/兩群狗/狼，一盒/兩盒牌

a flock /two flocks of sheep ,goats ,swallows 一群/兩群綿羊/山羊/燕子

a swarm / two swarms of been ,ants ,flies 一窩/兩窩蜜蜂/螞蟻，一群/兩群蒼蠅

a crowd /two crowds of people ,children ,guests 一群/兩群人/孩子/客人

a team /two teams of players ,salesmen ,workers 一隊/兩隊球員/銷售員/工人

an army /two armies of workers ,ants ,volunteers 一大群/兩大群工人/螞蟻/自愿者

[注]當這些名詞短語作主語時，如果前面的量詞是單數時，強調一個整體，謂語動詞用單數形式，如果側重后面的成員，謂語動詞就用復數形式。如：

A group of soldiers was /were marching towards the city. 一群士兵正向城市進軍.

Task

1. listen for 用心聽，留神聽著…的聲音

The boys are listening for the bell at the end of a lesson. 上課結束時，孩子們都在等著聽鈴聲。

Listen for the postman. 注意聽著郵遞員的聲音。

2. add…to… 把…加到…

She added sugar to her tea. 她把糖加到茶里面。

add to… 增強，增加

This adds to our difficulties. 這增加了我們的困難。

This adds to our information. 這增加了我們的信息。

3. open 開放的，開始…的

The hearing is open to the public. 這次聽證會是公開的。

The movie star is now open for reporter’s questions.

那位電影明星現在開始準備回答記者的提問。

4. audience 觀眾，聽眾（可數）

The large audience enjoyed every word Mr. Jackson uttered.

大量的聽眾欣賞杰克遜先生說出的每一句話。

There was a large audience at the pop concert. 有大量的觀眾雜聽流行音樂會。

注：audience作整體看待時動詞可用單數形式，看作許多人時動詞用復數形式。有時兩

種形式都可以用。

It was late, but the audience was increasing. 天晚了，但是觀眾還在增加。

The audience are dressed in a variety of ways. 觀眾們穿著打扮多種多樣。

The audience was/were very excited by the show. 演出使觀眾非常激動。

5. be located (in/on) 位于…

Where’s it located? 它位于哪兒？

The house is located next to the river. 那房子位于河邊。

locate作動詞時表示把…放在…, 讓…呆在某處：

The company located its branch office in the suburbs. 那家公司把分公司放在了郊區。

He located his new store on Main Street. 他把他的新店設在了緬因街。

6. declare 動詞，表示“宣布，宣稱，聲明”，后面可跟名詞、從句、復合結構、介詞短 語等。

Bulgaria declared its independence in 1908. 保加利亞于1908年宣布獨立。

She declared that she didn’t want to see him again. 她宣布她不想再見到他。

At 3:30 the chairman declared the session closed. 三點三十分時，主席宣布全會結束。

He declared against the proposal. 他宣稱反對那個提案。

7. in memory of 紀念，為了紀念..

He wrote the book in memory of the fallen officer and soldiers in the war.

他寫下此書以紀念這場戰爭中的陣亡將士。

In memory of the massacre carried out by Japan in Nanjing, the citizens built a memorial in the city.

為了紀念日本在南京制造的大屠殺，市民們在城里建立了一座紀念碑。

8. distinguished 形容詞， 著名的，卓越的，突出的

He is the most distinguished chemist in the country. 他是這個國家最著名的化學家。

He has made distinguished services in his diplomatic career. 在他的外交生涯中他功勛卓著。

distinguish是動詞，區分，區別

Can you distinguish cotton cloth from linen? 你能把棉布和亞麻區別開來嗎？

People who can’t distinguish between colours are said to be colour-blind. 不能區分顏色的人叫作色盲。

9. be honored 感到榮幸，跟不定式或從句

I’m honored to be here with you. 與你一起感到榮幸。

I’m honored that you should notice me. 我感到榮幸，你竟然注意到了我。

honor 作動詞用法如下：

（1）使感到榮幸

You honored us by being with us today. 你今天與我們呆在一起使我們感到榮幸。

（2）尊敬

Lenny honored him as a teacher. 蘭妮把他尊之為師。

（3）對…表示敬意， 紀念

Our government gave him a state banquet to honour his visit to china.

政府為他舉行了國宴，以表達對他中國之行的敬意。

10. point out: The teacher pointed out my mistake in the way of doing the problem.

老師指出了我在做題方法上的錯誤。

I must point out that further delay would be unwise. 我必須指明再延誤就要吃大虧。

Point at 指著（人或物） point to ( 強調方向，并不一定指該物體)

Make a point 證明論點正確 to the point 正中要害 off the point 離題的

On the point of 正要--- There is no point in sth.(doing sth.) 做--- 沒有道理（必要）

I would see him pointing at me and then telling something to other guests.

我能看見他指著我然后對其他客人說了什么。

The hand of the clock pointed to twelve.

The is no point in getting upset with him. 跟他生氣沒有必要。

The lawyer was brief and to the point. 律師說話簡明扼要，直截了當。

I was on the point of leaving when the telephone rang.

Project

Project Creating an illustrated time chart

Part A

Step I Reading

Read the article and try to get the main idea of each paragraph

:Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.

Paragraph 2 Similarities between China and Rome during the Han Dynasty.

Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC.

Paragraph 4 Rome and China had a difficult time in the following hundred years.

Read the article again and answer the following questions:

1. When did Rome become a republic and what happened in China then?

2. When was China united and by whom?

3. Which city did Han Dynasty have as its capital? Where is it now?

4. What did China and Rome have in common during the Han Dynasty?

5. When was Silk Road was in use? And what was it used for?

6. When did the trade between China and Rome begin? What goods were traded?

7. When did Han Dynasty fall and what did it result in?

9. When was Roman Empire ended? Was it the same story for China?

Step 2 Time chart

Read the time chart carefully and answer the following questions:

1. What happened in both China and Rome in the year 509 BC?

2. What about the year 27 BC?

3. When was Confucius born?

4. How long did the Han Dynasty last?

Conclusion:

What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.

Part B Creating an illustrated time chart

Steps for creating an illustrated time chart

Planning

Work in small groups and do the following:

1. Discuss and research time periods in history you are interested in.

2. Choose one as the time period you will illustrate in your time chart.

3. Discuss the tasks for each member.

Research ________________

Write the outline _________________

Illustrate the time chart ____________

Present the time chart ______________

Preparing

1. Find information from various sources on the time period.

2. Sort the information by date.

3. Discuss the information and decide what to include in the time chart and what to leave out.

4. Write an outline, paying attention to the time period and its significance.

Producing5. Design the time chart based on the outline.

6. Proofread it and add new ideas, if any.

Homework

Complete the time chart

Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.

Language points:

1. influence:

影響 v. My teacher influenced my decision to study science.

My father influenced me to accept this job. (促使)

權力，勢力 n.（over, with 連用）use one’s influence with sb. 利用（與某人的關系的）影響力

You have a curious influence over me. 你對我有一種全新的影響。

Will you use your influence to get me a job? 你能利用你的權力為我找個工作嗎？

影響力；感化力（on,upon 連用）Many a woman has influence upon her husband.

Under the influence of 在--- 的影響下

an active influence 積極的影響

Have a bad influence on 對--- 有不良影響

a far-reaching influence 深遠的影響

注意：表示“有影響的人或事物”時，是可數的。

He is an influence for good in the town. 他是這城里能影響他人行善的人。

effect 著重強調所造成的結果

Hibernating animals can sleep throughout the winter without any ill effects.

冬眠的動物可以睡過整個冬天而無不良結果。

Punishment has very little effect on him. 懲罰對他沒有什么用。

2. trade

n. 交易、買賣、貿易 a trade agreement between England and France

v. 進行貿易 The early settlers traded copper for corn

Expressions: trade gap 貿易差額 trademark 商標

trade price 批發價 trade people 零售商

3. in return (for)

I don’t know what to do in return.

Mike, in return, told me his history.

When will you return me the book I lent you?(歸還)

He suddenly returned on a rainy night. (回來，回到)

I shall return to this point later in my lecture. 我還要回來講這個問題。

Not long after, he returned to his old habit. 沒過多久， 他又故態復萌了。

What will you do ______for his kindness?

A. in honor B. in return C. in name D. in general

4. unite (力量上或利益、目標等方面的)聯合，側重（無形的、精神上的）團結

It is the common interests that unite our two countries. 是共同的利益使我們兩國聯合起來。

Let’s unite in fighting poverty and disease. 讓我們同心協力擺脫貧困、戰勝疾病。

The teacher united our group to another one. 老師使我們組與另一組合并。

a united family 一個和諧團結的家庭 make a united effort 作一致的努力

5. no more

Such a practice was no more. 這種習俗已經不存在了。

He couldn’t lift the table and no more could I. (也不)

no more --- than He is no more capable of speaking English than I am. (都不會)